Schlesinger repeatedly emphasized in his new book, The Division of America (1992) that the multicultural movement with African-centrism, racial worship and institutionalized bilingualism as its core is eroding the foundation of the American nation: the ideal of E Pluribus Unum engraved on the national emblem of the United States. The so-called Africa-centered theory is a new world historical view that has been popular in American academic circles since 1980s. Its basic view is that the birthplace of human history is in Africa, and blacks are the creators of human civilization. Today, the splendid civilizations of ancient Greece written in western history books, such as philosophy, art, science, political ideals, legal concepts, etc., have been stolen by ancient Greeks from blacks. In other words, the current "Eurocentric" view of history is a set of myths deliberately fabricated by white European historians in the past few centuries, which should be overthrown and the African-American-centered view of world history should be rebuilt. Therefore, we must use this new view of history to rebuild the history textbooks of American universities and transform the original history courses. In the eyes of African centrists, this effort to reform the curriculum is an important measure to enhance the self-confidence and improve the status of African Americans. As a black scholar said, "Saving and rebuilding black history is an indispensable part of saving and revitalizing black personality". (For a detailed comment on Africa-centrism, please refer to the paper of the late Professor Shen Zongmei: Africa-centrism as a World View of History, Journal of Nanjing University,No. 1993,No. 1). The criticism of "African centralism" to "European centralism" cannot be said to have no positive significance, but it is too emotional and lacks basic historical materials. In this regard, Schlesinger first pointed out that the "Africa-centered theory" is based on extremely inadequate historical materials and far-fetched explanations. Secondly, this method of distorting history for the needs of realistic struggle cannot achieve the purpose of enhancing black pride that its advocates hope, because the vast majority of African Americans have never recognized African culture and do not care about Africa. By pointing out a series of western-educated black leaders in the United States and the world, he tries to explain that the modern western humanistic education accused of "Eurocentrism" does not hinder the cultivation of great blacks. Similarly, the outstanding performance of Jews and Asians in American society is not because they have taken more classes in Judaism or Asiacentrism. Therefore, "Africa-centered theory" is harmful to the growth of black people. He quoted a black columnist as saying that the education of "Africa-centered theory" will only make black children "at a disadvantage in a culture in which they must compete."

In Schlesinger's view, "Africa-centered theory" is only a typical development of national superstition. To completely liquidate, it is necessary to break the national myth. The basic feature of national superstition is to emphasize that only the nation can truly understand and know the nation. Therefore, the courses of ethnic theory and history offered by universities can only be taught by professors with the same ethnic background. By extension, only women can teach women's courses, and only homosexuals can conduct homosexual research. National superstition is not only manifested in the curriculum, but also affects students' daily life. Because of his superstition of race, the student thinks that he can only have real communication with his compatriots. As a result, American university campuses "split into various cultural enclaves like Beirut". Oberlin College, which initiated the coeducation trend of black and white students in the United States a century and a half ago, has now become a typical example of division: Asians, Jews, Hispanics and blacks live in different dorms, and even homosexuals are divided into different groups according to race. As a result, "oberlin students' thinking, study, behavior and residence are completely separated", and universities have lost their due universality.

Schlesinger felt sorry for this divided photo. "National superstition exaggerates the differences between nations, deepens dissatisfaction and opposition, and strengthens the gap of hatred between nations. The result will only be self-pity and self-isolation. " ? An important symbol of national identity is language. For many years, the United States has been using the free compulsory education system to popularize English to immigrants and their children around the world, and English teaching has become the most important means to make immigrants "Americanized". However, some multiculturalists believe that forcing immigrant children to learn English and give up their mother tongue is tantamount to a kind of "political oppression" and cultural deprivation. Because of this, they took advantage of the fact that American federal law never stipulated English as the official language, and began to advocate the bilingual movement with the help of 1968 bilingual education law, demanding that public schools provide Spanish courses to immigrants (mainly Latin American immigrants here). As a result, Spanish has almost become the common language in a considerable part of the United States. In Schlesinger's view, this practice not only makes the descendants of immigrants lack the language skills needed to enter the mainstream society, but also "breeds self-isolation, which in turn breeds racial opposition." Therefore, "to help our students use mainstream languages fluently is to give them more opportunities and abilities, not to deprive them". Shi pointed out that, more importantly, a * * * language is a necessary link to make the United States a homogeneous nation, and the institutionalized bilingual movement is a threat to this ideal.