In May, the Philadelphia School District announced it would be adding two Muslim holidays — Eid al-Fitr and Eid al-Adha — to the school calendar, making the district one of a growing number in the nation to recognize Muslim holidays.

A member of the Philadelphia Eid Coalition, a political action committee whose stated mission is to convince the district to declare these holidays official religious holidays, said Philadelphia’s move will “validate our young Muslim students” and prevent them from “hav[ing] to choose between education and religion.”

Her words are particularly ironic, given the organized and concerted effort to validate Islam in American schools — at the expense of truth. Indeed, the Institute on Religion and Civic Values (formerly the Council on Islamic Education) — which has reviewed world history textbooks for more than 20 years — made no secrets about its wish to foment a “bloodless” cultural revolution through promoting Islam via textbooks and, as the Middle Eastern Forum reported, “warn[ing] scholars and public officials who do not sympathize with its requests that they will be perceived as racists, reactionaries, and enemies of Islam.”

The organization boasts that its “reviews have helped improve the coverage and framing of complex topics.” Substitute “fictionalize” for “improve,” and this becomes pretty accurate.

Joy Pullman reports, for example, that an Ohio mother plans to excuse her child from a world history class requirement that he recite the shahada, a Muslim conversion prayer. (The Christian conversion prayer is in a subsequent class — just kidding.) And when that mother requested an independent review of the district’s textbooks, reviewers found blatant errors including a claim that Muslims historically “practiced religious tolerance” by merely levying an extra tax on Christians and Jews. The book conveniently left out that if Christians and Jews didn’t fork over the tax, they could lose their heads. Tolerance, indeed. Did Christianity and Judaism receive similar classroom time? Take a guess.

Last year, we noted that a school in Tennessee was teaching the Five Pillars of Islam during a world religion study, again without similar balance.

Citizens for National Security, an independent textbook reviewer, has also noted pretty hefty lies in textbooks, including teaching that “war broke out” between Palestinians and Israelis. Yep, they were all peacefully chatting over tea and war just “broke out.” Never mind well-documented Palestinian aggression.

Indeed, earlier this year, The Wall Street Journal noted parents’ growing concern over “what they see as an overly benign depiction of [Islam].” For example, the Journal points to one textbook used in 30 of Tennessee’s 140 school districts that teaches that Islam expanded via conquest but also “spread peacefully” in many places. The textbook also notes Muslims’ “religious toleration” toward Jews and Christians aided in Islam’s expansion. The 1.5 million Armenians slaughtered by Muslims during the Armenian Genocide must have missed out on this “tolerance.” Versions of this same textbook are used nationwide.

That’s not to say every school is promoting Islam. Some, as Pullman also notes, are pretty much pretending religion doesn’t exist altogether. The National Association of Scholars recently issued a review of the College Board’s new AP European history standards (APEH). Among the conclusions: APEH “warps and guts the history of Europe to make it serve today’s progressive agenda,” “presents religion throughout as an instrument of power rather than as an autonomous sphere of European history,” and “points the arrow of European history toward a well-governed, secular welfare state, whose interchangeable subjects possess neither national particularity nor faith nor freedom.”

In other words, the standards discount religion from playing a motivating factor in pivotal events of history such as the Holocaust (for evil) or abolition (for good).

It’s no secret government schools have long been indoctrinating students into the religion of the state. Before parents continue to claim that the problem may be real but their local school is “different,” they’d be wise to note just how organized and systematic the indoctrination has become.