Since critical thinking is given a prominent place in language study, English education should be concerned with analyzing propaganda, not promoting it. In 1937 the Institute for Propaganda Analysis was founded to combat the prolific rise of propaganda in the U.S. Since then many modifications have grown out of the continuing studies of critical thinking and its application to education. An analysis of four English language textbooks widely used in New York City academic high schools revealed numerous examples of the use of propaganda principles and techniques and the violation of specified rules for critical thinking. It was found that "Roberts English Series, Complete Course" (9th grade) propagandized the transformational grammar approach to language study; "The New Building Better English" (10th grade), a basic skills approach; "English 11: Composition and Language" (11th grade), a critical thinking approach; and Warriner's "English Grammar and Composition, Complete Course" (12th grade), a traditional grammar approach. This raises some serious questions as to the function of education and its relationship to propaganda in a democratic society. (Author/HS)