Is the public school failing in its task?
Before we can meaningfully deal with this question we must address ourselves to another more basic and fundamental question: namely, “What is commonly understood to be the task of public school education?”
According to the Department of Education (in this specific instance from the province of Alberta) “the prime aim of the school is to assist each youth in his growth towards maximum self-realization. Each youth must learn to appreciate the unique and indispensable place in society played by the home and family—and especially the influence of the family unit upon right thinking in connection with morals, institutions and the current issues of democratic living. Each youth must be brought gradually to a realization of his position and responsibilities in the school, community, province, nation and finally in the community of nations.” The Department of Education enlarges upon this basic theme by stating, among other things, that “democratic attitudes and behavior (emphasis mine, J.H.) must be developed and loyalty (emphasis mine, J.H.) to the ideals of democracy must be established.” This, in principle, is the task of the (non-christian) public school as understood by public educators.
The defenders of (non-christian) public school education are often heard, saying, “Public schools arc acceptable to all people; public schools do not indoctrinate.” If that is actually the case a number of troublesome questions immediately rear their ugly head:
– how does one grow towards maximum self-realization?
– what is the influence of the family unit upon right thinking?
– what is right thinking in connection with morals, institutions and the current issues of democratic living?
– what are democratic attitudes and behavior?
– what are the ideals of democracy?
– what is democracy?
Troublesome questions! The Protestant, Catholic, Jewish and Atheist teachers may wish to give varying answers to these questions—if they remain true to their principles.
Democracy—not as a way to govel1l a nation but as a way of life—plays a leading role in the (non-christian) public school system. Again—for this is important—I quote the Department of Education:
“democratic attitudes and behavior in all social situations must be developed and loyalty to the ideals of democracy must be established.” This is the task of every public school teacher.
I am calling your attention to the democratic way of life for it is the democratic way of life which lies at the basis of (non-christian) public school education. If the (non-christian) public school system on the elementary, secondary, college and university levels—is failing in its task it is the democratic way of life which is failing.
What is the democratic way of life? It is, first of all, a way of life, a lotal heart commitment which places its demands upon the whole life. Especially in education, any deviation from the Democratic· standard is abhorred. All creeds must ultimately be reduced to the Democratic creed of life. This spirit is clearly discernible in the words of Dr. Conant, former president of Harvard, when he states with moving conviction “that our schools should serve all creeds. The greater the proportion of our youth who attend independent schools [such as the Christian schools in Canada], the greater the threat to our democratic unity.” Where Democracy becomes god there is no room for meaningful diversity of conviction. Principle must be sacrificed for unity; unity must prevail at all cost.
And how do we arrive at this unity? The answer is given by the Educational Policies Commission in a book entitled, The Purpose of Education in American Democracy. The leaders of educational policy unashamedly proclaim: ‘”‘Only from methods of instruction which not only teach but which actually are democracy and co-operation will the appeal to reason be heard and heeded.” The spirit of Democratic education must be one which is prepared to “enthrone peace and reason.” And the admonition to all teachers and administrators is that “they must regard the study of democracy as their first professional responsibility.” Unity is founded in reason and in a Democratic process of education reason must be enthroned as man’s final court of appeal.
Who am I?
Where did I come from?
What am I doing here?
What is it all about, really—this world?
Where am I going?
Supposedly man’s reason can answer these fundamental questions dealing with the meaning of life. The homage which the (non-christian) public school system pays to reason is expressed in John Dewey’s book, A Common Faith. Writes Dewey: “There is hut one sure road of access to truth—the road of patient co-operative inquiry operating by means of observation, experiment, record and controlled reflection.”
From these quotations it is painfully evident that by “the enthroning of peace and reason” and the desire for unity, men who have committed their hearts to the Democratic way of life have something very specific in mind. They believe that one’s religious commitment is of a sectarian nature—and we must have none of that (this is their religious commitment). Religion is all right as long as you keep it personal, relegate it to one small, insignificant (so they say) compartment of life—the church. Religion is not reasonable; it may not exert any influence upon the flux of life. Keep religion out of education, welfare, commerce, industry, morality, science and the press. Then peace and reason will be enthroned. Any talk about “ideological” differences or a spiritual antithesis must be suppressed. Man’s fall into sin is irrelevant; man’s redemption through Jesus Christ is of no consequence. The Bible as the Word of God has nothing to say for public life. The sovereignty of God and the dependence of man is a nasty theological problem which is best left to the monastic scrutiny of a rivaling clergy. The Democratic spirit alone must reign unchallenged in all vital areas of life. The safeguard to Democratic unity can only he assured when Democracy separates itself from any mooring except that of reason. And the public schools? The non-christian public schools become the vehicle for indoctrinating this way of life. To quote the Department of Education again: “democratic attitudes and behavior in all social situations must be developed and loyalty to the ideals of democracy must be established.” This is the task of educators in (non-christian) public schools. What the advocators of the Democratic way of life often fail to realize is this the Democratic way of life is a religion to which adherents must commit themselves with body, heart, soul and mind.
The public school proclaims that its instruction is democratic and neutral. It is said to be acceptable to all people -regardless of their creedal stand; regardless of what the people believe. The communists make an almost identical claim. They also say that their schools arc acceptable to all people—regardless of what the people believe. The main difference between Communist Russia and Democratic America is this: if parents in Communist Russia attempt to establish a non-state school because of their religions convictions they go to Siberia; if parents in Democratic America attempt to establish a non-state school they have to pay the cost themselves—and then on top of that pay the full shot for (non-christian) public education. I agree that the latter state is to be preferred above the former, but I seriously question whether our democratic government in America is more just in this respect than Soviet Russia. In my mind’s eye this situation is reflective of the hypocrisy and double standards that today’s youth are rebelling against. Not everyone is willing to adhere to the same view of life. And everyone should he given the constitutional freedom to live his life according to his deepest beliefs.
Knowing what the (non-christian) public school in principle is all about we can now meaningfully ask the question: “Is the public school failing in its task?” The answer is yes. its failure is finding daily expression in newspapers, magazines, on the radio, television and campuses. Yes, the public school is failing; failing to instill its ideas and ideals in many of today’s youth.
Why? Why is the (non-christian) public school failing? The answer is a disconcerting one. The (non-christian) public school carries within itself the germ of its own destruction. It has become necessary, for the sake of Democracy, to frustrate all ways of life which will not bow the knee before the goddess of reason and false unity. Anyone who is not willing, because of his religious conviction, to accept the value-laden frame of reference taught in (non-christian ) public schools is degraded to a position of second-rate citizenship (especially in the eyes of the government). Democracy has turned against its own (high) principles for the sake of Democracy. Such a position of intolerance cannot endure. Students—especially at the college and university levels -arc beginning to question and reject this value system.
The (non-christian) public school has failed. It carries within itself the germ of its own destruction. In a brief to the provincial government of Ontario Mr. John A. Olthuis, executive director of the A.A.G.S., put his finger on the heart of the problem when he said: “The notion that one public school system can be acceptable to all citizens in a democratic society is utter nonsense. The public school system has become a grotesque monster. It cannot be all things to all people so it attempts to he nothing (that is, neutral). In trying to be nothing it finds it must be something; it must have some character or it will disappear. And any character it assumes will be unacceptable to some.” This is the Achilles’ heel of the (non-christian) public school system. In attempting to please all students it actually pleases none. The (non-christian) public school in its striving to offend no one has watered down the meaning of life to such a point that few can stomach its taste. Student chaos and student revolution are an incontestable manifestation of their dissatisfaction. It is the students’ way of saying: “What has happened to the meaning in our lives? What is this human race all about, really?” You cannot cram facts and still more facts into students’ heads in the name of Democracy and expect them to be satisfied. Students are trying to say they have had enough. The hippies and the flower people; those high on LSD and marijuana are trying to recaptivate the meaning of life. They have established their own value system. And others? They find the meaning of their existence in revolt -and still more revolt.
The (non-christian) public school system has failed. We must now recognize the dive1’sity of religious convictions. Our governments must recognize the plurality of world-and-life views. They should Cease -through financial pressure—to coerce students to be indoctrinated in a value system which is alien to their basic commitment. The time has come to recognize a plurality of religious convictions and a plurality of schools—each according to his heart’s desire.
John Hultink is Director Development, Association for Advancement of Christian Scholarship.
Before we can meaningfully deal with this question we must address ourselves to another more basic and fundamental question: namely, “What is commonly understood to be the task of public school education?”
According to the Department of Education (in this specific instance from the province of Alberta) “the prime aim of the school is to assist each youth in his growth towards maximum self-realization. Each youth must learn to appreciate the unique and indispensable place in society played by the home and family—and especially the influence of the family unit upon right thinking in connection with morals, institutions and the current issues of democratic living. Each youth must be brought gradually to a realization of his position and responsibilities in the school, community, province, nation and finally in the community of nations.” The Department of Education enlarges upon this basic theme by stating, among other things, that “democratic attitudes and behavior (emphasis mine, J.H.) must be developed and loyalty (emphasis mine, J.H.) to the ideals of democracy must be established.” This, in principle, is the task of the (non-christian) public school as understood by public educators.
The defenders of (non-christian) public school education are often heard, saying, “Public schools arc acceptable to all people; public schools do not indoctrinate.” If that is actually the case a number of troublesome questions immediately rear their ugly head:
– how does one grow towards maximum self-realization?
– what is the influence of the family unit upon right thinking?
– what is right thinking in connection with morals, institutions and the current issues of democratic living?
– what are democratic attitudes and behavior?
– what are the ideals of democracy?
– what is democracy?
Troublesome questions! The Protestant, Catholic, Jewish and Atheist teachers may wish to give varying answers to these questions—if they remain true to their principles.
Democracy—not as a way to govel1l a nation but as a way of life—plays a leading role in the (non-christian) public school system. Again—for this is important—I quote the Department of Education:
“democratic attitudes and behavior in all social situations must be developed and loyalty to the ideals of democracy must be established.” This is the task of every public school teacher.
I am calling your attention to the democratic way of life for it is the democratic way of life which lies at the basis of (non-christian) public school education. If the (non-christian) public school system on the elementary, secondary, college and university levels—is failing in its task it is the democratic way of life which is failing.
What is the democratic way of life? It is, first of all, a way of life, a lotal heart commitment which places its demands upon the whole life. Especially in education, any deviation from the Democratic· standard is abhorred. All creeds must ultimately be reduced to the Democratic creed of life. This spirit is clearly discernible in the words of Dr. Conant, former president of Harvard, when he states with moving conviction “that our schools should serve all creeds. The greater the proportion of our youth who attend independent schools [such as the Christian schools in Canada], the greater the threat to our democratic unity.” Where Democracy becomes god there is no room for meaningful diversity of conviction. Principle must be sacrificed for unity; unity must prevail at all cost.
And how do we arrive at this unity? The answer is given by the Educational Policies Commission in a book entitled, The Purpose of Education in American Democracy. The leaders of educational policy unashamedly proclaim: ‘”‘Only from methods of instruction which not only teach but which actually are democracy and co-operation will the appeal to reason be heard and heeded.” The spirit of Democratic education must be one which is prepared to “enthrone peace and reason.” And the admonition to all teachers and administrators is that “they must regard the study of democracy as their first professional responsibility.” Unity is founded in reason and in a Democratic process of education reason must be enthroned as man’s final court of appeal.
Who am I?
Where did I come from?
What am I doing here?
What is it all about, really—this world?
Where am I going?
Supposedly man’s reason can answer these fundamental questions dealing with the meaning of life. The homage which the (non-christian) public school system pays to reason is expressed in John Dewey’s book, A Common Faith. Writes Dewey: “There is hut one sure road of access to truth—the road of patient co-operative inquiry operating by means of observation, experiment, record and controlled reflection.”
From these quotations it is painfully evident that by “the enthroning of peace and reason” and the desire for unity, men who have committed their hearts to the Democratic way of life have something very specific in mind. They believe that one’s religious commitment is of a sectarian nature—and we must have none of that (this is their religious commitment). Religion is all right as long as you keep it personal, relegate it to one small, insignificant (so they say) compartment of life—the church. Religion is not reasonable; it may not exert any influence upon the flux of life. Keep religion out of education, welfare, commerce, industry, morality, science and the press. Then peace and reason will be enthroned. Any talk about “ideological” differences or a spiritual antithesis must be suppressed. Man’s fall into sin is irrelevant; man’s redemption through Jesus Christ is of no consequence. The Bible as the Word of God has nothing to say for public life. The sovereignty of God and the dependence of man is a nasty theological problem which is best left to the monastic scrutiny of a rivaling clergy. The Democratic spirit alone must reign unchallenged in all vital areas of life. The safeguard to Democratic unity can only he assured when Democracy separates itself from any mooring except that of reason. And the public schools? The non-christian public schools become the vehicle for indoctrinating this way of life. To quote the Department of Education again: “democratic attitudes and behavior in all social situations must be developed and loyalty to the ideals of democracy must be established.” This is the task of educators in (non-christian) public schools. What the advocators of the Democratic way of life often fail to realize is this the Democratic way of life is a religion to which adherents must commit themselves with body, heart, soul and mind.
The public school proclaims that its instruction is democratic and neutral. It is said to be acceptable to all people -regardless of their creedal stand; regardless of what the people believe. The communists make an almost identical claim. They also say that their schools arc acceptable to all people—regardless of what the people believe. The main difference between Communist Russia and Democratic America is this: if parents in Communist Russia attempt to establish a non-state school because of their religions convictions they go to Siberia; if parents in Democratic America attempt to establish a non-state school they have to pay the cost themselves—and then on top of that pay the full shot for (non-christian) public education. I agree that the latter state is to be preferred above the former, but I seriously question whether our democratic government in America is more just in this respect than Soviet Russia. In my mind’s eye this situation is reflective of the hypocrisy and double standards that today’s youth are rebelling against. Not everyone is willing to adhere to the same view of life. And everyone should he given the constitutional freedom to live his life according to his deepest beliefs.
Knowing what the (non-christian) public school in principle is all about we can now meaningfully ask the question: “Is the public school failing in its task?” The answer is yes. its failure is finding daily expression in newspapers, magazines, on the radio, television and campuses. Yes, the public school is failing; failing to instill its ideas and ideals in many of today’s youth.
Why? Why is the (non-christian) public school failing? The answer is a disconcerting one. The (non-christian) public school carries within itself the germ of its own destruction. It has become necessary, for the sake of Democracy, to frustrate all ways of life which will not bow the knee before the goddess of reason and false unity. Anyone who is not willing, because of his religious conviction, to accept the value-laden frame of reference taught in (non-christian ) public schools is degraded to a position of second-rate citizenship (especially in the eyes of the government). Democracy has turned against its own (high) principles for the sake of Democracy. Such a position of intolerance cannot endure. Students—especially at the college and university levels -arc beginning to question and reject this value system.
The (non-christian) public school has failed. It carries within itself the germ of its own destruction. In a brief to the provincial government of Ontario Mr. John A. Olthuis, executive director of the A.A.G.S., put his finger on the heart of the problem when he said: “The notion that one public school system can be acceptable to all citizens in a democratic society is utter nonsense. The public school system has become a grotesque monster. It cannot be all things to all people so it attempts to he nothing (that is, neutral). In trying to be nothing it finds it must be something; it must have some character or it will disappear. And any character it assumes will be unacceptable to some.” This is the Achilles’ heel of the (non-christian) public school system. In attempting to please all students it actually pleases none. The (non-christian) public school in its striving to offend no one has watered down the meaning of life to such a point that few can stomach its taste. Student chaos and student revolution are an incontestable manifestation of their dissatisfaction. It is the students’ way of saying: “What has happened to the meaning in our lives? What is this human race all about, really?” You cannot cram facts and still more facts into students’ heads in the name of Democracy and expect them to be satisfied. Students are trying to say they have had enough. The hippies and the flower people; those high on LSD and marijuana are trying to recaptivate the meaning of life. They have established their own value system. And others? They find the meaning of their existence in revolt -and still more revolt.
The (non-christian) public school system has failed. We must now recognize the dive1’sity of religious convictions. Our governments must recognize the plurality of world-and-life views. They should Cease -through financial pressure—to coerce students to be indoctrinated in a value system which is alien to their basic commitment. The time has come to recognize a plurality of religious convictions and a plurality of schools—each according to his heart’s desire.
John Hultink is Director Development, Association for Advancement of Christian Scholarship.