I’ve had a student begin a sentence in a response paper on “Sinners in the Hands of an Angry God” by noting “If Jonathan Edwards had been a Christian….”
That darling nugget was left by a commenter on The Edge of the American West where I first read about the Texas School Board’s desire to add religion to the history curriculum. Although I think that religion in science class is a travesty, religion in history class is a wonderful idea. But religion is too important to be a short imprecise reference about how the “foundational principles of our country are very biblical.” Let’s bring it out front and center. I’m so excited by all the things these kids are going to learn I can barely contain myself.
Before we get to beliefs of the founding fathers, we should discuss what religions were practiced in which colonies as well as which ones were forbidden.
Shall we start by comparing and contrasting the beliefs of the Jamestown settlers with those of Massachusetts Bay? I find young people today are woefully ignorant of the tenets of Calvinism and mistakenly believe that the Episcopalian Church was founded by gay Catholics. A tidbit not to be missed: The Massachusetts Bay colony discussed whether or not women should wear veils. That famous liberal progressive, John Winthrop, was against it. Everybody loves the action-packed story of Ann Hutchinson, but do we ever discuss what she actually believed? Can you call yourself a proud American without being able to hold your own in a debate on antinomianism? Personally, I think it’s long overdue for a revival. In any case, it would really help us understand people like Governor Sanford and that Ensign guy.
Now that leads us to other forms of Christianity which were suppressed in one or another colony at one time or another. This includes Quakers, Catholics, of course, and Baptists.
The very phrase “The Great Awakening” conjures up fond images of my high school history teacher. The origins of the political thought behind our form of government is important to understand and, yes, there was a religious element, though it was far from the only element. There is no reason to ignore it or fear it. It’s part of our history, so let’s put it all, Deism included, on the table and take a look at it. However, advocates on both the left and the right might have to give up any fantasies about telling the students what to believe. You can teach them how to think or what to think, but not both at the same time.
The United States has been, frankly, a hotbed of religious innovation. Apparently that famous American know-how applies to religion as much, or perhaps more, than anything. Let’s talk about the Utopian movements. Oh, and let’s not forget American Transcendentalism and the very American Mary Baker Eddy. But since Evangelism has become such an important strain in America today, let’s not forget to discuss the first evangelical congregation in what is today the United States. Marble Collegiate’s minister in the mid to late twentieth century, Norman Vincent Peale and his power of positive thinking, had an effect on our culture well beyond the small numbers of Reformed Church in America members. I nearly forgot the Jehovah Witnesses and Pentecostalism. Mormonism. Scientology.
At the end of the Wall Street Journal Article about the subject some of the specific recommendations:
Emphasize study of original documents The three reviewers appointed by social conservatives on the board all say students should study more original documents, rather than relying on a textbook author to interpret them. The current standards rely too much on supplementary material such as poetry, folktales and art, they say, and too little on original documents and historical narratives.
As I understand it, social conservatives see themselves as opposed to the trained academics. The curriculum under discussion covers grades K-12, so that’s a pretty diverse group of students, but I find it odd that the “trained academics” want to emphasize “poetry, folktales and art” rather than original documents. Of course, I don’t know what original documents the social conservatives want the students to study. However Lybeth Hodges is quoted as saying, “There appears to me too much politics in this,” a statement which strikes me as disingenuous since she supports the multiculturalism against which the conservatives are fighting. This is a political fight on both sides and there’s no use in denying it.
I find myself in the uncomfortable position of disagreeing with everyone. Of course, if there were an infinite amount of time and everything could be covered I would love to have my hypothetical child learn about the history of women, Latinos, African Americans, native Americans and every immigrant group, even the ones without enough political clout to get into textbooks. But since we have to pick and choose, I’d rather have that child learn about the origins of our system of government than the multicultural thing. However, I’m not so sure that the outcome of that emphasis would be what the conservatives hope.
Here’s a parting quote to make your flesh creep:
Replace references to America’s “democratic” values with “republican” values. Reviewer David Barton suggests swapping out “republican” for “democratic” in teaching materials. As he explains: “We don’t pledge allegiance to the flag and the democracy for which it stands.”
BTW: I wrote this off the top of my head. If I made a factual error, let me know and I’ll be happy to correct it.
