# LCMS Convention Proceedings_St. Louis Missouri_1953_S1061
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

330 PARISH EDUCATION -

spread extension of programs for week-day religious edu
Dr. Edwin L. Shaver, Executive Director of Week

Education, of the Division of Christian Education, <ligious

of the Nat; =
Council of Churches of Christ in the U.S. A., esti ational

Mated ear)

1953 that the present enrollment in weekday reli ¥ in

classes was as high as any previous figure, namely, from

two
a quarter to two and a half million pupils. He reported a nee
growth of interest in weekday classes. As this movement for More

weekday classes in religion reaches an increasing number of com.
munities, also our congregations have the opportunity to Provide
additional time for Christian education through this Means,
Religion in the Public School
Religion in the public school has been the subject of two major
reports during the past triennium: “Moral and Spiritual Values in
the Public Schools,” issued by the Educational Policies Commission
of the National Education Association and the American Associa.
tion of School Administrators, and “The Relation of Religion to
Public Education,” issued by the American Council of Education.
These reports and the attention that the subject received in ed-
ucational journals show the great concern that exists about inte-
grating moral and spiritual values in the public school program.

It is clear that there are some things that the public schools
cannot do so far as the teaching of religion is concerned. They
cannot teach the doctrine of a denominational religion. They can-
not teach a “common core” of religious and ethical ideas that goes
beyond acknowledgment of the existence of God and man’s obliga-
tion to the Moral Law.

The public school can, however, take a positive attitude toward
religion and toward moral and spiritual values. This positive at-
titude requires, first, including moral and spiritual values in the
statement of aims of the school. Such aims should be developed
by the teaching staff and should involve the participation, the in-
terest, and the concern of the general public. Second, the public
school should. avoid opposing and ridiculing religious beliefs. As
Christians, we emphatically assert that such opposition is as much
a denial of religious liberty as advocating a religious belief in the
classroom. Third, the public school can teach about religion. It can
point to the large role that religion plays in the lives of many
people. It can point to the influence religion has on the conduct

-of many people. It can point to the influence religion has exerted

upon society in maintaining morality. It can very properly study
religious art and religious music and make use of such materials
in the school program. It can provide for Bible reading without
comment in the regular school program. Such factual study of

cin,

gious education

PARISH EDUCATION 831

t commit the public school to a particular religions

08 the public school can evidence respect for 1e

ourth. faiths and observances in the community. This

ea als extend to the rights of those who are irreligious

ould vmions. The public school has no right, however,

to d thet vote atheism by a blanket of silence around every-
to ot aecerns religion or religious faith and life.

"i: blic School as a Responsibility of All American Citizens
ee education has been under attack in a number com-
: on ; in our country during the past triennium. 1 mon
mie iticism is helpful in improving school policies an pr ;
structive tstified attacks hinder the develepment of a good schoo!
tices, un)

: of our congregations and members are much interested
ae ad and supporting full-time Christian schoo dance
= Pant for the development of effective Christian edu
fon our children and youth. shoals ana Lutheran
° In our concern for Lutheran elementary ‘ “Or : and uth ran
we: must not overlook the fac \
Hi ty of advancing the cause of good public schools
aT this is not a new position in our Synod; it was ee uated
very clearly as early as 1870. In that year the Biblical princip
v

ncerning “The Proper Attitude of an Evangelical Lutheran Chris-
"Co

tian Toward the Public Schools” were discussed in ae Sunodical
f the Western District. After presenting the Bets ons
pail “the State as an institution of God and the Chi ian
cligation toward the State and public welfare, the essay s
the “ollowing theses concerning the public school ase 40 not,
“Since parents and the Church (in. pehine case ati
ot, fulfill their obligation toward the children, ae
aera d maintenance of our public educational system is a po
rvessity, in order that the citizens may be given the necessary
vomvisince the’ Word of God commands the Christians to meet the
requirements of the State, and obey Wt Ty the State for It
tians are obligated to pay the
et eamuch as Lutherans have a political responsibility for the
lic schools, they should see to it: _
" 2) That Christian-minded persons be employed hee teachers
in the public schools, even as some State laws now for ;

. ployment of atheists or other notoriously immoral characters.

b) That the teachers do not teach, or textbooks contain. will
thing that contradicts either the natural or the Chris religi