How Does A Child Become A Decent Adult?
To the editor:
A recent letter argued that religion should become part of the required public school curriculum because it would encourage students to become moral and responsible citizens. I strongly disagree.
As a retired high school chemistry teacher with thirtyfive years in the Houston ISD, I know the demands placed on today’s teachers. And teaching is even more demanding today than when I retired. Public schools exist to provide students with a quality education in reading, mathematics, science, history, language arts, and other essential subjects— not to serve as centers for religious instruction.
The notion that moral behavior can be achieved simply by adding religion to the curriculum ignores both the realities of education and the source of a child’s values. Character is formed first and foremost in the home. Children learn honesty, respect, responsibility, compassion, and self-discipline by observing parents, family members, and other adults long before they enter kindergarten. Schools can reinforce these values, teachers can model decent behavior, but they cannot replace the influence of family.
Teachers already struggle to cover an increasingly demanding curriculum while preparing students for statemandated assessments. They also spend countless hours, writing lesson plans, grading papers, completing administrative tasks, supervising extracurricular activities, communicating with parents, and addressing students’ social and emotional needs. Many teachers routinely work evenings and weekends just to keep up. Suggesting that they should now assume responsibility for religious instruction demonstrates a misunderstanding of what public schools are already expected to accomplish. Further, such a requirement is likely to be eventually struck down as unconstitutional.
Equally important, public schools belong to everyone. They educate children from Christian, Jewish, Muslim, Hindu, Buddhist, Sikh, and many other religious traditions, as well as families with no religious affiliation. Whose religious beliefs would be taught? Who would decide what doctrines are included and which are excluded? Introducing religion into the required curriculum would inevitably create conflict, division, and legal challenges while distracting schools from their primary educational mission.
Good citizenship does not depend on religious instruction in public schools. Teachers attempt to promote honesty, fairness, respect, cooperation, and responsibility every day without endorsing a particular faith. These are universal civic values that unite rather than divide our communities.
Families who want their children to receive religious education already have abundant opportunities through churches, synagogues, mosques, temples, and other faith communities. That is precisely where religious instruction belongs. Public schools should remain focused on providing an excellent education that serves all students equally, regardless of their religious beliefs.
If we are truly concerned about raising decent, responsible citizens, we should begin by strengthening families and communities, encouraging parental involvement, and supporting teachers in the demanding work they already perform. Adding religion to the public school curriculum is neither the appropriate solution nor a practical one.
The proper mission of our public schools is to educate, not evangelize.