Public Schools Continue Ignoring Judeo-Christian Observances While Focusing on Islamic And Other Spiritual Traditions

As the celebration of Easter comes to a close, those of us in the public education system are returning from the neutered holiday known as Spring Break. It is the same phenomenon that occurs over the Christmas season, when a week or two are set aside for the objectively accurate, yet watered down nomenclature of Winter Break. Both are terms that purposefully erases the legacy of Christian roots in America under the guise of tolerance.

If the fools that run public education were truly concerned about imposing any semblance of religiosity on students and staff, they certainly go about it an odd way. At the same time that Christmas and Easter are ostensibly ignored, public education is awash in lessons about Islam during the period of significant holidays in that faith. Despite a multitude of opportunities during one of the most important months in Christianty – Ash Wednesday, Palm Sunday, Good Friday, Lent, and Easter itself, neither a district communication nor spam email (from one of hundreds of woke curriculum companies) in my work inbox indicated Christians around the world were celebrating or renewing their faith.

At the same time, in the midst of Holy Week itself no less, my inbox became inundated with reminders of the impending arrival of Ramadan, a period of significance in the Muslim Faith. Headings of how to better serve my Muslim students or how to incorporate silenced voices in my lessons were the norm. Public education used to value diversity of thought, so the fact that Ramadan enters the curriculum is just another reminder of how good and decent our society is; what other cultures spend time on competing ideologies in their public school system? Now, however, the blatant omission of Christian observances and the intentional reminder of some of the most important dates in the Muslim calendar only reinforces the perniciousness of public education. 

The same could be said of even innocuous-seeming celebrations like New Years events. Go to most schools in January, and you are likely to see displays of dragons, fireworks, and other imagery related to the Chinese New Year. Again, the volume of work emails likewise attest to the seeming importance of the holiday. Schools with large Hmong populations experience a similar hoopla in early December. Most readers are likely familiar with the term “Tet” for the Vietnamese New Year. 

That being said, the Jewish High Holy Day of Rosh Hashanah, literally “head of the year,” is unknown in elementary and secondary classrooms. The same indifference and general ignorance is true of Yom Kippur. If students know anything of Judaism, it is that they have candles on a menorah. How many candles? Why burn them at all? What does it commemorate? It would be inaccurate to suggest that these questions do not bother superintendents. The nonresponse in these situations only highlights how school leaders willfully engage in religious obstructionism. The big picture explanation of this is that if students do not learn about the goodness of these days and religions  (i.e. Chrisitanity and Judaism), then they can more easily ruin them.

For the increasing number of school districts with established and/or large influxes of Hispanic students, the sheer madness of simultaneous cultural erasure and culture celebration is on full display. Most districts have moved away from Halloween altogether. While communication to families pretends that costumes distract from the learning experience, or that costumes are an insensitive appropriation, the real reason is merely that Halloween has roots in America’s past. Therefore, it has to go. If schools were concerned about learning loss, especially those located in urban centers, they would actually suspend or expel uninterested, unruly, and violent students. This past year has also shown how little the system cares about student learning. If it did, they would have brought students and teachers back up the classroom. 

While October 31st disappears from school calendars, November 1st usually plays a more prominent role. Make no mistake, costumery doesn’t go away at all. As with the Chinese New Year, the Day of the Dead marks a day, perhaps a week, of intentional cultural instruction where students learn about spiritual rites and familial apparitions of chiefly Mexican origins. The fun and harmless creation of Halloween is taboo, but colorful skeletons from across the border are okay.

Of course, none of any of this comes as a surprise to those that are in the system or follow the news cycle. Critical Race Theory has utterly incapacited most peoples’ ability to think clearly on anything, even within foundational subjects like math, reading, and writing. Race hustling is everywhere, but given that leftism is arguably one of the most important religions of our time, it must also compete against the Judeo-Christian values to truly win the cultural wars for the West’s hearts and minds. For all intents and purposes, the only resistance to the tenets of CRT are those who count themselves among the God-fearing. 

All parents would do well to speak up at their next school board meeting and ask why most religious observances from Arab, Asian, and Hispanic nations feature so prominently whereas the Judeo-Christian dates are summarily buried. Government cannot endorse nor establish a religion; given that public schools are governmental systems, they need to either include everyone or include no one at all.

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