The Role of Education in Building a Moral Society

 

The Role of Education in Building a Moral Society

(By Tad R. Callister)

A speech given to Liberty Hills Academy

Introduction

Tonight, I would like to speak about our inspired Founding Fathers, the Constitution, the need for a moral people as a condition to protecting our Constitutional liberties, and the role of education in promoting those necessary moral values.

The Founding Fathers

First, a word about the Founding Fathers.  Unfortunately, it has become academically in vogue to denigrate many of our national heroes, such as Columbus and the Founding Fathers.  

But consider the consequences if God could use only perfect men and women to advance His work; He would be left empty-handed.  To illustrate, suppose I were to tell you these four historical facts about a New Testament character and nothing more: first, Jesus said to him, “Get thee behind me, Satan” (Matthew 16:23); second, the Lord reprimanded him as follows: “O thou of little faith” (Matthew 14:31); third, in a fit of rage this man cut off the ear of the high priest’s servant (see John 18:10); and fourth, this man denied knowing the Savior on three occasions, even though he walked with Him daily (see John 18:27).  If that were all you knew or focused upon, would you deem this man a servant of God or a reprobate?  A saint or a sinner?   This man, of course, was Peter, Christ’s chief Apostle.  Would his imperfections cause you to reject or abandon Christianity?  Or would you say that his imperfections were only a small part of the total man?  Would you put those events in context of his entire life so as not to lose proper perspective?  

If we focus only upon Peter’s weaknesses, we will have missed the real man, his mark and his mission — the man who left his fishing nets to follow Jesus; the man who saw heavenly angels; the man who healed the infirm and raised the dead; and the man who gave his life for his testimony of Jesus Christ.  The same rationale that applies to Peter also applies to other historical figures.  George Washington and Thomas Jefferson made enormous contributions to the founding of this nation, yet they were slaveholders.  Martin Luther King Jr. played a pivotal role in advancing racial equality for which he should be commended, yet it is no secret he engaged in serious moral transgressions.  Sometimes we are blinded by our political prejudices—we see only the good in those who agree with our philosophy of life and only the bad in those who have opposing views.  The world is not so tidy—not so black and white.  

Similarly, there are some who focus only on the weaknesses in the lives of the Founding Fathers.  No doubt they had weaknesses, but if this is the prime focus of the critics and they fail to put those weaknesses in the context of one’s entire life, then they too will miss the real man, his mark and his inspired mission.  While the critic sees only warts and blemishes, God sees the beauty and strengths, and then uses them to further His cause.  And so it was with the Founding Fathers 

The Founding Fathers—Coincidence or Providence?

Did the Founding Fathers coincidentally and conveniently appear on the scene at the same time or were they raised up by God at this specific time for a specific purpose?  F. W. Boreham gives us some insights on how God directs and influences the destiny of nations: [Slide] “[In 1809] men were following, with bated breath, the march of Napoleon, and waiting with feverish impatience for latest news of the wars.  And all the while in their own homes, babies were being born.  But who could think about babies?  Everybody was thinking about battles. …

“In one year between Trafalgar and Waterloo there stole into the world a host of heroes: Gladstone was born in Liverpool; Tennyson at the Somersby Rectory; and Oliver Wendell Holmes in Massachusetts.  Abraham Lincoln was born in Kentucky, and music was enriched by the advent of Felix Mendelssohn in Hamburg.

“But nobody thought of babies, everybody was thinking of battles.  Yet which of the battles of 1809 mattered more than the babies of 1809?  We fancy God can manage His world only with great battalions, when all the time he is doing it with beautiful babies. 

“When a wrong wants righting, or a truth wants preaching, or a continent wants discovering, God sends a baby into the world to do it.”

And thus, God provided for the discovery of America with the birth of Columbus and for the establishment of this country with the births of the Founding Fathers, perhaps the most extraordinary group of men to be born at one time and in one place.

Norman Cousins, a political journalist and author, wrote: [Slide] “It has often been asked how it was that within a short span of time on the east coast of the North American Continent there should have sprung up such a rare array of genius—men who seemed in virtual command of historical experience and who combined moral imagination with a flair for leadership.”  The 18^th-century British statesman William Pitt, in speaking to the House of Lords observed: [Slide] “I must declare and avow, that in all my reading and observation — that for solidarity of reasoning, force of sagacity, and wisdom of conclusion no Nation or body of men can stand in preference to the General Congress at Philadelphia.”  

Similar observations have been made by numerous historians who marveled at this incredible assembly of pragmatic and brilliant visionaries.  One example is Barbara W. Tuchman, who noted: [Slide] “It would be invaluable if we could know what produced this burst of talent from a base of only two and one half million inhabitants.”    

But we do know what produced this burst of talent.  It was not a series of random births.  Rather it was pursuant to God’s master plan for America.  The Bible, speaking of the inhabitants of this earth, reveals that God [Slide] “hath determined the times before appointed [meaning when we would come to the earth] and the bounds of their habitation [meaning where we would be born]” (Acts 17:26).  And so it was with the Founding Fathers.  God sent them at this time and to this place to fulfill their divinely appointed mission.   Part of the inspired mission was to draft the charter documents that would form the foundation of our republic, namely the Declaration of Independence and the Constitution.

The Constitution — An Inspired Document 

James Madison, the Father of the Constitution, reflected upon the hand of God in the miraculous achievement of such a document: [Slide] “It is impossible for any man of candor to reflect on this circumstance without partaking of the astonishment.  It is impossible for the man of pious reflection not to perceive in it a finger of that Almighty hand which has been so frequently and signally extended to our relief in the critical stages of the revolution.”  

The honest observer must marvel at the uniqueness and brilliance of the Constitution which was not the creation of mortal genius alone.  James Madison addressed this point: [Slide] “Happily for America, happily we trust for the whole human race, [the founders of the nation] pursued a new and more noble course.  They accomplished a revolution which has no parallel in the annals of human society.  They reared the fabrics of governments which have no model on the face of the globe.”  

But the next question becomes – how is the Constitution inspired?  President Dallin H. Oaks, a former law professor at the University of Chicago and justice of the Utah Supreme Court tells of a professor who over time spoke to a number of religious students.  The professor then made this surprising comment, “They all seemed to believe that the Constitution was divinely inspired but none of them could ever tell me what this meant or how it affected their interpretation of the Constitution.” [What does that say about their education?] President Oaks took that as a challenge and then wrote a brilliant article setting forth five ways in which the Constitution is inspired, which I summarize on the screen:

1. [Slide] Separation of powers – as evidenced by the executive, legislative, and judicial branches of government that exert checks and balances on each other.  As to this separation of powers, George Washington commented, [Slide] “The balances arising from the distribution of the legislative, executive, and judicial powers are the best that have [ever] been instituted.
2. [Slide] A written bill of rights that includes the protection of individual liberties such as freedom of religion, assembly and speech, all of which are essential to a God-oriented society.
3. [Slide] Division of powers between the nation and the states which Professor Oaks noted “was unprecedented in theory or practice.”  He further observed, [Slide] “The particular powers that are reserved to the states are part of the inspiration.  For example, the power to make laws on personal relationships is reserved to the states.  Thus, laws of marriage and family rights and duties are state laws.” 
4. [Slide] Popular sovereignty -- meaning that the people, not a monarch or dictator, are the ultimate source of government power.  This means that “we the people,” not “we the executive” or “we the judiciary” are the highest tribunal of government.
5. [Slide] The rule of law and not of men -- meaning that the citizens are trusted at large to have the moral integrity to (i) obey the Constitution and (ii) enforce its laws justly.  In essence, the goal was to provide the minimum laws necessary to maximize agency, but at the same time sufficient laws to restrain carnal and selfish desires.

Fortunately, God raised up the Founding Fathers to produce the divinely inspired Constitution.  William Gladstone, a former British Prime Minister observed, [Slide] “The American Constitution is the most wonderful work ever struck off at a given time by the brain and purpose of man.”  

Heroes or Villains

Were the Founding Fathers heroes or as some claim, villains?  Ted Stewart, a federal judge and author, put this question in its proper light: [Slide] “Today, it is common to criticize the founders of America.  Judging them by today’s standards of equality and justice they do fail.  Some owned slaves, none fought to give women equal rights.  Most were wealthy white men.  Yes, judging the founders by today’s standards of equality and justice they fail.  But there is just one problem with judging them by today’s standards and it is this: but for those imperfect founders and the sacrifices that they made and the instruments of government which they created, there would be no current, enlightened standards of equality and justice by which to judge them.” 

Judge Stewart is so right.  The reason the critics can freely criticize, protest, vote for change, run for office, and exercise freedom of religion or irreligion as they choose, is because the Founding Fathers made it so.  We are part of the greatest republic the world has ever known.  Do the critics believe these liberties came about by chance or that they were spawned by evil men?  If so, how do they reconcile such a position with the unerring logic of the Savior: “Ye shall know them by their fruits” (Matthew 7:16).  It seems somewhat hypocritical to partake of and enjoy the fruits of liberty while at the same time criticizing the very tree that produced such fruit.  The Savior made it clear: [Slide] “A good tree cannot bring forth evil fruit, neither can a corrupt tree bring forth good fruit.” (Matthew 7:18).  Lest there be any question, the Founding Fathers were that good tree that brought forth the good fruits of liberty we are enjoying today.  And as such we should honor and respect them as the heroes they deserve to be.

The Founding Fathers Viewed Morality as Essential to Liberty and Happiness

In order for the inspired Constitution to be viable, the Founding Fathers understood the necessity of a moral people.  Without moral guidelines from God, there are no fixed boundaries to address the burning social issues of our day, no rock foundation on which to build an enduring nation. In essence, we end up with a nation of moral relativism that is driven by the ever-changing tides of public opinion.  

Washington wrote: [Slide] “There is no truth more thoroughly established, than that there exists in the economy and course of nature, an indissoluble union between virtue and happiness.”

John Adams was in accord: [Slide] “We have no Government armed with Power capable of contending with human Passions unbridled by morality and religion. Avarice, Ambition, Revenge or Gallantry would break the strongest Cords of our Constitution as a Whale goes through a net. Our Constitution was made only for a moral and religious People. It is wholly inadequate to the government of any other.”  There can be no doubt that the Founding Fathers understood the need for the new nation and government to be built on a foundation of universal morals, not individual self-enlightenment.  They knew that morals were essential to liberty, happiness, and love of country.  

Morality Requires Religion, and Religion Requires God

Is it possible, however, to have moral standards without religion? George Washington believed the two to be inseparable: [Slide] “Of all the dispositions and habits which lead to political prosperity religion and morality are indispensable supports.  In other words, it is a pretense to believe that morality can be achieved, at least in a collective setting, independent of religious influence. The nexus between morality and religion was a constant, recurring theme in the hearts and minds of the Founding Fathers.  Alexander Hamilton wrote, [Slide] “Morality must fall without religion.”  And James Madison added, [Slide] “Belief in a God All Powerful, wise, and good is so essential to the moral order of the world and to the happiness of man that arguments which enforce it cannot be drawn from too many sources.”

On the screen is an observation attributed by many to Alexis de Tocqueville, though the true author is unknown. Regardless of its origin, its message is consistent with our history and the Founding Fathers’ beliefs that morals and religion must be the bedrock of a great nation: [Slide] “I sought for the greatness and genius of America in her commodious harbors and her ample rivers, and it was not there; in her fertile fields and boundless prairies, and it was not there; in her rich mines and her vast world commerce, and it was not there. Not until I went to the churches of America and heard her pulpits aflame with righteousness did I understand the secret of her genius and power. America is great because she is good, and if America ever ceases to be good, America will cease to be great.”

In other words, America’s greatness is not to be found in her economic prowess, political correctness, diversity, or in her governmental programs, but in her goodness.  And goodness comes by learning the will of God and doing it.  That is one reason religion is so critical to the welfare of America because it defines and reinforces the moral principles by which we should live.  It is our nation’s best catalyst for goodness.  It is a counterbalance to man’s natural selfish interests and desire for power.

Justice Antonin Scalia summarized it well: [Slide] “The Founders believed morality was essential to the well-being of the republic, and that religion was the best way to foster morality.”

But one might ask, “What concrete proof do we have that religion fosters morality?”  Arthur Brooks, a professor of business and government policy and frequent contributor to the Wall Street Journal, wrote a book entitled Who Really Cares.  It is a candid, fact-filled book on who gives for charitable purposes, who renders community service, and who does not.  After providing a plethora of facts he shares these conclusions: [Slide] “Religious people are far more charitable with their time and money than secularists.  Religious people are more generous in informal ways as well, such as giving blood, giving money to family members, and behaving honestly.”  Brooks was not alone in his positive assessment of religion.  Timothy P. Carney, author and commentary editor at the Washington Examiner, wrote: [Slide] “From time to time, the media will trumpet some study finding some malady among the religious — they’re angrier, or stupider, or greedier.  But ask almost any social scientist, Left or Right, religious or secular and he or she will tell you with high confidence that religious people are better off socially and economically and fall into fewer negative behaviours (crime, teenage pregnancy, drug abuse, suicide) than nonreligious people.  Popular culture like to paint the dark picture of religion in America, but the actual data point the other way.”  Carney continued: [Slide] “Nonchurchgoers are less likely to be connected to their community, and frankly less likely to see the value of the community.”  Is it any wonder the Founding Fathers saw religion as a necessity to foster morals and maximize happiness, and thus serve as the backbone of an enlightened society?

William P. Barr, U.S. Attorney General, spoke of the absolute need for religion to maintain a moral and free people: [Slide] “In the Framers’ view, free government was only suitable and sustainable for a religious people — a people who recognized that there was a transcendent moral order antecedent to both the state and man-made law and who had the discipline to control themselves according to those enduring principles.”  

When Justice Antonin Scalia passed away his son, Paul, made this significant observation: [Slide] “Dad understood that the deeper he went in his Catholic faith, the better a citizen and public servant he became.  God blessed him with a desire to be the country’s good servant, because he was God’s first.”  This seems to be an eternal truth — if we will put God first in our life, then He will make of us better patriots, better citizens and better public servants than we might otherwise be.  That is why religion is so critical to the well-being of our society.

How Then Do Morals, Religion and Education Intersect?

Perhaps, if we can understand the Founding Fathers perspective on the relationship between morals, religion, and education it will help us know the course we should pursue today in our schools.  

The Northwest Ordinance, which regulated the western expansion of the United States, was adopted by the Confederation Congress in 1787 (and later adopted by the first United States Congress in 1789).  It stated: [Slide] “Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.”  What a powerful endorsement for religion, not a specific religion but religion in general, to be encouraged in the educational and public sector!   One should keep in mind that this endorsement was given by the same Congress which adopted the Constitution, hence it understood the Constitutional role of religion in the public sector.  What other evidence do we have of the need for morals and religion in the public and educational sectors as understood by the Founding Fathers?

• Our public monuments, honoring our Founding Fathers and other national heroes, are emblazoned with their statements referencing God.  Among others, we read on the Washington Monument, [Slide] “It is the duty of all nations to acknowledge the province of Almighty God and to obey His will.”  How do we as a nation “acknowledge” the hand of God if our government compels us to be silent or neutral on the subject in schools and other public places?  Lincoln’s Second Inaugural Address mentions God 14 times and the Bible 4 times.  Does that sound like Lincoln wanted to remove references to God and the Bible from the public domain or rather to acknowledge Him who was present at every significant step of our nation’s founding?  
• After a clergyman noted that “The Lord is on the Union’s side,” Lincoln responded: [Slide] “I am not at all concerned about that, for I know the Lord is always on the side of the right.  But it is my constant anxiety and prayer that I and this nation should be on the Lord’s side.”  How as a nation are we on the Lord’s side if our government is “neutral” in divine matters—if we exclude Him from the public, including the educational sector?  Once government has excluded God, it has chosen a side — the secular side.  It has cast its lot with the non-religionists.  There is no viable neutral position on this subject.  Either God exists or He does not.  Either God aided this country in its formation and preservation, or He did not.  Either we need God’s help to fulfill our nation’s destiny or we do not.  The Founding Fathers clearly understood God’s role in this country’s origin and destiny.  
• Prayer has been a critical part of our nation’s history.  Benjamin Franklin requested it in connection with the Constitutional Convention; it has been the focus of Presidential prayer breakfasts, and it has been the traditional beginning of each Congressional session by a clergyman hired and paid for by the government.   Consequently, one must ask, did Washington, Adams, and Madison, each of whom were Founding Fathers, violate the intent of the Constitution when they sponsored national days of prayer and fasting during their service as president?  Many other presidents, including Presidents Theodore Roosevelt, Woodrow Wilson, Calvin Coolidge, Franklin D. Roosevelt, Harry Truman, John F. Kennedy and Ronald Reagan, to name a few, also sponsored national days of prayer.  Was this not encouragement of a basic religious practice—prayer — at the highest levels of government?  It would be hard to imagine greater endorsements of national prayer in the public settings than these.  Certainly, exclusion of prayer from public places was not the intent of our Founding Fathers and other national leaders who advocated the necessity of prayer on a national and public basis in order to establish and preserve our nation?
• Thomas Jefferson is often cited for his statement concerning a “wall of separation between church and state.”  This is used as evidence that there is no place for religion in the public sector.  But did Jefferson believe that government should not encourage, or at least not approve of religion in public life?  If so, why did he, as well as James Madison, attend church services in the Capitol building — one of the most visible of public places.   Jefferson, as president, also allowed church services to be held in other government buildings, such as the Treasury building and the Supreme Court.  We might note that this was done after the Constitution was adopted.  If actions speak louder than words, these actions clearly condoned religious worship in public buildings.  And who would know better the meaning of religious freedom and its relation to the public sector than Jefferson, who was the father of the Declaration of Independence, and Madison, who was the father of the Constitution?  If we are honestly looking for original intent, what better endorsement of government approving religion in the public sector than as evidenced by these two key Founding Fathers?  And why this multitude of sponsored religious activities in the public sector by our Founding Fathers and other national heroes?  Because they knew that religion was the best catalyst to teach and reinforce the moral principles necessary to maintain the liberties guaranteed by the Constitution.

Education as a Means to Promote Moral Values 

How then can education promote these same moral values espoused by our Founding Fathers.  First, our schools can teach an understanding of and love for our Founding Fathers, the Declaration of Independence, and the Constitution.  I am amazed at how little our society, particularly our youth, know about these national heroes and historic documents.  Second, we can teach as the Founding Fathers did, that God’s hand was in the discovery, establishment and preservation of America.  Suffice to say, we are a nation under God, not without God.  Third, we can teach, as our Founding Fathers did, that a moral people are essential to a free people, and that moral values cannot be fostered without religion and likewise I would add, without proper education.  

Suffice it to say, the prime purpose of education is not raw learning.  It is not the three R’s, as important as they may be.  It is not grades, as necessary as they may be.  This is not to underestimate their importance but rather to put their importance in perspective.  The central purpose of education is to build character—moral integrity—men and women who will be true to their word; men and women who will not cheat; men and women who will be loyal to their spouse; men and women who will be honest in their business dealings; men and women who will honor and cherish the principles upon which this nation was built, and men and women who will use the knowledge they gain to further God’s purposes.  The purpose of education is not only to think well, but to live well.  When education fulfills this purpose, it will help produce a moral people – an essential element for our Constitution to work.  William P. Barr addressed the uphill battle we face: [Slide] “Many states are adopting curriculum that is incompatible with traditional religious principles. … [For example] the Orange County Board of Education in California issued an opinion that ‘parents who disagree with the instructional materials related to gender, gender identity, gender expression and sexual orientation may not excuse their children from this instruction.’”  And secularists complain about religion being forced on them?  In truth, this is nothing less that secular religion being forced on believers.

Unfortunately, there are many in the educational system who advance the theories of man rather than the true and tested ideals of God and the Founding Fathers, who advocate for a secular nation rather than a spiritual one, who rewrite history as a way to advance their personal philosophies, who teach that the ends are justified by the means, whatever those means may be, and who shut down debate on any subject that is contrary to their own via “safe zones,” alleged microagressions, and violent protests to stifle free speech.  Just as we have politicians on one hand and statesmen on the other, so too we have in the classrooms of America, propagandists on one hand and “teachers come from God” (see John 3:2) on the other.  

The Founding Fathers and our nation’s leaders felt strongly about the need for “teachers come from God” — teachers who would focus on moral values.   Samuel Adams described the mission of educators as keeping alive the ‘moral sense’ of children.  Abigail Adams counseled her son, [Slide] “Great Learning and superior abilities, should you ever possess them, will be of little value and small Estimation, unless Virtue, Honour, Truth and integrity are added to them.”

For ten years, I attended almost every football game at Glendale High School, as I watched our four sons play.  The games always began with “The Star-Spangled Banner.” I would look at the youth who stood before me.  Some were respectful with their hands over their hearts, joining in the singing of that great national anthem as they focused on the flag.  But there were others who were nudging their friends, joking and jostling while the song was being sung.  I have often thought, what good are courses in American history and civics—what good is it to be able to name the battles and generals of past wars if we do not feel the passion and spirit of patriotism in our veins.  There are certain moments in life that aren’t funny, they aren’t casual.  They deserve and require our better selves.  They deserve our highest respect, reverence and gratitude.  And some of these include our respect for our flag and national anthem.  Schools can teach the passion of patriotism as well as the cold hard facts of history.

Why do so many schools produce students that can’t pass a basic English or math test?  Are the students just incapable of doing so?  I don’t believe so.  Are the teachers incompetent?  I doubt that.  But perhaps their focus is wrong.  If teachers would spend more time building character and patriotism, then students would have an increased desire to learn, but without that desire teachers are hammering on cold steel.  As character is developed there comes an inherent desire to be a better person — to be more learned, more serviceable to one’s fellow man, and to be more Christlike.   Character development is at the root of a successful educational system.  When we learn that, and teach that, we will produce students who are both learned and wise – students who recognize the need to improve this country but still love it for all the goodness it portrays and the ideals for which it stands — students who are aware of the ways of the world but submissive to the ways of God.  Then we will have a moral people, not just an informed people — the kind of people the Founding Fathers knew were necessary to enjoy the maximum liberties provided by the Constitution.  May this school be a force in accomplishing this aim.