The gamecock. (Columbia, S.C.) 1908-2006, November 30, 1994, The Gamecock Holiday Shopper, Page 15, Image 27
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i DRIVE
Understanc
to reconci
IS ?
religion, ?
From staff reports (
Years ago, school districts ?
began renaming their holiday 1
breaks to avoid potential con- r
troversies: Christmas break ?
is now winter break; Easter I
break is now spring break. t
Nonetheless, during 1
December, schools deck their
halls and adorn their wall s
signs that Christmas is com- i
ing. From wreaths to trees to c
Santa Claus costumes, there t
is abundant evidence of the i
waives a uncut uumieuiiuii 1
between secular decoration at t
school and the deeper Christ- I
ian meaning of Christmas,
Pigford said that's OK 1
"Some can move from the c
spirit of Christmas to the g
image of Christ, but that is c
the jump students must s
make, as opposed to the c
school making it for him," she g
said. i
Ginsberg teaches courses c
involving the legal aspects of ?
approaching (Jhristams holi- i
day. "
How do public schools han- ?
die the apparent inconsistan- T
cy? Where do they draw the t
line between advocating reli- r
gious observances and pre- ^
venting it? r
Common sense and respect
for others should take prece- (
dence over emotion and zeal- ,
ousness in matters where r
church and state collide, say y
two USC authorities on the ,
subject. ^
Aretha Pigford and Rick
Ginsberg, professors in USC's ^
department of educational
leadership and policies, agree
that celebrations are welcome
as long as they do not become
sermons. j
"You will find many classrooms
still have Christmas c
decortions,"said Pigford, who
has served as associate ?
superentindent of elementary
schools for Richland District 1
1. "The difference is that they 1
are secular decorations. They ?
tend to celebrate the Christ- I
mas spirit, which can include *
qualities such as love, kind- 1
ness and generosity, without
including images of Christ." 1
As for the student who *
1 ~ J: i. i.-__ \
ling vital
ling
:hool
iducation, including churchstate
relations as they pernin
fn fViP niihlir srhnnls
rhe courts, he said, are constantly
striving to find a comiromise
between constitu;ional
stipulations and
luman nature.
"The courts have had to
itike a fine balance between
naintaining separations of
:hurch and state on one hand
ind, on the other hand, keepng
in mind that we are a
eligious people," he said. *
Generally, the courts allow
schools to do things that are
eligious but don't allow them
,o proselytize. This is the
lotion that government is
diking religon out of schools.
rhat's nonsense."
"As an example of accomolations,"
he said. "We don't
illow people to read the Bible
is part of a religious exercise,
>ut we can read it as part of
m historical or cultural exer:ise."
As a teacher in New York
Uity, Pigford has been
nvolved closely with much
nore difficult'situations, ones
hat have reached confrontaional
stages. She maintains,
lowever, that open communi:ation
can serve to eliminate
nost potential controversaries.
?11.. 1? U
Ajryiuanjr, peupie aieu 1/ su
nflexible that they can't
each some compromise," she
laid. "If a parent has a com- (.
)laint, the principal will lisen;
rarely does it have to be
in either-or situation.
"Having open, honest comnunication
typically will
tllow you to solve problems.
Nhen you can't have that,
hat is when you have the
>roblem."
Some large school districts
lave attempted to accomolate,
rather than ban altogether,
religious observances *
>f all kind, Pigford said. The
ichool puts itself in a precari
>us position when it does so,
;he said, but it is merely a
eaction to the desire by stuients
and parents to have a
religious flavor" present.