It is no secret that given my way, I would have chapters from ‘God is not great’ by the wonderful Christopher Hitchens read loudly to school children in early morning assembly, followed by a reading from Darwin’s Origin of Species. Sadly, at my primary school, we had to endure horrid little assemblies that started with prayer, followed by hymns, followed by a Jesus story; all presented as fact, father than fairy tale.
So I took it upon myself, now that I am older – and free to question without being sent out of assembly for disrupting prayer – to send an email to our local council, to raise this with them. I inquired:
I was wondering if you could spare a couple of minutes to answer a few questions I have.
I am an ex-pupil of The Meadows. I am 25 now and studying at Demontfort University. I was talking to another ex-pupil a week or two ago, and we both vividly recall the school assemblies in which we started each one with prayer and hymns. This strikes me as a little odd. I never questioned the religious aspect of what we were being taught. As a kid, I understood the stories from the Bible that our trusted teachers were reading to us, as fact. Why would I assume any different? We weren’t being taught any different.
The stories we were read from the Bible were taught as truth and as factual as 1+1=2. If we did not sit in silence and pray and sing hymns, we were sent out of the assembly. I wondered why this is?
I do not recall hearing the name Darwin until I was at least 12, and even then it was in passing. We were encouraged to read or listen to Biblical stories, which I’ve since dismissed as nonsense, and yet were never introduced to even the very basics of Darwinian thought.
We were taught the Christian way in the truth. Any one of any other religion was sent out of the assembly for prayers and hymns, creating a horrible social barrier that you can’t see past as children, it simply perpetuates the problem of suspicion toward anyone considered “different”.
I also note that the Christian story, whilst not being contrasted with the very fundamentals of Darwinian fact, was also not contrasted with any other form of philosophical thought. We were not taught to question what our headteacher was reading out to us. We were not taught the frankly appalling history of Organised Religion, instead we were apparently a part of that organisation because we were being told that fairy tales were truth without being encouraged and taught to think freely for ourselves, we would be punished if we were to do so.
I was wondering if this was a government policy at the time, or if the school imposed those ideas on us themselves, and if so, do you believe it was the right thing to do?
Thanks for your time.
It is surely a matter of concern when a teacher is imposing religion onto easily suggestible young minds, without teaching them also how to question what is being said? The Jehovah’s Witness kids along with the Muslim children were always sent out whilst prayer was conducted. And as kids, we always viewed them as “different”. This apparently needless social barrier is reflected later in life. Especially in deeply religious Nations. Muslims and Atheists especially in America are treated with fear and a degree of resentment from the Christian Right. I cannot see any purpose in morning prayer and hymns. It certainly isn’t cultural learning, because it espouses the ideals of Christianity above all else.
Anyway, the Senior School Development Advisor for the School Improvement and Performance Service of the Council very kindly got back to me, with:
Thank you for your e-mail which has been passed to me for response.
The legislation around assemblies (which is still in place today), is that there should be a daily act of collective worship which should be wholly or mainly of a broadly Christian nature in every maintained school, whether it is a church school or not. Therefore, what you describe as practice at the Meadow Primary School would have been following the legislation. There is scope within the law for parents to request that their children do not attend Collective Worship and alternative supervision has to be put in place for these children. In some schools, parents make alternative arrangements for their children to have tuition about their own religions at this time. From your description, I would imagine this was the case at The Meadow Primary School when you were a pupil there.
The collective worship does not form part of the religious education curriculum, although the school can designate assembly time to cover part of the syllabus if they wish. The religious education curriculum is education about different religions and the syllabus is drawn together in each local authority by an independent group of advisers from different religions. Teaching in religious education is intended to inform about different religions, not convert children to any religion. Darwinism is not included as it is not considered to be a religion. Again, there is scope within the law for parents to request that their children should be withdrawn from Religious Education.
The theories of evolution are covered in the Science curriculum, particularly in primary around the way animals and plants have adapted to their environment. At Primary School, “Charles Darwin” might not be mentioned in person (this is not prescribed in the curriculum) but some schools might choose to do so.
In your e-mail you question the school’s practice of withdrawing children who misbehaved from assembly. Every school has a duty to ensure that the behaviour of some children does not interrupt the concentration of others and I presume this is how the school implemented that duty.
You obviously feel strongly about the collective worship and religious education in Primary School and the effect it had on you. Legislation about Collective Worship and the content of the curriculum is set by central government. The Department for Education is currently running a consultation on what should be in a revised curriculum. Although they are not looking specifically at RE, I strongly advise that you consider responding to the consultation with your views of the curriculum, as it is important that young people who have recently been through the education system should have opportunity to contribute. I include a web-link for your convenience, which also contains links to the DfE curriculum review facebook page.
Whilst I appreciated the response, I did get the feeling that she was suggesting that she sees no problem with the balance being tipped too far in favour of religion over the fundamentals of Darwinist thought. The entire study of Modern Biology is based on the concepts discovered by Charles Darwin. In fact, not just Modern Biology, but all the life sciences…
etc etc etc etc etc.
Whilst it might be true that the adaptation of plants and animals to their environment was taught…. I don’t remember it, it wasn’t pressed home, it wasn’t explained, and its immense importance on philosophy, science, human development and our ancestral history was passed over because they apparently think it is far more important for us to believe that God put us here; a lie. We certainly never knew that all life is descended from common ancestry; the very fundamentals.
The problem, as I see it, lies in this line:
“The collective worship does not form part of the religious education curriculum.”
The above line is reflected in the legislation that it references.
The School Standards and Framework Act 1998, section 70, states:
Requirements relating to collective worship.
(1)Subject to section 71, each pupil in attendance at a community, foundation or voluntary school shall on each school day take part in an act of collective worship.
That’s quite a worrying line in a piece of legislation, to me. Why is it considered necessary, by law, for a child to be involved in worship? Why isn’t the child allowed to choose? Surely it is not a requirement of the State to be demanding mandatory religious worship of its children?
The “collective worship” (what an awful phrase, very cult-like) is not a part of the education curriculum. It stands outside of that. It transcends the curriculum. Something as unimportant as unprovable dogma and superstition is considered strangely important enough to be placed above the curriculum and used primarily for a method of Christian indoctrination, as it was at my school. At the same time, the way plants adapt to their surroundings, is on the curriculum, it is of secondary importance, according to the legislation of the land, and it is all that exists in the way of the fundamentals of Darwinian thought. I see this as a major, major imbalance in the system. Couple this with the incredibly unhealthy concept of Religious Schools themselves, and humanity is always going to be strangled at a very early stage in the development of our minds, by religious dogma.
“At Primary School, “Charles Darwin” might not be mentioned in person (this is not prescribed in the curriculum) but some schools might choose to do so.”
- That is absolutely not good enough. His name is far, far more important, to be heard at a young age, than Jesus. There is absolutely no question about that. One of those names probably didn’t exist, and simply speaks of a very narrow spectrum of morality, contradicting himself and prior Christian teachings, endlessly. His words were written down 40 years after he died, and have been rewritten, manipulated and revised for centuries. The other is responsible for the most important discovery that humanity has ever stumbled across.
The Department of Education issued guidance on collective worship, which states as its objective:
…. promote the spiritual, moral, cultural, mental and physical development of pupils and of society.
- It is true that an assembly is a great way to bring children together, but it shouldn’t be assumed that religion is the basis of morality. There is a quite a formidable case to be made, that says religion has not been a force for moral good in the World, and that by excluding the horrific history of religion, schools are teaching a vast amount of ignorance on such an extreme level. Basing morality on Christianity is an epic over statement, and suggests that without collective worship, children would be unable to taught to distinguish between right and wrong. Morality is not based on religion. Religion attempts to base itself on the contextual morality of a specific time. Morality is simply society evolving collectively, for its own survival and advancement. Christian interrogation techniques of the 1500s would not be considered moral today. The slavery advocated in the Old Testament, is certainly not moral. The imprisonment of George Holyoak for blasphemy in 1843, would not be considered moral now. Religion is a dynamic force that updates along with society, it is not special, it is offering nothing new, and it is still a force for regression. Humanity invented it, so humanity can do without it.
The guidelines go on:
It is a matter of deep concern that in many schools these activities do not take place with the frequency required or to the standards that pupils deserve.
- What is actually of deep concern, is state sponsored fairy tales promoted as truth. What is “collective worship”? What are we worshipping? Can the state prove that was we are collectively worshiping actually exists, and if by some miracle they can justify it, can they prove that the entity they are worshiping is good? Because for every relatively non-violent passage in the Bible, I can pick out another ten that say otherwise.
They are promoting Christianity for reasons of tradition, and tradition is the absolute antonym of reason.
I argue that the balance is tipped firmly in the wrong direction. It is the reason why people will still genuinely believe themselves when they say “yeah but evolution is just a theory”….. no it isn’t. The supreme ignorance cannot be attributed entirely to the individual, it must start from a young age. Evolution; and all the wonderful branches that stem from it, such as biology and zoology, are apparently less important than making sure impressionable children believe religion is the foundation of all morality. The early education system teaches that Jesus was born to a Virgin, they he is the son of God and that he died for our sins. It is a very one sided view of history and a vast manipulation of a child’s mind. A mind which is like a sponge at that age, cannot comprehend the illogical nonsense of what their trusted teacher is implying.
Religious teaching in schools should be limited to cultural studies, not presented as fact.