The Urgent Need to Teach the Constitution to the Rising Generation

Dear Friends,

The other day I was speaking to a young friend of mine who attends one of the local high schools. He was reviewing with me the classes in which he was currently enrolled. One of them was Advanced Placement American Government. I asked him to tell me about what the class was learning and the methods employed by the teacher. He said the main assignment was that each student had to bring a current issue to class. Three or four issues would then be chosen which would be the basis of the discussion that day in class. He said there quickly develops several different opinions strongly expressed by members of the class as they try to convince others of their point of view. I asked him if the teacher gives any input. To which he replied: "Oh no, the teacher says he doesn't want to influence our minds with his opinions. He merely wants us to be able to convince others of our position. But we have some pretty good discussions."

I asked him if the teachers taught any underlying principles of good government to the class. He said no. I asked him if the teacher expected you to read and study the writings of the founders and to learn their reasoning on important issues. He said no. I asked him if he felt there was a serious study of the Constitution itself. Again, he said no.

As our conversation ended I thought to myself how sad it is to have the opportunity to do some valuable teaching and have such great influence over young inquiring minds-only to see it squandered in opinions and rhetoric. And somehow this passes the requirement for studying the Constitution in high school.

Studying the Constitution becomes a Requirement in 43 States

In 1926, Samuel P. Weaver, a member of the Spokane, Washington Bar Association, outlined the growing concern for stronger teaching of the Constitution after World War I:

"The gospel of the Constitution began to be proclaimed during the period immediately following the World War. Prior to that time the schools taught American History and civics, and in connection with those courses sought to train the students in the mechanics of government. After the war, however, when our national safety was threatened by the rapidly spreading danger of Communism, by the questioned loyalty of groups of foreign-born citizens and the ignorance and indifference of many others, leaders of political thought fostered a movement for a more general, uniform and effective teaching of the Constitution. Under the leadership of the American Bar Association and other patriotic organizations, forty-one states [by 1926] have enacted statutes requiring the Constitution to be taught in the schools."

My own state of Arizona was one of the 43 states which eventually adopted legislation requiring the teaching of the Constitution. The Arizona Revised Statute 15-710 mandates: "all public schools in the State which are sustained or in any manner supported by public funds shall give instruction in the essentials, sources and history of the United States Constitution,. and instruction in American institutions and ideals.." And if that isn't enough, our state law further declares to public school teachers that "Willful neglect or failure ... to observe and carry out the requirements of ARS 15?710 is sufficient cause for dismissal..." (ARS 15-508)

By the end of the decade of the 1920's, 43 states had been persuaded to pass new laws, or emphasize old ones, requiring instruction about the Constitution in the schools. Even Congress became involved; in 1925 the U. S. House of Representatives, by a vote of 162 to 29, passed this resolution:

Whereas it is essential to an intelligent and loyal discharge of the duties of citizenship that the citizens of this country have an appreciation of, reverence for, and devotion to the ideals and principles underlying the Constitution of the Unites states, together with the realization that to it we are indebted for the blessings of political, religious, and personal liberty and freedom of action which we enjoy, and the responsibility for its maintenance and preservation rests upon us, and

Whereas a thorough and complete knowledge and understanding of the history and meaning of the Constitution is necessary to a proper appreciation of, reverence for, and devotion to it: Therefore be it

Resolved, That the House expresses its earnest hope and desire that every educational institution, whether public or private, will provide and maintain, as a part of its regular curriculum, a course for the study of the Constitution of the United states, provide necessary facilities for this purpose, and place the same under capable and proper instructors; such course to begin at the earliest age at which children are capable of receiving such instruction and to continue during each scholastic year. To this end the cooperation of all commissioners, secretaries, and boards of education, whether Federal or State, of all patriotic or educational societies and associations, as well as the governors and legislatures of the several States, is earnestly invited and solicited.

It is interesting to note that national emergencies, concerns about foreign presence in our country, and warlike threats to our nation always bring us to reexamine our teaching of the Constitution. It is as though Americans innately know that answers to our problems lie in that document. With the events of September 11, 2001 emblazoned on our minds, we are once again asking ourselves how well we are really teaching the rising generation the correct "essentials, sources and history of the United States Constitution."

A National Report Card on Teaching the Constitution

Mr. Weaver later gave an assessment as to the teaching of the Constitution in the schools. While his remarks are many years old, his description accurately describes our situation today:

"The Constitution should be taught as a separate course of study.. This recommendation has met with the approval of the teaching profession. Many teachers and educators say there is no time in the present organization of the school system to allot for a separate course in the Constitution of the United States, and that the only way they can teach it is incidentally in connection with courses in history and civics. For example, in South Carolina it is a part of the history course; in California it is a part of the course in civics. In many states it is reported as a part of both of these courses. In Missouri it is taught only incidentally. In almost all of the states it is taught by reference only. While no one will deny that the teaching of history and general civics offers many opportunities to impress the lessons of patriotism and good citizenship, yet all of us should readily understand that the fundamental principles of our constitutional government cannot be taught in this manner. The Constitution, being the source of all powers of our national government, should be emblazoned on the minds of every citizen with a distinctness that time cannot obliterate, and this can only be done when it is presented clearly and unobscured in its original setting and outlines.

"As a general rule there is little effort to teach the development of the Constitution, or to uncover the foundation upon which our constitutional structure rests. For example, there is no clear or adequate explanation of its development through colonial charters, state constitutions, the Declaration of Independence, Articles of Confederation, Ordinance of 1787, and other important instruments of government. Its kinship to the common law is not referred to in any text. Its relation to the customs and the commercial and social conditions existing at the time of its adoption are not adequately discussed. Its application and growth to meet critical conditions at the different periods of our history and at the present time have not been illustrated or explained.

"Some of the texts have abandoned the method of discussion used by Justice Story, Judge Cooley, and other eminent authors, and have adopted a method of their own, For example, two texts do not contain the Constitution except in the appendix. One author has reclassified the clauses of the Constitution and grouped them under divisions selected by him, under the theory that the high school student must be content chiefly with the study of selected topics. Some of the texts contain references and questions that are frivolous:

  1. what is meant by gerrymander;
  2. what is a filibuster;
  3. what is a lame duck;
  4. can a lame duck be appointed to office;
  5. why did Mr. Bryan resign from Mr.; Wilson's cabinet?

While these questions relate in a general way to the administration of our government, can they be said to inspire in the student an unfaltering devotion to the Constitution? Do they impress upon his mind and heart the great truth uttered by the immortal Gladstone: 'The American Constitution is the most wonderful work ever struck off at a given time by the brain and purpose of man.'?

Mr. Weaver discusses the fact that most high school textbooks are poorly written and factually incorrect. He then raises the question as to who should prepare the texts for this purpose. He continues:

"It is not necessary that the authors be lawyers, but they must understand the law and its many distinctions. The Constitution is a legal document, and no person can explain it intelligently unless he has a clear conception of the history, meaning, growth, and application of the principles upon which it rests. Almost all of the present texts reveal a lack of legal appreciation on the part of the authors which makes them fail to accomplish the purpose desired.. The author to be successful must have the following qualifications:

  1. he must be thoroughly trained in the law;
  2. he must understand methods of teaching;
  3. he must understand the methods used in writing textbooks;
  4. he must be able to analyze the Constitution, its background, its meaning, and its application to conditions arising since its adoption;
  5. he must have the time, industry, and ability to devote to the work.

Mr. Weaver gave suggestions as to what a great textbook on the Constitution would contain. Among other things he included:

  1. It should orient our Constitution among other constitutions in the world.
  2. It should trace the development of the great principles of the Constitution from their English and American origins.
  3. it should explain how these principles were built into our present constitutional structure by the Constitutional Convention and the conventions of the original thirteen states.
  4. It should analyze the Constitution section by section and paragraph by paragraph. It is difficult to improve upon the clear, logical arrangement of the scholars of the Constitutional Convention.
  5. It should explain the meaning of all the provisions of the Constitution and all legal and unfamiliar terms and phrases so that students become familiar with the framework and the powers of our national government from the great instrument which is their fountain source.
  6. It should illustrate how the Constitution, through the legislative, executive, and judicial branches, has been interpreted and applied to meet new conditions as they have arisen during all periods of our history so that students can understand the timeless nature of this marvelous document.

The Instructional Materials of NCCS Meets all of these Requirements

How grateful we are to the talented and gifted founder of the NCCS, W. Cleon Skousen, who meets and exceeds all of Mr. Weaver's requirements to author Constitutional textbooks and whose published works meet the requirements to be called great textbooks on the Constitution.

In our present national crisis, as in the 1920's, there in an increase of interest in good, constitutional government. Hopefully, the serious of these resources will prove to be a turning point back to America's sure foundation.

Constitutional Study Courses Available from NCCS

The Five Thousand Year Leap A discussion of the 28 great principles upon which all free governments must be based. A first primer on constitutional government. 355 pages

The Making of America A discussion on how America's Constitution came to be. All 286 provisions are outlined and explained, mostly in the Founders' own words. 920 pages. 33% off. (This month only.)

The Miracle of America The most popular course for personal and family study. Either in audio or video by Dr. Skousen himself. 135 page study guide included. 13 hours

American Government and U. S. Constitution Curriculum using The FiveThousand Year Leap and The Making of America as texts here is a complete year-long course curriculum for schools. Includes quizzes, tests, etc. Part I-9 video tapes, Part II-16 video tapes.

A More Perfect Union The most ambitious film ever made covering the happenings at the Constitutional Convention. Available in straight movie format (2 hours) or divided into five segments for classroom instruction with teacher's guide and lessons.

A Guide for Learning and Teaching the Declaration of Independence and the U.S. Constitution: Learning From the original Texts Using Classical Learning Methods of the Founders Written by NCCS supporter Joseph Andrews to assist school teachers as a guide for compliance with the California Education Code. 379 pages

Other than learning to serve the God of this land, is there any greater service we can do for the rising generation than to see they are taught about the marvelous and miraculous document called the Constitution of the United States?


Earl Taylor, Jr.