The Pledge of Allegiance and National Anthem in U.S. Schools: A Rite or a Ritual?
Has the daily recitation of the Pledge of Allegiance and the singing of the National Anthem been a consistent practice in American schools since the 1960s? This article delves into the history, current practices, and views surrounding these traditions in U.S. public schools.
Historical Context and Personal Experiences
Many Americans who lived through the 1960s will attest that these rituals were not a common occurrence in their public schools. reflecting on personal experiences, it is noted that neither the author nor their siblings, nieces, nephews, or cousins ever encountered a public school where these practices were implemented. This was observed in five different states over three generations.
The author draws on historical events, such as the rise of Nationalistic Fascism and the embrace of Eugenics in the early to mid-20th century, to highlight the significant shifts in societal values and educational practices. Particularly, the author points to the rise of anti-Semitic sentiments and the adoption of extreme nationalist ideologies, among which the recitation of the Pledge of Allegiance and the singing of the National Anthem played a minor role.
Current Practices: A National Tradition or a School by School Decision?
In many American schools, the recitation of the Pledge of Allegiance and the singing of the National Anthem are still practiced. However, the author notes that personal objection to these practices can be accommodated. For example, in New York State public schools, the pledge is required, but atheist students are allowed to remain silent when the phrase "under God" is recited. This flexibility demonstrates a recognition of diverse beliefs within public schools.
The article highlights a anecdotal example of a son who, upon starting first grade, expressed indignation about the practice. He creatively subverted the ritual by stating "under Goddess" instead of "under God," showing a level of awareness and rebellion against the rigidity of the moment. The author then explains that the pledge is often seen as more of a meaningless ritual than a tool for indoctrination. The critical point is that for young students, the pledge lacks meaning and becomes a routine, automatic act devoid of significance.
A suggestion is made for high school civics courses to provide a deeper understanding of what it means to be a citizen of the United States before the recitation of the pledge becomes mandatory. This approach puts the responsibility on educators to ensure students engage meaningfully with the concept before it becomes a rote recitation.
Alternative Practices: A Deeper Cultural Understanding
It is noted that during the 1960s, an alternative anthem, "Let Freedom Ring," was used. This piece has a simpler melody and more straightforward lyrical content, making it easier for young voices to sing. The question arises as to whether this alternative could serve a similar function today, further emphasizing the need for an educational approach that fosters understanding and appreciation.
The author concludes with a query about the status of singing the National Anthem after the pledge in recent decades. It is speculated that singing of songs like "Let Freedom Ring" has not been widely revived, but some schools in other states and districts may still adhere to these traditions.
Conclusion
While the recitation of the Pledge of Allegiance and the singing of the National Anthem remain prevalent in many American schools, these practices are not consistent throughout the country. Historical context and personal experiences suggest a shift away from these rituals, reflecting broader societal changes. The author advocates for a more educational and meaningful approach to these traditions, ensuring that they serve a purpose beyond mere routine.