This blog examines the biblical texts that Texas intends to assign to its 5.4 million students. The overview does not cover proposed changes to the history curriculum. Texas uses different English versions for the different readings. When quoting a biblical text, I have used the text chosen by Texas. In these English versions the translators generally use “LORD” regardless of the actual Hebrew “Yahweh.” I presume teachers will be instructed to use BC and not BCE.

Kindergarten

There are no biblical texts assigned here. Students will read “The Cat in the Hat” by Dr. Seuss and “George Washington and the Cherry Tree” from The Children’s Book of Virtues.” The readings are those that have stood the test of time. They focus on building moral and intellectual character.

Grade 1 Jonah and the Whale

One problem is that the King James Version doesn’t say “whale,” it says “great fish.”

KJV Jonah 1:17 Now the LORD had prepared a great fish to swallow up Jonah. And Jonah was in the belly of the fish three days and three nights.

This difference was part of the famed cross-examination in the Scopes Monkey trial between Clarence Darrow and William Jennings Bryan. It provides an excellent opportunity to differentiate between what people think is in the Bible and what actually is in the Bible. Think of Eve and the apple. Of course, this is too much for a first-grader to understand but when in the curriculum will students be old enough?

Grade 2 David and Goliath

Here we have another adult story being treated as a children’s story.

KJV 2 Samuel 21:19 And there was again a battle in Gob with the Philistines, where Elhanan the son of Jaareoregim, a Bethlehemite, slew the brother of Goliath the Gittite, the staff of whose spear was like a weaver’s beam.

RSV 2 Samuel 21:19 And there was again war with the Philistines at Gob; and Elhanan the son of Jaareoregim, the Bethlehemite, slew Goliath the Gittite, the shaft of whose spear was like a weaver’s beam.

Two different bible versions, two different translations. Biblical scholars generally agree the second version with “Goliath the Gittite” is the better translation. The King James Version added “the brother of” to remove the discrepancy between the David story in I Sam. 17 and in 2 Sam 21:19 on who killed Goliath. In addition, scholars generally agree the name “Goliath” was added to the story in I Sam 17 where David’s foe originally was simply an anonymous Philistine warrior.

Even the word “Philistine” provides a teaching opportunity. The name for the people living there in ancient times was given to the land (especially by the Assyrians). Eventually it became “Palestine” in English. It was the political name for the region as New York is today with no racial or ethnic considerations. Jews, Christians, and Moslems in the land of Palestine were all called Palestinians just as if they live in New York today they are all New Yorkers. Thus an Aegean-based people gave their name to the land of Palestine which after 1948 became the name for the non-indigenous Arabs living there.

Of course, all this is too much for a second-grader to understand but when in the curriculum will students be old enough?

Grade 3 Daniel in the Lion’s Den

Here again we have an adult story not intended for children that probably will be taught as a children’s story. The lesson for children shows how faith can overcome adversity. What would really be of value is to return to this story when children have matured. Then a teacher could say remember those children’s stories you read in first, second, and third grades, now let’s look at them as adults. Think of Odysseus which is not on the Texas list and how many adult-issue discussions, op-ed pieces, and articles the movie has generated.

Grade 4 “The Necessity of Humility (Luke 14:7-11)

KJV Luke 14:7 And he put forth a parable to those which were bidden, when he marked how they chose out the chief rooms; saying unto them, 8 When thou art bidden of any man to a wedding, sit not down in the highest room; lest a more honourable man than thou be bidden of him; 9 And he that bade thee and him come and say to thee, Give this man place; and thou begin with shame to take the lowest room. 10 But when thou art bidden, go and sit down in the lowest room; that when he that bade thee cometh, he may say unto thee, Friend, go up higher: then shalt thou have worship in the presence of them that sit at meat with thee. 11 For whosoever exalteth himself shall be abased; and he that humbleth himself shall be exalted.

There are many texts from many cultures and religions which could be used to teach values like humility. One hopes that the teacher will point this out.

Grade 5 Moses (Exodus 3: The Burning Bush and Exodus 14: The Parting of the Red Sea)

I confess, I have no idea what instructions the teachers will be given for these verses or if Cecil B. deMille will be involved. I can easily imagine lawsuits here but not necessarily by Christians. Biblical scholars may be of little use as well. Yes, there was an Exodus from Egypt with miracles or without miracles; Yes, there was an Exodus but it was from the land of Canaan and by the Egyptians; No, there was no Exodus from Egypt. My own book, Exodus, An Egyptian Story, states yes there was an Exodus from Egypt but with no miracles. There are many choices here for teachers. With the story of the Burning Bush, teachers may focus on transformation experiences people undergo even to this day rather than focus on the miracle here.

Grade 6 “Do not be anxious (Book of Matthew, Chapter 6, Verses 25-34)”

Here is where the line becomes problematical between teaching and preaching. The first part, verses 25-29, are perfect for the almost-teenage-student. They directly relate to the anxieties of the student. They could easily generate meaningful classroom discussions.

The remaining verses are questionable for a public school unless the topic is Christianity. Those verses provide a Christian answer to the anxieties raised in the previous verses. That’s fine in a Sunday School but not public school teaching:

ESV Matthew 6:25 “Therefore I tell you, do not be anxious about your life, what you will eat or what you will drink, nor about your body, what you will put on. Is not life more than food, and the body more than clothing? 26 Look at the birds of the air: they neither sow nor reap nor gather into barns, and yet your heavenly Father feeds them. Are you not of more value than they? 27 And which of you by being anxious can add a single hour to his span of life? 28 And why are you anxious about clothing? Consider the lilies of the field, how they grow: they neither toil nor spin, 29 yet I tell you, even Solomon in all his glory was not arrayed like one of these. 30 But if God so clothes the grass of the field, which today is alive and tomorrow is thrown into the oven, will he not much more clothe you, O you of little faith? 31 Therefore do not be anxious, saying, ‘What shall we eat?’ or ‘What shall we drink?’ or ‘What shall we wear?’ 32 For the Gentiles seek after all these things, and your heavenly Father knows that you need them all. 33 But seek first the kingdom of God and his righteousness, and all these things will be added to you. 34 “Therefore do not be anxious about tomorrow, for tomorrow will be anxious for itself. Sufficient for the day is its own trouble.

ESV Matthew 6:32 For the Gentiles seek after all these things, and your heavenly Father knows that you need them all.

could be seen as crossing the line into Christian preaching in a public school setting.

Grade 7 “The Shepherd’s Psalm (Book of Psalms, Chapter 23)

This psalm is beautiful writing. It could be taught in a religion or literature class. It is Jewish writing as well. It is identified as being from the Hebrew Bible as well as the Old Testament. The text seems to address the same anxieties raised in the reading from the previous year not that students will remember or teachers will refer to it. No scaffolding. The solution is not Jesus here. The comfort is provided by the Lord.

KJV Psalm 23:1 <A Psalm of David.> The LORD is my shepherd; I shall not want. 2 He maketh me to lie down in green pastures: he leadeth me beside the still waters. 3 He restoreth my soul: he leadeth me in the paths of righteousness for his name’s sake. 4 Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me. 5 Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; my cup runneth over. 6 Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the house of the LORD for ever.

The second biblical text for the 7th grade delivers a different message.

“The Eight Beatitudes (Book of Matthew, Chapter 5 Verses 1-12)”

KJV Matthew 5:1 And seeing the multitudes, he went up into a mountain: and when he was set, his disciples came unto him: 2 And he opened his mouth, and taught them, saying, 3 Blessed are the poor in spirit: for theirs is the kingdom of heaven. 4 Blessed are they that mourn: for they shall be comforted. 5 Blessed are the meek: for they shall inherit the earth. 6 Blessed are they which do hunger and thirst after righteousness: for they shall be filled. 7 Blessed are the merciful: for they shall obtain mercy. 8 Blessed are the pure in heart: for they shall see God. 9 Blessed are the peacemakers: for they shall be called the children of God. 10 Blessed are they which are persecuted for righteousness’ sake: for theirs is the kingdom of heaven. 11 Blessed are ye, when men shall revile you, and persecute you, and shall say all manner of evil against you falsely, for my sake. 12 Rejoice, and be exceeding glad: for great is your reward in heaven: for so persecuted they the prophets which were before you.

The text is a Christian one but is not an example of Christian Nationalism Consider the nearby verse not included:

RSV Matthew 5:14 “You are the light of the world. A city set on a hill cannot be hid.

Those images really get to the heart of American history. Speaking of which, “The Letter to the Hebrew Congregation at Newport” by George Washington also is part of the seventh-grade reading list. These beatitudes could generate some good student discussion even in a secular setting.

Grade 8 “To Everything There is a Season (Book of Ecclesiastes, Chapter 3).

This text also is identified as from the Hebrew Bible and Old Testament. It became the folk-rock song “Turn! Turn! Turn!” by Pete Seeger in 1959 and then a number-one hit by The Byrds in 1965. I defy anyone to turn this into an example of Christian Nationalism. More likely it will appeal to the musically-inclined students to write and perform a version for today.

Grade 8 “Book of Lamentations, Chapter 3″

This text is identified as coming from the Tanakh and the Tanakh alone. How the decisions were made as to determine which English translation to use is not always clear. This is a text which cries out for a student performances individually or collectively. The emotions it contains are very strong indeed. The more students can relate those emotions to their own life the more powerful any spoken performance would become. It is easy to imagine students in tears if they think about their own lives as they voice these words.

Grade 9 “Parable of the Prodigal Son (Book of Luke, Chapter 15, Verses 11-32)

ESV Luke 15:11 And he said, “There was a man who had two sons. 12 And the younger of them said to his father, ‘Father, give me the share of property that is coming to me.’ And he divided his property between them. 13 Not many days later, the younger son gathered all he had and took a journey into a far country, and there he squandered his property in reckless living. 14 And when he had spent everything, a severe famine arose in that country, and he began to be in need. 15 So he went and hired himself out to one of the citizens of that country, who sent him into his fields to feed pigs. 16 And he was longing to be fed with the pods that the pigs ate, and no one gave him anything. 17 “But when he came to himself, he said, ‘How many of my father’s hired servants have more than enough bread, but I perish here with hunger! 18 I will arise and go to my father, and I will say to him, “Father, I have sinned against heaven and before you. 19 I am no longer worthy to be called your son. Treat me as one of your hired servants.”‘ 20 And he arose and came to his father. But while he was still a long way off, his father saw him and felt compassion, and ran and embraced him and kissed him. 21 And the son said to him, ‘Father, I have sinned against heaven and before you. I am no longer worthy to be called your son.’ 22 But the father said to his servants, ‘Bring quickly the best robe, and put it on him, and put a ring on his hand, and shoes on his feet. 23 And bring the fattened calf and kill it, and let us eat and celebrate. 24 For this my son was dead, and is alive again; he was lost, and is found.’ And they began to celebrate. 25 “Now his older son was in the field, and as he came and drew near to the house, he heard music and dancing. 26 And he called one of the servants and asked what these things meant. 27 And he said to him, ‘Your brother has come, and your father has killed the fattened calf, because he has received him back safe and sound.’ 28 But he was angry and refused to go in. His father came out and entreated him, 29 but he answered his father, ‘Look, these many years I have served you, and I never disobeyed your command, yet you never gave me a young goat, that I might celebrate with my friends. 30 But when this son of yours came, who has devoured your property with prostitutes, you killed the fattened calf for him!’ 31 And he said to him, ‘Son, you are always with me, and all that is mine is yours. 32 It was fitting to celebrate and be glad, for this your brother was dead, and is alive; he was lost, and is found.'”

In a time of widespread refugees, migrations, and family separations, this passage might veer off into unexpected areas from a traditional religious one. The students may make this passage their own. Without having the curriculum guidelines it is not possible to know what the state expects from the teaching of this passage. Animal Farm by George Orwell, the “Lyceum Address” of Abraham Lincoln, Great Expectations by Charles Dickens are some of the other readings for the this grade. It would be interesting to know how these readings are to be weaved into a coherent whole before passing judgement on one of them.

Grade 10 “The Book of Job, Chapters 1-7, 11, 14,19,26, 38-42)

This reading assignment from the Hebrew Bible/Old Testament will be a real workout for the teachers. I wonder how much time they will have to teach it. It is easy to imagine reading portions of this aloud with the students. I wonder after reading about all the travails Job has experienced how that may relate to some of the hardships the students themselves have experienced, and how they will react to the “surprise” ending:

NIV Job 42:10 After Job had prayed for his friends, the LORD made him prosperous again and gave him twice as much as he had before. 11 All his brothers and sisters and everyone who had known him before came and ate with him in his house. They comforted and consoled him over all the trouble the LORD had brought upon him, and each one gave him a piece of silver and a gold ring. 12 The LORD blessed the latter part of Job’s life more than the first. He had fourteen thousand sheep, six thousand camels, a thousand yoke of oxen and a thousand donkeys.

Is that how life works out?

I also wonder about the grouping of this text with “The Tragedy of Julius Caesar” by William Shakespeare; “General Douglas MacArthur’s Farewell Speech to the Corps of Cadets at the U.S. Military Academy at West Point (excerpt paragraph 3: Duty, Honor, Country) by Douglas MacArthur; “Pericles’ Funeral Oration (excerpt of Book 2 from Chapters 34 46 of “History of the Peloponnesian War) by Thuycides; “The Inferno” by Dante Alighieri; and “I’ve Been to the Mountaintop” by Martin Luther King among others. Having only a list of the readings to be assigned renders any judgement questionable. These readings call for strong student reactions.

Grade 11 Adam and Eve (Book of Genesis, Chapters 2 and 3)

This text from the Hebrew Bible/Old Testament arguably has had more impact on human history than any other passages in the Bible. Again, what guidance will be given the teachers on how to teach them? Will students be exposed to how the chapters have been interpreted from Augustine to the present? Will students be exposed to the various approaches scholars have taken? What about the role of women? Suppose a student is interested in the geography of the story? Certainly on merit it deserves to be included in a history of western civilization but not from a Protestant evangelical approach alone. In addition, students may bring their interpretation from home or church to the classroom The more information is provided about the curricular guidelines for the teaching of these chapters, the more of a public outcry there is likely to be.

Chapter 12 “The Definition of Love (Book of I Corinthians, Chapter 13)

ESV 1 Corinthians 13:1 If I speak in the tongues of men and of angels, but have not love, I am a noisy gong or a clanging cymbal. 2 And if I have prophetic powers, and understand all mysteries and all knowledge, and if I have all faith, so as to remove mountains, but have not love, I am nothing. 3 If I give away all I have, and if I deliver up my body to be burned, but have not love, I gain nothing. 4 Love is patient and kind; love does not envy or boast; it is not arrogant 5 or rude. It does not insist on its own way; it is not irritable or resentful; 6 it does not rejoice at wrongdoing, but rejoices with the truth. 7 Love bears all things, believes all things, hopes all things, endures all things. 8 Love never ends. As for prophecies, they will pass away; as for tongues, they will cease; as for knowledge, it will pass away. 9 For we know in part and we prophesy in part, 10 but when the perfect comes, the partial will pass away. 11 When I was a child, I spoke like a child, I thought like a child, I reasoned like a child. When I became a man, I gave up childish ways. 12 For now we see in a mirror dimly, but then face to face. Now I know in part; then I shall know fully, even as I have been fully known. 13 So now faith, hope, and love abide, these three; but the greatest of these is love.

Regardless of all other considerations the verse that resonates most with me is

11 When I was a child, I spoke like a child, I thought like a child, I reasoned like a child; when I became a man, I gave up childish ways.

This reading is in the senior year. Remember those children stories from the early grades? What do those stories mean to the almost-adult? I am not saying that is what state intended, I am merely suggesting it is one avenue to pursue. And teachers in the classroom have a lot of leeway. Here is an opportunity to examine the changes/growth of a student over the k-12 years. If students keep a portfolio on their interactions with the texts, not just the biblical ones, there will be an opportunity for students to see themselves over time. The same for teachers and on college interviews.

There also is an opportunity here for the Society of Biblical Literature (SBL). How will teachers learn about these biblical texts in a non-Sunday School setting? The SBL can take a leadership role in disseminating such information through webinars, podcasts, websites, and special sessions at the annual conference. The SBL should use this proposed reading lists as a gift.