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Fern Nilson
Why I Wrote the Book?
As a National Day of Prayer Coordinator, I realized that in our efforts to cover our states with
prayer events, the schools were one segment we were not reaching.
Since the 1960’s when the Supreme Court removed prayer from America’s public schools,
we were made to believe that we could not talk about God or Prayer in our classrooms. And,
we believed them.
But National Day of Prayer is a national day just like Thanksgiving Day and the Fourth of July,
days the schools were observing in their classrooms. So, why weren’t we also observing
NDP in the classroom? I decided to find out.
I called our State Attorney General’s office and said, “Since NDP is a national day just like the
other holidays we were observing, can we at least announce National Day of Prayer in the
schools?” He gave one word for an answer—“Absolutely.” Then, I asked if our teachers
could talk about why we are observing the day and how it was started. He said, “Yes, as long
as we teach it as history and don’t force it on a student who doesn’t want to know about our
early heritage.” I still wanted to be sure, so I contacted the American Center for Law and
Justice. They gave me the same answers.
When I went to the teachers to tell them the schools could be involved, they reminded
me that there is nothing in our history books today about our Founding Fathers or how God
was a major influence in our nation’s beginning. That’s when I was asked me to write The
History of Prayer in America for the schools to use in their classrooms.
Things our Students need to Know
I want our students to know that our nation was founded by those who sought God’s
guidance and blessing. I want them to know how prayer was a part of every important
decision in establishing this new nation.
To know that Columbus came to America to carry the Light of Christ to this new land. Our
schools don’t teach that.
I want the students to know that the Pilgrims risked their lives to be free to worship God and
pray. To know that George Washington was a man of prayer. That, as president, he said, “It
is the duty of all nations to acknowledge God.”
I wanted them to know what our Founding Fathers said. That our first Chief Justice of the
Supreme Court said, “It is the duty of a Christian nation to select and prefer Christians for
their leaders.”
To know that the writings of the Founding Fathers were so well known, that the
Supreme Court ruled keeping biblical principles as their basis. Our Supreme Court doesn’t
emphasize that today.
Our students need to know how James Madison, the chief architect of the Constitution said,
“We have staked the whole future of America on governing ourselves according to the Ten
Commandments of God.”
And, how--Benjamin Franklin reminded the nation, “We need God to be our friend, not our
enemy; we need Him to be our ally, not our adversary; we need to make sure that we keep
His concurring aid.”
That is why I wrote the “History of Prayer in America” for our schools. Now, we have to
educate our schools that we have the legal right to teach how God and Prayer have been a
part of our nation since its beginning.
Our Legal Rights
I can’t emphasize enough that we have the legal right to teach our students how God and
prayer were a part of our founding. We CAN teach “The History of Prayer in America” in our
schools.
The Attorney General of Nebraska and the American Center for Law and Justice have
endorsed my book. When I contacted the American Center for Law and Justice for an
endorsement, they sent me eight pages explaining our rights:
Let me share a few of their statements:
--“Administrators may not attempt to stifle or restrict students’ observation of
National Day of Prayer by referring to the “separation of church and state.”
--Teachers can teach about religious events, which would include what our
Founding Fathers said and did, as long as the teacher does not coerce students.
--A historical study of the Biblical foundations of American traditions are
constitutionally permissible. These studies are not only permissible, but because the history
of man is inseparable from the history of religion, a child’s education is INCOMPLETE unless
it includes a study of the history of religion and its relationship to the advancement of
civilization.
--CONSEQUENTLY, THE IMPORTANCE OF THE NATIONAL DAY OF
PRAYER, along with why it was enacted, and the role that prayer has played in the history of
the United States is permissible if used for these purposes. Teachers can incorporate the
historical aspects of National Day of Prayer without crossing the line into forbidden speech.
--Nothing in the Establishment Clause requires schools to ignore religion.
Religion has had a profound role in shaping civilization and history, and to ignore religion’s
role in the name of disestablishment is to say that the Constitution requires public schools to
provide a truncated education.”
Do we have the legal right to teach about the History of Prayer in America? YES!
In fact, the Bible is being taught in our public schools today—either as a Literature Course or
as a History Course--in some 1000 high schools in 35 states—using the Bible as their text.
We don’t hear that from the media. In 1963, the Supreme Court did not say we could not
study the Bible. What it actually said was “one’s education is not complete without a study of
the Bible when presented objectively as part of education.
Do you see the impact this can have on our students as they study both the Bible and
the history of our nation and its leaders?
So why did I write this history?
Because my desire is that each student in America will be aware of our nation’s background
and history. I’m convinced that IF our young people don’t know where we’ve come from as
a nation, they won’t know what to return to when they take over our country’s leadership
in their generation.
My desire is that this book will make a difference in each student’s life and in the life of our
nation. I want it to be my legacy to the nation.
Fern Nilson, Author
1613 Woodland Road
Aurora, NE 68818
402-694-3872
fnilson@hamilton.net
www.nebraskaprayernetwork.com
