America started educating its young children officially in 1642, which was within one generation of surviving the famine and disease that killed most of the early colonists. The purpose of this education was to assure that children could read, write, and do basic sums within the context of a developing moral core. That concept lasted until the 1960s. Within public schools today, many of our children cannot read, write, or think, and are unfamiliar with what constitutes “right” and “wrong.” The Supreme Court paved the way for this. The Court, as it does in all eras, exists in the culture of the times, although it is the one institution in the American system that is theoretically to remain outside the fires of current political thought and inside the vast libraries that house the Common Law of ages past and the empirical wisdom developed through representative bodies — even colonial ones — throughout our country’s lifetime. In an odd twist, when the Supreme Court decided that traditional moral education was not the province of public educators, it may have laid the precedential foundation for arguing currently fashionable ideologies also are not the province of public educators.