Abstract
This examination of public school Bible courses in their larger historical context uses North Carolina as a case study to illuminate national trends. It considers the relation of Bible courses to the older practice of Bible reading; their own creation as a part of early 20th-century religious education programs; the impact of the 1963 U.S. Supreme Court decision Abington Township School District v. Schempp and subsequent related lower court rulings; efforts to define the characteristics of constitutionally permissible courses; and basic contours of the present situation.
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