But a corollary to
the view that the state may not have opinions about the merits of Luke
is that the state may not have opinions about what is an appropriate
analysis of the book of Luke.
Nothing in the Constitution requires this approach. Why may not a teacher evaluate adherence to rules of grammar, punctuation, style, citation, etc., in grading an analytic treatment of Luke, while specifically and scrupulously eschewing any grade-flation (up or down) based upon adherence to or rejection a system of religious faith to which Luke may be relevant?
Jim Henderson
Senior Counsel
ACLJ
_______________________________________________ To post, send message to [EMAIL PROTECTED] To subscribe, unsubscribe, change options, or get password, see http://lists.ucla.edu/cgi-bin/mailman/listinfo/religionlaw
Please note that messages sent to this large list cannot be viewed as private. Anyone can subscribe to the list and read messages that are posted; people can read the Web archives; and list members can (rightly or wrongly) forward the messages to others.
