The rigid stance of Jewish communal organizations on church-state separation may be unnecessarily limiting religious education opportunities in American schools. Through analysis of landmark Supreme Court decisions—Cochran v. Louisiana State Board of Education, Everson v. Board of Education, and Zorach v. Clauson—a more nuanced interpretation of the separation doctrine emerges. Paradoxically, complete secularization of public schools risks promoting secularism itself as a de facto philosophy of life, potentially hampering students' religious development. Among three evaluated approaches to religious education—common-core instruction, objective teaching "about" religion, and released-time programs—released-time arrangements emerge as the most promising solution, satisfying both educational goals and constitutional requirements. For parochial institutions, auxiliary services or "fringe benefits" offer constitutionally sound compromises that serve public functions while maintaining separation principles. Democratic societies must ultimately pursue provisional solutions to these inherently insoluble tensions, resisting religious preferentialism while creating space for historical religions in education through constitutionally validated channels.