A few years ago, I read the Bible, cover to cover, and my general response was “These people were out in the desert sun too long.”
I mean, you must slice off bits of your private parts, but you must never cut off your sideburns? You cannot wear cotton blends without risking being stoned to death or eternally damned? If you have a flat nose, you cannot go to your house of worship? I mean, either you have to allow the possibility that in 40 years in the wilderness of the Sinai Desert, someone suffered sunstroke, or that perhaps the manna from heaven was actually some sort of psychotropic mushroom.
Or, you can read the so-called prophetic books and ask yourself, is this some sort of occult conspiracy gibberish? It too often reads like word salad. There is some sanity in the gospels, but then you descend back into paranoid craziness with St. Paul.
I can think of no better prophylactic against religion than actually reading the Bible. Those who profess belief too often cherry-pick the parts they like and ouija-board interpret the prophesies and ignore the batshit nutjob stuff that surrounds it all.
So, I hope I have established my bona fides as a non-believer when I say I am against removing the Bible from public schools. That’s right — I believe the Bible should be taught in school from an early age. Not for religious indoctrination, and also not for religious inoculation, but rather to familiarize the upcoming students with the stories from the book.
When I was teaching art history, many, many years ago, I was surprised that my students knew so little about the subject matter of the paintings we were studying. Renaissance and Baroque paintings are suffused with biblical imagery, and to understand what is going on in many of those paintings, you need to know the cultural context — i.e., you need to know the Bible stories.
But, in a test, when I asked “Who were the four Evangelists,” only two of a class of 22 knew. One of them half-remembered, “John, Paul, George and Ringo.”
It hardly mattered if the students considered themselves Christian, or even merely generally religious. They were by and large, astonishingly ignorant of their cultural patrimony.
Abraham and Isaac. Cain and Abel. Lot’s wife. Jacob and Esau. Potiphar’s wife. Jacob’s ladder. Aaron’s rod. The golden calf. Balaam’s ass. Joshua and Jericho. David and Jonathan.
There are tons of stories that were once the common well of cultural reference for all European and Euro-American peoples, and by extension and the African-American church, for Black Americans, too.
It isn’t just Renaissance paintings, but in everything from Medieval illuminated manuscripts to the poetry of W.H. Auden. It shows up in sculpture, in novels, in dance, in symphonic music and Baroque opera.
Daniel in the lion’s den. Boaz and Ruth. Jonah and the great fish. Paul and the road to Damascus. The massacre of the innocents. The wedding at Cana. The raising of Lazarus. The giving unto Caesar. Doubting Thomas.
The loss of these stories in popular parlance isn’t just a loss of religious faith, but a casting off of hundreds of years of art, literature and mores.
When Herman Melville begins his magnum opus with “Call me Ishmael,” we need to understand who Ishmael was in the Bible if we want to feel the depth of the meaning of such a simple statement. It resonates.
When John Steinbeck titles his book, East of Eden, do we know what geography he is laying out for us? When William Jennings Bryan exhorts us not be be crucified on a “cross of gold,” do we feel the mythic undertones of his rhetoric? Everything we say has resonance, more and less, with the long line of cultural continuity. We have lived with the Bible, in one form or another (depending on denomination) for nearly 2,000 years, and the Torah, for even longer and the residue from it has colored almost every cultural effusion since the Emperor Constantine decided to change the rules for the Roman Empire.
Of course, it isn’t only the Bible that needs to be taught. All of Greek and Roman mythology is equally part of our cultural inheritance. It should also be taught. How can you read Shakespeare or Milton — or John Updike — without it? I would recommend that everyone by the 8th grade have read Ovid’s Metamorphoses.
What I see is a rising population of those cut off from their past, from their inheritance. They are like untuned strings, with no fiddle or lute to provide resonance. And it is this resonance that is so important. A familiarity with our cultural origins allows meaning to open up when you read, that emotions become complex and connections are made. The world is electrified: A switch has been turned on and a darkened room is lit.
And what do you get without this resonance? I fear you need only look at the White House and its current occupant (and I use the word advisedly: an “occupant,” like an anonymous piece of junk mail rather than a “resident,” which implies roots.) For without resonance, you have simplicity instead of complexity, you have response without consideration of consequence. If someone insults you, heck, punch him in the face — a simple and simple-minded response. And a dangerous imbecility in the face of the complex cross-forces and dangers of the interconnected world.
Resonance is complexity. It is the plate tectonics under the surface geography.
A great deal of art and literature has something important to say to us, and the best of it resonates within the sounding board of 6,000 years of cultural development, with each layer built on the last and a through-line of meaning. Without it we are intellectually, emotionally and morally naked.