Book Review: Cultural Literacy by E. D. Hirsch

Hirsch’s great career of attempting to fix the many problems in American public education began in earnest with this book, first published nearly 30 years ago and just as relevant today as it was then. In fact, this book was first published almost exactly one year after my own birth. In many ways, I see it as a sort of educational autobiography; I’ve added a sub-sub-title in my own copy: “The Miseducation of David Withun.”

Those who know me and the passion I have for the humanities are often shocked when I discuss my early education. While growing up, I had the great privilege of reading some of the greatest works of the greatest thinkers in the history of mankind. The titles of works I read during my teenage years which come readily to mind include the Bhagavad Gita, Nietzsche’s Beyond Good and Evil and Thus Spake Zarathustra, Plato’s Republic, Aristotle’s Politics and Ethics, Walt Whitman’s Leaves of Grass, Shakespeare’s The Tempest, Confucius’s Analects, the Tao Te Ching, the Bible, Marcus Aurelius’ Meditations, William James’ The Varieties of Religious Experiences, Homer’s Iliad and Odyssey, Chaucer’s Canterbury Tales, the Dhammapada, the Koran, and John Milton’s Paradise Lost, to name but a very few. What particularly impresses most with whom I discuss my childhood education, however, is not this list of great books I had the opportunity to read. It is that of all of these books I read precisely none of them in school nor were any of them ever assigned or discussed by any of the four high schools I attended in three different states. In all of my high school career, I was only assigned a total of three books, all of which were written by contemporary authors and I have happily forgotten the contents and even the title of each. What should most astound anyone who learns of my education should not be that I somehow, by the grace of God, gravitated to great literature and so was able to find success and the life of the mind in spite of the 13 years of mandatory brainwashing I was subjected to at the hands of the American public (un)education system. What should most astound is the vast multitude of my peers who were not so naturally attracted and who will have no opportunity, through no fault of their own, to experience the great joys of these works and the inner life they cultivate.

Hirsch tells the tale of where these peers of mine have gone and what can be done to save today’s youth from a similar fate. His accidental discovery of the idea of “cultural literacy” was the result of a study conducted on the literacy levels of community college students in contrast with students at an Ivy League school. What Hirsch found was that the difference was not, as had been previously assumed, one of the ability to read letters and words, but of the ability to understand the text through assumed background information. Community college students consistently scored well below their peers in Ivy League schools on reading tests not because they could not sound out the letters or understand the vocabulary as well, but because they did not know any of the names, places, and events that were being discussed. It was the cultural vocabulary that was lacking.

The culprit here, as in all of those pitiful piss-poor schools I attended, is, as Hirsch explains, the progressive education system which has substituted “skills” for real knowledge and a haphazard multiculturalism for a real induction into the wider milieu of our nation and civilization. The great progressive plan to increase the self-esteem of, for example, African-American children by teaching them about African-American heroes and role models like George Washington Carver (yes, the peanut butter guy) over and over again for 13 years has backfired in a tremendously terrible way. The result is that, as we have seen in recent events in Ferguson, MO, and Baltimore, MD, for example, there are now several generations of urban minorities who not only live in poverty but, worse by far, live in a world that is incomprehensible to them. One recent news story, for instance, reported that most protestors did not know the difference between an indictment and a conviction. The failure to understand this basic element of the American criminal justice system is a failure of the American public education system. No doubt, the same who do not understand this small aspect of American justice and government find much larger, more complex aspects like the bicameral legislature and the electoral college even further beyond their comprehension. The result is mistrust, a conspiracy theory mindset, and, eventually, the violent outbursts which consistently accompany the dazed and confused mindset cultivated by the inability to understand one’s surroundings and accurately articulate one’s thoughts and feelings.

The answer is not beyond our reach, however. There is a means by which to remedy the damage, though great it has been, to the United States and its people by the pipe-dreams and farcical hogwash propagated by the masters of progressive education. Hirsch again provides this means via his list, spanning over 50 pages in an appendix to this books and later systematized in his Core Knowledge Curriculum, of basic terms and concepts necessary to cultural literacy. What Hirsch has provided us in this short book is the surest means by which we can salvage American public education and, through it, the future of American democracy.

 

Problem and Solution

I am informed by philologists that the “rise to power” of these two words, “problem” and “solution” as the dominating terms of public debate, is an affair of the last two centuries, and especially of the nineteenth, having synchronised, so they say, with a parallel “rise to power” of the word “happiness” — for reasons which doubtless exist ad would be interesting to discover. Like “happiness,” our two terms “problem” and “solution” are not to be found in the Bible — a point which gives to that wonderful literature a singular charm and cogency. … On the whole, the influence of these words is malign, and becomes increasingly so. They have deluded poor men with Messianic expectations … which are fatal to steadfast persistence in good workmanship and to well-doing in general. … Let the valiant citizen never be ashamed to confess that he has no “solution of the social problem” to offer his fellow-men. Let him offer them rather the service of his skill, his vigilance, his fortitude and his probity. For the matter in question is not, primarily, a “problem,” nor the answer to it a “solution.” 

L. P. Jacks, Stevenson Lectures, 1926-7

Reconstruction Under Lincoln

The greatest mark of the Reconstruction Era is perhaps its failure to effectively unite and rebuild the United States after the Civil War. If President Abraham Lincoln had lived to serve out his second term as president, the Reconstruction Era would have been smoother in its goal of reintegrating the South back into the Union but would have been the same as that under Andrew Johnson in its failure to fully account for, reckon with, and make amends for the evils of the past. In this failure, it would have created a similar situation to that which did occur in which oppression and disenfranchisement followed slavery and in which the real work of achieving equality and justice for all was slowed and delayed until a much later date.

As historian Eric Foner points out, “Lincoln did not … believe that Reconstruction entailed social and political changes beyond the abolition of slavery.”1 In this belief, Lincoln failed miserably to understand human nature and societies or ignored reality in favor of his own hopes and ideals. Whatever the reason for his belief, such a course of action would have been a recipe for disaster. To simply end the war and to end slavery without simultaneously working to eliminate the root and underlying causes behind why a clearly unjust institution like slavery was able to flourish in the American South in the first place, to attempt to balance the injustice by providing some form of monetary compensation and/or education as well as full citizenship rights to those who had suffered such an injustice, and to institute the proper laws and organizations for preventing future injustice is a remarkably great oversight on the part of someone remembered for their wisdom and thoughtfulness.

Lincoln had begun his first term as president expressing a desire to maintain the Union in peace at nearly any coast. His approach throughout the Civil War had indicated “a desire to achieve peace as expeditiously as possible.”2 Similarly, his approach to Reconstruction was largely one without any “fixed plan” aside from reattaching the South to the United States as quickly and easily as possible. For the most part, this did not mean fighting to procure social justice for former slaves nor, for that matter, any significant change in Southern culture, in which a deeply-entrenched and violently hateful racism inhered.

This unwillingness by Lincoln to “rock the boat” is reflected in Lincoln’s views concerning black voting rights. In modern liberal democracies and republicans like the United States full citizenship is reflected in one’s right to participate in one’s government by voting and having the right to run for political office. If one cannot participate in government, one is not a full citizen, in any meaningful sense, of a democracy. Lincoln’s rejection, then, of full political enfranchisement for freed slaves was a rejection of their full citizenship and, by implication, of their full personhood.3

Although Lincoln is often hailed as hero for having ended slavery in the United States and this heroic image and reputation leads many to believe the post-war years would have seen greater achievements and improvements, the truth seems rather to be that Reconstruction would not have taken place much differently under Lincoln than under Johnson. Lincoln’s policies before and during the Civil War reflect first and foremost a desire to restore the Union. No doubt his post-war policies would have reflected the same desire. Reconstruction under Lincoln, then, might have seen a smoother transition of the South into the Union than occurred under Johnson but would have seen a similar, if not grater, intentional ignorance of justice for former slaves.

1 Eric Foner, Reconstruction: America’s Unfinished Revolution, 1863-1877 (New York: HarperCollins, 2002), 36.

2 Ibid., 73-4.

3 Ibid., 74.

Diplomacy and International Relations in the 20th Century

 Diplomacy and international relations dominated the daily lives of average people more in the 20th century than in perhaps any previous century. Whereas it had been possible for earlier generations to live their lives free of such concerns, escaping the state of international relations in the 20th century was a near impossibility for the majority of the world’s population. The state of international relations and diplomacy was instead their ever-present concern and interest. This heightened importance for diplomacy and international relations to nearly all people in the 20th century is largely attributable to two phenomena that arose essentially side-by-side, namely the rise of modern republican and democratic nation-states in which every citizen plays a part in determining the policies of the government and the increase in technology, especially the technology used for warfare, that, in a sense, made the world simultaneously a “smaller” place as well as a more dangerous one.

Earlier generations of people had had the ability to live lives largely independent of any concern with diplomacy, international relations, or even politics in a more general sense. This was true of the ancient and medieval worlds as well as of the early modern period, essentially right up to the beginning of the 19th century. Although, of course, warfare has existed throughout human history and various peoples have no doubt been subject to the vicissitudes of politics, the whims of rulers, war, and diplomacy, any change was generally gradual and, given the limitations in communication and travel, generations could pass their lives with little or no knowledge of the political situation of the kingdom of which they were ostensibly subjects. Historian William Chester Jordan notes in his history of Europe in the High Middle Ages, for instance, that in that time period few in France outside of Paris would have considered themselves “French.”1

The change from this situation to the one that predominated in the 20th century largely occurred in the 19th century. As with so much that distinguishes the 20th century from previous eras in history, the 19th century was the transition point. It was during this period, under the influence of such events as the American Revolution and the French Revolution, both of which occurred near the close of the 18th century, that the subjects of the various kingdoms of the world began the transition to becoming citizens of the nations of the world, a very important difference in terminology. Individuals of all ranks, races, and economic statuses had a greater say in the policies of their governments than ever before in history. As a result, politics became a greater concern for the average person than it had been at any previous point in history. Political decisions were now in the hands of the people as a whole rather than in being the purview of only kings and the various aristocrats and nobles who surrounded these monarchs. As a result, politics was a greater concern for the private individual than it had ever been before in history.

The 19th century was also in large part the transition point for the second and equally affective major change that brought about the differences in regards to diplomacy and international relations in the 20th century in contrast with previous centuries, namely the advent of a great deal of new technology, especially travel, communications, and military technology.

New technology in travel that arose in the 19th century and advanced significantly in the 20th century includes trains, airplanes, and motor vehicles. Railroad travel enabled materials and men to travel greater distances at greater speeds than ever before. Airplanes also increased the ability to move people and materials quickly and effectively, as well as to bring the war behind enemy lines in combat and reconnaissance. The reconnaissance balloons of the American Civil War in the 1860s led to the stealth craft used by the opposing powers of the Cold War to spy on each other and also led to the omnipresent danger of bombs falling suddenly and unexpectedly from the sky in any given place, making the matters of diplomacy an ever-present reality for all people.2 Similarly, motor vehicles made people all over the world more mobile than ever before.

In addition to these abilities to move people and things faster than ever before over great distances, messages also moved with greater speed than ever before. The telegraph changed the nature of warfare in the 19th century and in the 20th century the advent of telephones, radios, and, later, computers and the internet made it possible to communicate around the world in a matter of seconds. Allied radio messages sent behind Nazi lines during World War II demonstrate the effectiveness of these new communication tools in shaping ideas, diplomacy, and warfare.3

Military technology is perhaps the greatest inventive force in shaping the realities of diplomacy and international relations in the 20th century and bringing these subjects into the homes of otherwise average people all over the world. The Cold War was largely the product of a mutual fear between the Soviet Union and the United States that the other would use nuclear weapons to advance their side in the conflict of ideas. Even after the fall of the Soviet Union in 1991, the threat of nuclear weapons falling into the hands of Islamic terrorist groups or rogue nations with bizarre ideologies such as Iran and North Korea continued to shape diplomacy at the highest levels as well as to bring the concerns of international relations to the minds of average people.

As a result of these two factors, the rise of individual concern in politics and the increase in technology that brought the realities of international relations into homes all over the world, a further element that defined diplomacy in the 20th century emerged, specifically the focus on nearly all-encompassing conflicts in ideology between large blocs of nations. Though it may seem ironic at first glance, the reality is that individual participation in politics, through spreading the concern in these issues wider than ever before, forced a situation in which international relations took on larger proportions than ever before. This can be seen in cases like World War I, World War II, and the Cold War, three conflicts which arguably defined international relations in the 20th century and all of which involved formations of alliances by dozens of nations arranged against an “equal and opposite” alliance of other nations, and all nations participating ostensibly out of a conflict of ideology coupled with a perceived existential threat from the other side.

The defining feature of diplomacy and international relations in the 20th century, as with so much of what makes the 20th century distinctive, is ultimately the allegorical shrinking of the world. The concerns of the government became the concerns of the average person. Simultaneously, the realities and concerns of far off lands came into the purview of people far away. These new advances in the political participation of individuals and technology created the unique diplomatic situation of the 20th century.


1 William Chester Jordan, Europe in the High Middle Ages (New York: Penguin Books, 2002), 229.
2 Amrom H. Katz, Some Notes on the History of Aerial Reconnaissance (Santa Monica: RAND Corporation, 1966).

3 Robert Rowen, “Gray and Black Radio Propaganda against Nazi Germany,” New York Military Affairs Symposium, 18 April 2003 (accessed 2 December 2012), http://bobrowen.com/nymas/radioproppaper.htm.

A History of a Hatred: Anti-Hebraism, Anti-Judaism, and Antisemitism

The hatred of the Jews as a people and of their religion, culture, and, later, even their blood, has been a nearly ubiquitous force throughout the history of Western Civilization. This paper will trace the evolution of this hatred from its beginning in the first contacts between the Greeks and the Jews in the fourth century BCE through to the modern day, attempting to both follow its developments and discover its roots. Although this hatred of the Jews is often described as “Antisemitism” regardless of which historical period is being referred to, this paper will attempt to use more precise terminology. The application of a term like “Antisemitism,” which refers to the hatred of those who fall in the Semitic racial category, to earlier cultures which carried no such notions is at best a misleading anachronism. In the interest of avoiding such inaccuracies, this paper will instead refer to three separate but related phenomena: anti-Hebraism, anti-Judaism, and, following these, Antisemitism.

6th Century BCE through 1st Century CE: Anti-Hebraism

Similarly to the misapplication of the word “Antisemitism” to earlier periods than those in which such a term is meaningful, it is tempting to see the beginning of Anti-Hebraism at a much earlier date than its actual first appearance. The Babylonians and other ancient peoples who warred with or, as the Babylonians did, conquered the people of Israel are often presented as case studies in the early hatred of the Jews. This approach, however, is one that does a disservice to the historical record. While the Babylonians of the sixth century BCE and the other ancient peoples with whom the Israelites fought may have had some “hatred” of their Hebrew or Jewish enemies, the important point here is that this hatred was not a special and unique dislike for a certain people. Neither the Babylonians nor any other ancient enemy of the Jews seems to have regarded the Jews as an exceptional people; they regarded and treated, and this of course means that they hated, the Jews just as they did any other nation against whom they battled.

The view which the Jews held of themselves from a very early date as “a special treasure above all the peoples on the face of the earth” who had been “chosen” by God “to be a people for Himself” must be distinguished from the indifference with which their early enemies treated this claim.1 Because they viewed themselves as a chosen people, the Jews tended to see everything that happened to or around them in these terms and as a result of this special place, and this Jewish view of themselves has colored the way that some historians view the actions of other ancient peoples.

The Book of Daniel is one outstanding example in this regard. The stories in Daniel take place during the Babylonian Captivity in the sixth century BCE, but the book itself was probably written in the second century BCE, as many as 400 years later. As a result, Daniel, the Jewish hero of the story, is treated as an exceptional figure by the Babylonian king Nebuchadnezzar and Jewish religious practices and taboos are treated as having a special significance even by non-Jews. These stories, however, record far less about the actual Babylonian view of the Jews than they do about the Jewish view of themselves in relation to the nations who became their captors. The Book of Daniel is also reflective of and an important historical account of Jewish feelings during the time period in which it was written, namely, the reign of the Greek Seleucid Empire over the Jews.

The real beginning of Anti-Hebraism is probably best placed in the fourth century BCE. It is at this time, with the conquest of Judea by Alexander the Great and the imposition of Greek rule on the Jews, that the Jews can be definitively said to have been viewed as an exceptional people by their non-Jewish rulers and neighbors. The Jews, with their unique ritual and social practices such as circumcision and their insistence upon religious exclusiveness, were viewed with a great measure of suspicion and skepticism by their Greek conquerors and overlords in the fourth through second centuries BCE. While most were willing to tolerate and even protect the Jews as an exceptional people, some rulers, such as Antiochus IV Epiphanes, attempted, however unsuccessfully, to force the Jews to Hellenize and renounce their unique religious practices and beliefs.2

The Greek distrust and dislike of the Jews was continued among the Romans, who conquered both the Greeks and the Jews in the second and first centuries BCE. While the Romans were willing to accept and make exceptions for unique Jewish beliefs and practices and large numbers of Jews emigrated throughout the Roman Empire, Jews were consistently mocked and looked down upon by Romans, who saw practices like circumcision as barbaric and the exclusive Jewish monotheism as potentially seditious.3 According to Peter Garnsey and Richard Saller, “from the Roman point of view, the Jews proved themselves congenitally incapable of either cooperating with the Roman provincial authorities … or coexisting peaceably with the Greeks.”4 The defining feature of this period, which can be most accurately referred to as Anti-Hebraic, was an opposition to and a dislike of the numerous unique aspects of Jewish culture. This negative view of Judaism continued, and was even strengthened in many ways, when the Roman Empire gradually became Christianized beginning in the fourth century CE.


1st Century CE through 18th Century CE – Anti-Judaism

Christianity emerged from a particularly unpleasant split with Judaism in the first century CE. Christians were viewed by the Jews as treacherous and heretical and, as a result, often suffered persecution and expulsion from the synagogues. This hostility on the part of mainstream Jews toward the Christians in their midst precipitated a final split between Judaism and Christianity. It also led to a great deal of vociferously hostile words making their way into the mainstreams of both Jewish and Christian literature and thought about the other. As Calvin J. Roetzel points out, for example, “Matthew’s Gospel … interprets the destruction of the temple in 70 C.E. as punishment for the rejection of Jesus by some Jews.”5

When Christians began to assume power in the Roman Empire several centuries later, these ideas about the Jews combined with the popular Roman prejudices to strengthen Roman anti-Hebraic attitudes into what would most appropriately be called Anti-Judaism.6 These anti-Jewish attitudes, a combination of the Greco-Roman prejudices and Christian theological and historical disagreements, became the predominant view of Judaism throughout Europe for many centuries.

Medieval Christians came to see the Jews as “graceless, blaspheming rebels who had long ago closed their eyes to the light of the Gospel, deicides and ‘Christ-killers’ … whose very survival testified either to the Wandering Jew’s well-deserved homelessness or to the Christian charity of those who tolerated them in their midst.”7 Because of their rejection of Jesus as the Messiah, a point which seemed patently obvious to Christian interpreters of the Old Testament who juxtaposed its prophecies with the life of Christ, the Jews were seen as being blind to apparent truth and possibly even in active rebellion against it. Just as in earlier times under the pagan Greeks and Romans, the Jews, due to their rejection of what others saw as the obvious as well as the insular nature of their communities, were often viewed as dangerous and as potential sources of insurrection.

Early apparitions of this way of viewing the Jews by Christians seem rather more like commonsense than the bigotry they are often portrayed as by some modern historians. As Angelos Chaniotis points out, for example, “if the early Christian fathers, like John Chrysostom and Ephraim the Syrian, never tired of warning their Christian flock not to attend the synagogue, it is because many Christians did.”8 Although the split between the Church and the synagogue had been a messy one with hard feelings on both sides, many Christians, especially the very large group who converted from Judaism, maintained close contacts with Judaism and Jews. At the time, about 400 CE, when John Chrysostom delivered his vociferous sermons against the Judaizers, a group of people who tried to practice both Judaism and Christianity, one could find a small but not insignificant group who attended both the Paschal Feast in the local Christian church and the Passover at the local synagogue. The warnings of such early Christian leaders as John Chrysostom and Ephraim the Syrian were warnings against a very real threat to the Christian Church.

Later manifestations of Christian Anti-Judaism, however, often crossed the line into the absurd and bizarre. In 1144, in France, for instance, the accusation was leveled that Jews kidnapped Christian infants and used their blood in the matzoh they consumed as part of the celebration of Passover.9 This strange rumor continued to circulate throughout the Middle Ages and continues to have currency in some places in the Muslim world to this day. Interestingly, this accusation made by Christians against Jews in the High Middle Ages is nearly the same rumor which had spread among pagan Romans regarding early Christians in the first through third centuries. In their writings, Justin Martyr, Tertullian, Origen, and many other early Christian authors of that period address the charge made against them by Romans that they kidnapped Roman babies and used their flesh and blood as the “flesh” and “blood” consumed in the Eucharist.

It is notable in all of this that none of these prejudices or disagreements revolve around Judaism or Jews as a race or ethnicity, but as a specific religious group which one can join and leave by changing belief and custom. This began to change, however, in the early modern period. One element of the Reconquista in Spain was the forced conversion or expulsion of the Jewish population.10 When given the option of converting to Christianity or leaving, many Spanish Jews chose to convert. These conversos, as they were called, came to be viewed with a great deal of envy and suspicion by their Christian neighbors. Many suspected that, because they had converted under duress, their conversion had only been affected for appearances and that they secretly continued to practice Judaism. In addition, many whose families had been Christians for centuries viewed with envy the children and grandchildren of conversos who were able to attain important places in both secular government and in the the Church, including places as governors, mayors, and bishops. As a result, the name of converso came to be applied, however improperly, even to those whose grandparents had converted to Christianity and the stigma of sedition attributed to the Jews continued to be attached to these conversos even after generations as Christians. What had been a difference in religion was coming to be viewed as a difference in race.

18th Century CE through Today – Antisemitism

With the era of the Enlightenment in the seventeenth through nineteenth centuries, Europeans came to focus more attention and importance on science than on religion. Whereas the emphasis of the Middle Ages had been a primarily religious emphasis, which the denizens of the Enlightenment saw as superstitious, the emphasis of the Enlightenment was one of science and rationality. Rather than actually shucking superstition, however, many instead simply adopted a new set of superstitions or rephrased old superstitions in the new, more acceptable terminology. This can be seen especially in the rise of Antisemitism from Anti-Judaism, as constructed by people like Wilhelm Marr. According to Karl A. Schleunes, Marr was among the first of those who “assigned to Jews the attributes of a race” and was the first, in 1873, to use the term “anti-Semitism” to describe this position.11 While an intellectual living in the wake of the Enlightenment could not take religious differences seriously, or, at least, as seriously as they had been taken previously, he could take supposedly scientific ideas like race seriously; Judaism, then, became no longer a religion, but a race, and all of the same superstitions and conspiracies which had formerly surrounded the Jewish religion were transferred to the new Jewish race. This view became extremely popular in spite of the obvious historical difficulty: many Jews were the descendents of people who converted to Judaism in the ancient and Medieval world and many non-Jews were the descendents of Jews who had converted to Christianity or Islam.

The culmination and most extreme outburst of modern Antisemitism was the Holocaust under the Nazi Party in Germany in 1933-1945. One of the greatest ironies of the Nazi obsession with race is that they, while taking up this “scientific” view on Judaism as a race, re-translated it into religious terms. For the Nazis, race became a religious concept. As one Nazi ideologist, Arthur Rosenberg, wrote in his The Myth of the 20th Century: “A new faith is awakening today: The faith that blood will defend the divine essence of man; the faith, supported by pure science, that Nordic blood embodies the new mystery which will supplant the outworn sacrament.”12 The Greek incredulity at what they saw as the bizarre customs of the Jews, the Roman suspicions toward Jewish exclusivity, and the Christian theological and historical differences with Judaism, all of which had been matters of cultural and religious opposition, became, for the Nazis, attributed to an insidiousness inherent in Jewish blood. This was contrasted with the inherent superiority and goodness of pure Aryan blood, as difficult as such a thing might be to find. The Nazis took up a heritage of Anti-Judaism and a pseudoscience of race to create their own unique racial religiosity which lay at the heart of their entire philosophy and practice.

Conclusion

As different as the phenomena discussed in this paper have been, there has been, throughout the history of the hatred of the Jews, whether in its Anti-Hebraic, Anti-Judaic, or Antisemitic forms, a single thread that binds this “ghoulishly fascinating” story together.13 Thomas Cahill accurately and succinctly summarizes this common thread that runs throughout the history of the hatred of the Jews:

The people being excoriated are presumed to exhibit the unyielding qualities of God himself—the same God whom Christians claimed to worship and whose sacred scriptures they revered. … The hatred of Christians for Jews may have its ultimate source in the hatred of God, a hatred that the hater must carefully keep himself from knowing about.14

Although Cahill is here referring specifically to Christian Anti-Judaism, his words apply equally as well to the pre-Christian Anti-Hebraic Greeks and Romans as well as the later Antisemitic Christians, atheists, and others. What seems to be at the center of all manifestations of hatred toward the Jews is really a hatred of their God – the God of Abraham, Isaac, and Jacob – and of his imposing ethical demands on human beings.

Cahill’s moving description of the commandments of this God as given in the Torah presents us with a powerful summary of these ethical demands; according to Cahill, “the constant bias is in favor not of the powerful and their possessions but of the powerless and their poverty; and there is even a frequent enjoinder to sympathy. … This bias toward the underdog is unique not only in ancient law but in the whole history of law.”15 In stark contrast to this description of the demands of the Jewish God stand the words of Adolph Hitler, which might accurately summarize the position, whether implicit or explicit, of all those who have hated and persecuted the Jews simply for being Jews: “Close your hearts to pity! Act brutally! … The stronger man is right. … Be harsh and remorseless! Be steeled against all signs of compassion! … Whoever has pondered over this world order knows that its meaning lies in the success of the best by means of force.”16

In his closing address before the International Military Tribunal at Nuremberg, Germany, on 26 July 1946, Justice Robert H. Jackson, prosecuting attorney for the Americans, eloquently encapsulated the psychological and philosophical motivation for and effects of the Nazi’s rabid Antisemitism when he said that they had tried to “renounce the Hebraic heritage in the civilization of which Germany was once a part” and in so doing, they had “repudiated the Hellenic influence as well.”17 In their fanatical hatred of all things Jewish, a hatred of the Jewish God and of his demands which led them to a hatred of his people, they had attempted to strip Christianity of all of its Jewish heritage, they had decimated the Christian churches, and they had murdered as many as 13 million people, including six million Jews. In so doing, the Germans had renounced not only the Hebrew legacy of faith and the idea of God which makes up such a great part of Western Civilization but the Greek legacy of reason which consists of the other half. As Donald Kagan has eloquently put it, “if both religion and reason are removed, all that remains is will and power, where the only law is the law of tooth and claw.”18 In the end, their Antisemitism had led them to renounce and attempt to destroy Western Civilization entirely.

Notes 

1 Deuteronomy 7:8, New King James Version.

2 Martin Goodman, Rome and Jerusalem: The Clash of Ancient Civilization (New York: Vintage Books, 2007), 49.

3 Ibid., 278-9.

4 Peter Garnsey and Richard Saller, The Roman Empire: Economy, Society and Culture(Berkeley: University of California Press, 1987), 170.

5 Calvin J. Roetzel, The World That Shaped the New Testament: Revised Edition(Louisville: Westminster John Knox Press, 2002), 36.

6 Goodman, 551.

7 Gabriel Sivan, The Bible and Civilization (New York: Quadrangle/The New York Times Book Co., 1973), 46.

8 Angelos Chaniotis, “Godfearers in the City of Love,” Biblical Archeology Review, Vol. 36, No. 3 (May/June 2010): 32-44.

9 S. Zeitlin, “The Blood Accusation,” Vigiliae Christianae, Vol. 50, No. 2 (1996): 117-124.

10 David M. Gitlitz, Conversos and the Spanish Inquisition, ed. David Rabinovitch, PBS.org, accessed 19 May 2012, http://www.pbs.org/inquisition/pdf/ConversosandtheSpanishInquisition.pdf.

11 Karl A. Schleunes, The Twisted Road to Auschwitz: Nazi Policy Toward German Jews, 1933-1939 (Urbana and Chicago: University of Illinois Press, 1990), 24-5. 

12 Arthur Rosenberg, Der Mythos des 20. Jahrhunderts (Munich, 1931), 114. Quoted in Schleuenes, 52.

13 Thomas Cahill, The Gifts of the Jews: How a Tribe of Desert Nomads Changed the Way Everyone Thinks and Feels (New York: Anchor Books, 1999), 152.

14 Ibid., 152-3.

15 Ibid., 154-5.

16 Adolph Hitler, speech to Nazi leadership in 1939. Quoted in William L. Shirer, Rise and Fall of the Third Reich: A History of Nazi Germany(New York: Simon & Schuster, 1990), 532.

17 Robert H. Jackson, Closing Statement at the International Military Tribunal in Case No. 1, The United States of America, the French Republic, the United Kingdom of Great Britain and Northern Ireland, and the Union of Soviet Socialist Republics v. Hermann Wilhelm Göring, et al. 

18 Donald Kagan, “Introduction to Ancient Greek History: Lecture 1 Transcript,” Open Yale Courses. (6 September 2007) http://oyc.yale.edu/classics/introduction-to-ancient-greek-history/content/transcripts/transcript1-introduction (Accessed 20 May 2012).
 



Bibliography 

Cahill, Thomas. The Gifts of the Jews: How a Tribe of Desert Nomads Changed the Way Everyone Thinks and Feels. New York: Anchor Books, 1999.



Chaniotis, Angelos. “Godfearers in the City of Love.” Biblical Archeology Review. Vol. 36, No. 3 (May/June 2010): 32-44.


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