Note to TeachersThe Book of the Dun Cow has a wonderful complexity. It participates in the antique and the modern world view andspiritual realities co-exist with a naturalistic account of both barnyard and human interaction. Simultaneously, it is themost simple of stories told clearly with comic immediacy. Students at any level will be able to find enjoyment andchallenge.

This teacher's guide seeks to offer you a variety of ways to generate class discussion on the novel. Talking about thenovel can strengthen a sense of which facts should be focused upon and which of these facts can be tied together forcritical statements. Classroom discussion will assist the student in writing about the novel. A list of possible papertopics is included, but you may find other interests developing from the class discussion which could be used forwriting assignments. For practical purposes hard words are isolated, and listed after each chapter's questions; thesemay be selected and used vocabulary exercises appropriate to the class's level. The novel is unique in its use oflanguage—both fanciful and highly sophisticated—so that drawing the student's attention to words he has alreadyunderstood and enjoyed in context will provoke interest.

The literary history in the first section of this guide is designed to summarize the novel's connections to broad literarytradition. In addition to making the student aware that authors write out of a tradition, the information goes hand inhand with describing the medieval, or pre-modern, world view. The Ptolemaic universe, the feudal system, holy wars,and the Rules of Battle are all possible topics for discussion. A glossary is provided for quick reference to archaismsand proper names. The Book of the The Book of the Dun Cow, however, is modern in its psychology andcharacterization thus offering a good opportunity to examine what in civilization has remained the same: theaggressive nature of evil; the qualities of a good ruler; the desire of mankind to live together in peace and to defendthat peace; the varieties of human pride and of human love. More accessible, perhaps, are the welldrawn characters ofthe animals, since much of the comedy arises from the continually surprising justness of their actions and language.

You may find that limited class time prohibits investigating the full richness of the book. If so, it is possible to treat itsolely as a fantasy or a modern novel, or as an opening to discussions of literary, cultural, or religious traditions. Thisguide attempts to present all these possibilities.

Connections to Literary Traditions and the Medieval World ViewWithin this novel, one may discover many traditional medieval literary forms. Moreover, the cosmography andpolitical structure are, respectively, Ptolemaic and feudal. These notions, described below, may be brought up in classas an introduction to discussion of the European Middle Ages; the time before Copernicus, Locke, and the absolutemonarchies which ended feudalism. The Book of the The Book of the Dun Cow uses these ideas as fictional images tocontrast harmonious order with chaos or threat to that order, embodied in the fabulous creature Wyrm.

Looking back to the feudal period, we find that the heroic epic flourishes; holy wars are being fought, fields run withblood, champions are called upon, and poets record it. In single combat, Charlemagne must fight the "pagan" Saracenyet again because his foster son Roland has been treacherously killed. Beowulf must fight the "devastating vengeanceof the Worm" because "its hatred for and humiliation of the Geats was to be seen everywhere" (from Beowulf,Penguin Classics edition, p. 81). The violence of the battlefield is never sugared over. The courageous heroes sufferfrom wounds, exhaustion, and tearful losses. The heroism in the The Book of the Dun Cow and the conflict are similar.

Almost contemporaneous with Beowulf but in northern France and western Germany, the beast epic begins appearing.The Book of the Dun Cow has most in common with this form. Neither bare fables (thinly disguised human moralitytales) nor bestiary characterizations (Theophrastian in form but fantastical and of weighty allegorical significance), thebeast epics span the early ninth to the end of the fifteenth centuries. These are long narratives of the adventures ofReynard the Fox who finally triumphs over The Wolf. The characters, and plotting are interesting in themselves; they

are not mere vehicles for allegory. The more telling point of coincidence with The Book of the Dun Cow is that,although beast epics contain satirical portraits on certain human idiosyncrasies, there is no coherent formal satireattacking a particular abuse. The names for the animals become conventional in the Reynard epics: Chaunticler,Pertolote, and Reynard, who becomes Dom [Lord] Russell in Chaucer's Nun's Priest's Tale. But some of the animals inThe Book of the Dun Cow are drawn from more modern examples: Uncle Remus, Peter Rabbit, and Walt Disney'sanimations (for instance, the Turkeys).

The orderly cosmography described in chapter four of The Book of the Dun Cow is at once Ptolemaic, Aristotelian,Hebraic, Scandinavian, and Christian. Earth is the center of the universe; the motions of the other spheres produce asinging harmony (see p. 215); God lives in the empyrean, halfway between earth and the moon; He communicateswith mankind by messengers such as Gabriel—God's strength—who appears to Charlemagne before the battle; andpure evil waits its chance under the earth to destroy this natural order. Within this world, mankind—especially the lord(in this case, Chauntecleer)—must combat not only the Hater of God (Wyrm) when he appears, but also his son (thepagan Cockatrice), under the Terebinth Oak (see Glossary) and his sons as well—the Basilisks (of which medievaltravelers were wary.) And because Adam fell, mankind must combat the hatred, pride and despair within himself Mostoften, in this fallen world, suffering and sacrifice accompany victory, so that winning is never clear and vigilancenever ceases. The end of the novel is hopeful but as in the endings of many medieval works, we know from theautumnal mood that victory has been achieved at great cost.

Other medieval literary habits may be seen in the novel: the folk ballad; the complaint; the riddle; bestiary lore; thedream vision, the speculum convention (or mirror image; see Chapter 21 - Critical Summary), the rescue of the ladyand the characterization of the lovers in chivalric romance, as well as use of weather and other natural occurrences toindicate moral or spiritual life.

The feudalistic social and political structure of the novel is a way of describing both natural animal society and thegood order needed for a happy and productive community. The Lord of the Coop is the lord of the manor, and thecreatures of his land are on the lord's demesne. The lord predominates because it is a time threatened often by theviolence of battle. The liege lord and his vassal have a bond of mutual service and protection. Single combat betweenlords is popular since the loser's vassals could then simply go home. Faithful service on the manor and the battlefieldby the vassal must be rewarded: the lord must protect his life, avenge his death at the hands of the enemy, do justice,and maintain him in time of need. The system has been called a fatherly government. In the novel, it is contrasted toCockatrice's rule, which has more in common with the autocracy of the Saracens in Song of Roland.

PART ONE

Chapter One

Plot Summary

Chauntecleer's sleeping habits and the hens' reactions are described. Mundo Cani Dog howls outside, but cannot bedriven away.

Critical Summary

Chauntecleer is introduced as the autocrat of the Coop. The hens' timidity, their respect for their lord, and their softhearts are established, thereby gaining our sympathy. Chauntecleer is satirized as ridiculous in his domestic tyranny.His dreaming alludes both to Charlemagne in Song of Roland and Chaucer's Chaunticler, which enhances his stature.The Dog is humorous as a caricature, but also interesting as a good portrait of one who engenders others' pity throughself-deprecation, and by wishing for others what he lacks. The human comedy impresses us in its exaggeration: the

Dog's servility and Chauntecleer's vanity.

Questions

1. What do the hens habitually do about Chauntecleer's sleeping habits?

2. What words make the reader know the Dog is to be pitied (p. 15)?

3. What does the Dog say that tells us he really wants sympathy?

4. What does Chauntecleer do to defend his sleep?

5. Why does Chauntecleer cry (p. 19)?

6. What names does Chauntecleer call the Dog the next morning?

Vocabulary

contentment

despise

raucous

conversational

perturbation

lumpish

Chapter Two

Plot Summary

A description of Chauntecleer's profession: crowing both the canonical crows and the occasional. Last two paragraphs:a hint of the war to come.

Critical Summary

No longer ridiculous, Chauntecleer is shown as the ideal ruler of a happy land. Bringing order to his people, he may be

compared to the "priest of the parish," the shepherd with his flock, the benevolent ruler of the well-ruled. Theoccasional crows compare to the business of the orator and/or poet, who commemorates an event, or inspires one witha work of the imagination. These works (occasional crows) give form to the culture. The hint of war creates suspense.

Questions

1. What kinds of crows are there?

2. What is the purpose of a ruler in the lives of his subjects?

3. Why does the narrator tell us about what will happen within the year?

Vocabulary

profession

immemorial

category

treacherous

insinuating

Chapter Three

Plot Summary

The hens announce their eggs (children) are being eaten, and they grieve. Chauntecleer quizzes John Wesley Weasel,and finds out about Ebenezer Rat.

Critical Summary

Beryl, the spokesman for the hens, speaks her natural grief and her great respect for, mixed with fear of, her lord.Chauntecleer performs his ruler's duties by taking action, interrogating the criminal he has previously reformed andbrought under rule. The Dog obeys his Lord's command, thereby proving his place in the society. The diffident Weaselhas our respect and amuses us with the fast-talking Black English of an Uncle Remus character. The hope of childrenis seen as a basic emotion, and the crow of grief as a necessary function and release.

Questions

1. Why does Beryl have such a roundabout way of talking to Chauntecleer, and how does he respond to it?

2. How does Chauntecleer force information out of John Wesley Weasel?

3. Describe Ebenezer Rat. What was John Wesley Weasel before he reformed?

4. What does the crow of grief do for the hens?

Vocabulary

anguish

irritation

Chapter Four

Plot Summary

The cosmos is described: God above, the Keepers on Earth, Wrym below, and his messengers—e.g., the The Book ofthe Dun Cow, who move freely between the Heavens and the Earth.

Critical Summary

Medieval cosmography is used. God is in the empyrean or heavens, halfway between earth and the moon; and inaccordance with Ptolemaic theory, earth is the fixed place around which the planets and stars move. God sendsmessengers to men, but does not directly interfere. Man's purpose on earth is to guard His kingdom from being overrunby evil, the propagator of which has been condemned by God to live under the ground. This world exhibits the so-called natural order, in which everything is fixed. We can understand from this sense of order both the hierarchy ofrule, and the responsibility of those who dwell on Earth. Evil is a function of the hatred of God, unlike thetransgressions of the Rat, whose nature leads him to eat eggs, but who is at least capable of control, just as the Weaselis capable of reform. Note that Wyrm can be found in the Judeo-Christian image of evil: the snake in the garden, theLeviathan under the seas, the dragon in his deep cave. Wyrm speaks Latin because it is the language of the powers, thesupernatural, (which can be either good or evil).

Questions

1. Give a physical description of Wyrm. How has God arranged the cosmos?

2. How is that cosmos different from ours?

3. What is the difference between the nature of Ebenezer Rat's wrongdoing and Wyrm's evil?

Vocabulary

cosmography

broody (adj.)vgouts

blustering (v.)

putrefaction

chittering (v.)

Chapter Five

Plot Summary

Senex weeps for his lack of an heir and the disrespect his hens show him. A voice in a dream promises him a son. Thegeneration and birth of Cockatrice is described. Then Senex is killed by him.

Critical Summary

Senex presents the problem of a leader who can no longer command the respect necessary for effective rule and whoseland is threatened by civil war because he has no natural heir. Order in his kingdom is also disrupted because hiscrowing clock is malfunctioning. A mixture of caring for his people and hurt pride allows the voice to tempt himsuccessfully, by appeals to his vanity and through false hope of punishing his mockers. (The smell accompanying thevoice should remind us of Wyrm.) Senex is cheated of the hope and honor Wyrm promised him, and violence firstenters the novel when Cockatrice kills him.

Questions

1. What tells us Senex is old?

2. What is wrong in his kingdom because of him?

3. What are we reminded of by the smell which accompanies the voice?

4. By what appeals is Senex tempted to have hope?

5. Compare the son who is promised, and the son that Cockatrice is. List the oddities of the conception, birth, andgrowth of Cockatrice.

Vocabulary

constrained

ordained (adj.)

wither

vocal

ghastly

righteous

bung

vile

sumptuously

abdicate

Chapter Six

Plot Summary

Chauntecleer carries out a plan to protect the Coop from the Rat, enlisting the help of the Dog and the ants. Hetriumphs in his fight with the Rat, and allows the Dog to sleep in the Coop.

Critical Summary

Chauntecleer's clever plan, courage in the fight, and organizational use of his subjects make us admire him. The armyof ants, whose nature is to obey and to work on schedule, and the Dog, provide cartoonlike comedy amidst the strain ofthe Rat's threat to the community. The Dog is accepted into the Coop, and becomes part of the community, because hehas suffered for them. Chauntecleer's plan for counterattack provides us with a good pattern: to find the nature of thethreat (in secrecy); decide to meet it on one's own ground (out in the open); determine both how to fight back ("sting"him), and who can give proper help (ants and Dog), and decide what weapons or tools to use (feathers). Rain is ametaphor for bad times.

Questions

1. What are the ants like? Why is the leader named Tick-Tock?

2. How does Chauntecleer go about solving the problem of the Rat?

3. Why does Chauntecleer allow the Dog to sleep in the Coop at the end?

4. What is the weather like?

Vocabulary

eternal

desperate

urgent

ferocity

Chapter Seven

Plot Summary

Chauntecleer sits on a mud pile to poultice his wound and complains to God that he needs someone around him whodoesn't say "sir." A mouse creeps by, stops, and stares at him.

Critical Summary

Sitting on the mud, Chauntecleer once again looks very much a rooster and not the hero of the previous chapter.(Throughout the novel, characters are variously elevated to human action and feeling so that we care for them andabout their success, or they are depressed to animal behavior so that they provoke our laughter.) Chauntecleer's prayeris really a complaint, which he finally recognizes; so it ends in a snort. He does, however, define a ruler's problem: hisposition makes it difficult for others to relate to him as an equal. The problem is aggravated in the question of love andcompanionship; an equal relationship implies mutual dependence and mutual support. The The Book of the Dun Cow'snature is revealed-She is not easily provoked.

Questions

1. Describe Chauntecleer's mood.

2. Why are the fond kisses of the hens "chilly" kisses (p. 67)?

3. Is Chauntecleer praying, arguing, or complaining (Or all three?)?

Vocabulary

spasmodically

drear

persist

poultice

boding (bide, v.)

propriety

leaden

balefully

Chapter Eight

Plot Summary

Chauntecleer finds out Wee Widow Mouse's children are in the river, rescues them, and finds Pertolote, who strugglesat first, but finally allows him to rescue her.

Critical Summary

Because of the dumb and helpless look of the Mouse, the rooster's irritability explodes in anger, but he is good-heartedenough to feel stupid and ashamed for making her cry. Because her speechlessness is a product of shock and grief, hequestions her with patient impatience. With the aid of Beryl, the Dog, and some clever child psychology, heaccomplishes the rescue. When others are endangered, he can forget himself, command well, and show heroic courage.Because he is taken with the white hen's beauty in the age-old way, we can guess that his prayer in the previouschapter has been answered. When she relents upon seeing his wound, we know she is as kindhearted as he. Instead ofleaving her when she pecks him, Chauntecleer exhibits his role as protector of all weaknesses by continuing to hold hertightly. New information: the Dog's incredible speed; the unnaturalness of the violent water with no sound; the notionthat "rain [trouble] makes creatures need one another" (p. 61).

Questions

1. Why does Chauntecleer make the Mouse cry and how does he feel once he does?

2. What is Mundo Cani Dog's unsuspected talent?

3. What is unnatural about the river?

4. How does Chauntecleer persuade the mice to climb on his wing?

5. Why doesn't Chauntecleer let go of the white hen when she pecks him?

6. Do you think Chauntecleer's "prayer" might be answered?

Vocabulary

flotsam

grist

grievous

vermillion

desperation

unready

Chapter Nine

Plot Summary

The sick and injured recuperate. The rains continue; the fall season has no beauty. The Mouse gives a bare account ofher voyage down river. Pertolote won't talk about the past.

Critical Summary

The Coop is happy and ordered because all are employed in caring for the sick. But this "warm, blessed island" is onlytemporarily safe from the encroaching evil (e.g., the unnatural weather) which, since information is withheld, we areeager to hear more about. Chauntecleer is in the excited, bedazzled phase of the courteous lover, and Pertolote is themodest, silently suffering, self-contained "Lady," whose outer beauty evidences her inner beauty and naturalsuperiority. We are kept in suspense awaiting the resolution of both the love plot and the conflict between good andevil.

Questions

1. Compare a normal fall to this one (p. 75).

2. Why is the Coop happy (p. 76)?

3. By what behavior do we know Chauntecleer and Pertolote are in love?

4. How does the Dog try to get attention (pp. 80-81)?

5. What questions go unanswered in this chapter?

Vocabulary

cadenzas

fumosity

nard

oblivious

Chapter Ten

Plot Summary

Snow replaces rain. Chauntecleer asks Pertolote for a song, then asks if she fears him. She is finally able to say shehad been afraid because he looked like Cockatrice. He feels cheap for making her remember but rallies when herealizes she needs his comfort. Their marriage takes place in the snow with a procession, dancing, shouting, and snowpictures. Beryl's gift-picture is three eggs.

Critical Summary

Pertolote, the beloved Lady, expresses her care for him in a song, probably a madrigal. The proper preparation formarriage: talking about misunderstandings, then feeling snug, unafraid, and at peace. The "bang" of the ice crackingsalutes the importance of the moment. Proper marriage: the community witnesses happiness (dancing), beauty(pictures), hope for fertility (eggs), and a blessing.

Questions

1. Why does Chauntecleer ask Pertolote whether she is afraid of him?

2. Describe the wedding day.

PART TWO

Chapter Eleven

Plot Summary

The animals in Cockatrice's land petition him to bury Senex so that the stench will go away, but they soon discoverSenex's body is not the cause of the odor. Further meetings are forbidden. Toad sends the laying hens to Cockatrice,who wants children. Pertolote's ruse is discovered. Cockatrice orders the Basilisks to kill all the animals.

Critical Summary

The chapter describes conditions under an evil ruler: disunity, distrust, dishonor. Cockatrice shows his lack of concernfor the animals supposedly in his keeping by the "lazy flap of his wings" (p. 95) and by having the Toad speak for him.Toad's cowardly role as a servile flatterer and go-between—a time-server—contributes to Cockatrice's humiliation ofthe animals. The indignity to which Cockatrice subjects the hens ends only when the Basilisks are born, and we see inhim a perverse fatherly love. His children are his war-machine: they kill, making no distinctions. Pertolote seems tomatch Chauntecleer's cleverness and bravery, and the Mouse appears to be an honest and courageous revolutionary.

Questions

1. What happens to society under Cockatrice (p. 96)?

2. What is the effect of Cockatrice's rape of the hens?

3. What plan does Pertolote devise to avoid becoming a mother to Cockatrice's children?

4. Describe Toad. Describe Mouse. Describe Hog.

Vocabulary

blowflies

obsessed

obsequiousness

sepulcher

disoriented

Chapter Twelve

Plot Summary

Because the Keepers are gone from the land beyond the mountains, Wyrm can surface. He dreams of destroying earthand bringing chaos to the whole universe. God, who has covered the earth with clouds, sends the compassionate TheBook of the Dun Cow to Chauntecleer.

Critical Summary

The enemy of God and hater of the earth threatens to destroy the order of the universe. God will let the Keepers takecare of Wyrm-it is their purpose or responsibility-but sends one of his messengers so that they will not be "alone."

Questions

1. By what means do the Keepers usually hold Wyrm in the Netherworld (p. 103)?

2. Describe what Wyrm would do if he got possession of the earth.

Vocabulary

festering

chaos

vulnerable

erratic

Chapter Thirteen

Plot Summary

Storms precede spring; the river is flooding. Lord Russell, the Fox of Good Sense, lectures his three nephews; theWeasel courts the Mouse. Chauntecleer bursts with pride over his progeny but is secretly worried.

Critical Summary

Spring, as is traditional and fitting, is a time of happy renewal and growth, the beginning of love and, in general, thecreation of bonds. The Fox is the rhetorician, pedantically self-important, but goodhearted. The Weasel courts theWidow, praising the security and warmth of home life. The flood, metaphorically, is the spreading evil whichChauntecleer the ruler tries to ignore; the vision of heads in the river is the truth he fails to interpret. While worryingabout his divided soul, he forgets to share his burden with Pertolote, thus casting a shadow on their bond.

Questions

1. Describe Lord Russell, the Fox of Good Sense.

2. How does John Wesley Weasel go about 'sparking'Wee Widow Mouse?

3. How close is Chauntecleer's vision to the truth (p. 111)?

4. Why is it Chauntecleer [ruler and protector] who has the vision?

Vocabulary

loam

cavernous

blather

propitious

arcane

cannonade

Chapter Fourteen

Plot Summary

Chauntecleer dreams: the river rises, and the voice of the river tells him that his subjects have no gratitude; they passby and ignore him. He shouts his hatred in "righteous wrath, deserved selfpity" (p. 115). The animals pass by dead.Chauntecleer realizes his guilt and denounces the river voice. When he wakes, he touches and names each Coop-dweller with love, telling Pertolote that he can "choose against evil" (p. 118). Pertolote then tells him what happened inCockatrice's land.

Critical Summary

Like Senex, Chauntecleer is attacked in a dream after he has isolated himself. The dreamer's pride is fed, his trust inothers is undermined, and he reacts with hatred. When the effect of his hatred is reflected in the dead animals he at lastrevolts because his love for them is strong and true. Touching and naming the animals reestablishes his contact withthem. Pertolote can now tell him about Cockatrice because she, too, chose against evil; thus they renew the necessarytrust between husband and wife. It should be clear from the examples of Wyrm's nature, and of Senex's andChauntecleer's dreams that hatred motivates evil, and that temptation to evil occurs when one is cut off from the others.

Questions

1. How do we know that the dream is evil?

2. Why is Pertolote reluctant to question Chauntecleer about his worries (p. 118)?

3. Why does the revelation of Pertolote's history solidify their bond (pp. 119-120)?

Vocabulary

Determined-by

baneful

Chapter Fifteen

Plot Summary

In celebration of the dry weather, the animals take a holiday, which is difficult for the ants, but easy for the chicks.When the Fox shows them the Trick of the Stick, they leave him sleeping and go off to the river alone. Beryl findsthem missing from the circle in which she placed them, and goes to find them. Beryl and the chicks are found dead ofBasilisk bites, with a circle drawn around them in the dirt.

Critical Summary

The first day of summer is a traditional holiday. Ants, by nature, are workers and cannot play. Tick Tock's balladforeshadows the loss of the chicks, and Beryl's seemingly superstitious fear of the curse in the words proves to be true,just as dreams in the literature of the middle ages traditionally prove true. Lord Russel's clever tricks return to mockhim in this instance, since it is the Trick of the Stick which leads to the children's death. The circle around the dead is amockery of Beryl's former care. Note the dignity of the mourners, including the fact that Lord Russell is not judgedguilty of negligence.

Questions

1. Of what does the 'holiday' consist (pp. 121-122)?

2. If the chicks are bored by the ants' game, why don't they just leave (p. 123)?

3. Why does the Dog growl at the Fox, and why doesn't Chauntecleer let the Dog at him?

Vocabulary

luminous

rheum

imprudent

sinister

incantations

stentorian

judicious

rue

halcyon

keening

Chapter Sixteen

Plot Summary

Chauntecleer remonstrates with God, blames Him, asks why He broke the promise of His gifts. The The Book of theDun Cow has compassion for him; meanwhile, no one sleeps in the Coop. The Weasel tries to prove that the Rat killedthe chicks; Chauntecleer argues against revenge and hatred. When the Rat dies after a fight with a Basilisk,Chauntecleer calls a council.

Critical Summary

Although Chauntecleer demonstrates the enormity of a parent's love by daring to blame God, it is wickedness to do sobecause there is self-pride in it. Before the The Book of the Dun Cow eventually takes his pain to herself, Chauntecleergoes through the course of grief: asking why it happened and why he is cut off from his children, becoming resigned;and finally stating simply what he really wants—e.g., his sons. Once he is healed, he once again becomes the goodruler; he demands proof when the Weasel accuses the obvious enemy, and commands that the Rat be allowed to go inpeace and absolves him with a kiss. Chauntecleer then calls a council of all the animals.

Questions

1. What is the course of Chauntecleer's grief?

2. Why does the Weasel think the Rat did it?

3. How does Chauntecleer argue against the accusation?

4. Why does Chauntecleer kiss the Rat?

Vocabulary

vagrant

plenish

desolation

phenomenal

initiative

Questions for Class Discussion

General

1. What "little-known details about the common roots of Judaism, Christianity, and Islam" does Feilerreveal? How have those details corroborated or changed your view of the three religions and theirinterrelationship?

2. Feiler reminds us that "Jews and Christians who smugly console themselves that Islam is the only violentreligion are willfully ignoring their past." (p. 4) What historical instances of violence on the parts of Jewsand Christians can you identify?

3. What might be some of the difficulties and dangers in discussing the Bible in terms of contemporarysocial, political, economic, cultural, and religious realities? What differences and parallels between thenand now does Feiler emphasize? Why?

4. In his Conclusion, Feiler notes that the first conviction he took from his journey "is that the only forcestrong enough to take on religious extremism is religious moderation." (p. 372) How might that convictionbe put in force in the Middle East, in the United States, and around the world today?

Introduction: Be Strong and Very Courageous

5. Feiler writes that "the collision of politics, geography, and faith has dominated nearly every story in theMiddle East since the birth of writing . . ." (4) Later, discussing the Maccabee uprising, he notes, "Thebloody mix of politics, violence, and faith that forms the core of the story is an uncanny prism through

which to view the struggles of today." (p. 345) In what ways and to what extent do that collision and thatmix help is to understand some of today's conflicts? What roles are played by politics, geography,violence, and faith in those conflicts?

6. Feiler identifies the tension forming the undercurrent of the Bible as "trying to balance a life on earth witha life that meets the standards of God." (p. 27) In what ways might this tension form the undercurrent ofevery major religion? And how might it lead to either tolerance or hatred of others? Who gets to define ordetermine "the standards of God" and the rules for balancing day-to-day life with them?

7. The reality of doom faced by the Israelites upon their arrival in the Promised Land, Feiler writes, "sets upthe question that defines the rest of the Hebrew Bible: Which is more important, living on the land orliving a life of God?" (p. 27) What further reference to this dispute between land and values does Feilermake (for example, on pages 28, 51-2, and 360)? What did the Promised Land come to stand for and howwas it in conflict with God's promises and moral demands? How do a moral relationship with God andhopes for a homeland conflict with one another, on the one hand, and reinforce one another, on the otherhand?

Book One: Land

1: Man of Blood

8. Feiler writes that the story of King David "introduces what will become a major theme of the second halfof the Hebrew Bible: the Israelites' quest to find proper balance between their spiritual identity as anethically minded people of God and their political identity as a nation strong enough to survive in a regionof superpowers." (p. 37) How does that theme continue today? What other peoples or nations havefollowed the same quest?

9. Feiler notesthat "a close look reveals a deep strain of weakness, even criminality in the Bible's heroes . . ." (p. 55)What examples does he cite? What additional examples can you point to? How might we justify thatweakness and criminality or make them compatible with the presentation of these men as the chosen ofGod? In what ways in David's behavior particularly shocking?

2: Your Throne Shall Be Established Forever

10. Given all the problems concerning textual completeness and textual reliability in the Bible-as pointed outby Feiler, Gabi Barkay, and others-how can anyone claim to possess the true reading or interpretation ofthe Old Testament and, therefore, of God's intentions and purposes?

11. Yair Zakovitch, dean of humanities at Hebrew University, tells Feiler that "the thing you have toremember about the Bible is that events and characters are just vehicles to convey messages. The biblicalnarrative was written to educate our young nation, not so much to tell us what really happened." (p. 85) Inwhat ways would you say that this stance is in conflict with much, if not most, of today's approaches to thebiblical narrative? How might we determine exactly what message was-and is-being conveyed by eachevent and character?

12. Given all of David's weaknesses and shortcomings, why-according to Yair Zakovitch and others-was it soimportant in the New Testament to link Jesus to David? What are the differences-and what thesimilarities-between David as king and Jesus as king?

3: The House of the Lord

13. Yosuf Natsheh, chief archaeologist for the Muslim religious authority in Jerusalem, comments: "If wewere true religious people, we would sit together and reach an agreement that was different from apolitical one." (p. 110) Given that religious people have been part of the problem, as Feiler reminds Dr.Natsheh, how should we take the archaeologist's statement? In what ways might a truly religiousagreement be different from a political one?

14. "What has always appealed to me about the Temple Mount," writes Feiler, "is how many of the holiestspots in the Abrahamic faiths are all gathered on the same piece of earth. Geography, so central to theroots of monotheism, seems to bond practitioners into some forced accommodation." (p. 114) Acceptingthe actuality of this "forced accommodation," why might it be that the Abrahamic faiths are not-or refuseto be-accommodated?

15. "In elevating the prophets," after the failures and disappointments of the kings, Feiler contends, "the Biblespeaks directly to the challenges of our time . . ." (p. 121) In what ways do the prophets speak directly tothe challenges of our own time? What might we learn from their pronouncements and warnings?

16. "The heroes [of the Bible]," claims Feiler, "are the ones-like Abraham, Moses, or the newly mintedprophets-who look critically at power, and even at God, and keep their gaze on the moral foundation oflife on earth." (p. 122) What conclusions might be drawn from the prophets' critical examination ofpolitical power and of God? In what ways did Jesus continue the tradition of the Old Testament prophetsand their focus on their community's most vulnerable and wounded?

Book Two: Exile

1: In the Garden of Eden

17. Writing of the fall of the Northern Kingdom, Judah, Nebuchadnezzar II's destruction of the Temple, andthe prophets' view of disastrous events "as precursors to salvation," Feiler contends, "The ability to seehistorical events as theological allegory is one essence of the religious mind." (p. 135) In what ways andin what contexts is that idea evident today? In what ways do religious leaders of all stripes interpret eventsas theological allegories, and with what consequences?

18. The prophets may have redefined history as religious allegory," Feiler writes, "but more striking is howreligious allegory came to redefine history." (p. 150) What example(s) of religious allegory redefininghistory does he identify? What additional examples, ancient and modern, can you identify?

19. What are some of the implications of Feiler's conclusion, following his summary of the Creation story,that "each side-humans and God-aches to be the other"? (p. 155)

2: Come, Let Us Build a City

20. Feiler maintains that he sees "the diverse roots of the Bible as a strength, not a weakness." How might wedefend or refute that statement? What might the implications of Feiler's further statement that "the writersof the Bible were influenced by sources that predate their own suggests the Bible should be seen not as suigeneris but as being in dialogue with other texts"? What, then, might be the further implications of Feiler'scontention that "if scriptures can be in dialogue, surely the faiths that grow out of those scriptures can bein dialogue as well"? (p. 169)

21. Why is it significant that, whereas elsewhere in the Hebrew Bible God "reaches out to human beings, inthe Psalms human beings reach out to God"? (p. 177) How do the Psalms embody "the human yearningfor contact with the creator"? (p. 177)

3: By the Rivers of Babylon

22. In what ways might Babylon have been, in Feiler's words, "Israel's redeemer"? (p. 191)

23. What is the significance of the message of Ezekiel and other prophets, writing during the Exile, that God'spresence and dominion does not depend upon a specific place or building? Why might Feiler insist that"the importance of this message to the future of religion cannot be overstated"? (p. 194)

24. Referring to Psalm 137 and God's response, Feiler writes: "When the Israelites beg for permission todestroy their enemy, God does not reply. With his silence, he answers. They must decide for themselves."(p. 208) What is nature and scope of the moral burden that this silent response imposes on the biblicalIsraelites-and on Jews, Christians, and Muslims today?

25. In his concluding remarks regarding Psalm 137, Feiler refers to the "essential truth of Western faith." Hewrites: "In the relationship between humans and God, humans actually have enormous power. We are theones who control our own behavior. Only we can save ourselves from exile." (p. 209) What are theimplications today of this observation?

4: City of Peace

26. Recounting his involvement in a cross-cultural and cross-religious discussion in Iraq, Feiler notes, "I amconvinced that exploring how these religions [Judaism, Christianity, and Islam] have reinterpreted ourshared heritage can shed light on how we can coexist today." (p. 234) In what ways and to what extentmight the kind of interfaith dialogue to which he refers lead to an understanding of how adherents of thethree faiths may coexist today?

27. "The Bible is redemptive," Feiler contends, "in that it gives humans the ability to save themselves." (p.237) What are the implications of that statement? In what ways does the Hebrew Bible give enable us "tosave" ourselves?

5: A Future with Hope

28. "In the same way that many Iraqis see their lives through the prism of religion," writes Feiler, "manyAmericans, including the ones most associated with the war in Iraq, do. This association clearly gave themstrength and purpose, but it holds dangers as well." (p. 244) What are some of the rewards and some of thedangers of seeing one's life through the prism of religion?

29. Feiler's rereading of the story of the Tower of Babel leads him to conclude that "God insists on diversity. .. . In rejecting the Tower of Babel, God rejects fundamentalism . . . God's solution is a cacophony ofvoices, living side by side." (p. 261) How might this divine insistence on diversity and rejection offundamentalism be effected in today's world?

30. Feiler writes that "in the verses of the Hebrew Bible most inspired by Mesopotamia, God clearly speaks ofhimself in the plural ['Let us…']. Perhaps this language helps explain why, in the face of the Tower ofBabel, God forces humans to live in a pluralistic world. By becoming pluralistic, we become most like

God. Out of many, we are made one with God." (p. 262) What are some significant ramifications of thisnotion?

Book Three: Diaspora

1: Let There Be Light

31. Dr. Kasra Vafadari, president of the Iranian Zoroastrian Association, tells Feiler that, in his view, "themost beautiful thing about Zoroastrianism is that it's not moralistic-do this and don't do that-it's moral. Andthere's a big difference." (p. 291) How would you describe that difference? In what ways does thedifference between the moralistic and the moral receive attention in the United States today?

32. Feiler refers to "the rich foundry of faith that characterized the Ancient Near East in the first millenniumB.C.E., when religions viewed the spiritual ideas of other faiths not as threatening their existence but asenhancing their appreciation of a complex, multifaceted world." (p. 293) How might that shared view bere-established today, in the United States and elsewhere?

2: His Anointed One

33. Writing of ancient Persia, Feiler comments, "Here, on the eastern flank of the Fertile Crescent,unmentioned in the story of Western civilization, barely uttered in the religious dialogue of today, is aculture whose lessons for our time may be the most relevant of the entire Ancient Near East." (p. 299)What are those lessons and what is their relevance for our time?

34. Feiler writes that "the grand idea at the heart of Second Isaiah bears striking similarity to the grand ideaintroduced by the Persian kings of the sixth century B.C.E. Morality is the highest calling of humanconduct and happiness the ultimate reward. . . . This type of overarching, all-inclusive value system-especially one based on justice for all and happiness for every individual-was not widespread before themid-first millennium B.C.E." (p. 317) How might this value system be made widespread again, among allthe religions of the world?

35. At Persepolis-after discussing the religious inclusiveness of the Achaemenidian empire under Cyrus theGreat and his successors-Feiler's wife, Linda, asks archaeologist Shahrokh Razmjou, "So the road to peacebegins here?" He replies: "I don't think it's the only one. But I do think it's one. Maybe even the anointedone." (p. 319) Where do you think the road to peace-and the road to religious tolerance and cooperation-might begin?

3: A Crown of Beauty

36. Visiting the Abreishami Synagogue in Tehran, Feiler asks Yesha'ya, the chief liaison between the IranianJewish community and the government, "What you're saying that being Jewish in Iran is like living on ageological fault-you just have to live with the fear?" (p. 325) Given Yesha'ya's response and Feilerprevious narratives concerning Jews in various countries, ancient and contemporary, to what extent isbeing Jewish anywhere like living on a geological fault? To what extent might the simile be applied toany minority group in any country?

37. One of Linda Feiler's observations is: "It's not that diaspora is necessarily good, it's that diaspora works ifthere are certain conditions under which the Jews are able to live in peaceful coexistence." (p. 341) Whatmight those conditions be and how do they ensure that "diaspora works"? What conditions of coexistencedo you observe in the United States?

38. How has diaspora affected the history of Judaism and the lives of Jews today? Can you think of any otherreligious, cultural, or natural group that has experienced a similar diaspora? What similarities anddifferences do you find between Jews and one of those other groups?

Conclusion: With Gladness and Joy

39. According to Feiler, the philosopher Noam Zion believes that "the future of Judaism (and perhaps religionin general), . . . depends on turning away for the professionalization of faith that has occurred in recentcenturies . . . and rediscovering a more familial, do-it-yourself tradition . . ." (p. 357) What might be thebenefits and drawbacks of such a process-for Jews, Christians, Muslims, and others? What might theconsequences of everyone professing his or her personal religion?

40. Feiler writes that the latter biblical years "show that in the birth moment of Western religion, Judaismpioneered the idea that religion need not be imperial, ever-expanding, and intolerant. . . . Through acombination of historical circumstance and the tutelage of at least some of the prophets, the first greatmonotheistic religion began its existence in a posture of humility." (p. 361) How might we ______ such aview with the biblical history that Feiler has narrated and analyzed? How might we ______ it with theprofessed beliefs and practices-the realities-of the three major monotheistic religions today?

41. In the Russian Orthodox Compound of St. Mary Magdalene, on the Mount of Olives, Sister Xeniacomments to Feiler and Avner Goren: "I think the violence we have developed as humans is a verynegative violence. The violence we should use in religion is the violence of commitment: Using everymeans you have as a creative being to bring yourself closer to God. The violence out there is a repellentthing. But the violence in here [the compound] is of people coming together." (p. 367) What variousinterpretations might we place on Sister Xenia's remarks? In what way(s) might we have a "violence ofcommitment" that brings us closer to God and to one another?

42. The early religious showdowns of the early twenty-first century," writes Feiler, have made one thing clear:In the battle for the soul of Western religion, it is scripture-whether the Hebrew Bible, the New Testament,or the Koran-that is ground zero." (p. 375) What are the implications of this observation given Feiler'simmediately preceding comment that the great religions "cannot survive in isolation from one another"?(p. 373)

Assignments1. Noting the "chaos" of pre-Israelite Canaan, Feiler comments, "how brilliantly attuned the Bible is to the

geopolitical realities of its time." (p. 10) Research and report on the ways in which a specific book of theHebrew Bible is attuned to the geopolitical realities of its time.

2. Commenting on the complaints of the early Israelites in the Sinai and in the Promised Land and theirdemand for a king, Feiler writes, "In both cases, Israel lives up to its namesake, Ysra-el, one who wrestleswith God." (38) Select one of the following topics and prepare a researched report:

a) What other instances are there in the Hebrew Bible in which the Israelites "wrestle with God," and whatare the outcomes of some of those instances?b) How might the meaning of Ysra-el apply to present-day Israel, present-day Jews, and present-dayChristians?

3. Research the life and legends of one biblical personage mentioned by Feiler, and examine the significanceof that life and those legends within the historical context and for subsequent generations?

4. "Unlike Abraham, Moses, or any number of biblical figures I might wish to be like," writes Feiler, "Davidseems repugnant. I don't want to be him; I want to flee from him." (p.74) Identify the biblical figure whomyou would wish to emulate, and explain in some detail why. Identify the biblical figure whom you findrepugnant, and explain in some detail why.

5. Feiler notes that "from the beginning, the Bible follows a narrative cycle of creation, destruction, and re-creation." (p. 120) What instances of that cycle do you observe in the Hebrew Bible? In each instance,what accounts for the destruction, and what accounts for the re-creation?

6. "You can't understand religion today without understanding the prophets," Feiler maintains. (p. 130)Reread what Feiler writes as apropos to this statement, and write a report examining the ways in which hisstatement is accurate and true.

7. Select one of the fifteen prophets who have biblical books named for them and examine that prophet'ssocial background, the social conditions to which he speaks, the main components of his message, and hisrelevance to specific circumstances and events today.

8. Feiler writes that, in their vision of redemption, "the prophets refer frequently to one biblical story as theirfantasy of the type of world they will re-create: the Garden of Eden." (p. 136) Write an essay on one ofthe following topics:

a) The role and significance of the Garden of Eden in the books of the Prophets;b) The role and significance of the Garden of Eden in the Gospels of the Christian New Testament;c) The significance of the Garden of Eden in and to a key post-biblical western society.

9. Examine some of the ways in which the Garden of Eden has been used, by Christians and others, "toconstruct an entirely new vision of social order, one founded no longer on the divine claims of rulers buton the inherent rights of every human being"? (p. 150)

10. Research and report on one of the following:

a) The Exile "should be seen not as an isolated example of Israelite misfortune but as part of a sweepingperiod of global transformation" in the sixth century B.C.E. (p. 192)b) The significance of the fact that "in all likelihood only the most landed, the most learned, and the mostmonied of the Israelites were deported . . ." (p. 192)c) Feiler's contention that "the Israelites lived a full and fruitful existence in Babylon." (p. 193)

11. Feiler reports that "the towering significance of what happened by the rivers of Babylon is that theIsraelites did not merely weep; they set about redefining what it meant to worship God. They inventedJudaism." (p. 195) Prepare a report on the basic components and developments of that redefining and thatinvention. Pay attention to the following questions: 1)What practices and beliefs "took on heightened,ritualistic meaning" (p. 196) during the Exile and contributed to the emergence of Judaism as a religion?

and 2) What related textual references in the Hebrew Bible can be cited?

12. What purposes or functions has Babylon-as actual city and as symbol-served in Judaism and Christianityover the past two thousand years? Why might this city of supposed oppression and immorality have cometo be seen as one of the pinnacles of Western civilization?

13. In what ways does the biblical Creation story parallel/echo the Babylonian creation myth involvingEnuma, Apsu, Tiamat, and Ea? What implications might we draw from those parallels?

14. Examine some of the several interpretations-in the various Christian faiths, Islam, and Judaism-of Jonahand his ordeal. (p. 256) Note the chief similarities and differences among the interpretations.

15. Reviewing his travels in Iraq, Feiler writes that "many of the most transformative concepts of biblicalreligion were born on this land." (p. 258) Identify the most important of those concepts and explain thesignificance of their having originated in Mesopotamia?

16. In Tehran, Feiler discusses with Dr. Fereydoon Forouzan "the experiment of taking religion and using it asa basis of law." (p. 274) Dr. Forouzan worries mostly about a resulting moral chaos? What examples ofsuch a development can you point to in today's world, including in the United States? What are some otherdangers of basing a political system on a specific religion or a specific body of religious beliefs?

17. Feiler asks Dr. Kasra Vafadari, president of the Iranian Zoroastrian Association, "what Zoroastrian ideashe saw echoed in Judaism, Christianity, and Islam. (p. 290) Beginning with Dr. Vafadari's response,prepare a report on the major influences of Zorastrianism on Judaism, Christianity, or Islam.

18. Research and report on the ways in which, in biblical terms, Cyrus the Great of Persia "was the messiah asit [the term] was understood at the time." (p. 318)

19. In Hamadan, Feiler asks his wife "how she felt the Jews came across" in the Book of Esther. Her response,in part, is: "Horribly. When the Jews are oppressed, they're generous, but once they get power, they'revengeful. . . . I think Jews are best as the moral minority. And when we get power, we're not immune tothe fact that power corrupts." (p. 338) What are some of the implications of this view. To what extent doyou agree or disagree with it?

20. Referring to post-Exile Judaism, Feiler writes of the Jewish scribe Ezra, sent to Jerusalem by KingArtaxerxes of Persia "to instruct Jews in the teaching of Moses:" "Ezra's innovation was profound." (p.347) What were the main components of Ezra's innovation and what were their consequences, particularlyas relating to the Bible?

21. Feiler notes that "by the time they lost power in the first century B.C.E., the Hasmoneans [heirs to theMaccabees] represented yet another failed experiment in political leadership in a line that stretched acrossthe entire biblical era." (p. 354) Review the sequence of political failures in Israel and Judah, from Davidto the Hasmoneans.

22. Feiler notes that, late in the first millennium B.C.E., "the idea of an anointed savior [the dream of amessiah] took two forms. The first was restorative and political. . . . The second was futuristic and utopian. . ." (p. 363) Examine one of the following:

a) In what ways might each of those forms be related to, and arise from, specific previous characteristicsof Hebrew history and Judaism?b) What specific manifestations of each form arose, and what were the consequences of eachmanifestation?

Additional ResourcesFeiler's bibliography, "Words of Peace and Truth," is an excellent starting point for additional reading and study.Students will also benefit from their instructor's or professor's familiarity with relevant sources, as well as fromthe assistance provided in your college or university library. There is a myriad of relevant Web sites, reflectingnumerous points of view. In addition, students should be able to find assistance in the library or the college oruniversity's computer center. Students may, of course, perform their own appropriate Web searches to discoversites related to relevant topics.

This Instruction Guide was prepared by Hal Hager & Associates, Somerville, New Jersey. Hal Hager has taught literature at severalcolleges, has been active for many years in editing, marketing, reviewing, and writing about books and writers, and is the author ofnumerous teacher's guides and reading group guides. 0060574895

Questions for Class Discussion

General

1. What "little-known details about the common roots of Judaism, Christianity, and Islam" does Feilerreveal? How have those details corroborated or changed your view of the three religions and theirinterrelationship?

2. Feiler reminds us that "Jews and Christians who smugly console themselves that Islam is the only violentreligion are willfully ignoring their past." (p. 4) What historical instances of violence on the parts of Jewsand Christians can you identify?

3. What might be some of the difficulties and dangers in discussing the Bible in terms of contemporarysocial, political, economic, cultural, and religious realities? What differences and parallels between thenand now does Feiler emphasize? Why?

4. In his Conclusion, Feiler notes that the first conviction he took from his journey "is that the only forcestrong enough to take on religious extremism is religious moderation." (p. 372) How might that convictionbe put in force in the Middle East, in the United States, and around the world today?

Introduction: Be Strong and Very Courageous

5. Feiler writes that "the collision of politics, geography, and faith has dominated nearly every story in theMiddle East since the birth of writing . . ." (4) Later, discussing the Maccabee uprising, he notes, "Thebloody mix of politics, violence, and faith that forms the core of the story is an uncanny prism through

which to view the struggles of today." (p. 345) In what ways and to what extent do that collision and thatmix help is to understand some of today's conflicts? What roles are played by politics, geography,violence, and faith in those conflicts?

6. Feiler identifies the tension forming the undercurrent of the Bible as "trying to balance a life on earth witha life that meets the standards of God." (p. 27) In what ways might this tension form the undercurrent ofevery major religion? And how might it lead to either tolerance or hatred of others? Who gets to define ordetermine "the standards of God" and the rules for balancing day-to-day life with them?

7. The reality of doom faced by the Israelites upon their arrival in the Promised Land, Feiler writes, "sets upthe question that defines the rest of the Hebrew Bible: Which is more important, living on the land orliving a life of God?" (p. 27) What further reference to this dispute between land and values does Feilermake (for example, on pages 28, 51-2, and 360)? What did the Promised Land come to stand for and howwas it in conflict with God's promises and moral demands? How do a moral relationship with God andhopes for a homeland conflict with one another, on the one hand, and reinforce one another, on the otherhand?

Book One: Land

1: Man of Blood

8. Feiler writes that the story of King David "introduces what will become a major theme of the second halfof the Hebrew Bible: the Israelites' quest to find proper balance between their spiritual identity as anethically minded people of God and their political identity as a nation strong enough to survive in a regionof superpowers." (p. 37) How does that theme continue today? What other peoples or nations havefollowed the same quest?

9. Feiler notesthat "a close look reveals a deep strain of weakness, even criminality in the Bible's heroes . . ." (p. 55)What examples does he cite? What additional examples can you point to? How might we justify thatweakness and criminality or make them compatible with the presentation of these men as the chosen ofGod? In what ways in David's behavior particularly shocking?

2: Your Throne Shall Be Established Forever

10. Given all the problems concerning textual completeness and textual reliability in the Bible-as pointed outby Feiler, Gabi Barkay, and others-how can anyone claim to possess the true reading or interpretation ofthe Old Testament and, therefore, of God's intentions and purposes?

11. Yair Zakovitch, dean of humanities at Hebrew University, tells Feiler that "the thing you have toremember about the Bible is that events and characters are just vehicles to convey messages. The biblicalnarrative was written to educate our young nation, not so much to tell us what really happened." (p. 85) Inwhat ways would you say that this stance is in conflict with much, if not most, of today's approaches to thebiblical narrative? How might we determine exactly what message was-and is-being conveyed by eachevent and character?

12. Given all of David's weaknesses and shortcomings, why-according to Yair Zakovitch and others-was it soimportant in the New Testament to link Jesus to David? What are the differences-and what thesimilarities-between David as king and Jesus as king?

3: The House of the Lord

13. Yosuf Natsheh, chief archaeologist for the Muslim religious authority in Jerusalem, comments: "If wewere true religious people, we would sit together and reach an agreement that was different from apolitical one." (p. 110) Given that religious people have been part of the problem, as Feiler reminds Dr.Natsheh, how should we take the archaeologist's statement? In what ways might a truly religiousagreement be different from a political one?

14. "What has always appealed to me about the Temple Mount," writes Feiler, "is how many of the holiestspots in the Abrahamic faiths are all gathered on the same piece of earth. Geography, so central to theroots of monotheism, seems to bond practitioners into some forced accommodation." (p. 114) Acceptingthe actuality of this "forced accommodation," why might it be that the Abrahamic faiths are not-or refuseto be-accommodated?

15. "In elevating the prophets," after the failures and disappointments of the kings, Feiler contends, "the Biblespeaks directly to the challenges of our time . . ." (p. 121) In what ways do the prophets speak directly tothe challenges of our own time? What might we learn from their pronouncements and warnings?

16. "The heroes [of the Bible]," claims Feiler, "are the ones-like Abraham, Moses, or the newly mintedprophets-who look critically at power, and even at God, and keep their gaze on the moral foundation oflife on earth." (p. 122) What conclusions might be drawn from the prophets' critical examination ofpolitical power and of God? In what ways did Jesus continue the tradition of the Old Testament prophetsand their focus on their community's most vulnerable and wounded?

Book Two: Exile

1: In the Garden of Eden

17. Writing of the fall of the Northern Kingdom, Judah, Nebuchadnezzar II's destruction of the Temple, andthe prophets' view of disastrous events "as precursors to salvation," Feiler contends, "The ability to seehistorical events as theological allegory is one essence of the religious mind." (p. 135) In what ways andin what contexts is that idea evident today? In what ways do religious leaders of all stripes interpret eventsas theological allegories, and with what consequences?

18. The prophets may have redefined history as religious allegory," Feiler writes, "but more striking is howreligious allegory came to redefine history." (p. 150) What example(s) of religious allegory redefininghistory does he identify? What additional examples, ancient and modern, can you identify?

19. What are some of the implications of Feiler's conclusion, following his summary of the Creation story,that "each side-humans and God-aches to be the other"? (p. 155)

2: Come, Let Us Build a City

20. Feiler maintains that he sees "the diverse roots of the Bible as a strength, not a weakness." How might wedefend or refute that statement? What might the implications of Feiler's further statement that "the writersof the Bible were influenced by sources that predate their own suggests the Bible should be seen not as suigeneris but as being in dialogue with other texts"? What, then, might be the further implications of Feiler'scontention that "if scriptures can be in dialogue, surely the faiths that grow out of those scriptures can bein dialogue as well"? (p. 169)

21. Why is it significant that, whereas elsewhere in the Hebrew Bible God "reaches out to human beings, inthe Psalms human beings reach out to God"? (p. 177) How do the Psalms embody "the human yearningfor contact with the creator"? (p. 177)

3: By the Rivers of Babylon

22. In what ways might Babylon have been, in Feiler's words, "Israel's redeemer"? (p. 191)

23. What is the significance of the message of Ezekiel and other prophets, writing during the Exile, that God'spresence and dominion does not depend upon a specific place or building? Why might Feiler insist that"the importance of this message to the future of religion cannot be overstated"? (p. 194)

24. Referring to Psalm 137 and God's response, Feiler writes: "When the Israelites beg for permission todestroy their enemy, God does not reply. With his silence, he answers. They must decide for themselves."(p. 208) What is nature and scope of the moral burden that this silent response imposes on the biblicalIsraelites-and on Jews, Christians, and Muslims today?

25. In his concluding remarks regarding Psalm 137, Feiler refers to the "essential truth of Western faith." Hewrites: "In the relationship between humans and God, humans actually have enormous power. We are theones who control our own behavior. Only we can save ourselves from exile." (p. 209) What are theimplications today of this observation?

4: City of Peace

26. Recounting his involvement in a cross-cultural and cross-religious discussion in Iraq, Feiler notes, "I amconvinced that exploring how these religions [Judaism, Christianity, and Islam] have reinterpreted ourshared heritage can shed light on how we can coexist today." (p. 234) In what ways and to what extentmight the kind of interfaith dialogue to which he refers lead to an understanding of how adherents of thethree faiths may coexist today?

27. "The Bible is redemptive," Feiler contends, "in that it gives humans the ability to save themselves." (p.237) What are the implications of that statement? In what ways does the Hebrew Bible give enable us "tosave" ourselves?

5: A Future with Hope

28. "In the same way that many Iraqis see their lives through the prism of religion," writes Feiler, "manyAmericans, including the ones most associated with the war in Iraq, do. This association clearly gave themstrength and purpose, but it holds dangers as well." (p. 244) What are some of the rewards and some of thedangers of seeing one's life through the prism of religion?

29. Feiler's rereading of the story of the Tower of Babel leads him to conclude that "God insists on diversity. .. . In rejecting the Tower of Babel, God rejects fundamentalism . . . God's solution is a cacophony ofvoices, living side by side." (p. 261) How might this divine insistence on diversity and rejection offundamentalism be effected in today's world?

30. Feiler writes that "in the verses of the Hebrew Bible most inspired by Mesopotamia, God clearly speaks ofhimself in the plural ['Let us…']. Perhaps this language helps explain why, in the face of the Tower ofBabel, God forces humans to live in a pluralistic world. By becoming pluralistic, we become most like

God. Out of many, we are made one with God." (p. 262) What are some significant ramifications of thisnotion?

Book Three: Diaspora

1: Let There Be Light

31. Dr. Kasra Vafadari, president of the Iranian Zoroastrian Association, tells Feiler that, in his view, "themost beautiful thing about Zoroastrianism is that it's not moralistic-do this and don't do that-it's moral. Andthere's a big difference." (p. 291) How would you describe that difference? In what ways does thedifference between the moralistic and the moral receive attention in the United States today?

32. Feiler refers to "the rich foundry of faith that characterized the Ancient Near East in the first millenniumB.C.E., when religions viewed the spiritual ideas of other faiths not as threatening their existence but asenhancing their appreciation of a complex, multifaceted world." (p. 293) How might that shared view bere-established today, in the United States and elsewhere?

2: His Anointed One

33. Writing of ancient Persia, Feiler comments, "Here, on the eastern flank of the Fertile Crescent,unmentioned in the story of Western civilization, barely uttered in the religious dialogue of today, is aculture whose lessons for our time may be the most relevant of the entire Ancient Near East." (p. 299)What are those lessons and what is their relevance for our time?

34. Feiler writes that "the grand idea at the heart of Second Isaiah bears striking similarity to the grand ideaintroduced by the Persian kings of the sixth century B.C.E. Morality is the highest calling of humanconduct and happiness the ultimate reward. . . . This type of overarching, all-inclusive value system-especially one based on justice for all and happiness for every individual-was not widespread before themid-first millennium B.C.E." (p. 317) How might this value system be made widespread again, among allthe religions of the world?

35. At Persepolis-after discussing the religious inclusiveness of the Achaemenidian empire under Cyrus theGreat and his successors-Feiler's wife, Linda, asks archaeologist Shahrokh Razmjou, "So the road to peacebegins here?" He replies: "I don't think it's the only one. But I do think it's one. Maybe even the anointedone." (p. 319) Where do you think the road to peace-and the road to religious tolerance and cooperation-might begin?

3: A Crown of Beauty

36. Visiting the Abreishami Synagogue in Tehran, Feiler asks Yesha'ya, the chief liaison between the IranianJewish community and the government, "What you're saying that being Jewish in Iran is like living on ageological fault-you just have to live with the fear?" (p. 325) Given Yesha'ya's response and Feilerprevious narratives concerning Jews in various countries, ancient and contemporary, to what extent isbeing Jewish anywhere like living on a geological fault? To what extent might the simile be applied toany minority group in any country?

37. One of Linda Feiler's observations is: "It's not that diaspora is necessarily good, it's that diaspora works ifthere are certain conditions under which the Jews are able to live in peaceful coexistence." (p. 341) Whatmight those conditions be and how do they ensure that "diaspora works"? What conditions of coexistencedo you observe in the United States?

38. How has diaspora affected the history of Judaism and the lives of Jews today? Can you think of any otherreligious, cultural, or natural group that has experienced a similar diaspora? What similarities anddifferences do you find between Jews and one of those other groups?

Conclusion: With Gladness and Joy

39. According to Feiler, the philosopher Noam Zion believes that "the future of Judaism (and perhaps religionin general), . . . depends on turning away for the professionalization of faith that has occurred in recentcenturies . . . and rediscovering a more familial, do-it-yourself tradition . . ." (p. 357) What might be thebenefits and drawbacks of such a process-for Jews, Christians, Muslims, and others? What might theconsequences of everyone professing his or her personal religion?

40. Feiler writes that the latter biblical years "show that in the birth moment of Western religion, Judaismpioneered the idea that religion need not be imperial, ever-expanding, and intolerant. . . . Through acombination of historical circumstance and the tutelage of at least some of the prophets, the first greatmonotheistic religion began its existence in a posture of humility." (p. 361) How might we ______ such aview with the biblical history that Feiler has narrated and analyzed? How might we ______ it with theprofessed beliefs and practices-the realities-of the three major monotheistic religions today?

41. In the Russian Orthodox Compound of St. Mary Magdalene, on the Mount of Olives, Sister Xeniacomments to Feiler and Avner Goren: "I think the violence we have developed as humans is a verynegative violence. The violence we should use in religion is the violence of commitment: Using everymeans you have as a creative being to bring yourself closer to God. The violence out there is a repellentthing. But the violence in here [the compound] is of people coming together." (p. 367) What variousinterpretations might we place on Sister Xenia's remarks? In what way(s) might we have a "violence ofcommitment" that brings us closer to God and to one another?

42. The early religious showdowns of the early twenty-first century," writes Feiler, have made one thing clear:In the battle for the soul of Western religion, it is scripture-whether the Hebrew Bible, the New Testament,or the Koran-that is ground zero." (p. 375) What are the implications of this observation given Feiler'simmediately preceding comment that the great religions "cannot survive in isolation from one another"?(p. 373)

Assignments1. Noting the "chaos" of pre-Israelite Canaan, Feiler comments, "how brilliantly attuned the Bible is to the

geopolitical realities of its time." (p. 10) Research and report on the ways in which a specific book of theHebrew Bible is attuned to the geopolitical realities of its time.

2. Commenting on the complaints of the early Israelites in the Sinai and in the Promised Land and theirdemand for a king, Feiler writes, "In both cases, Israel lives up to its namesake, Ysra-el, one who wrestleswith God." (38) Select one of the following topics and prepare a researched report:

a) What other instances are there in the Hebrew Bible in which the Israelites "wrestle with God," and whatare the outcomes of some of those instances?b) How might the meaning of Ysra-el apply to present-day Israel, present-day Jews, and present-dayChristians?

3. Research the life and legends of one biblical personage mentioned by Feiler, and examine the significanceof that life and those legends within the historical context and for subsequent generations?

4. "Unlike Abraham, Moses, or any number of biblical figures I might wish to be like," writes Feiler, "Davidseems repugnant. I don't want to be him; I want to flee from him." (p.74) Identify the biblical figure whomyou would wish to emulate, and explain in some detail why. Identify the biblical figure whom you findrepugnant, and explain in some detail why.

5. Feiler notes that "from the beginning, the Bible follows a narrative cycle of creation, destruction, and re-creation." (p. 120) What instances of that cycle do you observe in the Hebrew Bible? In each instance,what accounts for the destruction, and what accounts for the re-creation?

6. "You can't understand religion today without understanding the prophets," Feiler maintains. (p. 130)Reread what Feiler writes as apropos to this statement, and write a report examining the ways in which hisstatement is accurate and true.

7. Select one of the fifteen prophets who have biblical books named for them and examine that prophet'ssocial background, the social conditions to which he speaks, the main components of his message, and hisrelevance to specific circumstances and events today.

8. Feiler writes that, in their vision of redemption, "the prophets refer frequently to one biblical story as theirfantasy of the type of world they will re-create: the Garden of Eden." (p. 136) Write an essay on one ofthe following topics:

a) The role and significance of the Garden of Eden in the books of the Prophets;b) The role and significance of the Garden of Eden in the Gospels of the Christian New Testament;c) The significance of the Garden of Eden in and to a key post-biblical western society.

9. Examine some of the ways in which the Garden of Eden has been used, by Christians and others, "toconstruct an entirely new vision of social order, one founded no longer on the divine claims of rulers buton the inherent rights of every human being"? (p. 150)

10. Research and report on one of the following:

a) The Exile "should be seen not as an isolated example of Israelite misfortune but as part of a sweepingperiod of global transformation" in the sixth century B.C.E. (p. 192)b) The significance of the fact that "in all likelihood only the most landed, the most learned, and the mostmonied of the Israelites were deported . . ." (p. 192)c) Feiler's contention that "the Israelites lived a full and fruitful existence in Babylon." (p. 193)

11. Feiler reports that "the towering significance of what happened by the rivers of Babylon is that theIsraelites did not merely weep; they set about redefining what it meant to worship God. They inventedJudaism." (p. 195) Prepare a report on the basic components and developments of that redefining and thatinvention. Pay attention to the following questions: 1)What practices and beliefs "took on heightened,ritualistic meaning" (p. 196) during the Exile and contributed to the emergence of Judaism as a religion?

and 2) What related textual references in the Hebrew Bible can be cited?

12. What purposes or functions has Babylon-as actual city and as symbol-served in Judaism and Christianityover the past two thousand years? Why might this city of supposed oppression and immorality have cometo be seen as one of the pinnacles of Western civilization?

13. In what ways does the biblical Creation story parallel/echo the Babylonian creation myth involvingEnuma, Apsu, Tiamat, and Ea? What implications might we draw from those parallels?

14. Examine some of the several interpretations-in the various Christian faiths, Islam, and Judaism-of Jonahand his ordeal. (p. 256) Note the chief similarities and differences among the interpretations.

15. Reviewing his travels in Iraq, Feiler writes that "many of the most transformative concepts of biblicalreligion were born on this land." (p. 258) Identify the most important of those concepts and explain thesignificance of their having originated in Mesopotamia?

16. In Tehran, Feiler discusses with Dr. Fereydoon Forouzan "the experiment of taking religion and using it asa basis of law." (p. 274) Dr. Forouzan worries mostly about a resulting moral chaos? What examples ofsuch a development can you point to in today's world, including in the United States? What are some otherdangers of basing a political system on a specific religion or a specific body of religious beliefs?

17. Feiler asks Dr. Kasra Vafadari, president of the Iranian Zoroastrian Association, "what Zoroastrian ideashe saw echoed in Judaism, Christianity, and Islam. (p. 290) Beginning with Dr. Vafadari's response,prepare a report on the major influences of Zorastrianism on Judaism, Christianity, or Islam.

18. Research and report on the ways in which, in biblical terms, Cyrus the Great of Persia "was the messiah asit [the term] was understood at the time." (p. 318)

19. In Hamadan, Feiler asks his wife "how she felt the Jews came across" in the Book of Esther. Her response,in part, is: "Horribly. When the Jews are oppressed, they're generous, but once they get power, they'revengeful. . . . I think Jews are best as the moral minority. And when we get power, we're not immune tothe fact that power corrupts." (p. 338) What are some of the implications of this view. To what extent doyou agree or disagree with it?

20. Referring to post-Exile Judaism, Feiler writes of the Jewish scribe Ezra, sent to Jerusalem by KingArtaxerxes of Persia "to instruct Jews in the teaching of Moses:" "Ezra's innovation was profound." (p.347) What were the main components of Ezra's innovation and what were their consequences, particularlyas relating to the Bible?

21. Feiler notes that "by the time they lost power in the first century B.C.E., the Hasmoneans [heirs to theMaccabees] represented yet another failed experiment in political leadership in a line that stretched acrossthe entire biblical era." (p. 354) Review the sequence of political failures in Israel and Judah, from Davidto the Hasmoneans.

22. Feiler notes that, late in the first millennium B.C.E., "the idea of an anointed savior [the dream of amessiah] took two forms. The first was restorative and political. . . . The second was futuristic and utopian. . ." (p. 363) Examine one of the following:

a) In what ways might each of those forms be related to, and arise from, specific previous characteristicsof Hebrew history and Judaism?b) What specific manifestations of each form arose, and what were the consequences of eachmanifestation?

Additional ResourcesFeiler's bibliography, "Words of Peace and Truth," is an excellent starting point for additional reading and study.Students will also benefit from their instructor's or professor's familiarity with relevant sources, as well as fromthe assistance provided in your college or university library. There is a myriad of relevant Web sites, reflectingnumerous points of view. In addition, students should be able to find assistance in the library or the college oruniversity's computer center. Students may, of course, perform their own appropriate Web searches to discoversites related to relevant topics.

This Instruction Guide was prepared by Hal Hager & Associates, Somerville, New Jersey. Hal Hager has taught literature at severalcolleges, has been active for many years in editing, marketing, reviewing, and writing about books and writers, and is the author ofnumerous teacher's guides and reading group guides.