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Season 1 | Episode 9 | Education

October 30, 2018

26:35

Jesus the Game Changer

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Season 1 | Episode 9 | Education

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- There was nobody in the ancient world saying
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we gotta teach everybody how to read and write.
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That really was an outflow of the Jesus movement.
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(upbeat gospel music)
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- People have always loved to learn.
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It's just part of the human condition,
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we want to know, we want to discover.
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So that's always been a part of us.
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But the idea that everybody ought to be educated,
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again that's an idea that immersed from someplace.
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In the ancient world, formal education
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was basically restricted to male children
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of wealthy families.
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Some exceptions, but that was kind of the general rule.
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And then there's this little community
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and they remembered that they followed a guy
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who the last thing he said was go
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and teach everybody and make disciples.
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And Jesus himself would teach rich and poor,
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male and female, slave and free.
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And so they began to do that.
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And then over time the power of Jesus' words
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and his teachings and the idea of making them available
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to all people created communities
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that prized universal learning.
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(upbeat instrumental music)
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- Schooling and education's now a basic right
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for children in most western nations.
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In fact it's against the law not to educate your children.
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It's easy to forget, but this is actually
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a fairly recent development in human history.
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In nations like the United Kingdom
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it wasn't until the middle of the 18th Century
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that children from a poor background
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were given an education.
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It was people like Robert Raikes
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who started the Sunday school movement
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that gave those children the opportunity to learn.
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Now this wasn't primarily about religious education.
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It was giving children the chance
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to learn to read and to write.
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The followers of Jesus actually started universities
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as well, in places like Bologna,
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and Paris, and Oxford and Cambridge.
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The gathering of people together to learn.
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Education is an outcome of the followers
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of Jesus, looking to give the young
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and the inquisitive the opportunity to learn.
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(soft piano music)
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- Tell us about the people that first started Sunday schools
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in the Victorian Era. - Sure.
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Yes, yeah we think of Sunday school
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as being something about,
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perhaps learning about the Bible on a Sunday.
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But what's unusual about it in terms
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of the Sunday school movement,
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is that it actually began as a form of educating
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the poorest sections of society and helping them to read.
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So essentially it was a literacy project.
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And they were started by a man called Robert Raikes.
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He wasn't the very first person
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to teach children on a Sunday,
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but he popularized what became the Sunday school movement.
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And essentially, he was motivated by seeing lots
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and lots of poor people on the streets on a Sunday.
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This was a time then when about 50%
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of the population would have been under 18.
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And so essentially, he and a clergyman got together
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and they decided to try to do something about this.
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Get them doing something useful and helpful on a Sunday
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which was essentially providing them with a basic education.
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So they initially employed four teachers
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to basically teach the young people how to read.
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- In Britain, public school, school's for everybody.
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The Church invented that, it was the raggedy schools
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where churches used to open on a Sunday morning
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and welcome kids in and teach 'em how to read and write.
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And that's how our education system came about,
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so throughout the centuries,
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Christianity's been like a seed in a culture
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and it's often brought the best out of it.
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And many other things that we value most
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in our society they have a Christian origin.
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- [Karl] These kids are basically working six days a week.
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And this is their only opportunity
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for any sort of education to develop them as people.
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How large did it get?
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- Well this is, again, what Robert Raikes
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was very important in doing so
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after three years after he launched
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the Sunday school movement, so in 1783,
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he published an article in the Gloucester Journal,
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which was his own newspaper,
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essentially saying how successful
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his little project had been and that was his term
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for running the Sunday schools.
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And essentially because of that
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it captured a lot of attention
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from other people around the UK
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and by the end of the decade there
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were Sunday schools operating in most cities in the UK.
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By the 1830s about 20% of the population were educated
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in Sunday schools and they were actually
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one of the main ways in which
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the working class children were educated.
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Not the only way, but one of the crucial ways
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that a lot of them were and also Sunday
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became known as the day that you went to Sunday school.
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So if you were a child it was sort of expected
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that you went to Sunday school.
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- Any idea of what number children would have been
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in this period of time. - Yeah, so
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by the end of the 19th Century we're talking
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about 16 million children at that time.
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And that's globally so quite a lot of that
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was in North America as well as the UK.
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- Around the issue of education,
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I was surprised to read that an African American slave
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been given any sort of education in a period of time
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was illegal and would be punished.
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- Absolutely, it was sure death.
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It was not only sure death for that slave,
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because slaves of course were inferior.
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I mean that was part of the way
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that the master was able outside of pure brutality
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to continue to subjugate them was to keep them unlearned.
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Without the slave master knowing
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that they were learned individuals
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who could read the stars anyway.
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So what he tried, they tried to deny them,
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really didn't work to the full extent.
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So I think pure brutality coupled
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with what they knew would happen,
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not only to them but to the white women
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oftentimes were the ones who would teach them.
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- Now, education did become a part
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of their lives in certain areas.
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How did that happen and who did it?
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- Absolutely, there were those,
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just as we talked about,
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those who either picked up the education
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of the master or listened to someone reading,
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we were people of ingenious mind
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who continued to know and understand
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and memorize things, there were still
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white people who dared to risk their lives
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to teach a few to read and those few
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that learned to read taught others to read,
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taught others to sound out things,
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taught others how to use agriculture
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and other things to know how to understand.
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- Some of the leaders of that movement
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were actually Christian and church leaders.
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- Definitely, the Richard Allens'
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and the others of their day were those
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who pushed the fact that we had
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the right to be educated people.
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But we were educated people whose education
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as we knew it from our mother land
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was being stripped and there were those
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who struggled because they didn't
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want us to be educated in a white man's understanding.
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The same thing happened to First Nations people,
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to Native Americans.
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There were those who feared that
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the education that we were going to get,
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was simply going to dumb us down
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and make us the step stool of white people.
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So we needed the Richard Allens',
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we needed the pastors, not only
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to be able to be great preachers
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but great teachers of education as well.
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(slow piano music)
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- What's your understanding about
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econ monasteries, monastic movements
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and their influence on building
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what we now know as universities.
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- Well those are huge amount of religious influence
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on the modern university which began in the Middle Ages.
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And it was kind of a complex way of coming about.
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They had their origins, to some extent,
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in the Cathedral Schools.
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So Cathedral Schools were, how can I explain it,
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they were schools in cathedrals,
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which were, the first ones were founded
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sort of in the early middle ages
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around about the time where Charlemagne
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8th, 9th Century, it's that sort of time.
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And they provided people with a basic education.
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In fact, Charlemagne, the great western emperor,
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he was crowned western emperor
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in the 80, 800 on Christmas Day
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a very easy to remember date.
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It was very thoughtful of him.
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He actually legislated for free universal education
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in these cathedral schools and so everyone
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got at least some education in them.
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One of the reasons why the Church
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was so involved in the early universities,
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not directly, they were independent for church control,
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but the religious orders, the Franciscans, the Dominicans,
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later on Jesuits and people like that,
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were closely involved in the universities.
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One of the reasons for that was
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because those people valued learning.
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And one of the reasons for that ultimately
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is that Christianity originally really
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was a religion of rationality.
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- The Benedictines in what we call the Dark Ages,
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after the fall of Rome, the Benedictines kept
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the libraries alive, they kept learning alive,
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they kept the books of Plato and Aristotle
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and the other greats and brought them forward.
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And then later in the Middle Ages,
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they were the ones that started
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the first universities outside the monastery.
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- Why did they start universities?
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- It was an expression of their faith.
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We often think of Christians or those
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who are religious as rather closed minded,
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but they were of the belief pretty strongly
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that all truth is God's truth, that we need
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to study the whole of creation.
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And keeping learning alive even the ideas of the Pagans
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was something that was really important to them.
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- And what happens in the later on in the Middle Ages,
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in the 11th Century, the 12th Century,
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is that basically they got a lot better.
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Scholars with society was more stable by this stage.
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Agriculture had improved, they weren't quite so many wars,
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the Vikings have kind of calmed down a little bit.
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And scholarship got better, new texts
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were gradually being discovered
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from the Muslim world and from antiquity.
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And so we find scholars, sort of church scholars,
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setting themselves up as independent teachers.
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- [Karl] People wouldn't think about the monastic orders,
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down in universities. - No.
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No, no, no they wouldn't.
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And they weren't conscious of founding universities either.
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They were founding places where
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there monks could worship God and learn about God.
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And at the time they were independent institutions.
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They weren't self consciously part of
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a single enterprise called the university.
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It was only as the century slipped past
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that it became obvious that they became sort of known
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throughout the world as centers of learning.
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Oh you wanna go learn about this,
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go to Oxford where there are people who do that.
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And so the idea that it was all,
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they were all part, to be integrated
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into a single system of learning and scholarship.
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Only really arose relatively late.
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They didn't really see themselves
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as part of a single university as it were.
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- Now they were started in Europe before here wasn't it?
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Where were the first places before?
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- That's right, the first places I suppose
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were Bologna, Salamanca in Spain,
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and the Sorbonne, most importantly as well, the Sorbonne
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in Paris on the left bank of the river Seine in Paris.
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And that's really where most, the sort of medieval model
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of the university is first really developed.
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- Well the first university was in Bologna in Italy.
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In the 5th Century Emperor Justin who had become a Christian
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he had commanded that all of
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the Roman law should be written down.
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So Justinian Code was created,
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but then Rome collapsed, it was sacked.
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Nobody even remembered that there was a Justinian Code.
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500 years later, a manuscript was found
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and two monks started studying it.
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By that time the Church had become
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a tremendous temporal power, the bishops were the judges.
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But nobody knew which law to use, what was the law?
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Expertise in law, monks and priests needed it
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to make sure that what the bishop's rulings
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are just ruling according to the law
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and according to the scriptures.
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So that's where the first law university
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was born, in Bologna.
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- [Karl] So theology was holding
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the medieval model together.
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- That's right, it was known as Regina Scientiarum,
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the Queen of the Sciences.
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At sciences in the sense of,
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the old Latin sense of, wisdom or knowledge.
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So if you wanted to do mathematics,
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that was a scientia that was a body of knowledge,
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a body in a discipline of knowledge.
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Just as theology was, the study of Latin and Greek was,
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geometry, rhetoric, music.
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Theology was thought to be the queen of the sciences
00:14:34.130 --> 00:14:37.030
and philosophy her handmaiden,
00:14:37.030 --> 00:14:39.010
as it were, the ankyooluh tayuhlowkey ai.
00:14:39.010 --> 00:14:41.240
Because of the original monastic DNA of these institutions,
00:14:43.050 --> 00:14:47.150
the idea was that learning and scholarship
00:14:47.150 --> 00:14:50.030
was a spiritual exercise, a spiritual practice.
00:14:50.030 --> 00:14:53.080
- So that the motivation for the university idea
00:14:53.080 --> 00:14:57.150
was actually from a monastic idea of
00:14:57.150 --> 00:14:59.110
growing, learning. - That's right.
00:14:59.110 --> 00:15:00.200
Exactly, but it was an accidental outcome.
00:15:00.200 --> 00:15:03.060
- Right. - Of the
00:15:03.060 --> 00:15:04.200
primary purpose which was to worship and serve and love God.
00:15:04.200 --> 00:15:08.080
- We know when we turn to people in places like Oxford
00:15:12.160 --> 00:15:15.120
and even while we didn't talk to people in Paris
00:15:15.120 --> 00:15:17.280
and Bologna that's the start of universities across Europe.
00:15:17.280 --> 00:15:22.220
How many of universities in America
00:15:22.220 --> 00:15:24.080
were started in that same way?
00:15:24.080 --> 00:15:25.260
- Except for the land-grant universities which we call,
00:15:27.100 --> 00:15:30.130
such as, University of Missouri or Minnesota and Illinois
00:15:30.130 --> 00:15:34.100
the big universities, virtually every other university
00:15:34.100 --> 00:15:37.260
in the United States was founded by Christians.
00:15:37.260 --> 00:15:40.070
And starting with Harvard, moving down to Yale
00:15:40.070 --> 00:15:43.150
and on to Princeton, going across the Midwest,
00:15:43.150 --> 00:15:46.280
and in many respects the story of higher education
00:15:46.280 --> 00:15:49.200
in America is the secularization of Christian universities.
00:15:49.200 --> 00:15:53.230
- The great impulse to start schools
00:15:53.230 --> 00:15:56.240
from the original universities.
00:15:56.240 --> 00:15:58.280
Paris, Oxford, the model of Oxford University
00:15:58.280 --> 00:16:02.130
continues to be the Lord is my light.
00:16:02.130 --> 00:16:05.000
Cambridge in America, Harvard, Yale,
00:16:05.000 --> 00:16:08.260
well over 90% of all the colleges and universities
00:16:08.260 --> 00:16:12.110
that were founded before the Civil War in our country
00:16:12.110 --> 00:16:17.110
were begun by followers of Jesus,
00:16:18.140 --> 00:16:20.020
who did it as part of their mission to educate everybody
00:16:20.020 --> 00:16:23.260
because that would glorify God.
00:16:23.260 --> 00:16:25.210
- So Dale you're a lecturer at Saint Anselm University,
00:16:27.050 --> 00:16:29.190
what's the background of that university?
00:16:29.190 --> 00:16:32.050
- The university was founded in 1884 by Benedictine monks
00:16:32.050 --> 00:16:36.260
who came up from New Jersey to start a university
00:16:36.260 --> 00:16:40.010
in Manchester, New Hampshire which
00:16:40.010 --> 00:16:42.120
was a new working class community.
00:16:42.120 --> 00:16:45.100
They brought a lot of Catholics up from Boston,
00:16:45.100 --> 00:16:47.210
Catholics down from Quebec to work in the factories.
00:16:47.210 --> 00:16:50.220
And the university was founded to educate their children.
00:16:50.220 --> 00:16:54.110
- Is it still run by monks?
00:16:54.110 --> 00:16:55.280
- It is, it's owned and operated
00:16:55.280 --> 00:16:58.050
by the Benedictine community like
00:16:58.050 --> 00:16:59.230
so many Benedictine universities.
00:16:59.230 --> 00:17:02.180
The Benedictines wanna have a balanced life
00:17:02.180 --> 00:17:05.120
of work and prayer and study,
00:17:05.120 --> 00:17:08.060
and so some Benedictine monasteries brew beer.
00:17:08.060 --> 00:17:12.140
So if you go through Europe you're gonna find
00:17:12.140 --> 00:17:14.080
some of the best brewers, especially in Northern Europe,
00:17:14.080 --> 00:17:16.260
come out of monasteries.
00:17:16.260 --> 00:17:18.120
The work of Saint Anselm as a university.
00:17:18.120 --> 00:17:21.140
- Said earlier, there are over
00:17:21.140 --> 00:17:22.280
100 historically black colleges and universities.
00:17:22.280 --> 00:17:26.130
Many of them were founded by individuals
00:17:26.130 --> 00:17:29.230
who were Quakers, like Cheyney State,
00:17:29.230 --> 00:17:33.120
Cheyney University which is in Pennsylvania
00:17:33.120 --> 00:17:36.150
is the oldest historically black college
00:17:36.150 --> 00:17:38.170
in the United States of America
00:17:38.170 --> 00:17:40.060
that was founded by a Quaker.
00:17:40.060 --> 00:17:43.040
Someone who bequeathed a tenth of all of his land,
00:17:43.040 --> 00:17:46.210
to be able to educate freed slaves
00:17:46.210 --> 00:17:50.210
because he saw, as people left from the South,
00:17:50.210 --> 00:17:53.010
and moved up to Philadelphia and other areas,
00:17:53.010 --> 00:17:56.110
that they struggled to be able to get jobs
00:17:56.110 --> 00:17:59.110
because we also had such a large influx
00:17:59.110 --> 00:18:02.050
of European immigrants as well.
00:18:02.050 --> 00:18:04.240
And so people would hire Italians
00:18:04.240 --> 00:18:07.110
or Irish over African Americans
00:18:07.110 --> 00:18:10.050
and so he started Cheyney Institute
00:18:10.050 --> 00:18:13.200
to be able to educate African Americans.
00:18:13.200 --> 00:18:16.110
- In 1536 in Belgium, William Tyndale
00:18:16.110 --> 00:18:19.170
was sentenced to death.
00:18:19.170 --> 00:18:21.100
He died from strangulation and then his body was burned.
00:18:21.100 --> 00:18:25.060
So what terrible crime did William Tyndale do
00:18:25.060 --> 00:18:28.030
that deserved to die like that?
00:18:28.030 --> 00:18:30.070
He translated the Bible from Latin into English.
00:18:30.070 --> 00:18:34.150
It's fairly typical of what Christians
00:18:34.150 --> 00:18:36.080
have done all through the centuries.
00:18:36.080 --> 00:18:38.150
They've always been committed to people
00:18:38.150 --> 00:18:40.080
being able to read the Bible in their own language.
00:18:40.080 --> 00:18:43.170
It's lead to people being taught English,
00:18:43.170 --> 00:18:45.200
it's lead to the Bible being translated,
00:18:45.200 --> 00:18:47.180
it's lead to education.
00:18:47.180 --> 00:18:49.260
Christian's commitment to make sure people are literate
00:18:49.260 --> 00:18:54.000
and can read the Bible and words of Jesus for themselves
00:18:54.000 --> 00:18:57.280
have actually been a game changer in human history.
00:18:57.280 --> 00:19:01.110
- [Karl] Why was it Tyndale was so interested
00:19:05.280 --> 00:19:07.270
in translating the Bible?
00:19:07.270 --> 00:19:09.090
And secondly why was that a problem?
00:19:09.090 --> 00:19:12.070
- Well, if we look back in history we know
00:19:12.070 --> 00:19:14.070
that the Bible had been in Latin since the 4th Century.
00:19:14.070 --> 00:19:16.290
And though most of the people in England
00:19:16.290 --> 00:19:18.170
no longer spoke Latin, it was the language of priests,
00:19:18.170 --> 00:19:20.240
it was the language of academic people
00:19:20.240 --> 00:19:22.090
but the common people, the merchants,
00:19:22.090 --> 00:19:23.250
the business people, they used English.
00:19:23.250 --> 00:19:26.000
And so everything that they knew about God
00:19:26.000 --> 00:19:28.020
had been handed down to them through the officials.
00:19:28.020 --> 00:19:31.060
Sort of the official formal church.
00:19:31.060 --> 00:19:33.120
Well they could never check it.
00:19:33.120 --> 00:19:34.280
They could never say well, let me hear God speak for myself.
00:19:34.280 --> 00:19:37.200
And Tyndale was really gifted with language
00:19:37.200 --> 00:19:39.250
but also burdened for his countryman.
00:19:39.250 --> 00:19:42.000
His parents were business people, merchants,
00:19:42.000 --> 00:19:43.160
his brothers were merchants and so here he has
00:19:43.160 --> 00:19:46.130
the gift of being able to see the Bible
00:19:46.130 --> 00:19:47.280
for himself but they can't see it.
00:19:47.280 --> 00:19:50.040
And so he's burdened going, I have this gift
00:19:50.040 --> 00:19:52.090
that I could give to my nation
00:19:52.090 --> 00:19:53.220
and it's never been given before.
00:19:53.220 --> 00:19:55.120
My grandparents, my parents, my great grandparents,
00:19:55.120 --> 00:19:57.260
they've had no access to the Bible for themselves.
00:19:57.260 --> 00:20:00.210
And he all of a sudden is gripped with,
00:20:00.210 --> 00:20:02.190
maybe I could do something about that.
00:20:02.190 --> 00:20:04.080
(slow instrumental music)
00:20:04.080 --> 00:20:07.220
- So Luther was the one who wrote
00:20:16.120 --> 00:20:18.090
a long letter, 30, 40 page, addressed to
00:20:18.090 --> 00:20:22.230
the nobility and the merchants in Germany,
00:20:22.230 --> 00:20:26.100
that everyone needs to study, everyone needs to know God.
00:20:26.100 --> 00:20:31.060
Therefore, education must be offered to everyone.
00:20:31.060 --> 00:20:35.140
Church does not have the resources to educate everyone.
00:20:35.140 --> 00:20:38.210
Therefore, the merchants and the rulers must pay for it,
00:20:38.210 --> 00:20:43.210
the Church will actually educate.
00:20:44.260 --> 00:20:46.080
So education was a department of the Church.
00:20:46.080 --> 00:20:48.030
- How did a more universal set
00:20:48.030 --> 00:20:50.020
of education become part of Indian society?
00:20:50.020 --> 00:20:53.090
- Well, that's a great contribution
00:20:53.090 --> 00:20:56.180
that Jesus and the gospel made to India,
00:20:56.180 --> 00:21:00.220
to bring in the concept of universal education.
00:21:00.220 --> 00:21:04.290
Because in history, we never had a situation
00:21:04.290 --> 00:21:09.200
where a carpenter would actually know how to read and write,
00:21:09.200 --> 00:21:14.080
a bread maker would know how to read and write,
00:21:14.080 --> 00:21:16.200
or a fisherman, or a milk cartman, or a tent maker,
00:21:16.200 --> 00:21:21.170
like Paul was, that they would know how
00:21:22.230 --> 00:21:25.130
to read and write or become learned scholars.
00:21:25.130 --> 00:21:28.240
This was not even part of European culture,
00:21:28.240 --> 00:21:32.080
Greeks and Romans didn't have this.
00:21:32.080 --> 00:21:34.180
Christian Europe, during the Middle Ages,
00:21:35.210 --> 00:21:38.110
didn't have universal education.
00:21:38.110 --> 00:21:40.120
(upbeat piano music)
00:21:40.120 --> 00:21:43.150
- It was William Carey and his group,
00:21:52.090 --> 00:21:55.160
particularly Hannah Marshman,
00:21:55.160 --> 00:21:58.170
she was the one who began building
00:21:58.170 --> 00:22:00.200
the primary schools education around Serampore.
00:22:00.200 --> 00:22:04.280
And then lot of missionaries came
00:22:04.280 --> 00:22:06.290
and educational movement began in India.
00:22:06.290 --> 00:22:09.260
And when they first began educating particularly girls,
00:22:09.260 --> 00:22:13.120
including girls from lower class,
00:22:13.120 --> 00:22:15.010
the upper class people here mocked the missionaries.
00:22:17.110 --> 00:22:21.060
They said, well you might as well try
00:22:21.060 --> 00:22:22.250
and educate cows and buffalo's,
00:22:22.250 --> 00:22:25.030
than trying to educate girls.
00:22:25.030 --> 00:22:26.210
This was our attitude.
00:22:26.210 --> 00:22:28.020
(speaking in foreign language)
00:22:28.020 --> 00:22:31.290
- [Vishal] That's what Jesus is saying
00:22:35.090 --> 00:22:36.270
in order to bless all the nations,
00:22:36.270 --> 00:22:38.270
you must teach them all that I have taught you.
00:22:38.270 --> 00:22:42.160
Education is a ministry of the church.
00:22:42.160 --> 00:22:45.100
That's what it means to disciple nations.
00:22:45.100 --> 00:22:48.110
Knowing truth sets people free.
00:22:48.110 --> 00:22:52.000
And this is a ministry of the Church
00:22:52.000 --> 00:22:54.190
that came to India because in India
00:22:54.190 --> 00:22:57.030
on religious grounds, knowledge was denied to our people.
00:22:57.030 --> 00:23:01.120
It was denied to all the women
00:23:01.120 --> 00:23:03.020
and it was denied to all the lower class.
00:23:03.020 --> 00:23:06.010
But on religious grounds, for religious reasons,
00:23:06.010 --> 00:23:10.020
the gospel brought education to India.
00:23:10.020 --> 00:23:12.190
But my point is, that the idea of universal education,
00:23:14.020 --> 00:23:19.020
it really took off in Scotland.
00:23:20.040 --> 00:23:23.050
It was the reformers who had taken over
00:23:23.050 --> 00:23:26.010
both the church and the government.
00:23:26.010 --> 00:23:27.290
Under Knox and Andrew Melville
00:23:28.280 --> 00:23:31.000
particularly the educationists.
00:23:31.000 --> 00:23:33.000
In Scotland, once they abolished the monasteries,
00:23:34.120 --> 00:23:38.270
took that money, they put half of
00:23:39.250 --> 00:23:41.150
that money into universal education in Scotland.
00:23:41.150 --> 00:23:44.150
That's where the Scottish reformation took off
00:23:44.150 --> 00:23:48.130
and Scotland became the most educated
00:23:48.130 --> 00:23:52.040
and most innovative nation in the whole world,
00:23:52.040 --> 00:23:55.110
as a result of the universalization of education.
00:23:56.190 --> 00:24:00.150
(soft piano music)
00:24:00.150 --> 00:24:03.130
- Picking up the idea of educating the poor,
00:24:17.150 --> 00:24:20.100
I mean it was Christians who insisted
00:24:20.100 --> 00:24:22.000
to the Scottish Parliament as early as 1695.
00:24:22.000 --> 00:24:24.240
That all children should have an education.
00:24:24.240 --> 00:24:27.180
It was Christians who set up the schools that
00:24:27.180 --> 00:24:29.160
the states eventually, governments eventually took over.
00:24:29.160 --> 00:24:33.080
So that's history, but the really important point here is
00:24:33.080 --> 00:24:36.000
we stand on the shoulders of giants,
00:24:36.000 --> 00:24:39.100
we got to the point that, we don't even know
00:24:39.100 --> 00:24:41.120
who the giants were let alone what they struggled with
00:24:41.120 --> 00:24:45.010
what they struggled against, what they fought for,
00:24:45.010 --> 00:24:47.180
how they succeeded and how it made the world a better place.
00:24:47.180 --> 00:24:50.280
We put ourselves in a very dangerous position
00:24:50.280 --> 00:24:54.020
by not understanding our history
00:24:54.020 --> 00:24:57.100
because the old adage is true,
00:24:57.100 --> 00:24:59.110
those who forget the lessons of history
00:24:59.110 --> 00:25:01.050
are destined to repeat 'em.
00:25:01.050 --> 00:25:03.200
(upbeat worship music)
00:25:03.200 --> 00:25:06.280

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Season 1 | Episode 9 | Education

Season 1 | Episode 9 | Education

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Menu Top

Season 1 | Episode 9 | Education

Season 1 | Episode 9 | Education

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