What's up everybody, Jason here for jaspyscasebrakes.com. We just sold out a 2023 Penini Dauners football hobby, six box break, bigger teams number eight. Now remember guys, we ran out of cases yesterday but we were able to snag some boxes out of a case from the store, so this is open from a fresh case. Loose boxes out of there, seven and eight. We were able to snag 12 out of the 18. So these are the remaining six here guys. Zach got the last handful of teams and Raiders last spot mojo. And again, we didn't get a case out of the first one, so maybe something here on the second one, I don't know. We'll see. Now the first case we did had no downtowns but it did have two unleash cases. And then yesterday's had a gridiron marvel and that was it, so. Oh nice. All right, so yeah, that's what I'm saying. So it's kind of weird. Some of them may have two, some of them may have none. Just a game that the owner had happened to. Oh, they're playing on ABC right now. That one's three nothing. Joey Bosa, no name. Or Nick, yeah, Joey Bosa. Tankdale, Red, Schoonmaker, Iron Young to 50. Aaron Donnell, Michael Wilson, Russell Wilson, Devon Henn, Bison, Josh Jacobs, George Kittle, that's when they're at a 10. Chase Brown. Wow, Anthony, we're just in a 50. That's sick. Cole's going to David B. That's a purple optic preview update. 25 out of 50. Michael Mayer, Jordan Addison there to 100. He is David, some man. And Devontae Adams, last Bob Mojo for Zach and the Raiders. All pro kings. CJ Strout. It's Houston and Sean. EJ Brown to 500. Danny Dimes, David Hulconel. And how about another John? We did one of these yesterday. John and Stuart for the Panthers, Sean Maverick. Sick. Russell Wilson. Tyler Lockett, Lydainian Tomlinson, Great Iron Kings to 100. Jalen Rager. And then a Warren Sapp, beautiful patch out of 49. That's for the Bucks, remember, $15 team. Sack, got that one right there. There you go. These patches are unnecessarily thick for no reason. No, they fit in there. Oh, that's right, we're actually told me that. Yeah, I'm watching that game right now, 10-0. Sick, man. Michael Mayer, Cooper Cub, La Porta, Trey Hendrickson to 25, yeah, 25. Yeah, didn't he go to last year's championship game or something? I don't remember correctly. Cause it's always at a Lucas Oil Stadium, right? So, bomb squad there, Marvin Mims, Red. Wow, Jordan Asin, bomb squad, autograph to 75. There you go. Minnesota Vikings, Michael. Saquon, Darren Waller, Devon HM, Jalen Carter, Kristen Watson, no name, Miller. And a CJ Straub, nice one there out of 100.  Ah, fact. How far is it, how far is Indianapolis from Eurex? All right, third box, guys. Duvall and Tay Smith, Smitty to 399 Jersey Kings. Petrit with Maggles, J.K. Domins. Okay, two and a half, three hours. Is your brother that took him, right? Or uncle, I think you said? Are they closer, or are they in the same area where you live? Tank down, Jalen Carter, clean and tune. Nashi, Dorian Williams, bomb squad. And a Z-Flowers, there you go, out of, what is that? The weirdest numbers ever. Out of 100, sorry, that's backwards. 86 out of 100, nice Z-Flowers there for Aaron and the Ravens. Do they just drive back and then, or do they stay there for the night? Ronny Thomas, oh my God, I can't even get one there, bro. Cam Jordan, Anthony Richardson. It's one of the two hour drives still in the city. Here at two hour drive is nearly fields and nothing. Yeah, gotcha.  First three right here, guys, not too bad, first couple boxes. There's Z-Flowers, Jordan Addison autograph, John Stewart, Anthony Richardson, Michael C.J. Stroud, numbered C.J. Stroud. Good couple first boxes there, guys. Got one older in, it's more for Bowman Draft pre-orders, which is all good, keep them pre-older in that. See the clippers, they came, they wanted it. Beautiful. Came back. Really? They're down by like 20 or something or 30 against the Warriors. So we actually have some hard ones on there? Yes. I didn't see the game, but I just see the headline. Dude, your touch showed some hard last night. Yeah, it was a little disappointing. They would have played this way they did in the second half, it would have been fine. They're a good young team though. Besides Bow, everybody else is still pretty young. Yeah. Well yeah, I was about to say, Rex, it doesn't seem like you really go out of like your little town county.  You're literally just down the street.  Not in a bad way, but you know what I mean?  All right, last box here. Nice. You know, there's a scene in Back to the Future, I don't know which one it was. I don't know if it was what movie it was, but it was filmed about maybe a mile away from where I grew up. I thought, which one was there, anything? This one right here. I don't remember which movie this was, but like where it says The Hildale in the movie. It was filmed about like maybe a mile from where I grew up. 2015 Hildale location. Preston Smith, do on Weatherspoon. La Porta, Pacheco, the 500. I mean, I wasn't even born yet. I never really got into those movies, but I mean, that's nothing against it. It's just a little before my time. William Henderson Jr. Tommy Townsend. Michael Gallop. Jalen Carter, Jordan Addison. Next Saturday at 7 o'clock, there's our guy. What do you feel? How about that? Some honest work. It makes a mistake. Let's have it all in my hand. It rolls inside to 20. And 40. And Tyree Wilson to 399. Zach Harrison, nice little black to 10 for the Falcons. That's Zach. And we got a Rashawn Johnson autograph-rainer rookie. Nice. Bears, run of Christopher. Second to last box here. Jalen Carter. And then Jalen Hertz to 50, 24 out of 50. Go Bears, babe. Petrit, Jordan Hall, La Porta. Joe Burr, Shaquille Barrett. Devon HM, Jared Hallrod. Redemption, Anthony Richardson. Glenderson, Jr. Evan McPherson, no name. Bailey, King Cade. Marquis Brown, Akias Tess. Anthony Richardson, cannabis. Damian Pierce to 500. The Rookies autographs. Car number six, Jameer Gibbs for the Lions. Going to David B. All righty. Down to the last box, guys. Good luck. ETN Gibbs, end on Hooker. Two later, man. Peace, brother. Have a great weekend, man. You too. Thanks. T Higgins and Drake London with a little tanked out. Darren Waller, that's number to $199. Bernadisen, Roshi Rice. Devon Singletary to $100. 50, Broderick Jones, greater rookie preview, 20 out of 50. Will Levis and Justin Tucker to $399. Ravens, Brenda Billingsley. They should have an auto-enfighting in here somewhere. Devon DuBernay, Malhomesies to reporter Junior Red. And a Super Bowl autograph of Rod Smith and the Denver Broncos with a chrome as well. Broncos is Brandon. Or Brandon, sorry. There you go. All righty, guys. And there you go. So again, loose box is worn bad. No case in here. So maybe the last six over there, wherever they sold, had a case in. But nice Rod Smith there. Tucker, Broderick Jones, DeMere Gibbs. Little Tyree Wilson, Rashawn Johnson, autographed Burl, CJ Strout out of $500. Or out of $100, sorry. Going to Smith Relics. They have flowers there out of $100. Jordan Addison bombsplot to Warren Saptor to $49. Jonathan Stewart with CJ Strout and the DeWonte Adams. And then Anthony Richardson. Optic rated rookie preview. So there you go, guys. Thank you guys so much. And again, no more for the time being. But hopefully we do get more soon, guys. Thank you.


the genesis of U32. I'm happy here on this episode today to have a couple of my former teachers at Union High School District Number 32 as it was officially known before we voted on our name and chose U32. And today we'll be talking about the Social Studies Department and how that was taught there, but also about how did they choose to come to this school and their experience being in this high school at that time, opening in the fall of 1971. And Barry was there, Barry Kupetski, on my far left, was there at the very beginning of the school and Sandy Molman came the following year. Third year. Third year, OK. And very glad to have both of you here today. Was happy to see you at the reunion for the first 10 years earlier this summer. And very much looking forward to talking about this today. So Barry, since you were there at the very beginning, when did you first hear about this school in your job application process? I taught for a year in Iowa. And I knew I didn't want to stay there because it was home. That's where I was brought up. So of course, you have to go somewhere. And my wife and I had never been to New England. So we said, let's go to New England. So we applied to every single school district in Vermont, New Hampshire, Western Maine, Western Massachusetts. For our effort, we received one letter for an interview in Dover, New Hampshire. Turned out they had no opening. They were just doing it as a courtesy. So what do you do? You take to the road and you knock on doors.  This would have been April and March of 1971. So just a few months before the school was opening? Yeah, yeah. Interviewed at Richmond with Ralph Barrows, the third, who was very proud that that school, I just liberalized its rules so that men could have mustaches and women could wear pantsuits. And I was glad there were no openings because I knew that would not be a school for me. I was not any crazy, wild-eyed radical, but I just didn't like that kind of confinement. The school I taught at in Iowa was like that. He said, but you know, there's this new school down the road. You might try them. And their office was then in the old Plainfield High School. And so we just knocked on the door and showed up. And Bill Grady greeted us in his way. And we had what we thought was an interview. And we never applied to the school, understand, because it was not in the Patterson's Index. The Patterson's Index? It was an index of all secondary schools in every state. So we never applied to U-32 or Washington Northeast, as it was known then. And after the interview, Grady said, well, you have a job. OK, that's great. So I went back home, told my principal, and my wife was just graduating then. And we got ready to move. And it came to be May. And I called us and said, do you have a contract? Oh, yeah, yeah, yeah. It's coming, it's coming, it's coming. And by late May, I remember coming back, I was fishing after school. And I got a call from Al Stevens, who was the senior staff member of Social Studies.  And I remember being, OK, I didn't say this, but I thought I already had a job. It turns out that was the real offer. Bill Grady made many job offers like mine. And one of the causes of animosity in the beginning was that people who were offered jobs by Bill Grady really weren't jobs. And they were a little sore about it. And some of those people were also people who had been teaching in Montpelier and in other schools in the area. And they gave up other jobs? Because they hired nobody from the local area, save one person, I think. The only one I can think of is the old McEvoy in math. No one else was a teacher in the local area. So the people from the local schools had applied? Yes. And they had been given offers, but then not actually followed through the contract? They may have been verbal offers, in some cases, like what Bill Grady did to us. So that was the real offer. So of course we accepted it. There was no plan to offer Russian in the curriculum. So your job offer was to teach social studies? Mime of social studies. For the full range, 7 through 12th grade? 7 through 12. And my wife was Russian. And her job offer, when she first applied, was to teach 7 through 12th Russian and French. So that was added just because she happened to be coming and knew it. Because she knew Russian, yeah. OK. Yeah. Yeah, so Russian got added to the curriculum because, oh, this is an opportunity. That's kind of cool, yeah. My sister was thrilled to take Russian. I understand that philosophy. I agree with it to a certain extent. So we packed up our things and moved to Vermont. It was the only job offer we got. OK. So and Al Stevens had already been hired. Yes. Is he still in the area? He's in Washington. He's in Washington. Seattle. Seattle, OK, yeah. OK, so that would have been harder to arrange an interview. OK, and can you tell us about your decision, Sandy, of coming to U32? By this time, it had a reputation. Unbeknownst to me. Oh, OK. Unbeknownst to me. I'm somewhat similar to Barry's, but I had been teaching for two years in Glenview, Illinois. And when I married my wife, who was also a teacher in the same school, we honeymooned in Stowe. And we thought all of Vermont was like Stowe. So naturally, why would one not want to come to this state and there? And I was teaching tennis during the summers. And so we were living with my parents in Connecticut. And I made a number of job applications. And by that time, U32 was up on the registry. So I had applied and had one job offer at a school in Brattleboro, but it was only to teach journalism, which I had no expertise in and would not have paid anything virtually. But then I think it was Al Stevens gave me a call and said, we have an opening. And so I drove up from Connecticut and met Barry and Al and had the interview and then went before the board later and answered two very difficult questions, both of which I got wrong. Who would win between Billy Jean King and Bobby Riggs? And I said, Bobby Riggs. And so fortunately, I was hired before they had played with me. And then was offered a job and came up and found a place to stay. Oh wait, what was the other question? Oh, the other question was, you know, I don't even remember the other question, because the first one floored me so much. I was all prepared to answer educational questions. And the other one was some obscure question, too, that had nothing really to do with education. Like maybe are you a good teacher? And I wanted to say no. I'm just trying to fool you all, but I didn't. And then no questions about educational philosophy, innovation, nothing. I had those in my interview. You did. I did put Bill Gray to you. OK. The board wanted, when I was there, to move on to more substantive debates with the faculty. So hiring was a side note for them. There were other issues they were more concerned with really getting on to. OK, should we talk about that right now or come back to it later? Up to you.  No. OK. That's a simple answer. Simple question. OK, so Sandy, what was your impression about what was happening on the board? And, Dan, before you go, the board was swamped at that point. The school was way over budget. Opening was delayed because they were way behind on construction. They had far more imminent concerns. They could leave you to Al Stevens to worry about it. And the bigger issue that when I came in was the fact that there were contracts, but there was no salary schedule. So my first salary, quote, interview was with the then principal, Jim Dawson. And I went in and he offered me an amount of money. And I thought, well, based on where I'd been in Illinois, it's on a contract. So schedules. I said, well, great. Not very much, but I'll make do. And then I found out after I had gone out that another teacher who had less experience than me, I had had a master's at that time, got $2,000 more. And at that time, that was actually a chunk. That was a chunk. And so I think at that time they were negotiating with the board to start developing a contract in a salary schedule. So was this before teachers' unions? The U-32 did not have a union the first couple of years. Did other schools have unions at that point? Yes. OK, but U-32 did not yet. What caused U-32 to get a union was that they, the very first contract, quote, settlement, gave what were called team leaders a raise of something like 6% on like a $12,000 or $11,000 salary, and gave the teachers a salary of $11,000 or $12,000 for team leaders. For team leaders. So $2,000 is not kind of a settlement. My teaching contract, the first year, was $6,600. And I got a 3% raise on $6,600. And there were those of us who thought that 3% on $6,600 wasn't quite equitable compared to 6% of $12,000. Twice as much money, right? OK. What year was that that you would have formed a union? I believe it was the third year. Third year. Right about what you were giving in. I think you came right when all that was royal. And there was a one day strike, because the board had made attempts to negotiate with two of the team leaders on the side. They were novices, too. It was not, you can say it was pernicious, but let's just accept it as novice. OK, interesting. I'm interested in this line of talk. Let's not even worry about the Social Studies Department right now. Let's talk about the history of the school. So when you arrived on campus, Barry, when did you find out?  Because my recollection is when I arrived in the school, I had two teachers that I called by Mr. Grundy and Mrs. McAvoy. And everybody else, if I recall, I mean people like Mr. Dawson and Mr. Grady went by their surnames with the title. And I'm thinking that we called Jackie Gighig and Jackie when she was a gym teacher. I don't know if that changed when she became a principal later. I don't know how that worked. I suspect that would have been the case, yeah. I think in most of our cases, it just kind of evolved in accordance with our natures and pre-elections. I had been called Mr. Kopetsky when I taught in Iowa. I remember thinking, well, this is a little odd, but he's 18. I'm 24. I'm fine. Call me Barry, I don't care. So he's 18. I'm 24. I can see that. But this kid is 13 or 14. How did that work for you for seventh graders, Colleen? Was that just fine and normal? Just fine. In that period, yeah. Just fine. OK. But you had to make a decision before the first day of school to know how you introduced yourself.  I don't remember agonizing over that decision for more than a second.  They just all, OK. I think it was natural that the older ones, and there weren't many, would have stayed with what they were comfortable with. I mean, the older McEvoy was, by far, the oldest teacher on stage. Oh, definitely. And very highly regarded. Yes, he always was very good. When you say, oh, well, you'll feel closer to a teacher or this, or that, if you call them by their first name. I had a great deal of respect for Mrs. McEvoy. But I have to admit, she's not the first person I would have turned to with a problem, though. So there is that barrier. And I think the nature of the teacher-advisor system facilitated some of that ease of going into first names. Because my recollection in the first year that I was there, the third year of the school, students were only in class, what, 70% of them? 60%. 60% of the time. And so you had a lot of free time. And I remember doing a lot of meeting with kids individually and trying to get to know them and get to know their families and things like this. Now, was that specifically with kids in your TA? Or also kids from any class that you taught that happened to approach you? Both. Yeah, your classes, definitely. Your classes do, yeah. Yeah. It was called a 60-40 plan. So in a traditional setting, you might have class five days a week, say, for 55 minutes. Well, you still theoretically had that, but only three of those were scheduled times. The other two were unscheduled. It was independent study. Today, we would call it, I guess, part of your personal learning plan.  And we did not succeed that well. So I arrived in eighth grade. So I didn't really have a sense of how the high schooler's schedule was different from ours. The seventh and eighth graders had Tech 1, 2, 3, and 4, which was combining the sciences and math together. And social studies may have just plain been a year of course. Yeah. By itself. Yeah. I thought it was both seventh and eighth. Right. OK. And then the English, I think, already had quarters at the beginning. I think I remember having drama with Glinda Johnson for one quarter, and then different things with different people the other quarters, but I'm not positive on that for eighth graders. But because I was in eighth grade, they made it more of a point of having us schedule a little bit more tightly, a little less independent study time. Now, how soon do you recall it changing for the high school students? That they initially had the 60-40, and did that persist for a long time? I'm going to guesstimate that it didn't really happen until Jim Dawson left. That what didn't happen? Moving off of that full 60-40. OK. Because Bill Grady was for a year. Jim Dawson was for a few. I can't tell you how many anymore. Yeah. And then Lyman Amsdon came in. And I believe Lyman went to an 80-20, or even more than that. Yeah. Yeah. That's my recollection, too. OK. OK. Right. I remember having a lot of free time. Well, and there was free time that, quote, wasn't free time, because I had a number of students that elected not to attend any of my classes. And the first year I was there, I was a little amazed, because essentially, there was no consequence to that. If you didn't show, you'd talk to the TA. You'd sometimes talk to an administrator, maybe a guidance counselor. But fundamentally, there wasn't a test to take. And they didn't fail anything. Oh, they failed. Oh, they failed. But the philosophy often was, well, if a student is going to fail, that is his or her choice. And it would be up to the student, and you would try to cajole and talk and meet with parents. OK. And for a number of students, it was far more popular to go down to the smoking lounge, which was a very different thing, and hang out there. Right. And a 7th or 8th grader, if they had parent permission, could, I think, go down there, couldn't they? I don't remember about 7 or 8. I can't remember what was the lower end of that. Yeah. So in my memory is that, yes, class cutting was an issue. I don't remember it ever being that huge, being of a little more cynical nature. I still kind of remember the conclusion that, well, some of them, I mean, you always try to engage every kid to the best that you possibly can. But if they're forced to be in your class, I'm not sure how productive it is at certain times. So if they were there or not, the consequence, in terms of what they learn that particular day or week may not have been that great. I'm not excusing class cutting, because I became pretty hard nose about it myself later. Again, I understand in the beginning of the school, there were kids who did not want to be there, because they had been going to Northfield High School, or they were going to be juniors and seniors and Montpelier. And even though Montpelier was treating them very badly near the end, not to paraphrase or use somebody else's phrase, they did not really want to be part of U32. Their social scene was Montpelier. It was Northfield. And there were some angry kids, the older ones. The younger ones were far more excited, yeah, but the older ones, there were some bitter kids. I knew that there were some bitter kids. And I knew that some of them focused in on their music or something like that. And I know that there are some that never really wanted to engage socially within the school. And it was actually really wonderful that Montpelier invited them to come to their reunions, the class of 72. So they had been invited with that right along. So my recollection of the free time is that you had pretty wide options for hanging out in the library and playing cards, which was developing some social skills and developing relationships with people in other grades. I actually, I think that I had more friends in a wider range of grades than what a typical high school will allow if you were tied into class. And since we're all in rural areas, you couldn't make those connections so well after school either. So there were benefits to that. But you also had the freedom to go and make the appointment with the teacher either about the thing you didn't understand or the social issue that you were having or an issue with your parents if that was an issue for a child, those sorts of things. There was a lot of opportunity for relationship building with adults. So you had more healthy adults in your life if you didn't necessarily have it from other places. And I think that was also, and Barry correct me if you think I'm a little bit off on this, was one of the issues that divided in some ways members of the board, certain members of the board, with the faculty because they view that free time as sort of wasted time and were paying for it. And I'm not sure that there was as much of a concern for if students were having issues or problems as there would be today, rightly so. But then it was like you need to be in class, go to class. But I know for me the TA system, I thought was one of the strongest things because I developed very close relationships with kids, kept following them long after they had left school and still continue with them today. And I'm not sure because I haven't been back in several years how that is still continuing. My guess is that it's probably a little more difficult because class time now is far more scheduled, not as much free time to continue that close relationship. So for students that wanted to take advantage of that and for students that had a degree of motivation and interest in being in the school, I think it was a fantastic place because there was certainly a lot of talent there from a faculty standpoint. There was a lot of talent, right? For others, not so much, unfortunately. Barry, you have something to add? Yeah, I had a group approach me. Ricky Barney, that's one name that comes up. Rice, Norman Rice and somebody else and somebody else. He said, we want to read Rise and Fall of the Third Reich. OK, sure, I'll do it. So he did it. I don't remember how long. So he read Rise and Fall of the Third Reich. Was that in a classroom or in the independent class? It was off the table. And you led some discussions or helped them? Sure. I don't remember specifically. We just, we want to do this, OK. Yeah, yeah. That's a positive side. And I think another one of those students might have been Frank Miller. He might have been there in that group, yes. I remember being in my US history class and wanting to draw all the time and thinking to myself, we'll never go anywhere. And he's laughing hysterically right now if he sees this. I think another piece to put in the mix is lunchtime. The fact that we did not have lunch shift. The lunch was just any other period of the day. And you could do lunch whenever you wanted to. So there wasn't this massive flux of humanity crashing the gates of the cafeteria line at the sound of some bell. It was easy in, easy out, sit wherever you want with whomever you want. Right, because you could spend an hour in there. There was no rush to get there as soon as that last class got out. You could go dawdle at your locker, stop by and chat with a teacher or a friend. There was no faculty lounge, faculty aid out there. I think one of the sadder things that happened was, I don't remember when it was. I'll say it was the 90s that they built a faculty lounge. That was sad. Yeah. Yeah, I think that the cafeteria was actually a really great place to have a lot of those interactions. Yeah. It was normal. Yeah. Yeah, because the faculty sat with students, too. That's what normal people do. Right, and you just sat there and had lunch. I mean, if it looked like the entire table was full of teachers, you wouldn't show up in case they were having some kind of department meeting or something, but if you saw one or two teachers sitting where you could go up and just sit with them. And even though there were 13-year-olds there, as Barry was saying, it was remarkable, because here we all were young folks. And there were also a large number, I think, at one point as many interns as there were teachers. And often I had a hard time discerning who was a faculty member, who was an intern, and who was a student. Yeah. Right, right. And that made for some very interesting things also, too. In that sense, it was a very exciting time to kind of be experiencing that and going through that. We had some great interns that came from the different programs.  So I remember having the general impression of people saying, oh, yeah, they got all these young teachers they recruited from New York City. They didn't know anything about rural Vermont. They're going to do these innovative, crazy ideas that aren't going to work, and nobody's going to learn anything. So that was a back story that some kids were hearing. But I was already a student there, and I was learning stuff. But that's the back story. So you came from where? I came from Illinois. Illinois, you came from Iowa. So not exactly New York City. But that impression did have some relevance. There were a lot of Boston area teachers and some New Yorkers, yeah. And Boston, again, is not New York City. But as far as where the interns were coming from, some were coming from Goddard. And where else were they coming from? Goddard University of New Hampshire set us up as a site. UVM in the beginning was kind of in and out and in and out. I think Johnson sent some early on. Do you think UVM was in and out because of the distance from Burlington compared to some of these other places or because of philosophical issues or administrative? I suspect it was. It might have been some days where a supervisor came and said, no, we're not putting any of our students there. You know, at all. Because again, to a certain, to a person who's coming in from the outside and, let's say, just wandered in to see something. Again, there were no interior partitions. And so I remember, and we were vagabonds because memory serves me right, we had no permanent home initially. But you had a desk. Well, the very first year we were up in math. OK. I think by the time you came, you know, Hennessy was free to give up territory. OK. But I can remember carrying a lot of my stuff around from place to place. And you would have these temporary barriers of bookcases mostly and some homemade built bulletin boards. And you rapidly developed the ability to speak over that if you wanted to be heard. Because Next Door might be a movie being shown. And you've got to be able to keep the students interested. And in some ways, that was a real challenging thing to do. Because if you were dull and there were some of the other distractions, you were going to lose it pretty rapidly. And so actually, I thought, for me, that helped me to become a better teacher, to really make sure that I had something that was engaging that hopefully would bring students in. Thank you. And some classes were actually part of a hallway. So there'd be three so-called class areas. And then the hallway along that. And kids were coming in and out of class every 20 minutes. Because we were in what was called a modular schedule. So some classes, your small groups would meet for two mods, 40 minutes. Your large group sessions, which we had in social studies, would meet for three mods. But every 20 minutes, there'd be kids getting out of classes somewhere and going somewhere. I had forgotten about that difference in the length of periods. We're going to close up for this episode now. We never got to talking about middle versus junior high and some other things. So let's have another episode. But thank you so much for your time today. And thank you for joining us on hearing more about the Genesis of U32. Thank you. Thank you.


Good morning, everyone. Welcome to the course on New Testament Survey. This session has been recorded. So I hope everyone had a good break. You can unmute and speak. I hope you all had a good break. Am I audible? Yes, ma'am. Okay, great. Thank you. Thank you. So I hope you guys had a good break. Did you all? Okay. So I am excited to study after a long time, after a month break back to the classes. So we are going to study on the New Testament Survey. So what we would be covering before that, where you are able to download your notes. Great. Okay. Yes. So we would be covering on, you know, the New Testament, the books of the New Testament, and completely from the book of Matthew to the Revelation. And this course is designed to give an overview of each and every book from our New Testament. We won't be going deep like worst to worst study. Yes, we would be doing it at the later part. That is in your third year. Those students who are studying the bachelor's in theology may get to study on the episodes of the book, you know, verse by verse. But then what we would be doing now in this New Testament Survey is we will be serving each and every book and overview. Over with an introduction to the author, the date, the date when it was written and the very purpose of each and every book. Why was it written and what was the theme in that book. And also we may also study cover on the key verses and the few chapters from that book. And we'll also go through the outline with the view of Christ in the book. And yes, this study will also help the students to know about the covenant which God has made with man. And through which we have the salvation in Jesus Christ. We'll also be studying on the covenant of grace. And overall, the study would help us to understand the life and ministry of Jesus Christ and how it applies to his life. With this, we also have two recommended books. Okay, I'll just post it, the recommended books on the chat. Jensen Survey of the New Testament by Jensen. And the second book is the history of the Bible lands in the interbiblical period. These are the two books which we recommend. I'm just trying to get the book name. Just give me a second. I'll post it on the chat. These are the two books which would be helpful for us to go through in a minute. Okay, I'll just type it for you. And the other is a history of the Bible. History of the Bible lands in the biblical. These are the two books. One is Jensen Survey on the New Testament by Jensen. And the second book would be a history of the Bible lands in the interbiblical period by Kate. So these are the two recommended books. These are the two books that we recommend. So with this, we will move on to the introduction to the New Testament. And we'll see what is the background from the book of Malachi to the New Testament. To the start of the New Testament, what happened? There's a 400-period gap. And what happened in that 400-period gap? So just a little bit of background of what we studied in the Old Testament. I will just cover this in the session. And then later in each class, we can study on each book from the New Testament. So with that, we will move on to our New Testament, to the introduction of the New Testament. So when we look at the background of the New Testament, we see that in the time of Jesus, the social, the religious and the political condition of Israel were very different. It was not the same as it was in the Old Testament time. Many of the changes took place in the period between the close of the Old Testament. That is, during the time of Malachi, and then the beginning of the New Testament. However, the origin or the changes goes back to the national life of Israel during the time of the Old Testament monarchy. So we'll see a brief survey of the events and the developments of Israel, which help towards a better understanding of the life. And I will just put it across in a story format so that we can understand it better of what happened then. So we see how did these Hebrews, we know how did the Hebrews come? So as they journeyed from time to time, and they were under the rule of judges, and then they moved on to the rule of the kings.  Saul was the first king and after Saul, David was the king that God raised. And David established Jerusalem. Under his rule, David established Jerusalem to be the dynasty through which God promised to bring forth the universal king who was the Messiah. And then we see after David, his son Solomon took over and Solomon was the king. And after Solomon, the kingdom of Israel was divided. So it was divided into two. What are the two kingdoms? Can anyone remember from what we studied in the Old Testament? Ma'am, the kingdom of Judah and the kingdom of Israel. Yes, good, good. So there were two kingdoms, northern kingdom and southern kingdom. Well, the northern kingdom was named, called itself as Israel. And the capital of the northern kingdom was Judah. And the southern kingdom was Samaria. And the southern kingdom was called as Judah because of the leading tribe. There were large number of the tribe of Judah was there. So they called itself as Judah. The southern kingdom was called as Judah and the capital city of Judah was Jerusalem. Okay, so there's a northern kingdom. There's a southern kingdom. Northern kingdom was called as Israel with a capital as capital city as Samaria. And the southern kingdom was called as Judah and the capital city of Judah was Jerusalem. So there are two kingdoms. Now what happened later in the period in the time when the northern kingdom was called captured by the Assyrians. Now, Assyrians had this practice. They used to capture the people and take them into captive into different countries where they went. So when they went like that, we saw how they took the Israelites as a captive and they went along. At the same time, even the southern kingdom was captured, was conquered by the Babylonians. Was captured by the Babylonians. And as the time went, there was a king, a Persian king who came, came a conquest of the Babylon. And at the time of Persian king of Cyrus, Cyrus released these captives from Babylon. And he said, y'all can return back to your homeland. He said, Israelites, y'all can return back to your homeland. So we see under the two leadership, under the two leadership, that is the leadership of Ezra and in the leadership of Nehemiah, they came in batch wise. They came back to Jerusalem. Now, when they came back to Jerusalem and they returned back, what they did, they rebuilt the temple. They started to rebuild the temple. They also started to rebuild the wall of Jerusalem under the leadership of Ezra and Nehemiah. So we also see there were two types of people. Now, when they returned back, we see that there are two types of people. We see the one group set of Jews and the other group is Samaritans. Now, who are these Samaritans? Can anyone tell from the class who are these Samaritans? We know who are Jews. But who are Samaritans? From where did they come? It would be nice to keep our sessions interactive. So please feel free, just unmute and feel free to answer. Yes, Sid, Jeff Lynn, Jeffina, sorry. Please feel free to answer who are these Samaritans. We see many instances, even in the New Testament, like there's always a hatred, a heated argument between the Samaritans and the Jews.  The Jews won't pass through the same roads or the same path of the Samaritans. They used to, you know, go around about the city to move on to a different place. They won't pass through the Samaritans' place. So why was so much of an argument between them or hatred between them? Who are these Samaritans? What is the background of these people? Yes, you're right. You can unmute and give a brief about it, please. Lubega, yes, brother, please go ahead. I also see Lubega raising his hand. I think the Samaritans were a mixed race of the Jews who would not go into captivity with those other tribes around there that stayed during the captivity of Judah. So they looked at them as an impure race. Number two, they even took up the gods of the heavens, so they were not basically still true to the monotheism or to the God of Israel. So that was one of the major points, why they would look at each other with eyes looking at the other side. Thank you, Pastor. Yes, thank you. Thank you, brother Lubega. Yes, brother Subashish, you would like to add on? Okay, okay, your network is not good. Fine, good, no problem, no problem. Thank you. I'm just adding on to what brother Lubega said. Well, yes, so we remember this northern kingdom and when the Assyrians captured the northern kingdom, they took some of the Israelites along with them as capital and they moved on to different countries. And some Israelites were left as settlers in the northern kingdom. Now there's Assyrians and there are Israelites. So what happened?  So what they did is they combined the worship of Jehovah God and them, the heathen religion together. They also intermarried with Israelite people with some of them who were left in the land. So this resulted into a new racial group called Samaritans. And by the time the Jewish returned back from the Capetive to Jerusalem, they saw these Samaritans grew in larger number and they were well established and settled in the land. The Jews came back from the Capetive and they started to rebuild the wall of Jerusalem and its temple. So the Samaritans with a very good motto, they came to offer help to the Jewish people. Now the Jewish leaders knowing the mixed culture or intermarriage relationship with the others and worshiping the pagan God. The leaders rejected the help of Samaritans. And when the Samaritans saw all this, even they rebelled against the Jewish. And the complete, you know, they rebelled in such a way that this relationship between the Jews and the Samaritans were very bitter and they developed a hatred between them. So what the Samaritans did is because the Jews rejected their help nor they wanted to have any kind of communication or relationship with the Samaritans, they completely rejected them. So the Samaritans reacted bitterly and opposed the work of Jews. You know, throughout the building program of the wall of Jerusalem or the temple, Samaritans kept troubling the Jews constantly. And then later they were, after a few years, eventually they were driven away from the city in disgrace and they formed their own place as the Samaria and they left them. So as a result, the Jews, as Jews kept rejecting them. And now the Samaritans do not have a place to worship the God. So what they did is they came up with a sacred place. They came up with their own sacred writing. So what they did, the Samaritans came together, they formed the organization and they had their own religion. So they built a temple for themselves on Mount Gerasim, which is near Samaria.  And they also selected few books from the Book of Moses and they said these are the only scriptures that we have. And also, yeah, they also formed, they have a chief leader and this leader said that, you know, this is the place where we have to worship the Lord. And they set certain rules and regulations for themselves by following only the law of Moses and Moses is the only prophet they have. And yeah, whereas the Jews, whereas the Jews on the other hand, they had many sacred writings. They had many sacred writings and yes, they had the temple built in Jerusalem. And so that's how the Jews have this 39 books of the Old Testament, which is called as the Jewish Bible now. So when we when we talk about the Jews, the Jews also started to teach the law to the people. So they started forming a group of people to teach. When we see when we read the Book of Nehemiah, we see that how the walls were built, the temple was built. Now when the temple was built, they started restoring the sacrifices, the ritual started been restored. There was worship, there was sacrifice and there was also teaching of the book of the law. So when they started to teach, they were not doing it in the temple. The book of the law was taught outside. There were a formation. So they eventually formed, formed that place as the synagogue. Synagogue is a symbol building consisting of a main meeting room and you enter it through the porch. We would have seen this, how a synagogue looks in some of the Christian movies like the Passion of Christ or even recently we would have seen from the series of the chosen. In different episodes where we see a synagogue, a main porch, it has a main meeting room and then you enter it from the porch and there's an open court outside. Where we also see the men and women sitting on opposite sides, men on one side, women on one side and there's a chief leader along with him. There's other leaders who are sitting on the main facing the audience and to conduct the synagogue service, they need about 10 adults. And the synagogue was a place where they used to teach on the book of the law. Every Sabbath, at least every Sabbath they used to meet and teach on the book of the law. They used to keep, maintain these books in separate boxes in a unique or special box they used to take. It would be a leader. He will take and read the scroll and then address what they read about it. Okay. And yes, Mr. Abu Bakr, please go ahead. I see you have raised your hand. Yes, please. Can you hear me? Am I audible? Yes, ma'am, you are audible. Yes, Mr. Abu Bakr, I see you have raised your hand. Is there anything that you would like to say? I think it was by mistake. Okay. So we were talking about the synagogue practices where we see the men and women and the main leader will come open the scroll, he'll read a portion of it and address on that portion. And they also had an elder. So these Jews had an elder and among the elder there was a leader and he was called as the ruler. And the elder and the ruler had certain power that they carried the carried. And also we see that the Roman, even in the time of Romans or even in the time of Jesus, when we read through the gospel, we see, we see that these rulers or these elders carried certain power where they can also fog people or, you know, they can, they had certain power that they carried to imprison them, imprison the Jews or imprison the people who do not follow the law or do not keep the Sabbath. So they had certain power that they carried with them. So we see that even the Roman government had given certain power to the Jewish leaders to manage and handle the Jewish people. Yeah. Anything that you would like to add or share any questions? Okay. Okay. So synagogue and we also see, you know, an early time when Ezra was there, he formed a group of elders and judges had been appointed to administer the Jewish affairs. They were the practices was followed in the local synagogue committee. But then these committees grew in power, as I said, they were more rigid system of the Jewish rule that was developed by these leaders, by these leaders and this group which had the power to control and they had kind of developed a Jewish rule and they had, they started to meet in a place and this place was known as the Sanhedrin. And although they were local Jewish council and these council established wherever the Jewish people settled, they had a synagogue and they also had a Sanhedrin where they used to meet for different councils or different meeting used to happen here with the higher officials of these Jewish leaders. So the Jerusalem council consisted a minimum of about 70 members, excluding the high priest, which acted as its president and composing a change from time to time. And even in the New Testament time, it consists of scribes, elders, priests and other respected citizens where they're as part of the Sanhedrin and the Sanhedrin and the authority to arrest or judge and punish people. Relating to any kind of certain religious or civil matters. And we also see that, you know, the Roman government had given them some kind of power to carry it and handle their people. Yeah, with that we finished with and we also see the Sadducees and Pharisees. There were two groups again in the Jews, there were two groups. One was Sadducees and the other was Pharisees. Now who were Sadducees and who were Pharisees? Can any of you all explain that? Ma'am, I think they were the scholars of the Law of Moses. Yes, who was that? Sadducees or Pharisees? Ma'am, maybe Pharisees. They were the scholars of the Law of Moses. Okay. Anyone would like to add on to what Sid said? Yes, please. Yeah, Mr. Abubaka, please go ahead. I see you have raised your hand. I believe Pharisees were involved in priesthood. Yes, yes, yes, Jafina. Okay, Abubaka, I think there's some problem. We are not able to hear you if you're speaking. We see your mic has been muted. Okay, well, they were the two major parties in the Jewish culture. One was the Sadducees and the other was the Pharisees. They were political priests and leaders who were wealthy, powerful and favored by the Maccabin rulers. And so they were called as Sadducees. And on the other side, they were anti-political and very traditionalist and they were very poor, powerless and favored by the common people. And they were Pharisees. So the difference between these two parties increased each other to develop their own belief and practices. We also see the Pharisees' chief aim was to keep the law in all its detail and so much that the law of Moses, but the law which was developed was not by the teachers of the law or the scribes. They were particularly strict in keeping the rules relating to their religious observance such as like fasting or when it came to tithing or keeping up the Sabbath and the ritual uncleanness. We see so much they tried to keep the law even in the time of Jesus. They started, you know, opposing Jesus with many of these ritual practices. Yes. So we see that the Pharisees felt like they are the separated ones or very close to God. They are the true people who have kept themselves and they become unclean with among others. Or, you know, if they don't keep the law, it is against God. You know, the Pharisees were the party of the scribes and the Sadducees were the party of the priest. And the name possibly came from Zadok. Zadok, the Sadducees' name came from the people came Zadok. Now, who are these Zadok? Have you heard anyone by the name, the background from Zadok? Who are these people? It's a group of people. Zadok, a priest of Solomon's time whose descendants were regarded as the only legitimate priest. And the Sadducees' chief concern was to use the religious and political structure of the Jewish society to gain power for themselves. So these are the two peoples where they tried controlling the people and they had two parties and they had their own followers following them. And later part, we also see the Jews for the first time had to pay the taxes under the Roman government. So the Roman took over. Now the Jews have to pay the taxes instead of paying to the Herodian ruler. Now they have to pay to the Roman ruler the taxes. And what happened here? So when the Roman conducted a census to access the taxes, a group of Jews led by a man named Judas the Galilean rebelled against this wrongdoing of the Roman collecting the taxes. So what happened? And this group who rebelled against them under the leadership of Judas the Galilean was known as zealots. So they had their own party formed in and who actually where a group wants to oppose the Roman rule. And they were prepared to fight against the Roman government with related to this taxation to stop the taxation. And they did fight but they were not succeeded. They were not taken. They were conquered by them. And then because of that the Roman government burned the temple. There were many bloodsheds there in Jerusalem and they burned the temple. They broke the wall and the Roman conquered the Jewish nation so badly left in ruins and they literally said that Jerusalem is over. Jerusalem is finished and they left out. We also see in from this group of people zealots God chose a man called Simon the zealot as one of his disciples. We will also be studying about him later part. So with that we complete an introduction to the New Testament just an overview. So the next part is the inter-testamental period where I request you all to please go through this inter-testamental period where we see that the 400 silent period. What are the what are the rulers where they're like we had Persia, Alexandria and Egypt and Syrian. I could be in the Roman rule. So I request you all to read on these so that we will have a background knowledge about what happened in that 400 silent period. So it is about three pages I request you all to please go through it in your books in detail so that we can move on to our books from the New Testament. So next class we would be covering on the introduction to the four Gospels of Jesus Christ and then we can start studying on the book of Matthew. So with that we end with our introduction to our New Testament and I open it to our class to share on your learning your discussion. How helpful was the Old Testament class in the last semester and what is your expectation of the New Testament and how would you like to be taught because it's more of history. It's more of lecture knowledge. So how interesting what was good in the Old Testament and how we can apply it in studying in the New Testament. So open to class please go ahead and share. Before sharing can I ask a question. Yes, Jeffina. I just want to know how the Romans got into the Jews. I mean how they entered into the Jews. Okay. See that when you study the inter-testamental period you will get to know there were many, many people who conquered the Northern Kingdom and the Southern Kingdom. They were the Persian came and conquered. Then we see the Alexandrian role and then we see the Egyptian and then we see the Syrian. And if you see the final the Roman period, the Roman conquered. So when the Roman government came, they started imposing the people with the heavy taxation and heavy rule. So when Jesus lived, he lived in the time of the Romans. There were Romans everywhere. So there were taxation and there were many other rules that they were imposing on the Jewish people to keep them under their control. The political power was Romans. So you will get to know in detail when you read through each and every period. You will get to know. Thank you. Yes, Jeffina. Yes, nice to see you have joined back. Yes, master. Thank you. So you accessed it through the link or through the class code? Through the class code, master. Okay, great. That's nice. That's nice. Thanks. Thanks, Sid, for helping out the students who are not able to join in, who had some technical glitches in the morning. Yes, I see, brother Lubega raised your hand. Yes. I think when we look at the inter-testimony period, there are two things as the scholars of the Bible or as students of the Bible. We have to emphasize according to my own opinion. Number one, we need to see two groups of people. There were so many, but there's two most important groups of people. Others were by the ways. The most two important group of people we need to focus on. Number one, we are the Greeks. The Greeks because they were able to give us the language of the New Testament coin a Greek. Yes. And number two are the Romans. And the most important thing I can talk about the Romans. Is there peace? Pax Romana. So if we look at those two things, because the gospel, when Jesus Christ was going to come, there must have been a common language that the entire empire would understand. And that was brought in by Alexander the Great coin a language. I think he did not bring coin a language. He did not bring coin a Greek, but he brought classical Greek, but then the common Greek developed along the way as we shall learn later. So that language was very important. Yes. And when we look at how the gospel spread, there were supposed to be no words for the gospel to be spread very well. And that was brought in by the Romans. That's why they call it the Pax Romana. That's what is my contribution pastor. Thank you. Thank you. Very helpful. Thank you. Anyone would like to add on? John. Rosalind. Zellie. Please feel free to share on your learning. On the history of the New Testament. Okay, we can have a discussion on this even in our next class. So I request y'all to please go through this inter testimony period have your research is done and we will discuss in detail in the next class along with introduction to the introduction to the four gospels. So with that, we will end the session and I request one of our students to please end this class with a word of prayer please. Dear Heavenly Father, we come to another name of Jesus. Thank you for this beautiful day and for the beautiful class that we had. Holy Bible is the most precious thing that we have got and it is a great praise and it's amazing to learn it as your children's and their students. So that you're acuping as you're developing as you're helping us to learn a lot of things through our pastor. We thank you so much for that. We thank you for coming down for us and for everything that you did for us. We thank you deep from our hearts. So as we learn as we start learning the New Testament that the Holy Spirit guide us each and every day. God, you take care of the conditions of our body and our spiritual mind and everything you take care of our body, soul and spirit. God, you help us to learn a lot. Help us to understand a lot. Help us to open the eyes that can look into the treasures of the world, Scott. God, you help us, you lead us. I praise everyone, everyone of my friends in your hands. I pray that they learn a lot and they live as a testimony to you. They live the life that you have promised down here on this earth and they will glorify you in everything that they do. We thank you so much. We thank you beyond words, Jesus, whatever you have done. We cannot thank you for everything, but we still want to thank you. God, as we learn, help us to grow in your words. Help us to grow in your knowledge. Help us to have the mind of Christ and help us to proclaim the gospel more boldly in Jesus' name. Amen. Amen. Thank you. Thank you. So you all have any questions related to the New Testament, related to your assignments? You all can clarify it. If you'll have any questions. Okay. No questions. We can end the session. Thank you, Jeffina, for praying. Thank you, each one for joining in today's session. God bless. See you all next week, Monday. Yeah. Thank you. God bless. Thank you, Mom. Thank you. God bless.


Now in Broadway on Broadway, you know, we've been taught about musicals You would say that if the Clippers were Broadway show, right? Kauai Leonard would be above the title on the poster Like Nathan Lane in Right, I always think of him in the same way, but you know what I'm saying. Of course Lin-Manuel Miranda, okay, it would be above Hamilton So in Broadway or on Broadway if the guy above the title on the poster Has to take the night off because he's sick They have to offer you your money back Now if it's somebody underneath the title, then you don't get your money back But if Nathan Lane is not performing in the front page, right? Apply that he was in right then you get your money back or you could sit there and watch it But you have the option of getting your money back. I don't understand how Kauai Leonard Misses the Milwaukee buck game and you don't have the option of getting your money back It's it's no longer the marquee matchup. You know what the line is no bucks are favored by six and a half It shouldn't be in the games in Los Angeles and imagine you're gonna take off a home game and play against Portland instead But I would think any kind of load management. It should be You should do right by your fan base and give him load management off games when he's on the road It hurts those people out of buying tickets see Kauai then there's that part I mean, I don't think there's any easy way here Well, because it's the only sport where the players are more important than the teams they play on As big as Tom Brady is Michael is he bigger than the entire Patriot organization? They went 11-5 one year without him, right? It's the only sport like this as good as Aaron Judge is Is he bigger than the Yankees? No, he's not but in the NBA these players are bigger than the teams that they play on the reason that Cleveland becomes important is because for a time LeBron James played there and then they become unabored once LeBron James leaves So it's it's the only sport where the franchise is really don't matter It's about the players when that when that when they talk about the unbreakable records The unbreakable record now is Calriff engineers consecutive game streak because no team now because even baseball is obsessed with Load management, they just don't call it that they give a guy off once a week There's no way any team will allow a player to play that many games in a row because they have done Statistical analysis with doctors and they say that you're more effective if you have time off But there is a paying public and there are national Broadcasting companies that are paying big money to broadcast these games And I will tell you that the ratings for the bucks against the Clippers tonight will take a huge hit Because Kauai Leonard's not because there's so many games in baseball Michael even if you took 20 games off You could still just strategically put those days off where nobody's gonna care that you took it off With the Mets and Peter Lonzo our first of all he only missed what one game last year So obviously there was no load management for him But I'm sure the Mets would not do it if there were the game of the week on Saturday or Sunday night baseball He play you could strategically that you know second game with double header day game after a night game The afternoon game against the Padres at City Field on a Wednesday You could do it and nobody's gonna notice but when you do it on national television It doesn't happen. It doesn't happen in any other sport. It's almost like the Clippers are spitting in the face of the NBA Yeah But it's the Clippers because the Clippers gonna be able to tell their player You know, I think the Clippers are the ones that map out the load management But but they do it because the player wants it But he needs a certain amount of days off woe's tweeted out that the NBA said well He is on the injured list because his knee is hurting him. So this is a legitimate night off really then why is he playing tomorrow? Is he gonna go take a dip in the fountain of youth? He's gonna put he knows he could play tomorrow, but he can't play tonight against the box So if you there's a problem, how do you fix it? Well, you either convince the players to play more Convince them to only take off days that aren't nationally televised Or do you try to put situations like where you've got back-to-back nationally televised games? You don't do that I just don't understand it that way I don't understand why LeBron could play every single game, but Kauai Leonard can't it's just how many days off does Antedicumpo get not nothing. I don't think I think last year played almost everything, but that's who Kauai is I don't think he cares. I think that maybe he's not as obsessive a competitor as LeBron James is LeBron doesn't like the idea of losing any game missing any time Maybe Kauai Leonard knows where his bread is buttered in the playoffs. He'll be there for that He'll win a championship and that's that


Life is good all this month at Appalachian Wireless. Get the LG G5 for just one penny with sign-up or renewal of a two-year service agreement. That's almost $100 off the regular price. Better service, bigger savings. That's today's Appalachian Wireless. Stands by for important weather information. This is a tornado emergency for Saturdaysville, Ballot, Paintsville, Riceville, Van Leer and the court. As today marked the five-year anniversary of the deadly tornadoes that ripped through much of our region, residents, first responders, as well as city and county officials, all gathered in the city of Saliersville to hold a remembrance vigil. For a night, many will not soon forget. I sent my rescue four or two men and then I sent my son. He got permission to take an ambulance. They got down about a mile with them 205 and then my son calls me on the phone. He said, Dad, he said my windshield is gone. He said the softballs, bowling balls, they've hit the windshield. When dawn came up and then we drove out toward the parkway, it was this pure devastation. How did we survive? And the only thing you can say is that God gave us the way that nobody was supposed to leave this earth that night or that morning. Although folks have gathered here at Raimi Park in Saliersville to remember the devastating loss that occurred in this region five years ago today, they're also remembering the way family, friends and communities rallied around one another during this troubling time. The response we had is just heartwarming. People like Letcher County, since their judge warred over, it was just something that we could not have done without our neighbors. All the things that we were able to take advantage of, the help that we're able to get from the federal government, from the state government, that local match was made by our local neighbors, by our volunteers. And the love that they showed, they proved once again that Kentuckians, but particularly Eastern Kentuckians, we stick together. After a brief moment of silence, the Saliersville weather warning system was sounded at 7.02 p.m., marking the exact time the tornado tore through Saliersville. Reporting from Saliersville for EKB News, I'm Sean Allen.


Hi, I'm Mary Harrell for Tan Books. Beauty Will Save the World. Dostoevsky famously wrote that.  You are already part of a rich and beautiful faith tradition that has been literally saving the world for the past 2,000 years. So for centuries, the Catholic Church has served as a principal patron of the arts. And many of the world's most admired and treasured masterpieces are Christian in their theme and their origin, and even their location. Here to tell us more about it today is Dr. Jem Sullivan. She's the author of her new book, Sacred Art Every Catholic Should Know. Dr. Sullivan, thanks for joining us. Thank you so much, Mary, for having me. And thank you for the invitation to join you on this feast of the birth of Mary, a perfect day to speak about the beauty of faith expressed in sacred art, because Mary is the most beautiful of all creatures. One of the titles given in praise of Mary in the early church by the early church fathers is Tota Pulcara S, which is Mary who is truly and totally beautiful. Why? Because Mary is the one that God chose to bear his divine son, Jesus, into the world. And so I'm delighted to share some thoughts on the book, on this feast of the birth of Mary, and to dedicate my reflections to Mary and to St. Joseph. Wonderful. That's a wonderful way to kick this off. I love it. Jem, what makes the difference? If we were going to start just at the beginning, what makes the difference when you're discerning art from sacred art? Is it just religious content that makes the difference, or is there something else that takes it to the next level of the sacred? You know, that's a great question to start with, because what do we mean by these terms art and religious art and sacred art? So generally speaking, art is an expression of human creativity and skill that engages the senses. So what we see, hear, touch, feel. Now sacred art is a very specific form of art in that its purpose is to guide us into the mystery of the Eucharist. So sacred art is created almost exclusively solely for the purpose of leading the faithful, us, to a deeper participation in the mysteries of faith as they are celebrated in the Eucharist. So sacred art is a very specific form of art in that its purpose is to guide us into the mystery of Jesus who was made present in the Eucharist. So the whole purpose of sacred art is to serve the sacred liturgy of the mass. Sacred art is art created specifically for the context of the liturgy. And if I may just quote from the Catechism, because it gives a definition of sacred art. It says, sacred art evokes and glorifies the transcendent mystery of God, the surpassing invisible beauty of truth and love made visible in Jesus Christ. And then it says, genuine sacred art draws us in adoration and in prayer to greater love of God and love of one another. And that's from the Catechism 2502. Jim, that was one of the things I loved about your book, how richly you have sourced the Catechism on many of the pages and discussing these beautiful masterpieces that you bring in the literature from the church to support what you're saying that is being expressed in the masterpiece.  You teach at the Catholic University of America out there in Washington, DC. And your specialty has largely been in Catechesis, with the Catechism. So tell us how did you make this jump to a book on sacred art? And would you say that art does have something like a catechetical value to it? Sure, Mary. You know, for years, I've been kind of speaking about researching, writing about sacred art and the catechetical value of it. The Catechism tells us that beauty is the visible form of truth and goodness. So if we seek truth and if we seek goodness, beauty is the visible form of that. There's never been a time in the church's 2,000 year old history that we do not have some expression of sacred art. Why? Because sacred art was a means of catechesis and evangelization for centuries. So it wasn't just simply to decorate our church buildings and make them look beautiful and add an aesthetic sort of quality to the buildings, but it was actually a means of instructing and forming the faithful in the faith. If I may just kind of offer an example from the Middle Ages of those magnificent Gothic cathedrals, right, of the Middle Ages that were places of pilgrimage and prayer and shrines. For instance, Chard Cathedral in France, a well-known one. We do not know the names of the countless artists and craftsmen who built and decorated Chard Cathedral. They didn't sign their names on the walls of the cathedral. Artists and craftsmen really remained anonymous for the most part in the Middle Ages. But what we do know is that these cathedrals quickly became catechisms in stone and stained glass. Why? Because when the faithful gathered to pray in these churches each week, as they worshiped the Lord, they were surrounded by the beauty of faith. They saw the faith of the church represented on the walls and the windows, the sculpture, the stained glass, the mosaic, the painting, the architecture of the church, and also the sacred music that they heard. So the same faith that they were professing, praying in the words of the creed, that same faith now took the form of the beautiful in the sacred art and architecture that they were contemplating with the eyes of faith. So in this way, the Gothic cathedral was not only a beautiful building with some amazing art and architecture. It was a sacred space that was telling the story of salvation history through the beauty of the images all around them. And the pilgrims, the faithful who came to pray in these churches would read, so to speak, the walls of the cathedral as if they were reading the pages of the Bible. And remember, in the Middle Ages, the people were largely illiterate. So what they could not read on the pages of the Bible, they were able to read on the walls of the church in the beautiful art and sculpture and painting and altarpieces and sacred music that they heard. So that's, I think, art has always had a catechetical value in the church because it reaches us first on a human level, our senses just delight in the sheer beauty of the work of art, the skill of the artist. And then on a spiritual level, we're led to see, to gaze on, to contemplate some aspect of the mystery of God and the mystery of who we are in relationship to God. So sacred art has a catechetical value from the very beginning. And it is a distinct way of coming to know God. It leads us on the way of beauty, that's a phrase that Popes have used, the way of beauty from seeing to contemplation and from contemplation to praise and adoration and worship of God. So that's why we say that art is a path to God. Gem, what would you say are some of your favorite pieces that you've included in the book? That's not an easy question to answer, because they're all of my favorites. I mean, they're just a wonderful collection that we have in this beautiful book. But I would highlight a few that stand out for me. The first one is the Annunciation and Expulsion from Paradise by Giovanni DiPaolo, just a beautiful image from the National Gallery of Art that just allows us to enter into the mystery of this moment of the Annunciation. We see Mary receiving the message of the angel and those lines of the tile drawing our eye back into, not only into space, but into salvation history, because on the left, we see Adam and Eve being expelled from the garden. And the whole scene really brings us, allows us to see the Annunciation as that pivotal moment in salvation history, when all of God's desire to reconcile humanity to Him is now come together in this moment. The next one is the Dream of St. Joseph by Luca Giordano, just a wonderful way in which the artist parallels Mary's Annunciation, the Annunciation to Mary, and this moment when St. Joseph, he was concerned about what he's going to do, is given a message by the angel to take Mary as his wife and to welcome her into her home, and then she will be the one, that she will be the one to bear God's Son into the world. And you see that wonderful sense in which the Holy Trinity is present on the left. You see God the Father, you see the Holy Spirit, and you see Mary who is now receiving Jesus and bringing him into the world, and then St. Joseph, his role as the guardian of the Redeemer, the one who is to protect and guard and teach the young Jesus. The next one is Christ in the House of, I'm sorry, the next one is the Supper at Emmaus by Matthias Stam. This is just a wonderful image here that single candlelight in the center of the painting is radiating beautiful warm golden light onto the faces of the disciples who are in the presence of Jesus as he is breaking bread. We see Jesus breaking bread at the Supper at Emmaus, and we know from Luke's Gospel that this is the moment when their eyes were opened and they begin to experience this Eucharistic amazement at Jesus' presence. And so this painting really draws us into that same moment of Eucharistic amazement that we should have every time we are privileged to celebrate mass. And then the Return of the Prodigal Son by Muriel. This is one of my favorite paintings from the National Gallery of Art, where I used to serve as a docent for many years. But this painting really allows us to enter into that tender moment when the Father embraces the Son, expressing that love and mercy that God has for each one of us. Gem, how many of these masterpieces, just roughly, do you think you've seen in person? And when you see them in person, what does that add to your awe for the piece itself? Sure. You know, I used to be a docent at the National Gallery of Art in Washington, D.C. many years ago. And so in that capacity, I would be standing in front of many of these paintings that are featured in this book and just looking at them for hours sometimes because they're just so beautiful. But also leading tours of, you know, the public visitors coming to the National Gallery. I think that there's something about actually standing in front of a painting that allows you to just appreciate, especially these works that are works of sacred art, appreciate their original context, that they were really created for churches and chapels and side alters and beautiful places of prayer, shrines and places of pilgrimage. And so that's sort of, there's a certain immediacy there when you're standing in front of these works. And that brings up a great point.  But some of these pieces are just painted on the wall of a monastery, or I have a print of Titian of the presentation of the Blessed Virgin Mary in my dining room. And that's on a wall somewhere in Venice, I think. So what are some of the some of the favorite pieces in the book that, you know, they could be windows or sculpture that are not in museums, but instead sprinkled around Europe really? Sure. And that again takes us back to that sense of sacred art, right? Of that the original context is so important to understanding both the meaning of the paintings, but the intent of the artist and the patron who commissioned the work of art. Some examples of the calling of St. Matthew in the church of San Luigi, different, Jay-Z in Rome.  And it's just really, you enter into that moment when Jesus is calling Matthew and he follows him as his disciple. The ecstasy of St. Teresa by Bernini, which is a magnificent sculpture, also in a small church in Rome, well not small, but a beautiful church in Rome, is another just a wonderful piece of sculpture that allows us to enter into the life of this St. Teresa and who in many ways the saints are God's masterpieces, right? They're God's work of art in the world because their holiness really reflects the face of Jesus into our world. Then the magnificent fresco cycles of the life of St. Francis, painted on the lateral walls of the great Basilica of St. Francis in Assisi. And we have one of the examples in the book of St. Francis preaching to the birds. But it's that beautiful sense in which the life of a saint really allows us to draw closer to Christ himself and allows us to be better disciples of Jesus. And then another example is Giotto's fresco paintings of the life of Jesus and the life of Mary on the walls of the Scroveini Chapel in Padua. And that again is a beautiful visual depiction just right in that church of these wonderful moments of our faith. Jim, you're bringing up so many of these wonderful masterpieces, but the table of contents of your book, it almost reads like a list of the decades of the rosary, the mysteries of the rosary. Like you said, you began with the annunciation and then of course there's the crucifixion, many depictions of that, the Last Supper, there's the baptism of our Lord. But then you also have pieces of art that are really culturally Catholic. You have the Angelus and like you said, the ecstasy of St. Teresa. So was it hard to narrow down this list for the book? You have 50 images of here of pieces of art. Was it hard? Was it like picking your favorite child, trying to narrow down the list of these beautiful pieces of art? That was certainly a challenge, Mary. And for the simple reason that the Catholic Church has given us but given the world such a rich treasury of sacred art over 2,000 years. And so it's almost an impossible task really to narrow down this list to 50 masterpieces, but we managed to do that, my excellent editor and the great team at 10 books. The list is not meant to be comprehensive, but rather to serve kind of as a good introduction to this immense treasure of sacred art by which the Catholic Church really contributes beauty to the world. These pieces of art are still admired and treasured even by people who are not of faith. That's very interesting. You see in many of the churches and museums in Europe, especially, you know, thousands of visitors and many of them are not people of faith, but they're just there to take in the beauty of these masterpieces of sacred art. And that's sort of I think our great contribution to the world. The pieces that are culturally Catholic remind us of the beauty of the many forms of Christian prayer. So as you mentioned, the Angelus, the contemplative prayer of the rosary, the lives of the saints, again, the saints who are living masterpieces of faith in God. You say this is sacred art that every Catholic should know. What does every Catholic, the big and the small, the young and the old, what do they gain from knowing about these pieces, praying with them, just sitting and looking at them and meditating on them? Thank you, you know, Mary, for that question, because that is my hope for the book. A Catholic reader is going to be able to enter more deeply into the mysteries of the faith by reflecting on these masterpieces of sacred art. So they're not just kind of to make us become somehow an expert in art or just sort of give us an aesthetic moment of appreciation of art. It's really meant to lead us more deeply into the great mysteries of faith that we are privileged to live every day. Because the art is meant to point us to, to lead us to the love of God revealed in Jesus, in the power of the Holy Spirit, to lead us to the life of the Blessed Virgin Mary, whose birthday we celebrate today, the lives of the saints who are God's masterpieces, the biblical stories that these paintings tell, but sort of take, that help us to see our place in salvation history, that it's not something that's just taking place in the past, but that we are in fact, every day through the faith that we live, we are part of salvation history by which God is reconciling the world to himself. So that's what I hope the, the Catholic reader will take away from this book, an experience of the beauty of faith, most of all, of the beauty of our Catholic faith that leads us to a deeper love of God, love of Jesus, the Holy Spirit, a love of Mary, the saints, and the Word of God. If I may just end with a quote from Pope Benedict XVI, because I think he really captures the hope of this book as I was writing it, this is what he said, Pope Benedict said this, the only effective apology of a Christianity comes down to two arguments, namely the saints the church has produced and the art which has grown in her womb. Better witness, he says, is born to the Lord by the splendor of holiness and art which have arisen in community of believers. And then he says, can the church continue to transform and humanize the world? How can she do that? How can she dispense with beauty in her liturgies, that beauty which is so closely linked with love and the radiance of the resurrection? So he says, Christians must not be too easily satisfied. They must make their church into a place where beauty and hence truth is at home. Leave it to Papa Benny, good old B-16, to really put the exclamation point on it. That was beautiful. Thank you. Again, the book is sacred art every Catholic should know. You can find it right here on tanbooks.com or at your local Catholic bookseller. Dr. Sullivan, congratulations on this really beautiful project that would be at home in every Catholic family, in every Catholic home. Well done. Thank you for all your hard work on it and thanks for being with us today. Thank you so much, Mary, for the chance to speak with you today.


This is stock number 11037. We are here at Summit Automotive in Fond du Lac, Wisconsin. You're new and used Dodge and Dodge Durango headquarters. Today we are checking out this exceptionally clean 2018 Dodge Durango Citadel. This vehicle has the award-winning 3.6 liter Pentastar V6 motor. It has been fully safety and inspected by our service shop has a fresh oil and filter change. All the fluids have been checked and topped off and this vehicle is 100% ready to go. DB black is the color. We shoot all of our videos in 1080p 60 frames per second so if you have HD capabilities on your computer tablet or smartphone device turn them on right now because it is definitely your best way to check out the quality and condition of the vehicle before seeing it in person. If you want to check out all the photos on this vehicle in the upper right hand part of your screen is a link right to our website. Click that and check us out there. 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This vehicle smells very clean inside I don't think it's ever been smoked in has a power sunroof headliners in great shape home link buttons for your garage door security systems and lighting systems map lights and you get sos and assist buttons in that rear view mirror just so much to go over on this vehicle also has the capitalist fuel fill which is a really nice feature as well second row heated quad seating so you get the tumble seats back here latch child safety system they got the armrests on them and then you also have dual dvd players back here you can actually hook up hdmi cables to them too if you got a different player and then you got your heated seat buttons two usb's and then a 115 volt 150 watt plug-in but uh kind of a rare option you don't see too many deranguers with the dvd players in the headrest so definitely a plus to this vehicle to get to that third row you just fold that seat up and then you can get back there pretty easy and those seats are in excellent condition no rips or tears on them factory floor mat back there got the child safety locks on the back doors and the bottoms of the doors all look really good and we'll take a quick look under the hood i would personally like to thank you for checking out the video today and hopefully from this hd video you will have been able to tell just how clean this derango is all the way around inside note under the hood we have the award-winning 3.6 liter pentastar v6 motor engine bay is very clean it runs very smooth and it has been fully safety to inspect by our service shop has a fresh oil and filter change all the fluids have been checked and topped off and this derango is 100 ready to go i would highly recommend it from a quality and condition standpoint and to see more pictures of this derango we're one of our other 450 new and used cars trucks suv's minivans wranglers you name it we got it you guessed it go to summitauto.com in the upper part of the screen there and we got pictures and videos of just about every vehicle we have on the lot and to see more videos you can go to youtube.com slash summit auto remember to like subscribe and share on this video and all the videos that you see there in fact in a second you will see a link to subscribe to our youtube channel on your left a link to more derango videos like this one on your right if you have not been to our website on the bottom link to this vehicle on our website click those checks out and we really look forward to helping with this super clean 2018 dodge derango citadel all-wheel drive in db black with the dual dvd headrest thanks again