Book contents
- Why the Bible Began
- Why the Bible Began
- Copyright page
- Dedication
- Contents
- Figures
- Maps
- Acknowledgments
- Prologue
- Introduction
- Part I The Rise and Fall
- Part II Admitting Defeat
- 9 Daughter Zion
- 10 The Creator
- 11 Haggai the Prophet
- 12 Nehemiah the Builder
- 13 Ezra the Educator
- 14 Hoshayahu the Soldier
- Part III A New Narrative
- Part IV A People of Protest
- Subject Index
- Scholars Cited
- Biblical References
- References
14 - Hoshayahu the Soldier
Peoplehood as a Pedagogical Project
from Part II - Admitting Defeat
Published online by Cambridge University Press: 13 July 2023
Book contents
- Why the Bible Began
- Why the Bible Began
- Copyright page
- Dedication
- Contents
- Figures
- Maps
- Acknowledgments
- Prologue
- Introduction
- Part I The Rise and Fall
- Part II Admitting Defeat
- 9 Daughter Zion
- 10 The Creator
- 11 Haggai the Prophet
- 12 Nehemiah the Builder
- 13 Ezra the Educator
- 14 Hoshayahu the Soldier
- Part III A New Narrative
- Part IV A People of Protest
- Subject Index
- Scholars Cited
- Biblical References
- References
Summary
In 1938, just weeks before being murdered, the British archeologist James Leslie Starkey discovered a stockpile of ancient texts. He had been excavating at Lachish, which was a once powerful city in the Southern kingdom, second only to Jerusalem. As Starkey was digging in the guardroom of the gate complex, he happened upon a cache of inscribed pottery shards (ostraca) from Judah’s final days, when Nebuchadnezzar was preparing his siege of the capital. One of these texts is a letter that an officer in Judah’s army named Hoshayahu sent to his commander (Figure 14.1).
- Type
- Chapter
- Information
- Why the Bible BeganAn Alternative History of Scripture and its Origins, pp. 221 - 236Publisher: Cambridge University PressPrint publication year: 2023
References
Further Reading
Allon, Niv and Navratilova, Hana, Ancient Egyptian Scribes: A Cultural Exploration, Bloomsbury, 2017.Google Scholar
Blackman, Aylward M. and Eric Peet, T., “Papyrus Lansing: A Translation with Notes,” The Journal of Egyptian Archaeology 11 (1925): 284–298.CrossRefGoogle Scholar
Boyd, William, The Educational Theory of Jean Jacques Rousseau, Russell & Russell, 1963.Google Scholar
Carr, David M., Writing on the Tablets of the Heart: Origins of Scripture and Literature, Oxford University Press, 2008.Google Scholar
Crenshaw, James L., Education in Ancient Israel: Across the Deadening Silence, Doubleday, 1998.Google Scholar
Garfinkel, Yosef, “The Murder of James Leslie Starkey near Lachish,” Palestine Exploration Quarterly 148 (2016): 84–109.Google Scholar
Kleinerman, Alexandra, Education in Early 2nd Millennium BC Babylonia: The Sumerian Epistolary Miscellany, Brill, 2011.CrossRefGoogle Scholar
Moore, Gregory (ed.), Fichte: Addresses to the German Nation, Cambridge University Press, 2008.Google Scholar
Robson, Eleanor, “The Tablet House: A Scribal School in Old Babylonian Nippur,” Revue d’assyriologie et d’archéologie orientale 95 (2001): 39–66.CrossRefGoogle Scholar
Rousseau, Jean-Jacques, Considerations on the Government of Poland, 1772, translation from International Relations and Security Network, Zurich, www.files.ethz.ch/isn/125482/5016_Rousseau_Considerations_on_the_Government_of_Poland.pdf.Google Scholar
Schniedewind, William M., “Sociolinguistic Reflections on the Letter of a ‘Literate’ Soldier (Lachish 3),” Zeitschrift für Althebraistik 13 (2000): 157–167.Google Scholar
van der Toorn, Karel, Scribal Culture and the Making of the Hebrew Bible, Harvard University Press, 2007.Google Scholar
Williams, Ronald J., “Scribal Training in Ancient Egypt”, Journal of the American Oriental Society 92 (1972): 214–221.CrossRefGoogle Scholar
Zhakevich, Philip, Scribal Tools in Ancient Israel, Penn State University Press, 2020.Google Scholar