Awake!, January 22, 1972

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Awake! — January 22, 1972

Source: jw.org

Contents

Denmark Introduces Compulsory Sex Education

Teaching Sex in Schools—Beneficial or Dangerous?

Population Problem

What Does Your Voice Express?

Enamel

The Man Alexander the Great

Water—Marvelous Gift to Man

Old Age Can Be Enjoyable

Insects by the Million

I Was a Worshiper of a Hindu Goddess

A Doctrine of Pleasure

Can Computers Aid Bible Scholars?

Watching the World

Fiery Destruction Foretold for Nations

Did All Races Come from One Human Pair?

Denmark Introduces Compulsory Sex Education

By “Awake!” correspondent in Denmark

IN May 1970 the Danish parliament passed a law making sex education compulsory in the public schools. The law took effect in the school term following the summer of 1971. What does this mean for Danish teachers, schoolchildren and their parents?

Besides fundamental matters such as the function of the sex organs, puberty, menstruation, emissions, sexual intercourse and conception, sex instruction classes will discuss petting, differences in sexual reactions of male and female, masturbation, contraceptive methods and venereal diseases.

The program of instruction is to begin right from the first grade.

What Is New?

Sex education is not new in Denmark. As far back as 1904 some information on the subject was being worked into natural history classes in the middle schools (children aged eleven to fourteen). By 1941-1942 elementary schools were tying in a certain amount of sex education with health and hygiene courses. Then, in 1961, the Ministry of Education approved sex instruction as part of the regular elementary school curriculum. But two years later records showed that only 29 percent of the schools had introduced it.

Even where introduced, sex education classes were then on a voluntary basis. Before children were included, parents were to be consulted.

Now the picture has taken on new tones. The new law makes no provision for excusing children; the instruction is compulsory.

In fact, sex education will be woven throughout the entire school course. When, for example, the problem of overpopulation in India enters a geography discussion, the law provides that the teacher may introduce information about birth-control methods and family planning. So, with sexual instruction not restricted to specific classes but pervading the whole course, it can be seen how difficult it would be to excuse children on any orderly basis.

Why the New Law?

A major factor leading to this legislation seems to have been an appeal from the Danish Women’s National Council back in 1960. Already statistics revealed that some 6,000 young unmarried, pregnant women, about half of them under twenty years of age, were seeking help at Mother’s Aid institutions each year. The 4,000 or so legal abortions performed annually were being far surpassed by an estimated 15,000 illegal abortions during the same period. Complaining that “suppression, vagueness and indefiniteness” in sex education were leading to many such misfortunes, the Women’s National Council called on the government to provide greater enlightenment.

But why compulsory sex education? And why beginning with children of tender years in the early grades?

The claim is made that the compulsory nature of the new law will remove any stigma from sex education, making it seem normal and ordinary rather than something ‘special.’ Any ‘dramatic’ element or sense of ‘mystery’ is supposed to be stripped away from the subject of sex. Children will be encouraged to discuss the subject’s entire range openly and freely.

The point is made that some children mature sexually quite early. About 8 percent of Danish girls are said to experience their first menstruation by eleven years of age. So, third and fourth grade classes will treat this subject to prepare them to take this development without undue shock. It is also held that even very small children need warnings against sexually perverted adults—given without frightening them to the point where they fear any friendly stranger.

What Benefits Are Anticipated?

A primary goal is the reduction of unwanted pregnancies, also abortions, legal or illegal, among very young girls. It is hoped that thereby the emotional upset, the social problems and damaged lives these can bring will be largely avoided.

The advocates of the new law lay the blame for these misfortunes principally on ignorance, superstition and perverted ideas about sex among young boys and girls. Denmark permits publication of pornographic literature, and it is acknowledged that many children get much of their sex knowledge from this source. An opinion underlying the new law says: “This kind of information can be the cause of an unrealistic and twisted view of sexual intercourse.”

But the main means relied on to counter the wave of unwanted pregnancies seems to be by the providing of full information to youths on methods of contraception.

What Will the Children Be Learning?

Obviously, very much depends on the individual teacher and his or her personal standards. Also the textbooks selected.

Some idea of what might be taught can be seen from considering one book already used in some schools. Entitled Dreng og pige, mand og kvinde (Boy and Girl, Man and Woman), this book by medical doctor Bent H. Claësson says in its preface that effort was made to “exclude moralizing” and to stress that “each individual must have the right to satisfy his sexual needs independent of age, sex and—as far as it does not invade the rights of others—of the method used.”

Among photographs illustrating this book’s text are some showing how a couple can attain sexual satisfaction without actual intercourse and also how to masturbate. On this latter subject the book says:

“One can make it a golden rule, without any shame, to masturbate whenever one wants to. It is exactly the same as eating when one is hungry, sleeping when one is sleepy, and urinating when it is necessary.”

On premarital sex relations the author says that ‘fortunately some are liberal about this.’ Unfaithfulness is presented as a possible solution to an inharmonious marriage, and pornography is said to have some psychological value. As to sex relations with animals, he states:

“In this country, as long as one does not mistreat the animal, it is lawful to satisfy sexual desires in this way.”

So while ‘excluding moralizing,’ the author obviously tries to establish a moral code of his own making, one he presents as the ‘rule’ or law to follow. That code condones the practices of masturbation, fornication, homosexuality and even sex relations with animals. Is such a code the kind you would want your young children to learn?

Conflict with Christianity

Very clearly, sex education in the schools may often involve an attack, direct or indirect, on Christian teachings as found in the Bible. The above-mentioned book, in fact, openly says:

“In any case it is wrong to maintain the Christian position that the ‘sexually normal’ is also the natural and right way as against the ‘sexually abnormal,’ which is [thereby viewed as] unnatural, perverse, a deviation or immoral.”

True, this author has since announced a revision of his book and claims to have “weeded out everything which could be considered anti-Christian.” But one may well wonder what he considers the dividing line between what is Christian and what is “anti-Christian.”

If he is guided by the National Church (Lutheran) of Denmark, the ‘weeding out’ may be very minor. Why so? Because it is well known that many clergymen of the National Church hold that neither Christianity nor the Bible expresses any clear or definite moral code.a

Yet, if you will open your Bible and read statements such as those found in Romans 1:24-32, Galatians 5:19, 21 and Ephesians 5:3, 5, you will see that the Bible clearly describes those practicing fornication (premarital sex), adultery (extramarital sex) and homosexuality as persons having “disgraceful sexual appetites,” engaging in what is “obscene.” It also definitely states that no such persons have “any inheritance in the kingdom of the Christ and of God” but that they “are deserving of death.” But these statements apparently are not “definite” enough for such clergymen.

Many teachers undoubtedly share the view of these clergymen on sex matters. When these teachers handle classes in reading, writing and arithmetic, this may not matter much. But when it comes to instructing children and young people in attitudes about sex and other serious aspects of life, it can matter a great deal.

[Footnotes]

See the news report concerning this on page 29.

[Picture on page 5]

When children are instructed about sex, the attitude of the teacher deeply affects the life of the student

Teaching Sex in Schools—Beneficial or Dangerous?

THE majority of the people in Denmark are evidently not disturbed by their country’s new compulsory sex-education law. Most seem to look on it as ‘a step in the right direction,’ something that will help children to attain a well-balanced life.

No one, of course, can deny that children need to learn the facts of life, how and why their bodies function as they do, what the procreation process is. It is also undeniably important that they have a healthy attitude toward these things, not looking on sex as somehow ‘unclean’ in itself.

Nevertheless, many persons see inherent dangers in Denmark’s new law or in the trend it represents. They are concerned about the increased authority granted to school officials and teachers and the corresponding reduction of parental control over children.

Guidance or Misguidance?

Many foresee the same danger that was pointed to some years ago by School Director Aage Nørfelt, who warned:

“The purpose of any instruction is . . . guidance, but if essential areas are ignored it can very easily become the very opposite, misguidance.”—Kristeligt Dagblad, August 24, 1966.

Those urging sex education in schools, he said, take the position that ‘young people are going to have sex relations anyway’ so the main thing is ‘to help them use contraceptive methods and avoid pregnancies and illegal abortions.’ He then argued:

“But in this connection one fails to do the most essential thing: to tell these big children (for that is what they are) that what is wrong is that they have intimate relations at that age.” Life has “its natural rhythm which must be respected. The child shall be a child, and the youth a youth in those specific periods.” This is the way they are prepared for fully mature life later. Just as little children that try to imitate older persons look foolish, and elderly persons trying to appear youthful make themselves ridiculous, so it goes ‘contrary to the nature of things for immature youths to try to live as mature adults.’ Director Nørfelt’s conclusion, therefore, was:

“The preaching that when one is sexually mature biologically, one has the right to sexual intercourse, is false. It is misguidance, not guidance.”

This is not to say that the new legislation totally ignores the problems involved. More than simply giving children sex information, it does endeavor to provide some guidelines. But what are these? What strength do they have?

As a basis for such guidance, the legislative committee used a treatise by Doctor of Theology K. E. C. Løgstrup. It recognizes that “the time of youth is often characterized by inconstancy and fickleness.” Youths are to be told that, if they lack the ability to establish lasting relationships, it is not in their best interests to start a sexual relationship. That, rather than solving problems, such relationships “often create new problems.” Any encouragement to chastity and restraint, therefore, is either lacking or very weak. Youths are to be warned against ‘taking chances’ that might bring pregnancy, counseled that both parties are responsible to use adequate birth-control provisions, even instructed as to when the best circumstances are for having sex relations. Along with all this they are told of the importance of ‘understanding’ and ‘consideration’ in these matters. But as to any moral obligation toward God, the treatise by theologian Løgstrup says nothing. What the young people’s parents believe as to right conduct is apparently viewed as immaterial. In the final analysis the young people are left to make their own decisions as to what they should or should not do.

Would you expect young people receiving that type of instruction to abstain from sex relations or to engage in such?

How consistent is it for legislators to doubt parents’ ability to guide their children wisely and at the same time credit inexperienced, immature youths with the wisdom necessary to make wise decisions when passion stirs in them? The trust shown in youthful judgment by sex-education advocates today is remarkable, and—in view of the problems that youth already has world wide—is at least equally naïve.

Would it make sense to explain to a young boy the mechanical functions of a car, show him how to drive it and then send him into the streets of a large city with the simple instruction that he should be ‘considerate’ and use good judgment—without giving him any knowledge of, or feeling of responsibility toward, traffic laws? City traffic is not nearly as complex as are human relations nor as fraught with dangers as those can be, particularly in our modern times. Are we to believe that God has given us no rules to follow?

State Invasion of Parents’ Rights?

Does the new law open the way for an invasion of parental rights by the political state? Department leader Oskar Hansen has complained to the Human Rights Commission that it does. He calls attention to the first amendment, article 2 of the Human Rights bill, which states:

“With the exercise of the functions which the state takes upon itself in education and instruction, it shall respect the parents’ right to see to it that such instruction and education is done in agreement with their own religious and philosophical conviction.”

But one Danish clergyman, Søren Krarup, goes beyond this. Expressing views different from many of Denmark’s clergy, he likened the new law to ‘neo-Nazism.’ In Kristeligt Dagblad of June 4, 1971, he warned: “It is an effort to steal children from their parents just as the Nazis did.”

Asking how it is that a government can tell people they are incapable of managing their own affairs—when it is the people who have elected the government—his answer is:

“It is done by claiming an expert knowledge which ordinary people do not have. The tendency is obvious in politics. . . . But it is also beginning to penetrate the educational field which abounds with all-knowing and all-powerful ‘experts’ on the well-being and happiness of children.”

Such ‘experts,’ he says, claim to know other people’s innermost thoughts. “And, what is more important, they claim they know better than people themselves.” He likens them to a doctor who feels he should not waste time discussing with patients the treatment he favors, since “he knows best.”—Berlingske Tidende, June 20, 1971.

Where the Problem Really Lies

Is the problem of unwanted pregnancies, abortions, perverted ideas about sex, really to be solved in schools? For that matter, what success have schools had in solving other serious moral problems involving youth? Have their courses on civics and good citizenship been able to avert or stem the growing tide of drug addiction, crime and violence among youth? So, then, is the absence or limited extent of sex education in schools the true source of the problem?

Back in 1960, when the Women’s National Council made their appeal, they said: “It is our impression that all too many youths do not get the support they should in the home or at school and therefore they come out into the world unprepared and ignorant.”

But, obviously, home training precedes school training in a child’s life.

Former Minister of Education K. Helveg Petersen focuses on the true source of the problem, saying: “The school will never be able to carry out this assignment in a fully satisfactory manner, because first and last it belongs in the home.”

That is where the Bible places the assignment too. When an Israelite father discussed the Mosaic law with his children, as he was to do daily in accord with Deuteronomy 6:6-9, they would inevitably receive much sexual instruction, as anyone can see simply by reading that Law in the Bible. Parents—not some outside persons—gave such instruction and answered the questions of their children. And when the children heard the law on these matters read in public, the parents were present with them. (Deut. 31:10-13) Parents today who prefer to let schools care for this assignment cannot claim Bible backing. They do this at grave risk.

What Parents Can Do

Parents have tremendous advantages over others in giving sex education to their children. They know their children better than anyone else. They know how far these have developed physically, mentally and emotionally. And, if conscientious, parents naturally show superior regard for their children in giving individual help according to each child’s needs and circumstances.

What can parents do where authorities compel children to receive sex instruction in school? They can regularly inquire of the child as to what is being taught, as well as find out what he has heard from playmates and others on this subject. Then, with an open and honest discussion, the parents can supply the child with additional, healthful and helpful information. They can correct and counteract wrong ideas and strengthen the child’s determination and desire to follow the Biblical, Christian standard of right conduct, thereby seeking God’s blessing.

Here, of course, an ounce of prevention is worth a pound of cure. Parents should guard against letting the schools take the initiative from them on the various points of sexual instruction. In Denmark, the opinion on which the new law is based says that parents should be informed as to how sexual education will be taught and at which age the different features of the subject will be introduced. Where schools fail to carry this through, parents might interview teachers to obtain such information. Then they can prepare their children beforehand so that the children already have the healthful Scriptural viewpoint in their minds when the schools begin discussing certain points. In countries like Denmark parents need to begin doing this even before their child enters the first grade.

And, even though governments impose compulsory sex education, parents can still talk with school authorities and make known their concern as to moral issues that may arise. They can express their disapproval if teachers encourage sexually loose conduct. Some Danish parents have authorized their children to request permission to leave the room if sex discussion becomes depraved. However, in view of the natural curiosity of children and youths, some parents may well feel that this is expecting a lot from their children. In some parts of the world, parents able to do so have preferred to provide their children with private school instruction, as by correspondence courses or other means approved by law. They view any extra expense involved as very minor in comparison with the spiritual well-being of their children.

Obviously, the implementation of a new law such as that passed in Denmark carries with it implicit dangers. But the greatest danger already existed before the new law was passed: the indifference of so many parents who accept the idea that the ‘experts’ know best and that they themselves do not have the ability to give adequate and complete sexual instruction to their children.

Based on his own experience, child psychologist Svend Heinild expresses the conviction that the problems of youth are not due so much to a lack of information as to a sort of spiritual and emotional undernourishment. (Politiken, August 16, 1970) Christian parents who genuinely love their offspring will see to it that this is never true of their children. They know their God-given right and responsibility to counsel and instruct their children in all facets of life. They are willing to give the time, thought and effort needed to protect their children against bad moral influences.

[Picture on page 8]

Parents can inquire of the child as to what is being taught and, if necessary, they might interview teachers

Population Problem

● One specialist in the mathematics of populations used Mexico to illustrate what he saw as the glum prospects with regard to the population problem. In the article “The Numbers and Distribution of Mankind” he wrote: “Mexico’s rate of increase would double its present 50 millions in about 21 years; quadruple them in 42 years; multiply them by 8 in 63 years. Thus if the pace continues, a child now born will not yet have retired from active life before Mexico contains 400 million people.” Such estimates, though, overlook the sound Biblical evidence that shortly God is going to intervene in human affairs.

What Does Your Voice Express?

BY YOUR appearance you give people a certain impression as to the sort of person you are. That impression, of course, is based only on what they see. People also base their judgment on what they hear. In fact, far more revealing, far more indicative of your personality is your voice. It can proclaim ever so many things, which may or may not be true. Yes, the very sound of your voice can do good or harm to yourself and to others.

Have you not found it so, that how a person says a thing, the tone of voice in which he says it, inclines you either for or against him and what he says? If his voice is warm, friendly, kind, pleasant, is it not likely to win you far more than if he sounded cold, harsh or strident? Yes, because we all are influenced by emotion, and the tone of voice in which something is said conveys either a favorable or an unfavorable emotion. Thus some forty years ago, President Roosevelt by his Fireside Chats, delivered in a warm, friendly, sympathetic and reassuring tone of voice, instilled hope in many of his listeners.

Not that how something is said is more important than what is said. Not at all! Better to hear the truth told in a cold or unpleasant voice than to have falsehood spoken with a smooth voice. But the truth said in a kind, friendly, winsome way without a doubt will be more effective than if spoken in a harsh or unpleasant tone of voice.

A Marvelous Instrument

Well has it been observed that no musical instrument can compare with the human voice in the variations of tone it can produce. And man alone has the ability to use his voice to produce speech. As evolutionist Hooten admits in his book Up from the Ape: “All of the anthropoid apes are vocally and muscularly equipped so that they could have an articulate language, if they possessed the requisite intelligence. . . . There is nothing about a snout that prevents its possessor from speaking, but there is something about the brain that goes with a snout that makes speech impossible.” True, parrots can repeat the sounds they hear, but their bird brains do not know what they are saying. Speech expresses ideas. No ideas, no intelligent speech.

Not only does mankind have the power of speech but practically all persons can improve the quality of their voices. The possibilities are there. As has well been said: “You cannot tell, by any anatomical means, the larynx of a prima-donna from that of a woman who has the voice of a raven.” And again, “There is little or no discoverable difference between the vocal mechanism of the savage and that of the most accomplished singer or speaker.”

So, regardless of how your voice may sound, you can improve its quality, and it is to your advantage to have your voice sound as pleasing and effective as possible.

Just what does your voice sound like? It is difficult for you to determine this. Why? Because it is natural for persons to be partial, and so inclined to think their voice is quite all right. Then, too, you hear only sound waves coming through the air when others speak. But when you speak you receive not only these sound waves but also the vibrations your voice makes through the bones of your skull. This causes you to hear your voice with more resonance than it actually has. That is why most persons are disappointed when they hear their voice for the first time as recorded by a good tape recorder. And even then it is necessary for you to hear your voice repeatedly before you will be able to hear it as it actually sounds to others, that is, be able to evaluate it objectively!

The Physical Factors

There are several basic factors that determine what your voice expresses. One is the way you use your vocal organs.

Take the matter of posture. A good, upright posture is essential to producing a good voice. Why? Because your voice depends upon your breathing, and good posture is necessary for good breathing.

Proper breathing is diaphragmatic breathing. The tendency of many is to use merely the upper part of the lungs, but for a good strong voice, and one that does not tire easily, you need to get into the habit of diaphragmatic breathing, involving the lower, larger areas of the lungs. Most persons do not speak loud enough, and faulty breathing may well be the reason.

Proper use of your voice also requires that you keep relaxed—your vocal mechanism, the throat, the jaws, and the entire body. Why so? Because tenseness of one part of the body tends to make the rest of the body tense. When you are tense your voice is likely to be harsh or strident—not at all pleasing qualities. Or it may merely be too high in pitch, thereby losing some of its power or effectiveness. Make an effort to be relaxed and most likely you will sound relaxed.

Ever so many persons speak with poor articulation or enunciation. This may be due to a structural defect in the mouth. But, on the other hand, these weaknesses may be due to a careless or slovenly manner of speaking. By giving thought to the consonants these persons can improve their articulation. Others may have poor articulation because of speaking too rapidly, such often going with a nervous temperament. These can improve by deliberately slowing down and, in particular, dwelling more on the vowel sounds. This at the same time will result in a more sonorous, pleasing and musical quality of voice.

The Psychological Factors

Of course, the physical factors governing voice quality which we have just considered represent but one side of the coin. The other side, which might be equally if not more important, is the psychological and personality factors. These involve the mental, emotional and religious aspects of speaking.

In fact, so much is this the case that a textbook on voice training states that the training of the voice must go hand in hand with the training or improvement of the personality. Granted, the improving of the personality is more difficult than the training of one’s voice, yet the fact cannot be overlooked that the improvement of the voice in some respects depends upon the improvement of the personality.

It therefore follows that if you are an outgoing, confident, cheerful, friendly person, your voice will reflect these favorable qualities. On the other hand, should you be timid, morose, indifferent, or should you be arrogant, intolerant, critical, harsh or emotionally distraught, your voice will display it, even as it betrays your physical condition if you are weak or sick. So if you do not want your voice to give others these impressions, then you must eradicate such qualities from your personality and replace them with optimistic, sympathetic, alert and confident characteristics. You will find that, to the extent that you painstakingly make efforts to express such qualities, others will respond in kind, helping you in your efforts.

Applying the Principles

Giving thought to what your voice expresses will help to make for better relations with all with whom you have to do. It might even be said that the matter of voice quality is implicit in the counsel given in the Holy Bible. For example, wives are told by the apostle Paul to accord their husbands “deep respect.” Unless the wife’s voice is deeply respectful, any respectful words she might utter would be only hypocritical.—Eph. 5:33.

Similarly, in regard to the attitude of children toward their parents, God’s Word commands children: “Honor your father and your mother.” Genuine honor and respect are indicated by the tone of voice as well as by respectful words.—Eph. 6:2; Heb. 12:9.

In all our communications with others, we should want our voice to express accurately what is in our mind and heart. When you speak to those in positions of governmental authority, does your voice reflect a feeling of honor and respect for their position? What does your voice reflect when you speak to your employer? That depends upon what is in your mind and heart. Likewise when speaking to overseers in the Christian congregation, if you truly feel honor and respect for them, that is what your voice will express.—1 Thess. 5:12, 13; Heb. 13:17.

Perhaps more than others, those who preach the Word of God from the public platform should be concerned as to what their voices express. If a public speaker is soft-spoken by nature he will need to give thought to strengthening the tone of his voice if the subject he is dealing with calls for a powerful delivery or the expressing of strong righteous indignation. Another, whose natural delivery is loud and bold, will need to give thought to using a softer tone of voice when dealing with such subjects as prayer, kindness, mildness and gentleness. And, of course, all such also applies to the reading of the Bible from the public platform; the ‘music,’ as it were, must match the words.

No question about it, our voices are capable of great variety. Whenever we speak we have a message to give. Make certain that your voice matches your message. In this way you can best honor your Creator, can best communicate with your fellowman, and will also derive the most satisfaction from using this marvelous instrument, your voice.

Enamel

◆ A glasslike substance, enamel, is used to protect or decorate the surface of glass, metal and pottery. Also called porcelain enamel, it is made principally from borax, feldspar, lead, quartz and silica. Mineral oxides are added for coloring. These materials are all ground up into fine particles and then applied in various ways to whatever is being enameled. The article is then heated to about 1500 degrees Fahrenheit, which melts the enamel and unites it with whatever is being covered. The temperature at which the enamel melts must always be lower than that of the object being covered, otherwise the object would melt too.

The Man Alexander the Great

THE exploits of Alexander the Great had a tremendous impact upon the ancient world. In a matter of a few years he gained control of a land area greater than that of any ruler prior to his time. But what kind of a person was Alexander the Great?

A prime source of information is the Greek biographer Plutarch, who lived over three centuries after Alexander’s time. His accounts are therefore not firsthand, but based on the writings of earlier historians. Likewise the Greek historian Arrian, of the second century C.E., had to base his work on that of others. Taking these sources for what they are worth, this is the story that unfolds:

Traits Manifested Early in Youth

Early in life Alexander manifested ambition, love of glory and an interest in matters that usually are of little concern to young boys.

When very young, Alexander on one occasion, in the absence of his father Philip, entertained ambassadors from the king of Persia. His questions revealed the workings of a practical mind even then. He inquired about such things as the “nature of the road into inner Asia, the character of their king, how he carried himself to his enemies, and what forces he was able to bring into the field.”

Alexander’s joy over his father’s victories was limited. He felt that his father’s achievements might deprive him of the opportunity to perform great and illustrious deeds. He was not interested in inheriting wealth and luxury, but wanted to display his courage and gain glory through his own accomplishments.

The kind of glory that Alexander sought was what he viewed as being worthy of kings. Therefore he was not impressed by professional athletes. Asked whether he would run a race in the Olympic Games, Alexander indicated that he would do so if he were to run with kings.

Alexander had full confidence in himself and his abilities. One striking example of this involves the horse Bucephalus. When this horse was being led away as completely useless and untractable, Alexander reportedly said: “What an excellent horse do they lose for want of address and boldness to manage him!” Hearing this remark several times, Philip retorted: “Do you reproach those who are older than yourself, as if you knew more, and were better able to manage him than they?” Alexander boldly asserted that he could manage the horse better than others. If he failed, he agreed to pay the full price of the horse. But Alexander did not fail, prompting his father to exclaim: “O my son, look thee out a kingdom equal to and worthy of thyself, for Macedonia is too little for thee.”

Later Philip sent for Aristotle so that Alexander might receive instruction from this famous philosopher. Besides imparting his views on morals and politics, Aristotle is also thought to have taught Alexander about medicine.

It appears that Aristotle was primarily responsible for Alexander’s interest in learning and reading. This interest continued with Alexander throughout his life. He would place under his pillow his dagger and the copy of Homer’s Iliad that had been corrected by Aristotle. Alexander continued reading history, plays and odes. Even in matters of knowledge he sought preeminence and therefore voiced his disapproval upon learning that Aristotle had published things that had been imparted to him orally. Wrote Alexander: “You have not done well to publish your books of oral doctrine; for what is there now that we excel others in, if those things which we have been particularly instructed in be laid open to all?”

Already as a teen-ager Alexander distinguished himself in military exploits. At sixteen he, in the absence of his father, ruled Macedonia. He put down the rebellious Mædi, took their chief city by storm, drove out the inhabitants, brought other peoples into the city and then named the place after himself, Alexandropolis.

As King and Military Leader

Following the assassination of his father Philip, Alexander, at the age of twenty, became king of Macedonia. During his reign of less than thirteen years Alexander continued to be driven by an unrestrained desire for glory. Though apparently a dreamer, he had the determination to transform his dreams into reality. Despite great odds, he boldly went ahead with his plans.

According to his own testimony (as quoted by the historian Arrian), Alexander inherited from his father only a few gold and silver cups. Though Philip owed five hundred talents, there were less than sixty talents in the treasury. Nevertheless, Alexander borrowed an additional eight hundred talents and then, with a comparatively small army, began a campaign of conquest. And he succeeded, extending his conquests clear into India.

Of course, it should not be overlooked that Alexander had the advantage of starting out with an experienced army. But considerable skill was required on his part. New situations arose. Altogether different means of warfare had to be faced. Hence opposing forces had to be fought with different but appropriate tactics.

Then, too, it was largely the personality of Alexander that kept the army going for a considerable period with comparatively little difficulty in the ranks. He was able to gain and maintain the affections of his men.

His army could see that he never spared himself. One example of this concerns the time when Alexander and his men were marching through a sandy desert. Though he was suffering from intense thirst, he, in full view of his men, poured out the water that some soldiers had been able to procure for him with much difficulty from a shallow riverbed. Before pouring out the water he duly thanked the soldiers.

Toward the close of his short life Alexander could say: “I have no part of my body, in front at least, that is left without scars; there is no weapon, used at close quarters, or hurled from afar, of which I do not carry the mark. Nay, I have been wounded by the sword, hand to hand; I have been shot with arrows, I have been struck from a catapult, smitten many a time with stones and clubs.”

Other actions, too, won him the affection and admiration of his forces. On one occasion he arranged a furlough for recently married men, enabling them to spend the winter with their wives in Macedonia. In the earlier part of his reign he had complete trust in his friends. Once while Alexander was seriously ill, a physician by the name of Philip made a strong potion for him. When he was about to give it to Alexander, a note was delivered, advising Alexander that King Darius had bribed Philip to poison him. Alexander nevertheless accepted the medicine, handed the note to Philip and, while Philip read it, drank the dose. There was indeed nothing amiss; rather, the prescription led to Alexander’s recovery.

After battles, Alexander visited the wounded, examined their wounds, praised soldiers for their valorous deeds and honored them by a donation in keeping with their accomplishments. Whenever there were spoils after a siege he canceled the debts of his men, making no inquiry as to how the debts were incurred. As for those who fell in battle, Alexander arranged for a splendid burial. The parents and children of the fallen men were exempted from all taxes and services. For diversion after battles Alexander held games and contests.

At First Comparatively Temperate in Habits

Unlike many other rulers, Alexander considered it “more kingly to govern himself than to conquer his enemies.” Reportedly the only woman with whom he became intimate before his marriage was Barsine, the widow of Memnon, general of the Persian troops. Regarding Alexander’s marriage to Roxana, the Greek biographer Plutarch writes:

“It was, indeed a love affair, yet it seemed at the same time to be conducive to the object he had in hand. For it gratified the conquered people to see him choose a wife from among themselves, and it made them feel the most lively affection for him, to find that in the only passion which he, the most temperate of men, was overcome by, he yet forbore till he could obtain her in a lawful and honourable way.”

Alexander also respected the marriages of others. Though the wife of King Darius was his captive, he saw to it that she was treated honorably. Personally Alexander did not see her and did not permit others to speak of her beauty in his presence. Similarly, upon learning that two Macedonian soldiers had abused the wives of some strangers, he ordered that they be executed if found guilty.

Alexander regarded homosexuality as something very base. When an offer was made to him to buy two young boys for sexual pleasure, he was highly incensed and wrote that the ‘seller and his merchandise might go to destruction.’

Alexander was moderate in his eating habits. In his drinking, however, it appears that he eventually gave way to excesses. He would speak extendedly over every cup of wine and boast of his achievements. At such times he also delighted in being flattered.

Very Religious

Like his mother Olympias, Alexander was very religious. Whether he really believed that he himself was a god there is some question. Plutarch indicates that Alexander simply used claims to divinity as a vehicle for maintaining a sense of superiority among other people. However, Alexander was very careful to observe religious ritual. He would sacrifice before and after battles, and would consult his diviners regarding the significance of certain omens. He also consulted the oracle of Ammon in Libya. And at Babylon he carried out the instructions of the Chaldeans regarding sacrifice, particularly to Bel.

In view of this religious leaning and interest, there may be some basis for what the Jewish historian Josephus relates about Alexander’s coming to Jerusalem (though many think otherwise). Reportedly the Jewish high priest showed Alexander the book of Daniel, wherein it is pointed out that a Greek would destroy the empire of Persia. Alexander supposed that he himself was the person intended and, later, granted the Jews everything they desired.

As time passed, Alexander’s religiosity appears to have become practically an obsession. Writes Plutarch:

“When once Alexander had given way to fears of supernatural influence, his mind grew so disturbed and so easily alarmed that, if the least unusual or extraordinary thing happened, he thought it a prodigy or a presage, and his court was thronged with diviners and priests whose business was to sacrifice and purify and foretell the future.”

This somewhat parallels the situation of modern dictators like Hitler who consulted astrologers before making their moves.

Further Deterioration in Personality

In other matters, too, Alexander changed for the worse. At first he put up with unfavorable comments made about him and endeavored to render unprejudiced judgment. Later, however, he readily began to believe false accusations. The preservation of his glory and reputation becoming the most important thing in his life, he administered punishment with the greatest of severity. Having been led to believe that Philotas was implicated in an attempt upon his life, Alexander had him executed. Thereafter he sent word to Media and had Parmenio, the father of Philotas, also put to death. This was despite the fact that there was no evidence that Parmenio was involved in seeking Alexander’s death.

One of the darkest deeds of Alexander was the murder of his friend Clitus in a fit of drunken rage. Commenting on the incident, Arrian observes:

“[Alexander] showed himself therein the slave of two vices, by neither of which any self-respecting man should be overcome, namely, passion and drunkenness.”

However, Alexander came to recognize the baseness of his act. Most ancient historians (according to Arrian) state that Alexander condemned himself for having become the slayer of his friends. For three days he lay in his bed, partaking of neither food nor drink. Finally his friends were able to persuade him to eat.

Reportedly Anaxarchus the Sophist consoled Alexander by telling him that “what is done by a great King should be held just.” Regarding this Arrian states:

“I say that [Anaxarchus] did Alexander a wrong more grievous than the trouble which beset him; . . . For the tale goes that Alexander even desired people to bow to the earth before him, from the idea that Ammon was his father rather than Philip, and since he now emulated the ways of the Persians and Medes, both by the change of his garb and the altered arrangements of his general way of life. It is said that he had no lack of zealous flatterers who yielded to him in this.”

So it appears that Alexander’s craving for glory eventually brought out the most undesirable traits.

Death of Alexander

At Babylon, after having fought fierce battles in India, Alexander was stricken with fever. The royal diaries report that, while the fever was already upon him, he twice drank till late in the night with Medius. Alexander’s condition progressively worsened, though he continued to offer the customary sacrifices. Finally he lost his speech.

The soldiers insisted on seeing Alexander. Basing his comments on the royal diaries, Arrian writes:

“He was already speechless as the army filed past; yet he greeted one and all, raising his head, though with difficulty, and signing to them with his eyes.”

About two days later, Alexander died, having lived a mere thirty-two years and eight months. It was just as certain Indian wise men had observed:

“O King Alexander, each man possesses just so much of the earth as this on which we stand; and you being a man like other men, save that you are full of activity and relentless, are roaming over all this earth far from your home, troubled yourself, and troubling others. But not so long hence you will die, and will possess just so much of the earth as suffices for your burial.”

Though Alexander had applauded the words of these wise men, he never heeded them. His ambition impelled him to keep on conquering until his vitality was entirely depleted. In death he had nothing more than other men.

Water—Marvelous Gift to Man

By “Awake!” correspondent in the Dominican Republic

WE WERE standing beside a rumbling stream, high in the mountains near Medellín, Colombia, after having traveled all day through a dry section of Córdoba. Our clothes and the car in which we were traveling ran with little rivulets of dust. And so did our throats, it seemed. Rounding a curve in the ascent that would take us over the mountain and down to Medellín, we came upon this stream. Truly, a marvelous gift from man’s Creator!

The Water Cycle

The water of this lovely stream was on the move. Along with the water from other streams from the mountains, valleys, and even underground, from rivers and lakes, it was moving to the sea. There the sun with its powerful rays would raise it as water vapor, removing the salt by simple evaporation.

Every second our sun draws up nearly 15,000,000 tons of sweet water from the salty oceans and other sources. Carried by clouds and air currents over some thirsty landmass, the water vapor is deposited as rainfall, drained off into some river or stream and eventually returns to the sea. Remarkably, the Holy Bible, about 3,000 years ago, described this cycle, saying: “All the winter torrents are going forth to the sea, yet the sea itself is not full. To the place where the winter torrents are going forth, there they are returning so as to go forth.”—Eccl. 1:7.

But water vapor comes not only as the result of the sun’s pumping action upon surfaces of bodies of water. About 85 percent comes from oceans, but plants also contribute water vapor. They take moisture up through their root system and then it passes out through the leaves as vapor. A birch tree may give off some seventy gallons of water daily. And an acre of corn may give off some 4,000 gallons in a day!

Man, His Food and Drink

Jehovah, the Creator, displayed his marvelous wisdom when he made water, and we have every reason to appreciate this gift. Our bodies are from 75 to 90 percent water, the percentage diminishing with age and being a little less in women than in men.

During the average person’s lifetime, he takes in over 15,000 gallons of water. Each day a man takes in about two and a half quarts of water, whether by beverages or in food. Our food is often 60 to 95 percent water by weight. For example, did you know that an apple is 80 percent water, a tomato about 95 percent water and a watermelon 97 percent? Even the driest of foods, baked sunflower seeds, are 5 percent water.

There is plenty of water on the earth, but some areas have much less than others. Water shortages are not uncommon in the Dominican Republic. Some time ago, the front page of a Santo Domingo newspaper eloquently illustrated the problem. It showed a water faucet with a single drop of water falling into a cupped hand. One could easily imagine the situation. A hot, dusty day, with clothes to wash, the house to clean, dinner to prepare, and not a trickle of water from the faucet! However, a study made by technicians of the United Nations and the Organization of American States asserted that the Dominican Republic has sufficient water to satisfy the present and future needs of the country. The problem appears to be in making that water available to all.

Guide for Explorers and Routes of Commerce

Water serves man in so many ways. Explorers have long used rivers as guides. Traveling the Amazon and its 200 tributaries, explorers penetrated the Amazon basin. And until now these waters provide the chief means of transportation in the area.

The Mississippi River made possible the exploration of vast stretches of America, since it forms the trunk of a 14,000-mile inland waterway. The Saint Lawrence waterway carried explorers and settlers into the heartland of the North American continent.

And man has long used waters to transport himself and his goods from one part of the earth to the other, be it by raft, canoe or ocean liner.

An early commercial highway in the history of man was the Euphrates River, navigable by small boats for some 1,200 miles. Modern-day routes of commerce follow such courses as the Mississippi. Made famous by song, this ‘Old man river just keeps rollin’ along’ its 2,470-mile course from northern Minnesota to the Gulf of Mexico.

Considered one of the most beautiful rivers in the world is the Rhine. However, if you were one of the many industrialists of the Ruhr area, you would probably be more interested in the fact that this floating highway could carry your products to important Belgian and Dutch ports. From southeast Switzerland it flows 810 miles through Germany and the Netherlands to the North Sea.

Turns the Wheels of Industry

The Creator made the water that has turned the wheels of industry from the days of the watermill to the present hydraulic turbine. Man early recognized the potential energy in enormous waterfalls and in the huge waves that crashed against the coastlines of the world, but he has been limited in his efforts to control that power and turn it to his own use. According to the Encyclopedia Americana (1961 ed., Vol. 29, p. 24), he is using only an “infinitesimal percentage” of what is there. Until now little has been done to utilize the power that results from the action of ocean waves.

Down by the old millstream may have been a romantic meeting place, but it was also the site of the watermill that ground grain into flour. The flat circular millstones connected with a wheel, which was turned by the current of the stream. Less picturesque but more efficient is the hydraulic turbine, which generates power from dammed-up water. This system is used extensively in North America, Europe and Russia.

Two major hydroelectric projects are at present under way in the Dominican Republic. In the central part of the country is being constructed the Tavera complex at an estimated cost of sixty million pesos, while in the south another twenty-two million are being spent on the Valdesia project. Besides providing water for extensive irrigation, it is expected that by 1974 the completion of these projects will make electricity available at reasonable cost in all parts of the Republic.

Earth and Its Water

God made water that we might live on this earth. We need it to live. It also adds enjoyment to life. Have you ever sat by a lake in the cool of the evening and watched the beauty of the setting sun reflected deep in the mirrorlike waters? Have you ever paddled a canoe in a shimmering path of moonlight across a quiet bay? Have you witnessed the breathtaking wonder of a waterfall tumbling down, down over the rocks to plunge into the white foam below? Have you ever listened to the mighty roar of powerful ocean waves pounding against a rocky shore? All of these are included in the Creator’s gift to man.

As we enjoy a cool drink we may not realize that this gift from our Creator is itself unusual. This is because water is the only common substance on our earth that exists naturally in three different forms: as a liquid, a gas (water vapor) and a solid (ice). Unusual too is water in that when it freezes, it expands instead of contracting as almost all other substances do. Thus ice floats on the heavier liquid. If ice did not float, the earth could become a lifeless arctic desert. Eventually all water would become solid ice, with perhaps just a thin layer of water in the summer.

There are some simple organisms that may exist without air, but none can survive without water, since they depend on water to dissolve whatever they feed on. You might be able to live a month or so without food, but without water you could not expect to live more than from five to ten days. It is as simple as that: no water, no life.

Refreshed now by the waters of the tumbling stream, we continued our journey. Our hearts are full of appreciation for the Creator’s wisdom and goodness. Yes, Jehovah certainly displayed these qualities when he gave man the marvelous gift of water.

Old Age Can Be Enjoyable

ARE you past fifty years of age? Or perhaps even beyond sixty-five years, the retirement age for many persons in the United States? Do you find old age robbing you of the joy of living? Does life seem to be a burden? It need not be so.

When Jehovah God created man he did not purpose for him to grow old and die. The first human pair would still be living today had they kept on obeying God’s commandments. But due to their disobedience all their offspring have been growing old and eventually dying. Today more and more people are growing old. In the United States there are some 22 million who are sixty-five years or older; in the past century their numbers have doubled. But they are not living longer. The seventy- to eighty-year life-span mentioned by the prophet Moses still holds true.—Ps. 90:10.

What do such persons face? Can old age be enjoyed instead of merely being endured? One of the most important factors as to enjoying old age is adjustability. This adjustability primarily has to do with three spheres of activity: physical health, economic sufficiency, and mental and emotional well-being.

Good Health by Exercising

Although not exactly indispensable to enjoying old age, good health can greatly contribute thereto. To enjoy good health in old age simply means to adjust by giving more thought to it than one has been accustomed to doing. But that does not mean being a hypochondriac (suffering from imaginary ills)!

The matter of getting sufficient exercise is important. A ten-year study of 8,500 middle-aged folks showed that sedentary workers had three times as many heart attacks as did manual workers. Yes, often physical exercise makes the difference between enjoying life at seventy and being burdened by aches, pains and boredom at the same age. No matter what your age, you can improve your health by exercising. There are many kinds, such as walking and swimming, which can be more or less enjoyable. But whether enjoyable to you or not, adjust to exercising more—doing so, of course, gradually.

Getting Proper Nutrition

If you would enjoy old age, you must also give thought to nutrition, both as to quality and as to quantity. The more common heart diseases are largely blamed on a faulty diet, usually a matter of eating too much, especially fats and sugars, accompanied by insufficient exercise. Two out of three persons over fifty in the United States are overweight. And, no question about it, overweight does shorten life!

Studies show that old persons tend to get more starch and sugars than they need but not enough protein, vitamins and minerals. There may be several reasons for this. Foods containing these important elements cost more than do other foods. These foods also are likely to require more preparation, and old folks often do not like to bother preparing meals just for themselves. Then again, they may have poor teeth, which interferes with their chewing certain foods.

Old folks need to adjust their diet, for since they are less active they need less carbohydrates and more vitamins and minerals than before. Highly recommended therefore are such things as unpolished rice and whole wheat for their vitamin and mineral content; yogurt, partly because of the body’s need for milk and partly because it is so easily digested; wheat germ for its vitamin E content, brewer’s yeast for its vitamin B, and molasses because of its copper and iron. Taking added vitamins is recommended by some but not by others. So why not experiment? If you find they help you, keep taking them.

Also it is good counsel to avoid eating and drinking foods that are either too hot or ice cold. Let foods return to room temperature before eating them if you had them in the refrigerator. You may also find a little wine an aid to digestion.

Rest and Sleep

To enjoy good health in old age also requires giving thought to sufficient rest and sleep. While you may be getting enough rest, you may not be getting enough sleep. In fact, old folks often are light sleepers. For long it was thought that old folks need less sleep than do young persons, but there seems to be some evidence that it may be the other way around.

Of course, not all persons need the same amount of sleep. Such factors as hormones, nervous temperament and the nature of one’s activities have a bearing on how much sleep one needs. If you are having difficulty getting sufficient sleep, you might ask yourself the following questions:

‘Am I tense all day long?’ If so, you will likely have trouble sleeping. Learn to relax during the day. ‘Do I keep active right up to bedtime?’ If so, you will have trouble unwinding and getting sound sleep. Slow down after supper. ‘Do I drink strong tea, coffee or cola drinks?’ Such drinks do interfere with the sleep of many persons. ‘Do I eat large meals late at night or things hard to digest, such as French fried potatoes or freshly baked bread?’ Such things can be a burden to your stomach and may keep you awake. ‘Do I worry about not being able to sleep?’ There is no surer way of staying awake than that. Do not chafe over the problems of the day but count your blessings. ‘Do I get irritated easily?’ A disturbed frame of mind could well make you wakeful. Try to be less sensitive. By making such adjustments you will enjoy better sleep, better health.

Among the positive things you can do to induce sleep is to take a warm or hot bath before retiring, or a drink of warm milk or herb tea; some find a glass of beer or wine to be helpful in inducing sleep. Others find that a massage given them by another member of the family helps them to sleep. According to heart specialist White, taking a long brisk walk in the evening will help more than sleeping pills. Sound sleep helps you to enjoy both your nights and your days more.

Economic Problems

To enjoy old age you must also learn to make adjustments in financial matters. Usually there is less money coming in. Today many businesses retire their employees at the age of sixty-five. Finding a new job is not easy, especially in these days. Even when not retired there is often a reduction in income because of being less productive. At times there is no pension, because of having moved from job to job or because an employer went out of business.

So in a situation like this, one must learn to adjust to more modest living habits, as to shelter, food, clothing and entertainment. Especially is it a problem when it comes to food—to be economical and at the same time get sufficient protein, vitamins and minerals. Coleslaw contains much vitamin C and may be more economical than oranges. Peanuts, soybeans, cheese and eggs are economical sources of protein, and do not overlook oatmeal. In its awareness of this problem, the United States Department of Agriculture has published a booklet, Food Guide for Older Folks, which shows how essential foods can be bought at low cost.

Mental and Emotional Factors

Among the most serious obstacles to enjoying old age are unwise mental attitudes and negative emotional patterns. The introvert may well have a harder time of it—even as he did all his life—than will the extrovert. Pertinent here are the principles found in the Word of God, the Bible: “Do not be misled: God is not one to be mocked. For whatever a man is sowing, this he will also reap.” It also counsels the young man to remember his Creator in the days of his youth before the days come when he will say: “I have no delight in them.”—Gal. 6:7; Eccl. 12:1.

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Awake!, January 22, 1972