When we read the Bible, or when we teach, preach, or listen to the Sunday sermon in church we use our imagination to picture, in our mind, the one of the biggest mistakes that we make is to imagine that the people of the New Testament were just like us. Oh, we know that they didn’t have modern conveniences like telephones, electricity, and air conditioning, but in our mind’s eye we see the characters of the bible as having the same values, education, and attitudes that we do… and almost every time we do that, we’re wrong.

Often, our being wrong in this way is not a problem. I have often said on Sunday mornings that as much as times have changed, people are still people and so it’s easy for us to imagine the feelings and emotions that the people in our scripture lessons felt. When we read stories of families who suffered from infertility, in a culture where fertility was seen as God’s approval and blessing, we can feel their frustration and pain. When we read about the death of Jesus’ friend Lazarus, it isn’t hard for us to feel the grief and loss of his sisters Mary and Martha. And it doesn’t matter much if we make a few incorrect assumptions about their values and education.

But sometimes it does.

As I studied the history of first century Israel and Judea this week, I was struck by the literacy rates that historians now attribute to the people of that time and place. But before I get to that, consider that, in the United States, the average rate of literacy is 79 percent. The highest rate of literacy is in the state of New Hampshire at 94.2 percent and the lowest rate is in the state of California which has a literacy rate of 76.9 percent. Without getting into a discussion of politics or education, many nations, even many of those that Americans would look upon as less developed, clock in much higher.

But statistics like these assume that literacy requires both reading and writing because, in our modern culture, reading and writing, for both genders, are both assumed to be necessary. But that hasn’t always been the case, and it certainly wasn’t the case at the turn of the first century. When we read the stories of the New Testament, the people that we meet live in a literary world that is nothing at all like the one in our lived experience and that difference can sometimes change the way that we see and understand them.

One of the first places that we see this difference is found in our expectation of what would be seen as Jesus and his disciples visited synagogues in and around Galilee. Because our life experience tells us that (almost) every church has a pastor or priest, every synagogue has a rabbi, and all of them are literate, we have a natural expectation that this is what happened in the world of the gospels also.

But it isn’t.

First, synagogues, as dedicated buildings, were rare. Instead, in the first century, many synagogues were meetings in private homes or in public buildings that served multiple purposes much like “meeting houses” that were seen in small towns in the American West. Second, while there were such things as rabbis, the rabbis of the first century were scholars and theologians who mostly studied in Jerusalem and rarely, if ever, taught anywhere. Likewise, Pharisees didn’t teach, nor did scribes, which I will say more about later. What happened in synagogues was that the Torah was read or recited from memory. And here we encounter our first big break between our expectations and reality as it relates to literacy.

The typical synagogue rule was that any male in the synagogue gathering could stand and read from the Torah and, from our experience, we would expect that this would be most of the men present. But that wasn’t the case at all. And it is here that I need to draw another distinction that we typically do not make in the twenty-first century, and that is the difference between reading literacy and writing literacy. While we see both as vitally important, that was not the case in the first century. The ability to read simple literary texts, reading literacy, was less than 10 to 15 percent and the majority of those who could do that would be found among the aristocracy in cities and larger towns and not in the small rural areas of Galilee. But to refine that idea a little further, since the literacy rate among girls would have been nearly zero, then the apparent literacy among men would have appeared to be higher. In any case, the result was that in a small rural synagogue, the number of men in the gathering who could read well enough to stand and read from the Torah would have been very small.

In most cases, both in Jewish and in Greco-Roman families, education was private and informal, meaning that the father would teach his children (if the father had any education himself), and then usually only his sons as it was seen to be a waste of time to educate girls. Public schools, as we understand them, simply did not exist in the first century and children did not have the leisure time necessary for education. In a subsistence economy, the labor of children, as soon as they were able to do much of anything, was needed to help their families to grow crops, fish, spin cloth, or whatever was needed for their family to survive. Illiteracy was not seen as a bad thing; it was just an ordinary thing. Only those parents who valued education and had the financial wealth to do it, and had the needed leisure time, would have promoted education, and that leaves us with only a handful of moderately wealthy families.

As I noted earlier, even fewer people could write. Perhaps 10 to 15 percent of people could write slowly, but many not at all. And, as we would measure literacy, being truly literate and able to both read and write, reduces the number to only 2 or 3 percent. According to Richard Horsley, “Writing had little importance except for certain functions of the elite.” People simply did not write letters, or keep journals, or take notes in school. If you needed something written, you hired a scribe, or used a slave that knew how to write. Persons who could write were not seen as socially valuable and may even have been looked down upon. Writing was a skill, much like we see modern tradespersons. If you needed it done, you hired someone who could do it. And that helps explain why scribes didn’t teach. While they had the skill to write, most often they were not otherwise particularly learned or educated.

And when we begin to think about the world of Jesus in this way, it changes how we see the people, the events that we see in the synagogues, about how Jesus was able to read from the Torah scroll (or did he?) and how the Gospels themselves came to be written.

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