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Wiśniowiecki was widely popular among the noble class , who saw in him a defender of tradition , a patriot and an able military commander . He was praised by many of his contemporaries , including a poet , Samuel Twardowski , as well as numerous diary writers and early historians . For his protection of civilian population , including Jews , during the Uprising , Wiśniowiecki has been commended by early Jewish historians . Until the 19th century , he has been idolized as the legendary , perfect " knight of the borderlands " , his sculpture is among the twenty sculpture of famous historical personas in the 18th century " Knight Room " of the royal Warsaw Castle .
In the 19th century this image begun to waver , as a new wave in historiography begun to reinterpret his life , and as the era of positivism in Poland put more value on builders , and less on warriors . Further , at that time the Polish historians begun to question the traditional view of the " Ukrainian problem " , and the way that the Polish noble class had dealt with the Cossacks . Slowly , Wiśniowiecki 's image as a hero began to waver , with various aspects of his life and personality being questioned and criticized in the work of historians such as Karol Szajnocha and Józef Szujski .
While Wiśniowiecki 's portrayal ( as a major secondary character ) in the first part of Henryk Sienkiewicz 's trilogy , With Fire and Sword which describes the history of the Polish @-@ Lithuanian Commonwealth during the Uprising , was rather positive , criticism of his persona intensified , in particular from Sienkiewicz detractors such as Zygmunt Kaczkowski and Olgierd Górka . The 1930s saw a first modern historical work about Wiśniowiecki , by Władysław Tomkiewicz . In the era of the People 's Republic of Poland , the Communist Party 's ideology dictated that all historians present him as an " enemy of the people " , although this began to be relaxed after 1965 . Widacki , analyzing the work of other historians notes that Władysław Czapliński was rather sympathetic to Wiśniowiecki , while Paweł Jasienica was critical of him .
Wiśniowiecki has made appearances in more recent media . He was the main subject of one of Jacek Kaczmarski 's 1993 songs Kniazia Jaremy nawrócenie ( The Conversion of Knyaz Jarema ) . Andrzej Seweryn played Jeremi Wiśniowiecki in the 1999 film With Fire and Sword .
= Bassline ( Chris Brown song ) =
" Bassline " is a song by American recording artist Chris Brown , taken from his fifth studio album Fortune ( 2012 ) . It was written by Andrea Simms , Andrew " Pop " Wansel , Brown , David Johnson , Robert Calloway , Ronald " Flippa " Colson and Warren " Oak " Felder . The song was produced by Pop Wansel and Dayvi Jae . Musically , " Bassline " is a dubstep , electropop and electrohop song , which incorporates elements of reggae . Instrumentation is provided by a wobble bass and synthesizers . The song contains lyrics about Brown telling a woman to leave the nightclub with him . " Bassline " garnered mixed reviews from music critics ; some reviewers noted it as one of the standout tracks on the album , while others criticized the song 's production and lyrics . It also received comparisons to the songs by Kesha and LMFAO . Upon the release of Fortune , " Bassline " debuted at numbers 28 and 122 on the UK R & B Chart and UK Singles Chart , respectively .
= = Development and composition = =
" Bassline " was written by Andrea Simms , Andrew " Pop " Wansel , Chris Brown , David Johnson , Robert Calloway , Ronald " Flippa " Colson and Warren " Oak " Felder . The song was produced by Pop Wansel and Dayvi Jae . " Bassline " was recorded by Brian Springer with assistance from Iain Findley . The recordings were later mixed by Jaycen Joshua with assistance by Trehy Harris . Musically , " Bassline " is a dubstep , electropop and electrohop song , that incorporates elements of reggae . The song lasts for three minutes and 58 seconds . Instrumentation consists of a wobble bass and synthesizers . Melinda Newman of HitFix compared " Bassline " to the songs by Kesha and LMFAO . Trent Fitzgerald of PopCrush noted that the lyrics are about Brown trying to " convince a hot girl he spots in the club to come back to his crib " , in which he sings " Hey girl tell me what you talk / Pretty as a picture on the wall / Hey girl you can get it all / Cause I know you like the way the beat go " . Brown also declares , " You heard about my image / But I could give a flying motherfuck who 's offended " . Hayley Avron of Contactmusic.com noted that a robot voice joins Brown in the hook " Girls like my bassline " . Hazel Robinson of California Literary Review magazine noted that the word " bassline " is a metaphor for penis .
= = Reception = =
" Bassline " garnered mixed reviews from music critics . Sam Wilbur of AOL Radio viewed it as " the best example " of dubstep tracks on Fortune , while Kyle Anderson of Entertainment Weekly noted it as one of the album 's best tracks . Scott Kara of The New Zealand Herald called the song " irritating " and noted it as " blatant copycat stuff " . Digital Spy 's Lewis Corner felt that " Bassline " was " a lazy attempt " from Brown . Randall Roberts of Los Angeles Times stated that the worst part of the song is the hook . Hazel Robinson of California Literary Review magazine was critical of the production and lyrics , labeling it as " bad " and " dodgy " . Allmusic 's Andy Kellman noted that Brown " clearly feels more emboldened than ever " on " Bassline " . Upon the release of Fortune , due to digital sales , " Bassline " debuted on the UK R & B Chart at number 28 in the issue dated July 14 , 2012 . It also debuted at number 122 on the UK Singles Chart .
= = Credits and personnel = =
Credits adapted from the liner notes for Fortune
= = Charts = =
= HMS Black Prince ( 1904 ) =
HMS Black Prince was a Duke of Edinburgh @-@ class armoured cruiser built for the Royal Navy in the mid @-@ 1900s . She was stationed in the Mediterranean when the First World War began and participated in the pursuit of the German battlecruiser SMS Goeben and light cruiser SMS Breslau . After the German ships reached Ottoman waters , the ship was sent to the Red Sea in mid @-@ August to protect troop convoys arriving from India and to search for German merchant ships . After capturing two ships , Black Prince was transferred to the Grand Fleet in December 1914 and was sunk during the Battle of Jutland in May 1916 , with all hands killed .
= = Design and description = =
Two armoured cruisers of a new design , Duke of Edinburgh and Black Prince , the latter named for Edward , the Black Prince , were ordered for the Royal Navy as part of the 1902 – 03 Naval Estimates . They were the first ships to be designed for the Royal Navy under the supervision of the new Director of Naval Construction , Sir Philip Watts . The new design was significantly larger than the previous Monmouth and Devonshire @-@ class cruisers , mounting a heavier main armament of six 9 @.@ 2 in ( 234 mm ) guns in single turrets .
Black Prince displaced 12 @,@ 590 long tons ( 12 @,@ 790 t ) as built and 13 @,@ 965 long tons ( 14 @,@ 189 t ) fully loaded . The ship had an overall length of 505 feet 6 inches ( 154 @.@ 1 m ) , a beam of 73 feet 6 inches ( 22 @.@ 4 m ) and a draught of 27 feet ( 8 @.@ 2 m ) . She was powered by four @-@ cylinder triple @-@ expansion steam engines , driving two shafts , which produced a total of 23 @,@ 000 indicated horsepower ( 17 @,@ 000 kW ) and gave a maximum speed of 23 knots ( 43 km / h ; 26 mph ) . The engines were powered by 20 Babcock & Wilcox water @-@ tube boilers and six cylindrical boilers . The ship carried a maximum of 2 @,@ 150 long tons ( 2 @,@ 180 t ) of coal and an additional 600 long tons ( 610 t ) of fuel oil that was sprayed on the coal to increase its burn rate . At full capacity , she could steam for 8 @,@ 130 nautical miles ( 15 @,@ 060 km ; 9 @,@ 360 mi ) at a speed of 10 knots ( 19 km / h ; 12 mph ) . The ship 's complement was 789 officers and enlisted men .
Her main armament consisted of six BL 9 @.@ 2 @-@ inch Mk X guns in single turrets , two on the centreline and two on each beam , giving a broadside of four 9 @.@ 2 in guns . Her secondary armament of four BL 6 @-@ inch Mark XI guns was arranged in single casemates . They were mounted amidships on the main deck and were only usable in calm weather . Twenty Vickers QF 3 @-@ pounders were fitted , six on turret roofs and fourteen in the superstructure . The ship also mounted three submerged 18 @-@ inch torpedo tubes .
= = Operational history = =
Black Prince was laid down on 3 June 1903 at the Thames Ironworks and Shipbuilding Company 's shipyard at Blackwall , London . She was launched on 8 November 1904 and completed on 17 March 1906 . When completed , Black Prince served with the 2nd Squadron until 1907 , the 1st Cruiser Squadron from 1907 – 1908 , the 5th Cruiser Squadron ( as part of the Atlantic Fleet ) from 1908 – 1912 and the Third from 1912 – 1913 .
At the beginning of the First World War , Black Prince was one of the four armoured cruisers serving in the 1st Cruiser Squadron of the Mediterranean Fleet , commanded by Rear @-@ Admiral Ernest Charles Thomas Troubridge . She participated in the pursuit of Goeben and Breslau . Following the escape of the two German ships to neutral Turkey , Black Prince and Duke of Edinburgh were sent into the Red Sea to search for German merchant ships , with Black Prince capturing the German ocean liners Südmark and Istria . On 6 November , she was ordered to Gibraltar to join a squadron of French and British ships to search for German warships still at sea off the African coast . This was cancelled on 19 November after the location of the German East Asia Squadron was revealed by survivors of the Battle of Coronel . Black Prince joined the Grand Fleet in December 1914 and was assigned to the 1st Cruiser Squadron under Rear @-@ Admiral Sir Robert Keith Arbuthnot .
Black Prince was modified in March 1916 as a result of lessons learned at the Battle of Coronel , with the 6 @-@ inch guns removed from their casemates and replaced by six 6 @-@ inch guns mounted individually behind shields between the beam 9 @.@ 2 @-@ inch turrets .
= = = Loss = = =
The ship participated in the Battle of Jutland , where she was sunk with heavy loss of life . The circumstances under which she sank were mysterious for some years after . As the British had lost contact and did not see the ship destroyed , they were unsure as to whether a submarine or surface ship was responsible for sinking Black Prince . During the battle , the 1st Cruiser Squadron was deployed as part of a screening force several miles ahead of the main force of the Grand Fleet , but Black Prince lost contact with the rest of the Squadron as it came into contact with German forces , at about 17 : 42 . Soon after , two other members of the 1st Cruiser Squadron , Defence and Warrior were heavily engaged by German battleships and battlecruisers , with Defence blowing up and Warrior receiving heavy damage , which later caused her to sink .
There were no positive sightings of Black Prince by the British fleet after that , although a wireless signal from her was received at 20 : 45 , reporting a submarine sighting . During the night of 31 May – 1 June , the British destroyer Spitfire , badly damaged after colliding with the German battleship Nassau , sighted what appeared to be a German battlecruiser , with two widely spaced funnels , described as being " ... a mass of fire from foremast to mainmast , on deck and between decks . Flames were issuing out of her from every corner . " The mystery ship exploded at about midnight . It was later thought that the burning ship may have been Black Prince , with the two midships funnels having collapsed or been shot away .
Recent historians , however , hold to the German account of the ship 's sinking . Black Prince briefly engaged the German battleship Rheinland at about 23 : 35 GMT , scoring two hits with 6 @-@ inch shells . Separated from the rest of the British fleet , Black Prince approached the German lines at approximately midnight . She turned away from the German battleships , but it was too late . The German battleship Thüringen fixed Black Prince in her searchlights and opened fire . Up to five other German ships , including the battleships Nassau , Ostfriesland , and Friedrich der Grosse , joined in the bombardment , with return fire from Black Prince being ineffective . Most of the German ships were between 750 and 1 @,@ 500 yards ( 690 and 1 @,@ 370 m ) of Black Prince — effectively point @-@ blank range for contemporary naval gunnery . The ship was hit by at least twelve heavy shells and several smaller ones , sinking within 15 minutes . There were no survivors from her crew , all 857 being killed .
The wrecksite is designated as a protected place under the Protection of Military Remains Act 1986 .
= = Popular culture = =
In the first episode of Series 4 of the SBS @-@ TV ( Australia ) series Who Do You Think You Are ? , Australian writer @-@ actor @-@ comedian Shaun Micallef discovered that his great @-@ grandfather Giovanni ( John ) Micallef , a steward on Black Prince , was among those killed .
= On the Pulse of Morning =
" On the Pulse of Morning " is a poem by African @-@ American writer and poet Maya Angelou that she read at the first inauguration of President Bill Clinton on January 20 , 1993 . With her public recitation , Angelou became the second poet in history to read a poem at a presidential inauguration , and the first African American and woman . ( Robert Frost was the first inaugural poet , at the 1961 inauguration of John F. Kennedy . ) Angelou 's audio recording of the poem won the 1994 Grammy Award in the " Best Spoken Word " category , resulting in more fame and recognition for her previous works , and broadening her appeal .
The poem 's themes are change , inclusion , responsibility , and role of both the President and the citizenry in establishing economic security . Its symbols , references to contemporary issues , and personification of nature has inspired critics to compare " On the Pulse of Morning " with Frost 's inaugural poem and with Clinton 's inaugural address . It has been called Angelou 's " autobiographical poem " , and has received mixed reviews . The popular press praised Clinton 's choice of Angelou as inaugural poet , and her " representiveness " of the American people and its President . Critic Mary Jane Lupton said that " Angelou 's ultimate greatness will be attributed " to the poem , and that Angelou 's " theatrical " performance of it , using skills she learned as an actor and speaker , marked a return to the African @-@ American oral tradition of speakers such as Frederick Douglass , Martin Luther King , Jr. and Malcolm X. Poetry critics , despite praising Angelou 's recitation and performance , gave mostly negative reviews of the poem .
= = Background = =
When Angelou wrote and recited " On the Pulse of Morning " , she was already well known as a writer and poet . She had written five of the seven of her series of autobiographies , including the first and most highly acclaimed , I Know Why the Caged Bird Sings ( 1969 ) . Although she was best known for her autobiographies , she was primarily known as a poet rather than an autobiographer . Early in her writing career she began alternating the publication of an autobiography and a volume of poetry . Her first volume of poetry Just Give Me a Cool Drink of Water ' Fore I Diiie , published in 1971 shortly after Caged Bird , became a best @-@ seller and was nominated for a Pulitzer Prize . As scholar Marcia Ann Gillespie writes , Angelou had " fallen in love with poetry " during her early childhood in Stamps , Arkansas . After her rape at the age of eight , which she depicted in Caged Bird , Angelou memorized and studied great works of literature , including poetry . According to Caged Bird , her friend Mrs. Flowers encouraged her to recite them , which helped bring her out her self @-@ imposed period of muteness caused by her trauma .
Angelou was the first poet to read an inaugural poem since Robert Frost read his poem " The Gift Outright " at President John F. Kennedy 's inauguration in 1961 , and the first Black and woman . When it was announced that Angelou would read one of her poems at Clinton 's inauguration , many in the popular press compared her role as inaugural poet with that of Frost 's , especially what critic Zofia Burr called their " representativeness " , or their ability to speak for and to the American people . The press also pointed to the nation 's social progress that a Black woman would " stand in the place of a white man " at his inauguration , and praised Angelou 's involvement as the Clinton administration 's " gesture of inclusion " .
Angelou told her friend Oprah Winfrey that the call requesting her to write and recite the poem came from television producer Harry Thomason , who organized the inauguration , shortly after Clinton 's election . Even though she suspected that Clinton made the request because " he understood that I am the kind of person who really does bring people together " , Angelou admitted feeling overwhelmed , and even requested that the audiences attending her speaking engagements pray for her .
She followed her same " writing ritual " that she had followed for years and used in writing all of her books and poetry : she rented a hotel room , closeted herself there from the early morning to the afternoon , and wrote on legal pads . After deciding upon the theme " America " , she wrote down everything she could think of about the country , which she then " pushed and squeezed into a poetic form " . Angelou recited the poem on January 20 , 1993 .
= = Themes = =
" On the Pulse of Morning " shared many of the themes in President Clinton 's inaugural address , which he gave immediately before Angelou read her poem , including change , responsibility , and the President 's and the citizenry 's role in establishing economic security . The symbols in Angelou 's poem ( the tree , the river , and the morning , for example ) paralleled many of the same symbols Clinton used in his speech , and helped to enhance and expand Clinton 's images . Clinton 's address and the poem , according to Hagen , both emphasized unity despite the diversity of American culture . " On the Pulse of Morning " attempted to convey many of the goals of Clinton 's new administration .
Burr compared Angelou 's poem with Frost 's , something she claimed the poetry critics who gave " On the Pulse of Morning " negative reviews did not do . Angelou " rewrote " Frost 's poem , from the perspective of personified nature that appeared in both poems . Frost praised American colonization , but Angelou attacked it . The cost of the creation of America was abstract and ambiguous in Frost 's poem , but the personified Tree in Angelou 's poem signified the cultures in America that paid a significant cost to create it . Both Frost and Angelou called for a " break with the past " , but Frost wanted to relive it and Angelou wanted to confront its mistakes . Burr also compared Angelou 's poem with Audre Lorde 's poem " For Each of You " , which has similar themes of looking towards the future , as well as with Walt Whitman 's " Song of Myself " and Langston Hughes ' " The Negro Speaks of Rivers " . According to Hagen , the poem contains a recurring theme in many of Angelou 's other poems and autobiographies , that " we are more alike than unalike " .
" On the Pulse of Morning " was full of contemporary references , including toxic waste and pollution . Angelou 's poem was influenced by the African @-@ American oral tradition of spirituals , by poets such as James Weldon Johnson and Langston Hughes , and by modern African poets and folk artists such as Kwesi Brew and Efua Sutherland , which also influenced her autobiographies .
= = Critical response and impact = =
According to Lupton , " On the Pulse of Morning " is Angelou 's most famous poem . Lupton has argued that " Angelou 's ultimate greatness will be attributed " to the poem , and that Angelou 's " theatrical " performance of it , using skills she learned as an actor and speaker , marked a return to the African @-@ American oral tradition of speakers such as Frederick Douglass , Martin Luther King , Jr. and Malcolm X. British reporter Kate Kellaway compared Angelou 's appearance as she read the poem at Clinton 's inauguration with the eight @-@ year @-@ old child in Caged Bird , noting that the coats she wore in both occasions were similar : " She looked magnificent , sternly theatrical with an unsmiling bow mouth . She wore a coat with brass buttons , a strange reminder of the eight @-@ year @-@ old Maya Angelou who stood in a courtroom , terrified at the sight of the man who had raped her " . Gillespie stated regarding Kellaway 's observations : " But standing tall on the steps of the Capitol , she was light @-@ years removed from that terrible time , and America was no longer an ' unfriendly place . ' Her poem ' On the Pulse of Morning ' was a soaring call for peace , justice , and harmony . Capturing the hope embodied in the human spirit , it was a solemn and joyful reminder that all things are possible . She wished us ' Good morning ' in her poem , and one felt as if a new day was truly dawning . "
Angelou recognized that although " On the Pulse of Morning " was a better " public poem " than a great poem , her goal of conveying the message of unity was accomplished . Poet David Lehman agreed , stating that although it fulfilled its theatrical and political objectives , the poem was " not very memorable " . Poet Sterling D. Plumpp found Angelou 's performance " brilliant " , but was " not as enthusiastic about it as a text " . Burr stated that the negative reviews of Angelou 's poem , like the majority of the reviews about her other poetry , was due to their elitism and narrow views of poetry , which were limited to written forms rather than spoken ones like " On the Pulse of Morning " , which was written to recite aloud and perform . Burr compared the response of literary critics to Angelou 's poem with critics of Frost 's poem : " Frost 's powerful reading served to supplement the poem in the sense of enhancing it , while Angelou 's powerful reading of her poem supplemented it in the sense of making evident its inadequacy and lack . "
Angelou 's recitation of " On the Pulse of Morning " resulted in more fame and recognition for her previous works , and broadened her appeal " across racial , economic , and educational boundaries " . The week after Angelou 's recitation , sales of the paperback version of her books and poetry rose by 300 – 600 percent . Bantam Books had to reprint 400 @,@ 000 copies of all her books to keep up with the demand . Random House , which published Angelou 's hardcover books and published the poem later that year , reported that they sold more of her books in January 1993 than they did in all of 1992 , accounting for a 1200 percent increase . The sixteen @-@ page publication of the poem became a best @-@ seller , and the recording of the poem was awarded a Grammy Award .
= God 's Choice =
God 's Choice : The Total World of a Fundamentalist Christian School is a 1986 book written by Alan Peshkin and published by the University of Chicago Press . It is the product of his late 1970s 18 @-@ month ethnographic study of a 350 @-@ person Christian fundamentalist Baptist school in Illinois . He describes the K – 12 day school 's function as a total institution that educates about a singular truth ( God 's will ) and subordination before God . The final chapter is a comparative analysis of the school and other schools , institutions , and social movements , wherein Peshkin concludes that the school is divisive in American society for promoting intolerance towards religious plurality , the very condition that permits the school 's existence .
Reviewers wrote that Peshkin 's account was fair , and praised his decision to let the participants speak for themselves through quotations . They also noted that the book filled a literary lacuna in scholarly understanding of the rapidly expanding and understudied fundamentalist Christian school .
= = Summary = =
God 's Choice : The Total World of a Fundamentalist Christian School is a 1986 book written by Alan Peshkin . It is a profile of an Illinois Christian fundamentalist school — its policies , practices , and participants . Peshkin , then Professor of Education at the University of Illinois at Urbana – Champaign , intended his account to be both impartial and " empathetic " . He presents the fundamentalists as disciplined , dedicated , and determined with " formulas for success " opposite " fragmented and defensive " detractors . They believe in " one Truth " — God 's plan — and reject philosophies of multiple truths . A teacher told Peshkin that their job is to prepare students for this " one pattern " of thought . In turn , the community 's constituents do not wish to leave , but appreciate conformity as an end in itself . Peshkin describes the school as a " total institution " : a place where many similar people live by their own formal rules apart from outside society , as based on Erving Goffman 's 1961 essay . Peshkin asserts that this was a natural conclusion from a school " based on absolute truth " . God 's Choice was the third book in his series of studies on school – community relationships . It was published by the University of Chicago Press .
In 1978 , Peshkin moved to an Illinois community of 50 @,@ 000 people that he pseudonymically called Hartney , where he stayed and observed for 18 months . He lived in an apartment within the home of a family associated with what he called the Bethany Baptist church . Peshkin studied their 350 @-@ student K – 12 Christian day school , Bethany Baptist Academy ( also a pseudonym ) . The school opened six years prior with 88 students and was one of over one thousand members of the American Association of Christian Schools . The study focuses on the 125 students in the junior – senior high school . After a semester , Peshkin began to interview the community members , and used their quotes to let them " speak for themselves " . The book includes eight portraits of students — four from faith and four " scorners " who " consciously deviate " — as well as student and teacher survey data , displayed in 16 tables . An appendix includes course offerings and a bibliography .
Peshkin 's findings show a " total world " where the lessons of religion and education are intertwined into an " interrelated , interdependent " philosophy . The academy 's intent is to make Christian professionals as what Peshkin describes as " a vocational school directed to work in the Lord 's service " . When compared to the work of public schools , the private school 's instructors said both kinds of institutions impose a lifestyle and set of values as a kind of " brainwashing " . Peshkin notes that while students " largely identify with " and uphold the fundamentalist teachings , they permit themselves the option of having " individual interpretations " and minor beliefs . Some students either dissent against the academy 's rules or are regarded as too pious , but most students are moderate .
Students take classes to be effective Christian leaders , including " Bible study and ' soul @-@ winning ' , English , speech , drama , and music " , which are seen as important to " read and proclaim the Word " . Academy teachers establish their authority through discipline and teach " the truth " as established by " facts " from the Bible . Bible passages are associated with the subject matter in a process called " integration " . The academy uses science books from Bob Jones University as an alternative to books that promote secular humanism , which is described as " the ' official religion ' of the public school system " . The Bob Jones science books associate the Bible with science , and often comment the relationship between God 's intelligence and the intricacies of nature . Classes like science , social studies , and math are viewed as less important for the goal of making Christian professionals apart from their training to do " everything a sinner can do , better " . Some classes are " memorization and recitation " -focused , reflecting an inelastic view of knowledge , which the academy believes to be fixed as based in biblical inerrancy . Their biggest external influence on curriculum is new books , which may affect how classes are taught , though the content ( " the truth " ) remains the same .
In a chapter on teacher selection and training , the task of socializing students with obedience and discipline takes precedence over the task of teaching content . Students are under constant supervision to uphold a pledge to avoid outside activities such as theater , fashion , dances , and certain television shows . They also avoid some activities altogether , such as sexualized contact , drugs , alcohol , and smoking . This pledge is to be upheld at home as well , and students are encouraged to report errancies . Teachers too pledge to prioritize " the pursuit of holiness " over all things in a " born again " activity where they " confess their sins and accept Jesus Christ as their personal savior " . The school is unapologetic in its insistence on " telling the kids what is right " and its according preference for lecture over discussion . Teachers are also afforded the option of corporal punishment , though it is rarely used .
The last two chapters feature Peshkin 's commentary on the school in society , its tradeoffs and comparison with other total institutions and larger social movements , like the New Religious Right . He also compares the academy to public and parochial schools , wherein he finds public school students more politically tolerant and acceptant of religious pluralism . Peshkin 's final reflections are written as a " cost @-@ benefit analysis " of these Christian schools in the larger American society . In the last chapter , Peshkin contemplates how his Jewish identity is insulated within a pluralistic and secular society , and how he is fearful of absolutist " imperious , implacable logic " and " zeal for conversion and exclusivism " . He recounted that while the school spoke derogatorily of non @-@ fundamentalists and non @-@ Christians , no one spoke of the American religious plurality that permitted this . In response to the encroaching state , fundamentalists feel that their political conviction should mirror that of their religion . Peshkin views the school as schismatic in a larger society for promoting intolerance towards fellow Americans . He also praised traits of the schools including its community , dedicated teachers , and attractive image . At the time of print , Christian schools like Bethany were outpacing the growth of other schools . In 1989 , Christian schools comprised about 20 % of private school enrollment — around 700 @,@ 000 students .
= = Reception = =
Reviewers wrote that Peshkin 's account was fair in its presentation , and that his choice to let individuals " speak for themselves " through abundant quotations was a strength . They also noted how the book filled a gap in the field and that his final chapter was too moralistic .
R. Scott Appleby ( American Journal of Education ) wrote that Peshkin succeeded at his attempt to be impartial , and that his presentation of fundamentalist culture is made both " understandable " and , in part , " admirable " . He reflected that this Christian pedagogy was closer to indoctrination than education in that it did not develop " critical skills and ... human capacities " in " open @-@ ended " learning but professed a fixed chain of knowledge " from on high " where humans are errant and need authoritarian guidance . Appleby added that fundamentalism blames public schools and its associated state apparatus as both a manufacturer enemy needed to feed its " sense of crisis " and for creating " unsafe " areas unregulated by " Christian truth " . Sociologist Susan Rose " broadens the base " of God 's Choice in her 1988 Keeping Them Out of the Hands of Satan , and Appleby writes that the two books compliment each other 's lacunae . While God 's Choice has an " engaging , sometimes riveting narrative " with vivid characters but little outside information apart from statistics , Keeping Them Out of the Hands of Satan includes extra detail on how fundamentalist groups interact and share a larger societal milieu . For example , Rose explains the difference in " born @-@ again experiences " of evangelicals and fundamentalists , which Peshkin glosses over .
In her own review of Peshkin 's book , Rose ( Contemporary Sociology ) praised its " clear and detailed " contribution to the field but wished for more overview material on the Christian School Movement 's rise , proponents , philosophical consistency , and " sociohistorical context " . She wrote that few had studied Christian schools , the " fastest growing sector of private education in the United States " . In commending Peshkin 's even @-@ handedness , she wrote that his forthrightness about declaring his own biases and effort to present participant voices through direct quotation were strong elements , though he described more than he analyzed . Rose felt that the " interesting " final chapters of analysis and comparison with public schools " grounded " the overall ethnography , though she wished for more comparison of the adolescent student experience between the academy and other kinds of American schools . She considers Peshkin 's " discussion of the politics of pluralism " , that Christian schools both add to American religious pluralism while advocating against it , possibly his best contribution .
Jean Holm ( The Times Higher Education Supplement ) too noted the fast growth of conservative Christian schools but added that the book was also relevant in Britain , which was experiencing similar growth . She found the first few chapters somewhat repetitive as it expressed the uniformity of the school 's practices . Richard V. Pierard ( Christian Century ) felt that Peshkin wrote with " deeply respect " for the school and its community , but Pierard , himself an evangelical , was " disturbed " by the community 's " indoctrinated " values — " biblical absolutes " that are " part of a conservative program that has been read into Scripture " . Paul F. Parsons ( Christianity Today ) noted that Peshkin found the school successful by traditional terms , with standardized tests , orderly climate , and " fun @-@ loving " students , but lacking free exchange of ideas , as education is seen more as a transfer than a quest , and students do not learn " choice , doubt , suspended judgment , [ or ] dissent " . Parsons affirmed Peshkin 's findings as " remarkably representative " based on his own visits to " Christian schools in 60 cities " , though others are less absolutist . And while Julian McAllister Groves ( Journal of Contemporary Ethnography ) described the text as " beautifully written " and " poetic " , he doubted whether the school 's students were as converted as they said , and felt that Peshkin might have seen more " role distance " and examples of playing along simply for community acceptance had he stayed for lunch and other informal observations .