Content
The Watchtower is the primary means of disseminating the doctrines of Jehovah's Witnesses, and includes articles relating to Bible prophecy, Christian conduct and morals, as well as the history of religion and the Bible.
The Witnesses' worldwide "Field Service" report appeared each year in the January 1 issue of The Watchtower from 1882 until 2004, and in the February 1 issue from 2005 to 2007. As of 2008, the "Field Service" report does not appear in The Watchtower but continues to appear in the annual Yearbook of Jehovah's Witnesses., and on the official website
Previously, each issue of the Watchtower contained study articles and other regular features and was distributed to the general public. As of 2008, two editions of The Watchtower are produced each month. The issue dated the 1st of each month is distributed to the public and is referred to as the Public Edition. The subjects covered in the issue as well as the style of writing are intended to appeal to non-Witnesses. The issue dated the 15th, called the Study Edition, contains "pointed information prepared especially for Jehovah’s Witnesses" and is generally distributed only to members but is made available to members of the public attending the study of The Watchtower at congregation meetings.
Read more about this topic: The Watchtower
Famous quotes containing the word content:
“You can hardly convince a man of an error in a life-time, but must content yourself with the reflection that the progress of science is slow. If he is not convinced, his grandchildren may be. The geologists tell us that it took one hundred years to prove that fossils are organic, and one hundred and fifty more to prove that they are not to be referred to the Noachian deluge.”
—Henry David Thoreau (1817–1862)
“The Republican convention, an event with the intellectual content of a Guns’n’Roses lyric attended by every ofay insurance broker in America who owns a pair of white shoes.”
—P.J. (Patrick Jake)
“Quintilian [educational writer in Rome about A.D. 100] hoped that teachers would be sensitive to individual differences of temperament and ability. . . . Beating, he thought, was usually unnecessary. A teacher who had made the effort to understand his pupil’s individual needs and character could probably dispense with it: “I will content myself with saying that children are helpless and easily victimized, and that therefore no one should be given unlimited power over them.””
—C. John Sommerville (20th century)