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COMMENTARIES
fir R*bbi HARR* J, STERN, of
:'" Associate Contributing Editor
"VODER* VDEAS OF EDUCATION FOUND IN THE
TALMUD"
There has just been published a little volume�"Elementar)' Education in the Talmud", by Rabbi Julias Berger of Montreal. It is a deltghtfyl and informative treatise giving a "binrWye riew, as k were, of the leading landmarks of the education of the Jewish.child in the age of the Talmud". The author comes to the conclusion that many principles in vogue in present day pedagogy, have long ago been followed by the Jewish people. Thus he-offers passage after passage from the Talmudic lore, to prove that such factors in modern education as child psychology, the flowering forth of the imagination, the Ideal curriculum, and the social life pf the child�have been anticipated and even stressed by the Rabbis of the Tsdmufc"Gertrrally speaking, Rabbi Ber-ger's book is a worthy addition, to the meagre existing literature in English, on the history of Jewish education.
However, the v6lume is not free from faults- and omissions. In the third chapter, it would have been well to have.traced "the origin of the school in Jewish history. "Might it not be thai the elementary school arose in the Babylonian Exile, as an adjunct to the Synagogue^ Whatever be the genesis of the elementary school, the writer fails to mention a word about it. This I consider a serious omission.
On page twenty-three, the writer states, as a fact, that Joshua ben Gemala, instituted compulsory education among Jews in the first century-of the Christian era. This is a matter of dispute among scholars. Some writers credit Simon ben Shebach (75 B.C.E.) as being responsible for ^ie introduction of compulsory education. The Talmud'states: "Simon ben Shebach ordained three things": That a man may do business with the Kcthubah; thaf people should send their children to school; that glassware l>e subject to contamination (Jerusalem Talmud, Kethubath VIII, end.)
The author m%te also hare pointed out Uut tfl K&ooai wtre fir boys only and all teachers were men. Quite in contra* with promt
day conditions in the realm of education. ' "
^, In the fifth chapter^ dealing with the curriculum, the author teBs us that music and dancing were taught�-but he fails to offer citations from the Talmud to substantiate his statement. He does refer to die Bible. But after all, the writer deals with elementary education in the Talmud and not the scriptures.
Now after pointing out these few minor defects�I am happy to say that I more than welcome this little volume to my library. Ratbi Berger is to be congratulated for finding time amidst a busy ministry to write, study and meditate upon the To^h.
This Iktle volume which throws, so much light on early Jewish education, merits^a place in every cultured Jewish hfcme. , I hope that thinking Jews especially in Montreal will find delight in reading it and rejoicing even as I do, that one of our own students of Torah, has made such a fine contribution to Jewish, learning.
FRBEDMANN
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�A NON-JEW LOOKING IN"
Professor Eustace Haydon of the University of Chicago is one o! the great humanists of our day. I had the privilege of cultivating his friendship a few years ago while takingf courses in the Divinity School of the University, Those memorable hours spent in his class room hare helped me to obtain an appreciation for aH religions that were in the pursuit of truth. Professor Haydon spoke the other day in Cincinnati, to a gathering of Jews and' wTfat he had to say is worth recording in our columns,
"I want something more from Judaism than just a religious denomination working out world problems. I like to see the usual attributes preserved. If you can make youth the bearers of the culture of the Jewish past, in relation to modern culture, then you may have a really creative religion�and I believe modern Judaism will be creative. The Jews interpreted religion as social idealism. Not the Wailing Wall, but the torch is the symbol of Judaism�carrying and seeking light."
"If the Jews^ can make the machine age*�lorify the spirit of man, they might regain the spiritual leadership of thj world."
Judging from the Professor's remarks, he is very dose to Judaism. He has faith in it and hope for its future. It is good to see him a non-Jew looking in. It is too bad that many Jews, th�n^lves, never a "look in"�in the working philosophy of their faith.
A TIRELESS COMMUNITY WORKER
Who in communal work "in our city does not knew Clareace Michaels? No- task is too great for him! Tho young in years, he is a veteran in the service of many organizations. During the recent hospital drive, Clarence worked night and day. As a matter of fact, he "broke down", labouring in the cause of a Jewish hospital. This week, he has been heading the Annual Federation Drive. And how he works! His energy, his enthusiasm, have been admired by all. He is a bom organizer. He rs a genuine worker jiot a "shmuser**. We are proud of Clarence.
FEDERATION CAMPAIGN
(Continued from page 11)
25; J, A. Cochenthaler, 2t;, Bernard I*. Cohen,* If: B L Cohen, 25; Mrs. R I Cohen, If; Mrs. H. Cohen, It; Harry Cohen. 5t; H. N. Cohen, 5; J. Cohen, 5 f~ J. � Ceben, J5t; Mr*. J. <*>-hen, 5: J. C. Cohen, 5; Mrs-'J. L Cohen, 5; Joseph Cohen, It; Mrs. JuJ-Ins Cohen, 57 Jtflfosr L Cotim, f*r Children of Mrs. L, Cohen, It; Laa. Cohen. 25; Mrs. Louis L. Cohen. If; Lyon Cohen. It; Mrl and Mrs. M. Cohen. S: Mr. and Mrs. Mac Cohen, S: Mrs. P. Cohen. S; Mr*. Samuel Cohen, 18: S. M. Cohen, -f: Sydney Cohen, 5; O. Cooperberz, 5; F. Coop-ermaa. It: S. Coopci atone, It- Mlae Sophie Coorah, 5; John Cornfield, 5; Lionel Covieaaky. Itt: B. Craft, 2$: H. Craft 25: Daafei 8 }'. Cramer. It;
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