The Jewish Educational Problem
Even a superficial observer of Jewish affairs cannot fail to see that a reaction has set in among the great majority of so-called enlightened Jews. A strong tendency toward traditional Judaism is asserting itself among them. Sore disappointment is felt because the course of events has shattered the theory of two generations ago, that the Jewish idea is independent of its bearers, the Jews, and this disappointment must be considered a potent factor in bringing about the reaction which is ushering in the Jewish renascence.
Under the stimulus of this renascence the development of symbolical Judaism and its adjustment to modern conditions will come from within. The new growth, a continuation of the old, will draw its nourishment from it. It will be protected by the inherent powers of the old, to eliminate the harmful elements as frequently present in the mental and spiritual nourishment offered by our surroundings, as in the foodstuffs bought without discrimination at the corner grocery. Not the brain alone, but the heart also will be applied to the study of Judaism. Judaism will not be looked upon as an interesting post-mortem case, as a matter of the past, deserving the attention of a few antiquarians, but as a continuous, living stream, with whose course the world must reckon.
This pleasant prospect is marred by one deplorable feature: Jewish education is characterized by lack of method and efficiency, and the education of the Jewish girl is conspicuous by its absence. It is pathetic in the extreme, that the Jewish people, the people of the Book, whose entire history is one long tale of self-denial and self-sacrifice for the Law, should be many centuries behind the rest of the world in educational methods.
That the future of Judaism depends on the proper education of the generation now growing up, all admit; that the Jewish educational methods are in a chaotic condition, all realize; but few know that there is a way out of this chaos.
If the renascence is to be more than a mere flash in the pan in this country, if it is to lead to the regeneration of the American Jew, we must lose no time. We must proceed at once to evolve a wise method, and adopt a plan of action to render the method effectual in practice.
In the establishment of a system of Jewish education in this country, we must look beyond one State, to the whole Jewish community of the United States. What must be borne in mind is that the new system of Jewish education must be built upon the principles underlying the life of all American Jews.
COMPATIBILITY WITH AMERICAN LIFE
Our system of education should be compatible with existing conditions until it succeeds,after proper development, in making some of the conditions compatible with itself—with theJewish views of life. It should not in the least replace, but rather supplement, our secular system of education; but, it should be strong and pervasive in order to counteractits undesirable effects. It should not be rigid, but strong and flexible, to enable the fortunateJew of this country to straighten some of the deformities acquired by his ancestors duringthe long dark night, when civilization lapsed into lethargy, and brutal ignorance reigned supreme. Our country is by far the most favorable to the proper development of the broad-minded Jew, whose broadness does not depend upon the thinness of his Judaism, in whomthe Hellenic element is not in inverse proportion to the Judaic.
EMANCIPATION FROM CHARITY
Our first efforts must be directed toward the emancipation of Jewish education from charity. In the early stages the new system will need some support from the friends of education; but its aim should be self-support.