The Maccabaean

teachers' training schools, and that means be found to maintain and expand them. For otherwise we shall be unable to raise the standard of our national schools in our own land.

And now I shall pass to the question of supervision of our educational institutions.

ZIONIST DIRECTORATE FOR ALL EDUCATIONAL INSTITUTIONS

On various occasions the need has recently been pointed out of uniting all our educational institutions under one Zionist directorate, and upon the representatives of the Zionist Organization the duty devolves of taking the necessary steps involved in this work, in the face of possible ‘opposition from the various existing societies engaged in educational work in Palestine. But it is important that we point out in more detail the character of this directorate, and that this assembly composed of all the constructive elements, not only the teachers, should express its opinion on the subject. In effect, the opinions of the teachers who are devoted to their vocation and of whom there is a large number will be sufficient, I believe, to satisfy the most exacting educators in our midst. This is clearly demonstrated by the decisions of the teachers’ convention held in Jerusalem. According to their view, all matters educational (including all other branches of national culture) should be under the supervision of a committee composed of representatives from the Zionist organization (which on account of its general supervision over the colonies will also control education) from the Palestine Federation, and from the teachers’ association. This committee, whether it be called education committee or by some other name, shall appoint experts for the various branches of education. These off- cials shall perform their respective duties and carry out the instructions of the higher executive authority to which they are responsible. This proposal, the merits of which we shall not judge here in detail, may arouse opposition from one quarter only—the orthodox wing, who will suspect that the more liberal elements will insist upon stamping their own ideas on the whole educational system and obliterate the distinguishing characteristics of the orthodox system of education. They will therefore not wish that the fate of their institutions be exposed to chance elections and that after all has been prearranged a resolution be passed giving them a share in the control of these schools. Their demands should be granted, of course, in so far as they refer to their own schools. A special sub-committee should be appointed by the general executive body, the latter to take full account of the demands and proposals of the committee and satisfy them only when they conflict in no way with the interests of the educational system as a whole and when they do not interfere with our modern schools. One of their legitimate demands would undoubtedly be that henceforth we establish order in the system of Talmud Torahs and Yeshibahs and that we ameliorate the condition of the teachers.

In truth, the necessity of enlarging the sphere of our educational work to include the orthodox schools was always in our mind, and the participation of the general mean of education in Jerusalem in the establishment of the Cheder-Torah and Talmud Torah of the Sefardim and the like, sprung from this idea. But it was a niggardly participation if not from lack of interest, then from lack of means. From now on, however, conditions must be changed. Our concern must be not the education of a single section of the

community, but of all its sons. We must control and create a system for all, including the Yemenite Jews whom we have neglected hitherto, taking into consideration of course the inclinations and aspirations of all the component branches that are to be under supervision. We have no moral right to impose upon all the schools the system that we favor most. I doubt whether it is at all advisable to eradicate or even radically reform those institutions whose curriculum consists mainly or even wholly of Jewish studies. These schools protect us against the danger of the Torah’s being entirely forgotten in Israel, for, speaking among themselves, the number of those who are ignorant of Torah is constantly increasing, even among the so-called educated class, and there is no doubt of the need of a system of education that will produce men thoroughly familiar with Judaism, who may in the course of time become enlightened Rabbis as well as teachers and writers. There is one condition we must impose upon the representatives of the orthodox schools—a condition on which we cannot compromise and in which are bound up not only the interests of the educational system but the very existence of the community and our future in Palestine. This condition is that beside including Bible and Hebrew in the curriculum, Hebrew be the only language of instruction for all grades beginning from the kindergarten and including the Yeshibah. I would also suggest that we insist upon the Sephardic accent so that not only should we all speak the same language but speak it in the same way. But this will come in time, for it is best to make changes gradually rather than uprooting the old without having the new ready. I know that there is a group of conservatives who strongly oppose Hebrew as the language of instruction, but we shall leave these fanatics out of account and, as their influence under the new system will be lessened, they will in the course of time be compelled to yield. This demand we must insistently uphold and if necessary fight for it—not with words but with deeds.

And of these deeds, perhaps the most important is the creation of an extensive literature which, as I pointed out at the beginning, is the second factor in any national culture.

THE URGENT NEED OF TEXT-BOOKS

The first bond between education and literature is found in the creation of text-books for the various branches of study, whether the books be original or translations. We all know to what extent our courses suffer and how progress in certain subjects is hampered by reason of the lack of text-books for pupils and guides for teachers. The few books that we do possess are so poor in quality that in many cases it were better if we did not have them at all. In fact, in this work we must start from the very beginning. This presents, however, no particular difficulty. We have men who are capable of composing or translating the most necessary text-books and manuals. This is only a question of time and more particularly of money. More difficult than this is the problem of providing books for reading. For the lower grades we need legends and stories, such as are found in the European literature, and particularly in English and German. For the intermediate and higher grades there is need of stories that are attractive both in content and appearance: dramas, books of criticism in a popular style, and popular scientific books which may be read by the general public also. In all of these branches English literature is particularly rich. For use in the intermediate schools we must translate the classics that are found in various lan-