The evening times. [volume] (Washington, D.C.) 1895-1902, 1902-07-15
Scope OF jewish
RELIGIOUS SCHOOLS
Rabbi HirSCh at the Hebrew
Summer Chautduaua.
INFLUENCE UPON JUDAISM
Secular Education YitaIized by Divine
Training Sins Committed in
the Name or Reform-Features Of
TOday'S Program.

ATLANTIC CITY, July I5.-Thc ninth
days session Of the Jewish Chautaunua
society's Summer Assembly was taken
up with the first lecture in the eluca-
tionaI course in the school of practice
There was q large attendance o. min
listers. religious school teachers and lay
men The Rev Dr. Emil G. Hirsch. Of
! Chicago. opened the course with an ad
/ dress On The Aim, Scope, and Method
Of the Jewish Religious School"
IN the religious discourse, said the
rabbi. unless the speaker succeeded in
stimulating thought and arousins. reflec-
ton his address was a failure. His re-
ward lay Ia arousing criticism rather
than commendation- Jews did not al
together understand the relation exist
ing between the pulpit and the pew.
The pulpit nGd higher call than to
please. While us cords might meet with
dissent. he --9Ied o help himself and his
audience l. he consideration of the
subject
The general interest taken in the
schools vas one Of the most hopeful
synPT H. u American life. The public
setoJ- secular. but secuIa. eduea-
ton u. not the gateway to t!ie highest
achiUvsrnsnt- knowledge without NOR
ais, and L 'raIs without religious sancti-
fcat.oR might make men successful in
4 material sense. but were insufficient
for the higher purposes IN life. The
I
century had thought the schools would
render sUpeTfuOus the peniteatfaries.
Any study might be turned to lesson
on morality, but secular study must be
supplemented by religious instruction. |
Secular study, however, should be non /
sectaTian- Beneath all religion and ma
ttonality lay human character The 7
eomPs niOnsbiD Of the Jew and the non-
Jew IN the school room was a strong
against anti-Semftism.
Vitality OF Secular Education.
Secular education must be vitaIized BY
religious training and influences. and
for this reason religious schools were a
necessity. These. ho-ever. were fire.
quently failures. breeding atheism and
agnosticism in trying 10 teach a belief
in God Have the methods pursued in
this work been the right ones? asked
the speaker. If the schools were faulty. |
then the temples became mausoIeums. |
Children We're the men and women oil
the future, and If they were Indifferent /
the temples became monuments Of folly. |
and not the medium for the message of
Judaism. The religious schools should
provide the remedy It's aim seems sim /
pie One religion can only be taught, 4
and from it all religions.
Reform Judaism" continued Dr.
Hirsch, What sins are committed in thy
namel Many reformers ignore thel
teaching Of scientific theology They
must teach a positive religion and NOR
atty. Judaism cannot be defined be-
cause II is living process Compared
with Christianity, Judaism is # e re-
ligion- It brought the light OF geaius 20
glow throughout Gods times. -,rdaism
is current absorbing from others while!
It gave TO others.
The Hagada OF the Talmud Is dog
matte. It is impossible to teach any
hing that is still growing II Judaism
we're a dead law it could be easily
.aught. Modern reform is ossihcatiou
hence between Moses aud the present
here IS 10 life. The Talmudic Jew was
4 vital Jew, and the cIearest notes of
he love Of man come from the Tai
uudist AS Talmudism had limitations,
ve will not teach Judaism as code.
,ut supply the Hagadic complement.
)ur fathers, the Talmudic jews, alb
,orbed IN their lives the history Of
Judaism. They lived the Bible and the
5abbatA instruction IS most effective
when il IS no: felt in the getting We
annot feel the old Judaism. yet there
s a deep truth in unconscious methods
lie who possesses creed and code has
IL Judaism is Consciousness. and our
.im IS to awaken consciousness in the
chools Jewish teachers must make !
iod a power IL life. Every faith trans {
Eude ron SvT ;