Newark post., 1914-04-01

town, and their support imposed
upon the people. The regulations
regarding the number of pupils are
model even today. The rule as
stated in the Talmud is eff the
number of children does not exceed
twenty-five, the school shall be con-
Quoted by single teacher, for more
than twenty-five the town shall en-
ploy one assistant. If the number
exceeds forty there shall be two
masters. - With how much more
courage could our present day
teachers enter on each days work,
if they were assured their class
room would not contain more than
twenty-five pupils. After consid-
ering the Jewish system of child
training, we realize why one of
their race should so naturally say
"Suffer little children to come unto
me- and another one in his old age
should murmur over and over Lit
tie children, love one another. y
From the Talmud | quote again
"Children should be punished with
one hand and carressed with two. -
From these Hebrew teachers came
the message Of love which is work
ing the world s spiritual evolution.
The schools Of Athens and other
States of Greece have left us many
details of their methods and stud
les, unlike the Jews their disclp-
line was severe, and physical and
intellectual training were placed on
the same plane. To the Greeks we
owe the first definite idea of phil
osophy of education, they being as
it were, specialists in philosophers.
Nothing could be farther from the
formal methods of Chinese teachers
than the intimate inductive method
of the advanced schools Of Greece.
The action Of the teachers mind on
the pupil was considered, how to
rouse the young to think, to do
their share of the work for which
they met, was the main aim. For
keeness of logic and subtlety OF
thought no time ancient or modern
has seen their masters. 1t was
their way of procedure, their NUT
ual analysis, not the subjects they
taught, that has so profoundly in
fuenced the pedagogic thought OF
the world. Their ideals were fol-
the future of their State and it Is
the first time the state appears de,
fnitely as a moulder Of future cit.
liens. Much emphasis was laid on
early training. Plato says, Re
ligious books must be selected with
as much care as the milk of {
nurse. o." Their schools were mo-
, public schools in our sense OF the
term, being only for the privileged
classes and as was customary, fol
boys. The child was educated by
nurse or mother until six for sever
years old then sent in care Of ;
, "Pedagogue" which is literally g;
6 conductor Of children to tn
schools for instruction. The earl,
: education of Roman children wa
! almost entirely at home and school
: for collective teaching were no
= opened until a much later perio'
! than in Greece. The position o
woman among the Romans being
: high one it was natural that mucl
' of the primary education was III he
] hands. One writer said, Gas tn
mother shall take part in the in
: struction of her children, she mus
y herself be educated. - For lonI
= time after schools were established
. they were the work of individua
. teachers, although in the later day
of the empire the schools were un
! der state patronage and teacher
, were held in great esteem, even be
q ing exempt from public duties
. Their education tended more large
9 ly toward practical work, than di'
:, that of the Greeks and it may pos
! sibly have been influenced by tn
6 longer time they were under hom
!. instruction. 1t sounds like word
: from yesterday to read the recon
mendation Of the use of letters o
:, ivory for children to handle and be
! come accustomed to their form, t
6 have tablets in which letters hav
: been traced by cutting. If chill
y reads in a sing-song manner say t
q him, eff you are singing you sin
a poorly, if you are reading why d
y you sing?" The greater emphasi
/ laid on the practical in the Romar
= education though but one of tn
- a,,,oc, l;ao,o, ~, 4i,rr tb air oi1yi lizc