among the illiterate. But in Protestant countries, too, there is the same complaint of the difficulty of finding recruits for the clergy. Men of ability are unwilling to enter holy orders. A writer in one of the magazines says:—

"It needs little observation to perceive that at Cambridge, in spite of the vigour shewn by the Church and other religious bodies, indifference to religious belief and practice very widely prevails.'"*

In the East the decay of religion is not so far advanced as in the West but it is

perceptible. Take as an illustration the following anecdote related by Mr. Bevan :"When I was staying some years ago with an English archæologist in the desert, only one out of his large gang of workmen performed his prayers and the rest mocked him. This struck me, since I had up till then supposed that for a man to be mocked by those who profess the same religion for performing the duties of the religion was a phenomenon peculiarly Christian."

This general religious indifference affects the Jews particularly, since in all countries. they are in a minority, and men without any strong convictions are naturally inclined to follow the majority. "The Western Jews", says Dr. Fishberg, "have practically discarded all their former particularisms in exchange for the culture, civilization, habits, customs, and manners of the people among whom they live." Naturally the prospect of the disappearance of Judaism is viewed by some Jews with dismay. "The ancient faith that has united us so long", says the hero of Mr. Zangwill's novel, "must not be lost just as it is on the very eve of surviving the faiths that sprung from it, even as it has survived Egypt, Assyria, Rome, Greece and the Moors.' As Judaism can only be preserved by isolation, of recent years a movement has been started with the aim of procuring for the Jews a country of their own. For centuries the Jews have looked for a Messiah who would lead them back to the Holy Land. The Zionist, as he is called, of modern times has lost faith in the Messiah, and more prudently hopes to secure Palestine by a commercial transaction. Their views are eloquently expressed by one of the characters in Mr. Zangwill's "Children of the Ghetto."

"We, who twenty centuries ago were a mighty nation, with a law and a constitution and a religion

* National Review, November, 1909. "Cambridge Revisited" by a non-resident graduate.

which have been the key notes of the civilisation of the world, we who sat in judgment by the gates of great cities clothed in purple and fine linen, are the sport of peoples who were then roaming wild in woods and marshes clothed in the skin of the wolf and the bear. Now in the East there gleams again a star of hope, why shall we not follow it? Palestine is

our own if we wish; the whole house of Israel has but to speak with a mighty unanimous voice. Poets will sing for us, journalists write for us, diplomatists haggle for us, millionaires pay the price for us."

In 1897 an International Zionist Congress met at Basle and formulated the Zionist programme. The aim of Zionism was declared to be "the establishing for the Jewish people a publicly and legally assured home in Palestine." Of the four means considered serviceable for the attainment of this purpose, the first is the settlement in Palestine of Jewish agriculturists and handicraftsmen. So far about one hundred thousand Jewish colonists have been settled. This is claimed as a remarkable success, since in 1827 the Jewish population was only about five hundred. But as the total number of Jews throughout the world is estimated at twelve millions it is clear that the prospect of the Jewish state is still far distant. We are told by a Zionist :

It is mainly the Russian and Polish refugees who have turned certain parts of the country in and around Palestine into a veritable Garden of Eden' and such places in Tiberias, Galilee, Safed and Hebron into prosperous Jewish colonies.t

This sounds well but we learn from Dr. Fishberg that the colonists are not men who work with their own hands. They are petty landlords living on money supplied by Rothschild and the Zionist societies. This money passes at last into the hands of Arab labourers who do all the real work. The boasted prosperity of the colonies is illusory since it depends on subsidies received from outside. Even if they were more successful there is not room in Palestine. In Belgium, a country of the same size, there are six million inhabitants and Belgium is the most populous country in Europe. Even then if Palestine could become as thickly populated as Belgium, which is very improbable, there would only be room for half the Jews in the world. Then too the Christian and Moslem inhabitants of Palestine, at present by far the greater number, would have be persuaded to leave their country.

to

Isaac Goodman in 'Fortnightly Review,' August,

At present the attitude of the reformed Turkish Goverment is not favourable to the hopes of of the Zionists. Some fervent

Such a

Jews have endeavoured to obtain a home for their co-religionists in other parts of the world. In 1902, Mr. Chamberlain, then Colonial Secretary made an offer to Dr. Herzl, the leader of the Zionists, of territory in East Africa. This offer Dr. Herzl, was willing to accept, but it was rejected by the greater part of his followers. However the Zionists consented to send a commission to examine the land. The report of the commission was that the territory was unsuitable for colonisation. result might have been foreseen. It is not likely that any country will give away to Russian and Polish Jews land suitable to its own people. Repeated attempts of Mr. Zangwill's society, the Jewish Territorial Organisation, to secure land for settlement have met with failure. At present, the prospects of a Jewish state are not hopeful. The Jewish nationalists are divided among themselves; one party, the Zionists, seeks to recover Palestine; while the other party, the Jewish Territorial Organisation, aims at "acquiring a territory in any place in the world for Jews." It seems indeed that the movement is dying out. Although the subscription to the Zionist societies is very low, only a shilling yearly, the number of members is small and decreasing.

The truth is the idea of a religious state belongs to a stage of thought which has passed away. Athens was the city of Athene, and a citizen of Athens worshipped the gods of Athens. But a Frenchman or German or Englishman may be of any religion. Conversely a Roman Catholic or Protestant may belong to any nationality. Patriotism and religion have been completely dissociated, and the idea of a national religion is as absurd as the idea of a national astronomy or national mathematics. A Jew in Mr. Zangwill's novel says:—

"We are proud and happy in that the dread un known God of the infinite universe has chosen our race as the medium by which to reveal His will to the world. We are sanctified to His service God made choice of one race to be messengers and apostles, martyrs at need to His truth."

One may notice in passing that modesty is evidently not one of the virtues which God has bestowed on his chosen people. But putting this aside, it is evident that the

Jews will be better able to reveal God's will to the world and to be messengers and apostles of His truth if they live among other people than if they isolate themselves. In Western Europe and America they can preach and teach what they consider God's truth to anyone they please without hindrance. They can follow their own peculiar practices so long as these are not inconsistent with ordinary humanity. In Switzerland and Saxony the Jews are not allowed to slaughter animals with the horrible cruelty their Talmud prescribes, but otherwise they are not interfered with in the least.*

The Jews have then no reason to complain of intolerance except in Russia, Poland and Roumania. It is true the exception is an important one, since these countries contain the greatest number of Jews. But even in Russia intolerance is diminishing and Jews are now allowed to vote and to be elected as members of the Duma. It is said, however, that although the political disabilities of the Jew have been in a great measure removed they still suffer from social disabilities. This question is discussed with admirable fairness by Dr. Fishberg. He admits that the exclusion of Jews from the best society is often due to their ostentation and bad manners. Indeed one has only to read Zangwill's "Children of the Ghetto," a picture of Jews by a Jew, to understand why they are so generally disliked. This dislike is not confined to any one country. If a man quarrels with all his neighbours it is impossible to believe that he is on every occasion in the right. So, too, when we find the Jews hated in ancient times by the pagan Greeks of Alexandria, and in modern times by the Musalmans of Bagdad, the orthodox Christians of Russia, the Catholics of Austria and the Protestants of Wales, we cannot believe that they are always the innocent victims of unjust persecution. Throughout all ages the Jew has shut himself off from his fellow men and regarded them with contempt. Unlike the Roman Stoic, Musonius who looked on every man as 'a citizen of the City of God' the Jew has cared only for the members of his own community. If the Jews have been despised

*The Jewish method of slaughter is too shocking to describe in these pages. The reader is referred to an article in the Humane Review for April, 1910.

some of it still remains. It was only in 1858 that a Jew was allowed to become a member of Parliament. Yet at the present time Jews of English birth for the most part live like their Christian neighbours and if it were not for the influx of foreign Jews Judaism in England would disappear. With increasing prosperity and culture the Jews give up their unpleasant customs and behave like ordinary human beings. The process of assimilation is rapid and continuous, and it seems that at no distant time the Jews will be absorbed in the general population of the countries in which they live. HOMERSHAM COX.

schools". Lowell.

THE

HE little school house at Libertyville, Iowa, is typical of the many schools scattered every where through the rural districts of America. Over the maple grove the traveller can see the stars and stripes floating proudly from the white steeple or can hear the iron bell as it clangs from the cupola. The building itself, which stands in the midst of a shaded lawn, is picturesque. The white walls of the house with green trimmings make a splendid setting against the back ground of the autumn trees, whose leaves are just turning yellow, purple and red. Such a school, as Benjamin Franklin said, is truly "the modest temple

of wisdom.'

But watch the children! Their faces are fresh and bright, their hands are clean, and their hair combed smooth. As they rush into the building, they leave their hats and cloaks in the anteroom, and enter the class with leather satchels stuffed with books. How nice and spruce they look! Do these

*The pictures illustrating this article have been specially secured for the Modern Review through the courtesy of Mr. O. L. Moffitt. Mr. Moffitt is the President of the Camera Art Club of the State University of Iowa.

sweet little children ever remind you a bit of Raphael's cherubs ?

Let us step into the class room. It is commodious, well lighted, well heated, beautifully furnished and equipped. The furniture is simple but attractive. It con sists of individual desks and settees for the children; a chair and a table on the platform for the teacher. In the centre of the room a fire burns cheerfully in a polished coal stove; and on the left and right, the glass windows are shaded by green blinds and snow-white curtains. One thing that specially attracts our attention for convenience and usefulness is the paper black board running all around the walls. And just above the black board, the walls are tastefully tastefully adorned with suggestive lifemottoes, pictures of national historical significance, and portraits of Washington, Lincoln and other American heroes. Everything is in propriety and good taste. The very air of the place seems to put new zest into life-makes one eager to study, ambitious to achieve. There is no noise, no murmur, no whispered conversation. You can almost hear a pin drop. All is calm, quiet, and "ready for live business," as the Americans tersely express it. Can a child's mind help unconsciously imbibing the ennobling influence of such a stimulating environment?

PROGRAMME OF THE DAY.

The school commences in the morning with appropriate opening exercises. There is, however, no set programme. The teacher on these occasions either makes a bright talk or tells a short story with a moral. At other times he reads a selection from an author or sings with the whole school some national hymns. The most popular national anthem which the children are taught to sing, of course, is "America." With what swing and rhythm it goes! There is nothing like it. It will warm the cockles of your heart to hear the music. Listen!

My country 'tis of thee,
Sweet land of liberty,
Of thee I sing;

Land where my fathers died,
Land of the pilgrims' pride,
From every mountain side
Let freedom ring.
My native country, thee,
Land of the noble free,
Thy name I love;

I love thy rocks and rills,
Thy woods and templed hills,
My heart with rapture thrills,

Like that above.

one

The school day consists of seven periods, one of which is given to mid-day lunch. The school hours are from 9 to 4. The lunch is taken from 12 to I. Since nearly all the students bring their "snacks" along with them in tiny dinner-pails, they eat their lunch at school. Besides this period of necessary relaxation at noon, there are two short recesses lasting for fifteen minutes each; one recess comes at half-past ten,and the other at half-past two. These brief intermissions are utilized in open-air sports, and they are expected to be participated in by all. As a rule, the boys and girls play separately and as they choose. Evidently the object of the recess is to prevent school work from degenerating into a lifeless grind. It brings the children out-of-doors into. sunlight and fresh air, and keeps them from getting brain fag. Nothing else can give the little ones so much of the needed mental relaxation as a lively, rousing game in the open-air. The teacher, of course, is always with the children on the play ground; but he is there not so much to guide and direct the games as to enthuse the children by his presence as an intensely interested spectator. The teacher in this country does not think that he has done

his full duty by his pupils when he has only explained their lessons and listened to their recitations. Instead, he endeavours by all He means to enter into their daily lives. mingles with them, thinks with them and feels with them; and the children come to accept him naturally enough as one of their personal friends. He is "just it," say the youngsters informally.

WHAT THEY TEACH.

The subjects taught in the rural schools are reading, spelling, grammar, composition, arithmetic, United States History, Geography, Physiology, Music and Drawing. To these, many schools have added recently courses in manual training, agriculture and domestic science. Domestic science is designed to increase the home efficiency of the young girls who will some day become the home-makers of the nation. It teaches the latest and most scientific methods of cooking, sewing, knitting, and the art of home decoration. The work in agriculture concerns itself with instruction in the composition of soil, the maintenance of the soil's fertility, the selection of proper seed, the rotation of crops and the care of raising and feeding stock. The manual training course gives the boys practice in handling tools, and making simple chairs, tables, fences, and gates. The work throughout is practical.

The purpose of the educational leaders in introducing these new branches is to bring the school close to the homes of the rural population, is to make the school a real "Laboratory of Life." A study of these practical subjects inspires the boys and girls with a love for country life. Instead of drifting into the over-crowded cities, they are encouraged to stay on the farms and prepare themselves for the practical duties of "the man on the land." The American educators have felt that in these days of scientific farming the farmer's boys, in order to live useful and successful lives at home, must needs have something more than instruction in the traditional "three R's." They should not only know "readin, 'ritin, and 'rithmetic"; but they should also get some training in those very subjects which bear on their life work. Here is an objectlesson for India.

HOW LONG THEY TEACH.

The work in these schools extends through eight years. If one is desirous of going further, he can enter the High School and graduate in four years; and if he is still more ambitious, he can go to a University and get his Bachelor's Degree at the end of another four years. Thus, a boy who goes to a rural school at six years of age will be ready to begin his life's vocation as a well-equipped university graduate when he is only twenty two. However,

as a matter of actual record, a vast majority of the children become wage-earners after their common school education, and only a small fraction ever reaches the University

campus.

ELEMENTARY EDUCATION COMPULSORY. The rural schools are absolutely free. All children between the ages of six and fourteen are required by law to attend school for at least twenty-four consecutive weeks of every year. In cases of real privation, the school board furnishes suitable clothing, books, and other necessary school supplies. But send each parent must his children to school. When the law is violated, the offending parent is reported by the truant officer, is hauled before the Justice of the Peace, and is rendered liable to a fine of from ten to one hundred and fifty rupees, or to imprisonment for not over six months.

SCHOOL ADMINISTRATION.

The school is administered by a board of directors, whose number varies from three to five. The directors are elected by popular suffrage for three years, one retiring every year. As they have the immediate control of the school, they are individually and collectively held responsible for the successful working of the school machinery. They frame rules of school government, hire teachers, keep the school building in repair and furnish necessary school material. The board receives no remuneration for its services. Next to the board, the school is under the supervision of the County Superintendent of Schools. This official does not interfere with the details of school administration, which is left entirely to the discretion of the local board. The superintendent has only the general oversight of the schools. He visits the schools occasionally, attends

to examinations, and sees that the state laws of education are enforced. The

County Superintendent is again under the authority of the State Superintendent, who is at the head of common schools in every state. The State Superintendent and the County Superintendent are both appointed for two years by the direct votes of the people. They both receive compensation.

FINANCING THE SCHOOL.

The average expense of running a country school for a year of eight months is about a thousand rupees. The average cost per pupil is a little over six rupees a month. Now the school budget is met by revenues from two different sources. First, there is the permanent school fund provided by the State. In Iowa the State pays five rupees for each pupil of school age. Secondly, there is the district school tax levied on all taxable property. This tax is proportionate to the needs of the school district. It falls on all who have property, irrespective of the number of children. Thus, a propertied man or woman, who has no children, has to pay the school tax just the same as the one who has dozens of children. It is significant that the man who has no property and is therefore exempt from taxation, has a perfect right to educate his children at public expense. The underlying principle is that all, rich or poor, need education. And while the children of the rich can live on the interest of their parents' money and do not require an education to make a living, the children of the poor cannot do that. In fact, the poor are in need of more and better education than the rich.

In the country there is a public school in nearly every four square miles; this area is called a school district. The school is so centrally located that the farthest child in the district is only two miles distant from his school. There are very few country school districts where there are no public schools. I have known of schools of only three pupils and the people of the district taxed a singularly large amount to support those schools. Waste? Extravagence? No. Who can measure the intrinsic value of education and its contributing services to the commonwealth in mere dollars and cents?