whw 0077

12 always e~ted between the teacher and the student has been a highly intimate one in which the student reveres the teacher as a father and obeys him even in personal matters not connected with his formal studies. The atmosphere of these schools has b~n very relaxed and informal without there being any great academic or financial pressure upon the student. All religious education has been free; in fact, the student receives his room and board from the religious endowment of the institution in which he studies. Nor has there ever been the strong incentive to receive a diploma ~d then to seek benefit from its social and economic advantages as is prevalent in modern educational institutions. That is why a person may often remain a ItudeDtall his life, mastering one subject after another and going from one teacher to the next.

In thisprocesi, the intimate .tact between teacher and

student and the many years ot~ing together, often in the same qllattershas much to do. with making possible tbe transmission of the spirit as. well ‘as the letter of the various branches of knowledge which have always ~en instrumental in the. normal functioning 9f blamicsooiety.¹

.

-

.:

And what’ofm.oralhealth?”Is modern civilizauonconduclve: t~’’’tl’S morar~lfate ?

“ .. ).

,”‘,’ -,’ “

-;1”.’—;’.:,’

, ‘/”

“

“”. -

.

Many people ··f:aa~·,wondered w&ebce tomes the waves upon

WaVes ofmusic;alS1..l1h,that invade,decent homes and set the youngpeople’or..thisge~ratio~>to,imitating the drivel of morons. ‘Monkey’talk, jungle squ~,gr1lnts andsqueaka and gaspl suggestive pt,calMove are ~oufla:ged by a few feverish notes and admitted ‘.into homes where the thing itself, unaided by “canned mUSic” would be stamped out ,in horror. In this miasma of so-called “popular” music which combines weakmindedness with every suggestion of lewdness—Jews. Popular or “Pop” music is a Jewish monopoly. Jazz is a Jewish