Page:A Jewish Interpretation of the Book of Genesis (Morgenstern, 1919, jewishinterpreta00morg).pdf/29

 The Jcimsh Religion Jewish

spirit,

11

than a mere knowledge of passing events, the

true Jewish spirit springing out of the Hfe experience of the

Jewish people and expressing

in the

face of

all

its

itself in the literature,

trials

and persecutions,

the stories, the dreams,

and the visions of Jewish thinkers and teachers for almost two thousand years. If we can absorb something of this Jewish

spirit,

we

shall

be prepared to properly understand

and interpret our Judaism of today. Perhaps the stories from the rabbis, contained in this book, may help in this worth}^ task. At least they will show how the moral and spiritual thoughts of the Biblical writers were interpreted, applied, and expanded by the teachers of Judaism of a later period, and will indicate how we, in turn, may interpret, apply, and even expand these teachings, and with them Judaism itself, in accordance with the beliefs, tendencies, and needs of our own time.

Moral Instruction

in the Jezvish Religious School

We

have thus far said hardly one word about moral instruction. surprising, since in the last few decades moral instruction has apparently been generally regarded as the ultimate aim of all Jewish religious school work. Gradually, however, we are reawaking to the old truth. Many modern pedagogical authorities question whether morals can be adequately taught by set instruction. This

may seem

Ethics, perhaps,

may

But

from being morals.

this

is

far

be taught as the philosophy of

Morals can,

human

strictly

conduct. speaking,

not be taught by set instruction, for the simple reason that morals

means, not knowledge, but right habits and habits can be established, not by instruction, but only by practice. The most that set instruction can do is to give a moral incentive, to arouse a moral impulse, to sow, as it were, a seed, which may in time sprout and ripen into right ha1)its and moral conduct. This is, of course, important and indispen?able. Yet the necessity and efificacy of set moral instruction should not be exaggerated, nor should too much be expected from it. Furthermore, it is now generally realized that all instruction, when properly given, and all discipline, when judiciously administered,