EDUCATION
Authority) at Antioch College. Under the educational
dispensation developed by Dr. Morgan, periods of study,
as has been noted earlier, are alternated with periods of
labour in the factory, the office, the farm—even the prison
and the asylum. Three months of theory are supplemented
and illustrated by three months of practice. The intellectual
is taught to make use of a frame of human reference as well
as a frame of natural-scientific and historical reference—
and taught, what is more, in the most effective of all
possible ways, in terms of physical contact with actual
samples of human reality. His principle of integration is
not merely cognitive; thanks to an educational system
which compels him to take part in many different kinds of
practical work, it is also conative and affective.1
A system of education somewhat similar to that developed
at Antioch is used in the schools attached to factories in
Soviet Russia. All such systems are but the modern ex-
tensions and systematizations of the traditional Hebrew
system of education. "He who does not teach his son a
trade/ so it is written in the Talmud, * virtually teaches
him to steal/ St. Paul was not only a scholar; he was
also a tent-maker. The ideal of the scholar and the gentle-
man originated among the slave-owning philosophers of
Athens and Ionia. It is one of the ironies of history that
the modern world should have taken over from the Hebrews
all that was worst in their cultural heritage—their ferocious
Bronze- Age literature; their paeans in praise of war; their
tales of divinely inspired slaughter and sanctified treachery;
their primitive belief in a personal, despotic and passionately
unscrupulous God; their low, Samuel-Smilesian notion
that virtue deserves a reward in cash and social position.
It is, I repeat, one of the ironies of history that we should
1 Note in this context the use of Occupational therapy* in mental
disease. There are certain forms of mental disease for which hand-
work is the best cure.
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