, ENDS AND MEANS
have taken over all this and have rejected the admirably
sensible rabbinical tradition of an all-round education, at
once academic and technical, in favour of the narrow and
immoral ideal of the Hellenic slavers.
To perfect the Antioch system, it would probably be
necessary to extend its provisions from the student to the
teaching body. The fossil professor is a familiar object
to those who have rambled through university towns.
The onset of petrifaction might be delayed if teachers
were given periodically, not merely sabbatical, but also
non-sabbatical years—years during which they would have
to work at some job entirely unconnected with the academic
world.
A good deal of attention has been paid in recent years
to the education of the emotions through the arts. In many
schools and colleges, music, 'dramatics,* poetry and the
visual arts are used more or less systematically as a device
for widening consciousness and imparting to the flow of
emotion a desirable direction.
Music, for example, may be used to teach a number of
valuable lessons. When they listen to a piece of good
music, people of limited ability are given the opportunity
of actually experiencing the thought- and feeling-processes
of a man of outstanding intellectual power and exceptional
insight. (This applies, of course, to all the arts; but there
is reason to believe that more people are able to participate,
and participate more intensely, in the experience of the
music-maker than in that of the painter, say, or the
architect, or perhaps even the imaginative writer.) The
finest works of art are precious, among other reasons, -
because they make it possible for us to know, if only
imperfectly and for a little while, what it actually feels like
to think subtly and feel nobly.
Music also serves to teach a very valuable kind of
emotional co-operation. Singing and playing instruments
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