Schools of the Ancient Hebrews
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The chief subjects of study were the law of God with the instruc-
tions given to Moses, sacred history, sacred music, and poetry. It was
the grand object of all study to learn the will of God and the duties of
His people. In the records of sacred history were traced the footsteps of
Jehovah. From the events of the past were drawn lessons of instruction
for the future. The great truths set forth by the types and shadows of
the Mosaic law were brought to view, and faith grasped the central
object of all that system, the Lamb of God that was to take away the
sins of the world.
The Hebrew language was cultivated as the most sacred tongue
in the world. A spirit of devotion was cherished. Not only were
students taught the duty of prayer, but they were taught how to pray,
how to approach their Creator, how to exercise faith in Him, and how
to understand and obey the teachings of His Spirit. Sanctified intellects
brought forth from the treasure house of God things new and old.
The art of sacred melody was diligently cultivated. No frivolous
waltz was heard, nor flippant song that should extol man and divert the
attention from God; but sacred, solemn psalms of praise to the Creator,
exalting His name and recounting His wondrous works. Thus music
was made to serve a holy purpose, to lift the thoughts to that which
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was pure and noble and elevating, and to awaken in the soul devotion
and gratitude to God.
How wide the difference between the schools of ancient times,
under the supervision of God himself, and our modern institutions
of learning. Even from theological schools many students graduate
with less real knowledge of God and of religious truth than when they
entered. Few schools are to be found that are not governed by the
maxims and customs of the world. There are few in which a Christian
parent’s love for his children will not meet with bitter disappointment.
In what consists the superior excellence of our systems of educa-
tion? Is it in the classical literature which is crowded into our sons? Is
it in the ornamental accomplishments which our daughters obtain at
the sacrifice of health or mental strength? Is it in the fact that modern
instruction is so generally separated from the word of truth, the gospel
of our salvation? Does the chief excellence of popular education con-
sist in treating the individual branches of study, apart from that deeper
investigation which involves the searching of the Scriptures, and a
knowledge of God and the future life? Does it consist in imbuing the