Monopolies, depreciation of money, exorbitant prices, are among the obstacles to contend with. If a few commissioners, or regularly established governmental agents, were connected possibly with the legations in the different countries, they would be useful to the colonists in many cases, and would render abuses impossible, etc. It will be a fortunate day for Italians going to Brazil when authorized agents are there to aid them at embarkation and on their farther trips inland. It is to be hoped that public opinion in Italy will become more favorable to emigration. The outcome of this will be that the proprietor, in order to obtain help, will pay better wages, and emigration will not be synonymous with untold misery at home.

We may look upon emigration as a step in advance toward the bettering and equalizing of conditions. Rather than solicit the return of the emigrant to his native land, rather than regret that emigration transforms itself from temporary to permanent, we should rejoice that the quality of emigration is improved, the arrangements become more stable, the families are reunited, the mother country influence is strengthened.

Emigration is a good thing for the mother country-we utter this sentiment earnestly. It is the safety valve, or security, against envy and class odium, an efficacious instrument in the equalization of human forces. And for Italy, as for all peoples who are late in entering upon new conditions, emigration is a school for the civilizing processes along scientific lines and in adopting new methods. Thus it is the duty of those who have already entered upon the new phases of civilization to assure vigorous protection to the advance guard, composed in part of youthful blood. Protection, material aid, and guidance should be offered to the emigrant. And I salute with great pleasure that part of our emigration which is going to settle in the midst of a people, superior through their methods, perseverance, and economic power, in the very heart of the dominant people of to-day-the Anglo-Saxon race.

This race is the dominating one to-day, because it is educated to a spirit of reform, which opposes the resigning of one's rights, the frittering away of individual energy, opposes apathy toward work, etc.

It is necessary to take the world as it is, and it should be repeated in the chief towns of communes that the emigrant is the best exponent of his country's needs (the best drummer for his own country), and that after him come the experts sent out from the manufactory, the authors, the diplomatists, and lastly the defense by means of the army.

ED 95-57

When the battle of Koenigrätz was fought, ending with a decisive victory for the Prussians over the Austrians, Prince Bismarck spoke those winged words: "The schoolmaster has conquered." Indeed, that famous battle was an excellent illustration of the great power of education, and the Prussian schoolmaster has shown that his pen could penetrate deeper than the shot and shell of the Austrians. Even the ancients knew of the great influence of education, and Jewish history has recorded a fact which is equal to that of Koenigrätz. "Jerusalem," says the Talmud,” “was besieged by the Romans, and the once powerful Hebrew nation was crushed to death by the legions of the pagans. While Vespasian besieged the City of the Lord, wherein civil war and starvation killed more people than the arrows of the Roman archers, an humble Rabbi, Johannes ben Saki by name, knelt before the great victorious Emperor, praying for mercy for his people. 'What shall I grant you?' asked the proud victor. Grant me,' replied the sage in a low voice, 'the school of Jabne and its schoolmasters."" The victor granted the request. He probably never dreamed that from that little school the national spirit of the Hebrews would rise with more vigor. How could he, when it looked as though the whole nation were wiped from the face of the earth. Jerusalem was a pile of débris; her people had been slaughtered by thousands or made cripples. Those 'An historical sketch of educational evolution among the ancient Hebrews and other primitive nations.

who escaped death were carried into captivity to be made a show of, serving as living trophies for the home-coming victor in his triumphal march. Under such circumstances and conditions the remnant of the Jewish race was found at the time of the destruction, so that even the best patriots could not dream of an attempt at restoration. Yet fifty-five years after the destruction the national spirit which was kept alive in the little school of Jabne arose with vigor, and the 25,000 pupils of Rabbi Akiba, those penmen drilled by the schoolmaster, restored the national pride to its olden glory. The heroic struggle of Bar Kochba (the Son of the Star), who was proclaimed king of the Hebrews, is known to fame, and the coin he used is still preserved in museums as a silent witness of the successful attempt and the vital power of the nation. Now, who performed this marvel, which seemed an impossibility? The schoolmaster from Jabne. The educator blew into the dry, dead bones of Judah the breath of life, and they were resurrected to activity.

Education is not only a power in a struggle, it is also a preserver of life, and the reason for the preservation of the Hebrew race is its wonderful, early developed education. Every Jew, no matter of what standing or reputation—even those from darkest Russia, where 99 per cent of the natives can scarcely sign their names, even those Jews-is able to read and write in his own language. In America we have a vivid picture of the great power of education, for what has made this country so great in every respect, if not the schoolmaster?. Instead of being in the rear guard, it is marching onward-a pioneer of culture, leading the advancing march of progress. All this is due to education. The educational system of the United States is its best bond for its continued greatness. The American schoolmaster may reflect, while sitting at the foot of the Washington Monument, upon the educational system of the ancient Hebrews, two thousand years ago, and be interested in the discovery that there is a wonderful parallel between that and his own, of the nineteenth century. To those who observe the march of civilization it will be of great historical value to know the educational system of the Hebrews, whom Mohammed styled "Rigel el Kitab," i. e., "the people of writing."

PRIMITIVE EDUCATION AMONG VARIOUS NATIONS.

I. THE CHALDEANS.

Among the cultured nations of the ancients the first in rank are the Chaldeans, whom we may style the educators of the world. There was hardly a branch of science wherein they did not prove themselves the masters. In the divine arts-music and painting-they were far ahead of the cultured sons of Hellas. The first symphony was sung by the Chaldeans. The Greeks learned from them when they invaded the country under Alexander the Great. The ancient Jewish notations of music, used by the singers of Zion in the Temple, are all called by their Chaldean names. As a proof of this, it may be stated that the Hebrews learned and adopted the Chaldean musical Alpha Beth, as they adopted from them other useful things pertaining to culture and civilization.

In making or in reproducing pictures they reached the highest standard of perfection at that time. Two prophets give evidence of their skill in that fine and divine art. One described their painted pictures on the walls, engraved with an oily color; the other calls their country "the land of sculptured images, of which they are proud."

In architecture and engineering they surpassed the Egyptians, and the fabulous Tower of Babel was built before the corner stone was laid for any of the pyramids. Jewish legends tell us that they built that tower in order to produce rain by beating the roof with hammers, thus causing the air to vibrate. That is another evidence of their far-advanced science and culture. Their canals and other artificial waterways have long been the admiration of historians.

In astronomy, their fame in that truthful science, which requires a knowledge of mathematics, is still renowned. They were the first to look on high and draw a map

of our solar system, dividing the planets in the zodiac. The art of calendaring, for which the ancient Hebrews were renowned-so that in a dispute with Roman astronomers the former claimed that the sun is stationary, while the planets revolve round the fireball (the sun), which argument the latter refused to accept-was learned and adopted from the Chaldeans, as the Jewish names for the months and planets are Chaldean terms, thus telling us plainly in what school the Hebrews had been taught.

In religion they showed themselves far superior to even the Hebrews, as their religion was pure and simple and could not conflict with common sense and feelings. They approached the altars in their houses of worship with silent salutation, and venerating bows, prayers, and music were the offerings, not animal or other kindred sacrifices, as is plainly indicated at the dedication of the great image made by King Nebuchadnezzar on the plain of Dura. Those who understand how to read the Bible between the lines will discover that Jehovah was known to the Chaldeans and worshiped before He revealed himself to Moses in the burning bush, and Nimrod was a mighty hunter before Jehovah; and Jehovah calls the King, Nebuchadnezzar, through the mouthpiece of His prophets, "my servant." It is probable that Abraham, who left Ur of the Chaldees for Palestine, was forced to flee, being persecuted by the Jehovists. (The name Elohim, which means two in one, is mentioned by all the patriarchs until Moses, who restored the ancient Jehovistic cult of the Chaldeans.) The name "Chaldean" means a wise man, and in the Scripture it has the same meaning, where the Chaldeans are termed "the wise men of the East."

Such achievements are impossible without the regular working system of education. Indeed, legend, which is the best informer where history is silent, points in that direction. There is a written Jewish folk story which says that Abraham was when a boy a pupil in the schools of Shem and Eber. Of course there is no historical proof to confirm that legendary statement; still there is a clear passage in the Scripture which indicates some educational progress, when King Nebuchadnezzar orders that children of Hebrews shall be selected, being without physical defect, good-looking, and bright, and taught to write (in the text-book) the language of the Chaldeans. Aside from that record, how is it that the Hebrews, who were in Egypt four hundred years, did not carry away with them a single thought of the land? Not even an Egyptian word, with one exception, is to be found in the whole Scripture, while whole sentences of Chaldean are found. During the stay of seventy years among the Chaldeans the Hebrews seem to have been perfectly nationalized, and the big volumes of the Talmud are treasuries of Chaldean science and literature under the guise of the Hebrew religion. To explain this phenomenon we must think one of two things, either there was a law compelling everybody to read and to write, or the government indirectly offered opportunities even to strangers to be educated, as the enlightened Government of the United States offers educational advantages to all. At all events, there was an educational suffrage, and to it is due the wonderful civilization of the Chaldeans.

The reasons for the early development of education can be given as follows:

1. The nation was not divided into classes and castes (except in the branches of science, as Chartumim, realers of hieroglyphs; Ashofim, secret readers; Measphim, magicians; Chasdim, astrologers). The absence of castes prevented education from being monopolized, as in other nations, by a certain class.

2. Their Jehovistic cult with its fatalistic view that the fate of man is written in the stars; hence, if the horoscope told that the child of a beggar would be one day a prophet or a sage, he was brought up accordingly.

3. The simplicity of their quadrat letters with perfected panctuation and vowels enabled everyone to learn writing easily, and it became a common method of exchanging thought. The Hebrews, after their exile, adopted the Alpha Beth of the Chaldeans, with all its grammar and rules. It is a pity that we have no record; but underlying the whole Rabbinical religion the Chaldean cult exists. The only direct proof of the educational power of the Chaldeans is found in their offspring,