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<font size=3>At 04:05 PM 4/18/2018, Micha Berger wrote:<br><br>
None of which led to the day school movement. Of the three, Eitz
Chaim<br>
even conformed to the started by Levatikim stereotype I gave, if
just<br>
too early for what we're discussing.<br><br>
Etz Cahim had secular studies in the late 1880s. see
below.<br><br>
Eitz Chaim did evolve into something, but YU and RIETS aren't day<br>
schools. MTA and BTA start later<br><br>
Rabbi Dr. Bernard Revel started a high school with secular studies around
1915. <br><br>
. R' Matlin started Eitz Chaim as a<br>
post-PS program in his apartment. I don't know when secular studied<br>
began, but initially, it didn't have to.<br><br>
In any case, the schools we all attended are a product of a later<br>
trend. When R "Mr" Schraga Feivel Mendelovitch had limudei chol
instituted<br>
in Torah vaDaas, do you think the "vaDaas" was his idea of
lekhat-chilah?<br><br>
This is not true.<br><br>
<br>
<blockquote type=cite class=cite cite="">From my
article</blockquote><br>
"</font>
<a href="http://personal.stevens.edu/~llevine/jp/The%20Founding%20Of%20Yeshiva%20Etz%20Chaim.pdf">
<font size=3 color="#0000FF">The Founding of Yeshiva Etz
Chaim</a></font><font size=3>" <b>The Jewish Press, </b>May 2, 2008,
pages 48 - 49. <br><br>
<br>
From the amount of time allocated to secular subjects, it is clear that
the directors of the yeshiva considered these far less important than the
students’ limudei kodesh studies. Abraham Cahan, who would eventually
become the editor of the Jewish Daily Forward and a prominent figure in
the Socialist movement in America, became one of the first teachers in
the English department in 1887. <br><br>
<br>
</font>
<dl>
<dd>
Cahan records that the curriculum was loosely drawn to provide for the
study of grammar, arithmetic, reading, and spelling – all within the
“English Department.” But because the directors of the school had no
clear idea of what should be taught, the English Department functioned
haphazardly, more out of a perfunctory acknowledgement for these subjects
than a sincere desire to “provide the children with a modern
education.”<br>
<dd> <br>
<dd>
The English Department was divided into two classes. The first was taught
by a boy about fourteen, who had just graduated from public school and
the second was taught by Cahan, who was a little less than twenty-eight
years old. The students ranged from the ages of nine or ten to fifteen
and many were exposed to the formal study of secular subjects for the
first time. One of the native students received his first lessons in the
English language when he entered the Yeshiva after passing his thirteenth
birthday.<br><br>
</dl><font size=3> The young immigrants presented an immense
challenge to their devoted teachers. The students drank up the
instruction with a thirst centuries old. Cahan frequently remained long
after the prescribed teaching hours to tutor his pupils, who were
uniformly poor in reading and mathematics and who regarded grammar as an
exquisite form of torture. On these occasions, the directors would ask
Cahan why he “worked so hard,” saying that the students “already knew
enough English.” <br><br>
And from my article
<b>"</b></font>
<a href="http://www.jewishpress.com/sections/magazine/glimpses-ajh/the-founding-of-the-rabbi-jacob-joseph-school/2008/09/03/">
<font size=3 color="#0000FF">The Founding of the Rabbi Jacob Joseph
School</a></font><font size=3>" <b>The Jewish Press,
</b>September 5, 2008, pages 26 & 66. <br><br>
<div align="center">Setting The Pattern For Future Yeshivas
<br><br>
</div>
The Rabbi Jacob Joseph School was unique in that it was the first
elementary parochial school that taught basic Jewish studies as well as
Talmud. Yeshiva Etz Chaim, founded in 1886, was an intermediate school
that enrolled boys at least nine years old who already were somewhat
proficient in Chumash and Rashi. Yeshiva Etz Chaim’s goal was to give its
students a thorough grounding in Gemara and Shulchan Aruch. In addition,
it provided some limited secular studies in the late afternoon.<br>
The Rabbi Jacob Joseph School was different in that in addition to
providing a first rate religious education, it sought to provide its
students with an excellent secular education at least equivalent to that
offered by the public schools of the time.<br>
Nonetheless, limudei chol (secular or “English” studies) was considered
much less important than limudei kodesh (religious studies), and this
attitude was clearly displayed in the constitution of the school. It
required that there be two principals, one for each department.<br><br>
YL<br>
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