Joodse traditie als permanent leren

257.

of ideas, and many others. Only in this way could the vast body of talmudic thought have been transmitted intact from generation to generation until the end of the fifth century C.E. , when it was finally redacted. Discipline played a vital role in this system (see Shab. 13a, and Rashi, ad loc. , s.v. ve-eimat rabban aleihem). Although corporal punishment was inflicted when deemed necessary, the sages sought to curtail it as much as possible and warned against injuring a child, Rav's directives to Samuel b. Shilat the schoolteacher included the following: "When you punish a pupil, hit him only with a shoe latchet. The attentive student will learn of himself; the inattentive one should be placed next to one who is diligent" (BB 21a). This counsel applied to younger students; with those who were older the teacher might introduce the lesson with a humorous remark to create an atmosphere congenial to learning. But the teacher's most valuable asset was the example he set for his students. Well aware of this, the sages sought to impress upon teachers the need for circumspection in speech and deed. Thus Ze'eira, a leading amora of the end of the third century, states: "One should not promise something to a child and then fail to give it to him, for he thereby teaches him to lie" (Suk. 46b). Though the sages were remarkable pedagogues, the greater part of their achievement doubtless resulted from the atmosphere generated by their personalities, an atmosphere of unbounded love for the Torah and of supreme self-discipline in the observance of mitzwot. ' ^ Uitvoerigere uitwerkingen van het concrete lesgeven vindt men in de in voetnoot 43 genoemde boeken. Aangezien mijn thema PL is en niet EP in het algemeen, wil ik het echter bij dit beknopte citaat laten.