In 1623 the Kahals of Lithuania withdrew from the federation of the Four Lands, and established a provincial organization of their own, which was centralized in the convention of delegates from the three principal Kahals of Brest, Grodno, and Pinsk. Subsequently, in 1652 and 1691, the Kahals of Vilna and Slutzk were added. The Lithuanian assembly was generally designated as the "Council of the Principal Communities of the Province of Lithuania" (Waad Kehilloth Rashioth di-Medinath Lita). The organic statute, framed by the first Council, comprises many aspects of the social and spiritual life of the Jews. It lays down rules concerning the mutual relationship of the communities, the methods of apportioning the taxes among them, the relations with the outside world (such as the Polish Diets, the local authorities, the landed nobility, and the urban estates), the elections of the Kahals, and the question of popular education. The Lithuanian Waad met every three years in various cities of Lithuania, but in cases of emergency extraordinary conventions were called. During the first years of its existence the Lithuanian Council was evidently subordinate to that of Poland, but at a later date this dependence ceased.
In this way both the Crown, or Poland proper, and Lithuania had their communal federations with central administrative agencies. As was pointed out previously, the Polish federation was composed of four provinces. The individual Kahals, which were the component parts of each of these four provinces, held their own provincial assemblies, which stood in the same relation to the Waad as the "Dietines," or provincial Diets, of Poland, to the national Diet of the whole country.[75] Thus the communities of Great Poland had their own Great-Polish "Dietine," those of Volhynia their own Volhynian "Dietine," and so forth. The provincial Kahal conventions met for the purpose of allotting the taxes to the individual communities of a given province, in proportion to the size of its population, or of electing delegates to the federated Council. These Jewish Dietines acted as the intermediate agencies of self-government, standing half-way between the individual Kahals on the one hand and the general Waads of the Crown and of Lithuania on the other.
This firmly-knit organization of communal self-government could not but foster among the Jews of Poland a spirit of discipline and obedience to the law. It had an educational effect on the Jewish populace, which was left by the Government to itself, and had no share in the common life of the country. It provided the stateless nation with a substitute for national and political self-expression, keeping public spirit and civic virtue alive in it, and upholding and unfolding its genuine culture.
2. The Instruction of the Young
One of the mainstays of this genuine culture was the autonomous school. The instruction of the rising generation was the object of constant solicitude on the part of the Kahals and the rabbis as well as the conventions and Councils. Elementary and secondary education was centered in the heders, while higher education was fostered in the yeshibahs. Attendance at the heder was compulsory for all children of school age, approximately from six to thirteen. The subjects of instruction at these schools were the Bible in the original, accompanied by a translation into the Judeo-German vernacular,[76] and the easier treatises of the Talmud with commentaries. In some heders the study of Hebrew grammar and the four fundamental operations of arithmetic were also admitted into the curriculum. The establishment of these heders was left to private initiative, every melammed, or Jewish elementary teacher, being allowed to open a heder for boys and to receive compensation for his labors from their parents. Only the heders for poor children or for orphans, the so-called Talmud Torahs, were maintained by the community from public funds. Yet the supervision of the Kahal extended not only to the public, but also to the private, elementary schools. The Kahal prescribed the curriculum of the heders, arranged examinations for the scholars, fixed the remuneration of the teachers, determined the hours of instruction (which were generally from eight to twelve a day), and took charge of the whole school work, in some places even appointing a sort of school board (Hevrah Talmud Torah) from among its own members.
The higher Talmudic school or college, the yeshibah, was entirely under the care of the Kahal and the rabbis. This school, which provided a complete religious and juridical education based on the Talmud and the rabbinical codes of law, received the sanction of the Polish Government. King Sigismund Augustus granted the Jewish community of Lublin permission to open a yeshibah, or "gymnazium" (gymnazium ad instituendos homines illorum religionis), with a synagogue attached to it, bestowing upon its president, a learned rabbi, not only the title of "rector," but also extensive powers over the affairs of the community (1567). Four years later the same King granted an even larger license to "the learned Solomon of Lemberg, whom the Jewish community of Lemberg and the whole land of Russia[77] have chosen for their 'senior doctor' (ab-beth-din, or rosh-yeshibah)," conferring upon him the right to open schools in various cities, "to train the students in the sciences," to keep them under his control, and to inure them to a strict discipline.
In the course of time Talmudic yeshibahs sprang up in all the cities of Poland and Lithuania. The functions of rector, or rosh-yeshibah, were performed either by the local rabbi or by a man especially selected for this post on account of his learning. It seems that the combination of the two offices of rabbi and college president in one person was limited to those communities in which the duties of the spiritual guide of the community were not complex, and admitted of the simultaneous discharge of pedagogic functions. In the large centers, however, where the public responsibilities were regularly divided, the rosh-yeshibah was an independent dignitary, who was clothed with considerable authority. Similar to the contemporary rectors of Jesuit colleges, the rosh-yeshibah was absolute master within the school walls; he exercised unrestricted control over his pupils, subjecting them to a well-established discipline and dispensing justice among them.
The contemporary chronicler quoted above, Rabbi Nathan Hannover, of Zaslav, in Volhynia, portrays in vivid colors the Jewish school life of Poland and Lithuania in the first half of the seventeenth century.
In no country—quoth Rabbi Nathan[78]—was the study of the Torah so widespread among the Jews as in the Kingdom of Poland. Every Jewish community maintained a yeshibah, paying its president a large salary, so as to enable him to conduct the institution without worry and to devote himself entirely to the pursuit of learning.... Moreover, every Jewish community supported college students (bahurs), giving them a certain amount of money per week, so that they might study under the direction of the president. Every one of these bahurs was made to instruct at least two boys, for the purpose of deepening his own studies and gaining some experience in Talmudic discussions. The [poor] boys obtained their food either from the charity fund or from the public kitchen. A community of fifty Jewish families would support no less than thirty of these young men and boys, one family supplying board for one college student and his two pupils, the former sitting at the family table like one of the sons.... There was scarcely a house in the whole Kingdom of Poland where the Torah was not studied, and where either the head of the family or his son or his son-in-law, or the yeshibah student boarding with him, was not an expert in Jewish learning; frequently all of these could be found under one roof. For this reason every community contained a large number of scholars, a community of fifty families having as many as twenty learned men, who were styled morenu[79] or haber.[80] They were all excelled by the rosh-yeshibah, all the scholars submitting to his authority and studying under him at the yeshibah.