As in other medieval Jewish communities, the education of the young and of adults alike in the communities of the Crown of Aragon was the exclusive concern of Jewish society. Formally, the education was Jewish; in reality, the curriculum was affected by currents that were the product of external influences, as described in section 1 above on ‘Jewish Religious Trends in the Crown of Aragon'. Despite the ancient tradition of Jewish education and the establishment of educational institutions for the young and adults that go back to antiquity, a careful analysis of the sources indicates that long-standing ordinances were not necessarily followed without interruption. Furthermore, education was not so general as is commonly supposed.

ELEMENTARY EDUCATION AND THE TALMUD TORAH SOCIETIES

Considering the importance attached to the study of the Torah in Jewish society through the ages, it is surprising to find that, in general, the community in the Crown of Aragon did not cater for the education of children. The community did not create a public educational system open to all boys; as for girls, no formal education was provided for them practically anywhere in the Jewish world. The rich and members of the middle class provided private tuition for their children by engaging teachers who came to their house to teach the boys of the family. These teachers were usually hired for a limited period, between several months and a year. Lubona, from Santa Coloma, engaged Jucef Benveniste for 2 sb per week to teach her grandson litteras hebraicas between Pesah and Sukkot. A contract was usually signed by the teacher and the parents or guardians of the children. Unless it was terminated by mutual consent, any breach of the contract could lead to a lawsuit. Some contracts between parents and teachers, and the latters’ conditions of employment, are extant.

It was obvious that only the rich could afford to hire private teachers for their children. Not every Jew could afford such tuition. To alleviate the financial burden, some parents joined together to hire a teacher for their children. In some instances, instruction was paid for in services. One person promised to teach his friend's son halakhah in return for attendance and service by the pupil throughout the period of instruction.