Education: Jewish Education
At the turn of the twentieth century, a young girl from Pensacola, Florida, named Paula Herskovitz dreamed of one day becoming a medical doctor. Believing that the medical profession was unsuitable for women, her father insisted that she abandon her dream. Yet decades later, she embarked upon a career he no doubt would have found equally unsuitable: she became a spiritual leader.
Agudat Israel, the world movement of orthodox Jewry, was founded in May 1912 at a conference held in Kattowitz, Upper Silesia (now Katowice, Poland). The movement’s founders, mostly from the separatist orthodox community of Frankfurt am Main, wanted to enlist the large masses of orthodox Jews in Eastern Europe and their spiritual leaders in the struggle against Zionism and other secular ideologies.
“M.A.” and “The Mighty Atom,” as Mildred Albert was called, charmed the fashion world as an international fashion consultant, lecturer, columnist, and radio and television personality.
Allen was one of a group of Philadelphia Jewish women who established and ran the first independent Jewish charitable societies in the United States. She was treasurer of the Female Hebrew Benevolent Society (founded 1819) for forty years and, for a time, its director as well. In 1838, along with Rebecca Gratz, she founded the first Hebrew Sunday school in America, and in 1855, she started the Philadelphia Jewish Foster Home and Orphan Asylum, serving as its president until 1867.
In 1860, six French Jewish intellectuals, inspired by the ideals of the Enlightenment and motivated by a genuine sentiment of solidarity, set out to “regenerate” the Jews of the world—vocationally, linguistically, morally and spiritually. By the eve of World War I, the international organization they founded, the Alliance Israélite Universelle, had attracted more than thirty thousand members.
Women have played an important part in the American Jewish Congress (AJCongress) since the organization was first established after World War I.
Established in 1925 to create vocational schools for religious girls in Palestine, AMIT, an American-based religious Zionist organization, has helped shape the educational and social welfare landscape in the State of Israel for eight decades.
The Jews who arrived in Argentina in the first waves of immigration at the end of the nineteenth century were as concerned about their children’s education as about earning a livelihood and organizing their community.
The Sephardic communities that settled in Argentina in the late nineteenth and early twentieth centuries came from various areas in the Sephardi world.
Since the beginning of British colonialization of New South Wales in 1788, when between eight and fifteen Jews were among the convicts who arrived with the First Fleet, several waves of immigration have brought the Jewish population up to its present size.
A teacher and women’s activist, Azaryahu was born in Dinaburg (Dvinsk, Daugavpils), Latvia, into a traditional-modern family.
The “Baghdadis,” referring to Jews coming mainly from Baghdad, Basra and Aleppo, but also from other Arabic speaking parts of the Ottoman Empire, arrived in India in the late eighteenth century and ultimately formed important diaspora trading communities in Bombay and Calcutta.
Founded by Sarah Schenirer as a way of combating assimilation among her contemporaries, Bais Ya’akov is an Orthodox Jewish educational movement for girls and young women that began in Cracow, Poland in 1917 and spread rapidly throughout much of the Ashkenazic Jewish world.
Described as a stiff Victorian woman from an old Boston Jewish family, Golde Bamber applied her education and cultured upbringing to become one of Boston’s pioneer social reformers and educators among the city’s Eastern European immigrants.
Asnat Barazani was the daughter of the eminent Rabbi Shmuel b. Netanel Ha-Levi of Kurdistan (1560?–1625/1635?). Her father, a scholar and mystic with a large following, aimed to rectify the plight of his brethren, namely, the dearth of educated leaders. He built a yeshiva in Mosul where he hoped to train young men who would become community leaders and scholars. Since he had no sons, he trained his daughter to be a learned scholar of the highest order.
Devorah Baron, who is considered to be the first female to write in Modern Hebrew, was born on December 4, 1887, in the small town of Uzda (50 km SSW of Minsk), where her father served as a rabbi. While a number of women had overcome the odds and written in Hebrew before her, Devorah Baron was the first woman to make a career for herself as a Hebrew writer.
Matilde Bassani Finzi continued her activity in anti-fascist groups and, together with Giorgio Bassani, organized parlor meetings and helped distribute newspapers and newsletters. After Mussolini’s fall on July 25, 1943, Bassani Finzi was released together with all the political prisoners. Immediately upon her release she contacted the Resistance groups, who began to organize in case Germany should invade Italy, which it did on September 8, 1943. After the war she continued to work for the ideals in which she believed: freedom, democracy and equality for women.
Rose I. Bender’s lifelong dedication to and support of a Jewish homeland began at an early age. She was taught the finest Talmudic traditions by her parents and was inspired by their love of Zion to become a guiding light for American Zionism and a Philadelphia Jewish community leader.
“Hoy, hoy, Yefefia, bat harim Modinia.” “Aunt Libbie” Berkson, a pioneer of Jewish education, led this song every summer at the start of Friday night zemirot singing at Camp Modin for girls. Generations of campers who attended Camp Modin were influenced by her spirit and leadership.
Born into a family of distinguished lineage, whose members were the intellectual and spiritual leaders of Lithuanian Jewry, Rayna Batya Berlin, like the men in her family, viewed Torah she-bi-khetav: Lit. "the written Torah." The Bible; the Pentateuch; Tanakh (the Pentateuch, Prophets and Hagiographia)Torah study as the loftiest means of worship of God.
A feminist before her time, Adele Bildersee was an advocate for women in education.
Julienne Bloch devoted her life to strengthening the commitment of French Jews both to Judaism as a religion and to their fellow Jews at home and abroad. As a journalist and an educator, she fought against the increasingly widespread assimilation, acculturation and secularization of the period following the emancipation of French Jews, and her writings paint a vivid picture of the tensions within the mid-nineteenth-century Franco-Jewish community. As one of the earliest published Jewish women writers in France she also contributed significantly to the creation of a public sphere for French Jewish women.
This statement by Rose Brenner, first formulated in 1921 at a board of managers meeting, embodied her philosophy during her tenure as president of the National Council Of Jewish Women (NCJW), from 1920 to 1926.
In 1976, Cherie Koller-Fox and Jerry Benjamin, both students at the Harvard School of Education, called for and ultimately chaired a Jewish Students Network conference on Jewish education. Held in August 1976 at Brown University, it was called the “Conference on Alternatives in Jewish Education” because, in Koller-Fox’s words, “the basic conference philosophy was to offer as many of the alternative approaches to teaching in one particular area as possible, and to communicate that there was a wide range of choices available in Jewish pedagogy.” The organizational name was changed to the Coalition for the Advancement of Jewish Education in 1987, reflecting the evolving position of the group in the Jewish organization world.
The positive aspect of the Canadian mosaic has been a strong Jewish community (and other communities) which nurtured traditional ethnic and religious values and benefited from the talent and energy of women and men restrained from participation in the broader society. The negative aspect has included considerable antisemitism and, especially for women, the sometimes stifling narrowness and conservatism of the community which inhibited creative and exceptional people from charting their own individual paths.