In Her Hands: The Education of Jewish Girls in Tsarist Russia

Notes

Notes 153 Introduction 1. Abram Iakov Bruk-Brezovskii, “Iz rechi skazannoi soderzhatelem evreiskago devich’iago pansiona, v g. Khersone,” Sion 20 (1861): 320. 2. Ibid. 3. Ibid., 321. 4. Klier, Russia Gathers Her Jews, 28–29. 5. The classic article on this period remains Richard Pipes, “Catherine II and the Jews.” 6. See Klier, Russia Gathers Her Jews, chap. 5, for more on the statute. 7. Petrovsky-Shtern’s Jews in the Russian Army, 1827–1917 covers the development of the relationship between the military and the Jewish community. 8. On the crown rabbinate see Shohet, Mosad “ha-Rabanut mi-ta‘am” be-Rusyah, 95–109. 9. For a treatment of this entire period see Stanislawski, Tsar Nicholas I and the Jews. 10. On the active public discussion of this period and the status of the Jews in the Russian press, see Klier, Imperial Russia’s Jewish Question, 1855–1881. 11. Dubnow, History of the Jews in Russia and Poland, 2:379. 12. Krieze, “Bate-sefer Yehudiyim ba-safah ha-Rusit be-Rusyah ha-Tsarit,” 126. 13. The work of Benjamin Nathans has recently demonstrated the importance of studying the Russifying elements of the Jewish community. See his Beyond the Pale: The Jewish Encounter with Late Imperial Russia. 14. In a book chapter titled “History or Education?,” Gary McCulloch and William Richardson discuss the divide between scholars of history and education generally . Many of their findings have parallels within Jewish Studies. See Historical Research in Educational Settings, chap. 3. 15. Scharfstein, Toldot ha-hinukh be-Yisra’el. 16. Bramson, K istorii nachal’nago obrazovaniia evreev v Rossii, 68–69. 17. Greenberg, The Jews in Russia, 56. 18. See also Dubnow, History of the Jews in Russia and Poland, 1:121; Baron, The Russian Jew under Tsars and Soviets, 117; Levitats, The Jewish Community in Russia, 1844–1917, 50, 118, 124. 19. For one example of a popular treatment, see Benisch, Carry Me in Your Heart: The Life and Legacy of Sarah Schenirer. Recent scholarly work includes Weiss- 154 N OT E S TO C H A P T E R 1 man, “Bais Yaakov: A Historical Model for Jewish Feminists,” 139–46; Weissman, “Bais Ya’akov, A Women’s Educational Movement in the Polish Jewish Community ”; Weissman, “Bais Ya’akov as an Innovation in Jewish Women’s Education”; and Bechhofer, “Identity and Educational Mission of Bais Yaakov Schools.” 20. Katz’s application of sociological methods and questions to Jewish history, most prominently in Tradition and Crisis: Jewish Society at the End of the Middle Ages, but in his many other contributions as well, ushered in a period of great creativity and innovation in the study of Jewish history. 21. Stanislawski, Tsar Nicholas I and the Jews; Zipperstein, The Jews of Odessa; Zipperstein, “Transforming the Heder.” 22. Krieze, “Bate-sefer Yehudiyim ba-safah ha-Rusit be-Rusyah ha-Tsarit”; Rappaport , “Jewish Education and Jewish Culture in the Russian Empire, 1880–1914”; Nathans, Beyond the Pale; Zalkin, Ba-‘alot ha-shahar and El hekhal ha-haskalah. 23. Stampfer, “Gender Differentiation and Education of the Jewish Woman”; Greenbaum, “Heder ha-banot, u-vanot be-heder ha-banim.” 24. Hyman, Gender and Assimilation in Modern Jewish History, chap. 2, and Parush, Nashim kor’ot. 25. Krieze, “Bate-sefer Yehudiyim ba-safah ha-Rusit be-Rusyah ha-Tsarit.” 26. For an early and excellent survey of the field see Olney, Autobiography. 27. See in particular Moseley, Being for Myself Alone, and Stanislawski, Autobiographical Jews. 28. For more on this collection see Cohen and Soyer, My Future Is in America. Chapter 1 1. Klier, Russia Gathers Her Jew, 135. 2. McClelland, Autocrats and Academics, 29. 3. Alston, Education and the State in Tsarist Russia, 7. 4. Ibid., 35. 5. Eklof, Russian Peasant Schools, chap. 2. 6. Of particular interest in this regard is the lengthy debate over classical education in the gymnasia. Pedagogy and politics became hopelessly intertwined as a series of ministers of education sought to walk the fine line between the requests of students, educators, secondary schools, universities, the government, and the society at large. For more on this question see Darlington, Education in Russia, chap. 4, as well as Makowski, “The Russian Classical Gymnasium, 1864–1890.” 7. Historians of the Jewish experience in Russia have typically viewed the quotas introduced in the wake of 1881 as specifically anti-Jewish. Deborah Howard, in her dissertation, points out that the crackdown had more to do with class than ethnicity , as can be seen by the...