Jewish Girls Coming of Age in America, 1860-1920

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NYU Press, 2007年10月1日 - 310 頁

Jewish Girls Coming of Age in America, 1860—1920 draws on a wealth of archival material, much of which has never been published—or even read—to illuminate the ways in which Jewish girls’ adolescent experiences reflected larger issues relating to gender, ethnicity, religion, and education.
Klapper explores the dual roles girls played as agents of acculturation and guardians of tradition. Their search for an identity as American girls that would not require the abandonment of Jewish tradition and culture mirrored the struggle of their families and communities for integration into American society.
While focusing on their lives as girls, not the adults they would later become, Klapper draws on the papers of such figures as Henrietta Szold, founder of Hadassah; Edna Ferber, Pulitzer Prize-winning author of Showboat; and Marie Syrkin, literary critic and Zionist. Klapper also analyzes the diaries, memoirs, and letters of hundreds of other girls whose later lives and experiences have been lost to history.
Told in an engaging style and filled with colorful quotes, the book brings to life a neglected group of fascinating historical figures during a pivotal moment in the development of gender roles, adolescence, and the modern American Jewish community.

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內容

Introduction
1
Jewish Girls and Adolescence in America
19
Jewish Girls and the Problem of Education in TurnoftheCentury America
59
Alternative Forms of Education for WorkingClass Girls
105
The Religious Education of Jewish Girls
143
Adolescent Jewish Girls and American Youth Culture
185
Conclusion
235
Notes
241
Bibliography
273
Index
295
About the Author
310
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第 99 頁 - The secondary schools of the United States, taken as a whole^ ' / do not exist for the purpose of preparing boys and girls for p. colleges. Only an insignificant percentage of the graduates of these schools go to colleges or scientific schools. Their main function is to prepare for the duties of life...
第 87 頁 - Secondary education should be determined by the needs of the society to be served, the character of the individuals to be educated, and the knowledge of educational theory and practice available.
第 119 頁 - ... pillar of cloud by day and a pillar of fire by night to guide your footsteps through the wilderness of life.
第 67 頁 - ... America, he had been able to support his family unaided, it would have been the culmination of his best hopes to see all his children at school, with equal advantages at home. But when he had done his best, and was still unable to provide even bread and shelter for us all, he was compelled to make us children self-supporting as fast as it was practicable. There was no choosing possible; Frieda was the oldest, the strongest, the best prepared, and the only one who was of legal age to be put to...
第 67 頁 - ... family tradition that Mary was the quicker, the brighter of the two, and that hers could be no common lot. Frieda was relied upon for help, and her sister for glory. And when I failed as a milliner's apprentice, while Frieda made excellent progress at the dressmaker's, our fates, indeed, were sealed. It was understood, even before we reached Boston, that she would go to work and I to school. In view of the family prejudices, it was the inevitable course. No injustice was intended. My father sent...
第 99 頁 - At the same time, it is obviously desirable that the colleges and scientific schools should be accessible to all boys or girls who have completed creditably the secondary school course.
第 82 頁 - A child that came to this country and began to go to school had taken the first step into the New World. But the child that was put into the shop remained in the old environment with the old people, held back by the old traditions, held back by illiteracy.

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關於作者 (2007)

Melissa R. Klapper is Professor of History and Director of Women’s and Gender Studies at Rowan University. She is the author of Jewish Girls Coming of Age in America, 1860–1920; Ballots, Babies, and Banners of Peace: American Jewish Women’s Activism, 1890–1940; Small Strangers: The Experiences of Immigrant Children in the United States, 1880–1925; and Ballet Class: An American History.

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