By Frank (Ed. ) Talmage
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Extra resources for Ajs Review, Volume Two, 1977
Dushkin, Jewish Education in New York City, p. 157. 5 percent of the Jewish children of elementary school age in New York City were not enrolled in any kind of Jewish school. JUSTIFICATION IN JEWISH EDUCATION 35 tion with forces not always understoodand clearlybeyond their control. The first Jewish educator to grapple with this problem in a vigorous and sophisticated fashionwas Isaac B. Berkson,one of a group of young, Americantrained Jewisheducatorswho underthe leadershipof Dr. His work bears the imprintof his trainingat TeachersCollege and ColumbiaUniversity wherehe studiedwith John Dewey and WilliamH.
80. Shmuel Niger, In kamf far a nayer dertsiung (New York, 1940), pp. 46, 64-65. 26 WALTER I. ACKERMAN The Workmen's Circle schools were conceived not only as alternatives to other forms of Jewish education but also as an antidote to the bias of the public schools. Yiddish schools rooted in the temper of active radicalism were necessary because ". . in a capitalist society the public schools are controlled largely by capitalists, the enemies of the working class. . The teachers are forced to plant in the young innocent hearts reactionary chauvinism.
480. 84. , p. 483. 28 WALTER I. ACKERMAN had no money with which to buy books. Whenin 1915'Es HIayyim was mergedwith the Rabbi Isaac ElchananTheologicalSeminaryto form the RabbinicalCollege of America there were those who were quick to pronounce ". . "86Neitherthe lack of fundsnor the hostilityof "uptown" Jews, however, could dull the determinationof the supportersof the yeshivah. The casualattitudeof the directors of 'ES Hjayyimtoward secular studies-"two hours [each day] shall be devoted to teach the native language,English"-was hardly calculatedto satisfy those parentsand studentswho felt the need for a courseof study which would equip young people for life in the United States.