By Jeffrey Haus
Historians have often characterised nineteenth-century French Jewry as mostly wanting to assimilate, or, a minimum of, passively accommodating to assimilation, with purely the main conventional Jews rejecting the trimmings of French tradition. during the lens of Jewish fundamental and rabbinical schooling, writer Jeffrey Haus indicates that even built-in French Jews sought to set limits on assimilation and struggled to maintain a feeling of Jewish forte in France. demanding situations of Equality argues that Jewish leaders couched their perspectives in phrases that the govt. may perhaps comprehend and settle for, portraying a Judaism in line with the objective of cultural and political unification of the French kingdom. whilst, their academic actions asserted the life of distinctively Jewish cultural area.
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Extra info for Challenges of Equality: Judaism, State, and Education in Nineteenth-Century France
In 1830, for example, the Jewish community of Marseille operated a boys’ school and a girls’ school, both of which relied almost exclusively upon a small group of Jewish benefactors. Of their combined 3,600f budgets, 3,000f came in a lump sum donated by eleven local Jewish merchants. Neither the municipal nor the departmental authorities contributed any money to the institutions. 73 The last 300f was left for the schools themselves to raise, probably from among the original Jewish benefactors. The Parisian Jewish schools faced a similar predicament.
The participation of Jewish children in the common educational system with non-Jewish children, by contrast, would redound to the Jews’ beneﬁt by accelerating their integration. Lastly, the committee did not detect any great demand among Sarrebourg’s Jews for a speciﬁcally Jewish communal school. 36 Admittedly, the committee’s assessment contained some strikingly convoluted logic: namely that the failure of the Jews of Sarrebourg to utilize a separate communal school that did not exist rendered such an alternative 37 CHAPTER 2 unnecessary.
23 The communal schools operated by Catholic teaching orders received a total of 1,700f or 1,800f per year from the town, while the Jewish school got 600f. As a result, the council held that the present allotment already represented three times the proportionate size of the Jewish population. Armand, however, questioned the council’s reasoning. He observed that its refusal of assistance resulted from an erroneous interpretation of its 33 CHAPTER 2 obligations under the Guizot Law. ” Fueled by the city’s approximately 28,000 Catholic residents, these schools had grown rapidly.
Challenges of Equality: Judaism, State, and Education in Nineteenth-Century France by Jeffrey Haus