Charles H. Manekin — Moritz Steinschneider’s Indecent Burial

Moritz Steinschneider’s Indecent Burial
Charles H. Manekin
University of Maryland, College Park / Bar Ilan University

Over a century has passed since the death of Moritz Steinschneider, the great orientalist, bibliographer, and historian of Jewish literature and culture. When Steinschneider died in 1907 at the age of 91, he was recognized by many as the greatest Jewish scholar of the previous century. His scholarly output numbered over fourteen hundred publications, ranging from short notices to books of over a thousand pages, a number that does not take into account many of his brief book reviews, not to mention his correspondence, which still awaits to be studied.[1] The breadth of Steinschneider’s knowledge was extraordinary. Unlike other nineteenth-century Jewish scholars of Wissenschaft des Judentums, the movement initiated by Immanuel Wolf and made great by men like Leopold Zunz and Abraham Geiger, Steinschneider’s work was not limited to subjects with a direct Jewish connection. He wrote classic works on the European translations from the Arabic and the Arabic translations from the Greek,[2] and was familiar with almost everything that had been written about premodern science, philosophy, and medicine. Yet a glance at his voluminous bibliography shows that he was first and foremost a scholar of medieval Judaica.
What sort of recognition has posterity accorded to one of the great scholars of Judaism, arguably the greatest of the nineteenth century? Sadly, Steinschneider’s contribution to the history of Jewish literature in all its aspects has gone virtually unnoticed outside a small circle of scholars. If he is remembered at all, it as a cold, antiquarian scholar who reportedly said that “the task of Jewish studies is to provide the remnants of Judaism with a decent burial.” This is the portrait, or better, caricature, of Steinschneider drawn by Gershom Scholem in his well-known diatribe against Wissenschaft published in 1945.[3] Scholem, an ardent zionist, viewed Steinschneider and his mentor Zunz as “gravediggers” and “liquidators” of the Jewish national values that they considered no longer relevant after the advent of emancipation and liberalism. Scholem’s negative evaluation of Steinschneider’s scholarly motivation and outlook in no way implied a disparagement of the nineteenth-century scholar’s achievements. On the contrary, Scholem writes in the Hebrew edition of his memoir From Berlin to Jerusalem “Despite the enormous distance I felt from the men of the [Wissenchaft] group, I revered Steinschneider and pursued his works, major and minor, as well as off-prints of his articles, all of my life.”[4] He also relates that as a university student, his familiarity with Steinschneider endeared him to his teacher, and later doktorvater, the great scholar of scholastic philosophy, Clemens Bäumker. I come here not to praise Steinschneider, but rather to bury him more decently than did Scholem. To do so I will sketch a preliminary picture of his contribution to the ideology of Wissenschaft des Judentums that is less biased than the polemical one offered by Scholem. I say “preliminary” because Steinschneider made few theoretical statements on the subject of Wissenschaft. His views on that subject, like on so many others, must be gleaned from his voluminous writings and correspondence. For over a century articles on Steinschneider have begun with a call for a full-fledged intellectual biography of the man. That call has not yet been answered. Steinschneider’s principal reflections on Wissenschaft are found in his short essay, Die Zukunft der jüdischen Wissenschaft, published in1869, a half-century after Zunz had issued his programmatic-statement on Etwas über die rabbinische Literatur.[5] The science of Judaism during the last fifty years, writes Steinschneider, was motivated externally by the struggle for emancipation and internally by the desire for religious reform. Scholars thought that examining the Jewish achievements of the past would pave the way for greater acceptance of the Jews in the present, and would provide models and precedents for modernizing the religion. In recent years, a third motivation for Wissenschaft has been proposed, namely, the training of modern rabbis, and a modern rabbinical seminary in Breslau had been opened. But as important as these practical motivations were, they do not address other fundamental questions: “What about Jewish history and literature as a link and source of history and cultural history in general? Is it a part of theology? What will become of it if the universities, according to the Dutch example, leave theology as a practical science to the care of the various religious communities?” “Where and how should this academic study be conducted — in Jewish communal institutions or in German universities? “Where will it find its support — in the community or the government?” Although Steinschneider’s expressed intent was merely to raise these questions, his personal opinions are not hard to infer from his article. The task of scholars of Judaism is to investigate their subject as objectively as possible, without ideological tendencies, and in its intellectual and historical context, i.e., as connected with other cultures. This sort of study can be conducted best only in universities, not in the faculty of theology, whose focus is narrowly religious, but in the faculty of philosophy, i.e., the humanities. Jewish religious seminaries, even modern ones, are primarily interested in the training of rabbis; they focus almost exclusively on areas of importance to Jewish theology, and their students and faculty are exclusively Jewish. Jewish studies within the framework of even the most enlightened seminary cannot be free and independent. Who should support Wissenschaft? Steinschneider implies that this is an obligation for the state and not for the Jewish community, not only because of the general importance of exploring civilization’s past — after all, the state supports scientific research into the pyramids and the ruins of Pompeii — but because “the spirit that created the great works of Jewish literature is still alive in the citizens of their state.” This is an interesting argument which refutes, by the way, the view of Steinschneider as a curator of a dead or dying religion. For he seems to be implying that the state has a special obligation to support the research and teaching of subjects that inform the identity, even the group identity, of minorities within the state. In fact, there should be no difference in principle between minority and majority cultures. According to Steinschneider — again, by implication — as long as the state supports the education of Christian teachers of religion, it has the obligation to support Jewish teachers of religions, through supporting Jewish seminaries. Certainly Steinschneider was aware that the likelihood of the German state supporting the teaching of Jewish history and literature in universities, much less Jewish religion in seminaries, was remote. In fact, not a single chair devoted to Jewish history or literature was established in German universities until well after World War II. He was also aware that private money — Jewish, of course — would have to be found to support academic Jewish studies. In a letter written to his friend, the historian Meyer Kayserling in 1876, in which he refused Kayserling’s offer of a position at the Budapest Rabbinical Seminary, he writes, It seems to me that the task of our times is to prefer the endowment of untenured instructorships in Jewish history and literature in the philosophy faculties, thereby compelling the authorities to establish professorships and schools in which regular high school students can be prepared for the study of Jewish literature. We certainly do not want boarding schools in which bachurische clumsiness, impoliteness, and beggarliness is preserved and glossed-over.[6] The last statement reveals Steinschneider’s prejudices against the Eastern European yeshiva students who made up a good proportion of the students at the rabbinical seminaries. The aims of Wissenschaft required the proper preparation of students in high schools. For this Jewish donors had to be found. In the same letter Steinschneider claims that his principled opposition to Jewish Studies outside the university did not conflict with his own association with the Veitel Heine Ephraimschen Leharanstalt (Beth ha-midrasch), the old school of the Berlin Jewish community. Steinschenider was a part-time lecturer for nearly fifty years for that institution, which counted Jews and Christians, including Paul Lagarde, Georg Hoffman, and Hermann Strack, among its students. The school was open to all, its faculty all had university doctorates, and it did not confer doctoral degrees. Steinschneider had declared publicly that he would resign were it to offer a single doctorate.[7] Steinschneider did not address a question that has remained with us to this very day, namely, why wealthy Jewish individuals would wish to endow instructorships in Jewish history and literature at German universities, where the return to the Jewish community was neither immediate nor guaranteed. Perhaps he thought that he could get others to share his own passion for the study of what he called the “international literature of the Jews,” e.g., works of philosophy, science, medicine, and belles-lettres. After all, his teaching had been supported, in part, by the Berlin Jewish community for half a century. And, to my knowledge, at this stage of his life he expressed neither pessimism nor apprehension about the future of the academic study of Judaism. Nor is there any support, at least to my knowledge, for the strange idea that Steinschneider became progressively detached from Judaism culture or religion, or that he saw its inevitable assimilation into secular culture. Steinschneider remained throughout his adult life a liberal Jew whose ideals were those of the enlightenment and the revolution of 1848, in which he took part as a student. In the remarkable credo that makes up the Foreword to one of his last works, Die Arabische Literatur der Juden, he lashes out against those who use the insufficiency of reason, “this weapon of all kinds of unreason,” to justify “the forcing of myths in new clothes or of monstrosities of fantasy, let alone the clinging to institutions of fake authority or to obsolete customs.”[8] Given that this line follows a reference to the zoologist Ernst Haeckel, it is clear that Steinschneider is taking aim against the myths of racial supremacies, which he felt had replaced the myth of religious supremacies. His reference to the “obsolete customs of religion” reaffirmed his decades-long abandonment of orthodoxy, nothing more. But nothing in the Forward suggests a weakened commitment to Judaism per se, not even the claim that “it is the task of whoever feels entitled to lead the sum [of society] to stress what is common to the different circles of mankind, to point towards the ‘one Father of us all’ – towards what brings human beings nearer to each other.”[9] Steinschneider expresses these sentiments in a book chronicling the Jewish literature that was dearest to his heart, that of the Jews living in Muslim lands. After characterizing Ashkenazic Jewish life as one of “segregation in government, trade and society; expulsion, inquisition, agitation, and persecution” and Ashkenazic Jews as possessing “a surplus of mental acumen, squandered in casuistic and hermeneutical quibbles, faith and superstition linked to each other like Siamese twins,” he writes in an intensely personal passage, The historian likes to direct his attention to places where a human existence was granted to the tolerated subject, an existence in which his spirit was allowed to soar above and beyond the national barriers towards the highest existential questions. Such a person believed to have attained already on earth the ideal of human thought, the conjunction with the active intellect.[10] Steinschneider strongly identified with a literature that was not confined by the narrow parochialism of a national culture. He was under no illusion that such a literature was representative of Judaism, much less than it constituted its “essence.” With his unparalleled knowledge of Jewish books, he knew precisely what its place had been. But it was a literature with which he felt a strong personal affinity, and which reinforced the Jewishness of his commitment to liberalism and universalism, at a time when the growth of nationalism and antisemitism had made him pessimistic. As for Steinschneider’s alleged comment that it is the task of scholars to provide the remnants of Judaism with a decent burial, it has not been found in his writings, but was attributed to him in a necrology published shortly after his death in the German zionist periodical Jüdische Rundschau by the young orientalist Gotthold Weil, who had recently been one of Steinschneider’s students.[11] Weil had participated in the short-lived zionist “National-jüdische Verein der Hörer an der Lehranstalt für die Wissenschaft des Judentums in Berlin,” which numbered among its members Arthur Biram, Judah Magnes, and Max Schloesinger.[12] An active zionist leader in Germany, he later came to the Hebrew University of Jerusalem after the Nazis dismissed him from his post as professor of oriental literature at the university of Frankfurt. The context of Steinschneider’s reported comment is a discussion that Weil conducted with Steinschneider about the latter’s alleged proto-zionistic activity in his youth, when he supported Jewish colonization in Palestine as a possible solution for anti-Jewish discrimination in Germany. One imagines that this was a topic of considerable interest among Steinschneider’s zionist students, considering the elderly scholar’s open antagonism towards zionism. According to Weil, Steinschneider admitted to participating in a scheme in the1830’s to further the colonization of persecuted German Jews in Palestine. But he felt that the events of 1848 obviated the need for a separatist political solution to the Jewish problem. According to Steinschneider, Weil informs us, the history of the Jews had ceased in 1848 and that as a result, “the only task we have left is of giving the remains of Judaism a decent burial.”[13] It is easy to see how political zionists like Weil and Scholem would see an offhand comment as an epitaph for Jewish people as a nation; according to Scholem, “a breath of the funereal did in fact cling to the atmosphere of this discipline for a century; occasionally there is something ghostlike about this literature.”[14] They interpreted Steinschneider as holding that Jewish national existence was rendered obsolete by political emancipation, and that assimilation was inevitable and desirable. But there is no indication from Steinschneider’s writings that the scholar felt that the end of Jewish history, or for that matter, the extinction of the Jews as a “nation” had occurred in 1848, or that it was inevitable or even desirable. True, political emancipation had at least in principle removed the necessity for the Jews to segregate themselves in their own land in order to escape persecution. But almost fifty years later Steinschneider would write that the Jews indeed constituted a nation, in the original meaning of that word…united, at least thus far, by an ideal fatherland and Scripture reaching back into their remotest antiquity…We affirm, in fact, that the concept “Jewish” cannot be understood merely in terms of dogmas and rituals, but that the entire Jewish cultural evolution must be viewed as a mirror of the underlying religious and moral ideas and national convictions.[15] It was not the history of the Jews that ceased in 1848, according to Steinschneider, but the history of the Jews as an entity that required a political solution in its own state. He considered anti-Jewish discrimination not to be a Jewish problem but rather a human problem that should be solved within the confines of the modern liberal state. What Steinschneider increasingly detested was the romanticism, sentimentality, and separatism that he found in nationalism in general and zionism in particular. Not a great admirer of nationalism to begin with — according to Weil, he would occasionally say that “Nationalism is brutality; humanity is freedom and truth” — he never missed an opportunity to show his despisal of romantic Jewish nationalism, even in the oddest of places. Thus in his great work on the Hebrew translations of the Middle Ages, while mentioning that Judah ha-Levy had been driven to emigrate to Palestine by a somewhat mystical — another disparaging term for Steinschneider — national sentiment, he adds in a footnote that the Hungarian scholar David Kauffman, “der Apologet von Daniel Deronda,” called such an attraction “realistic.”[16] This was a disparaging reference to Kaufmann’s enthusiastic review of George Eliot’s proto-zionistic novel that Steinschneider had sharply criticized.[17] The reference, completely out of place in a footnote on translations of Halevy, showed how passionate this supposedly cold, rationalist scholar could be on the subject of Jewish national revival. Steinschneider’s ironic remark to his student Weil on the task of scholars of Wissenschaft is best seen within the context of his deeply rooted antipathy towards zionism, as well as his opposition towards tendentious scholarship of all sorts. The task of Jewish scholarship, he wished to say, is not to serve the interests of Jewish political interests, national or otherwise. “My intention,” he wrote in 1902 “is the most objective and historical portrayal possible, neither apologetically nor polemically painted, nor nationally or theologically prepared.”[18] Steinschneider intended to produce an objective scholarship possible that avoids apologetics, polemics with Christians, nationalism, and theology. Given this antipathy, his comment to Weil was perhaps intended to preach the gospel of independent scholarship. Although his students may have thought that the task of Wissenschaft was to help revive the spirit of the nation, Steinschneider did not. Given his negative views of Graetz,[19] it is not difficult to see how he would have viewed the excesses of the Jewish nationalist historians of the twentieth century. But this explanation of Steinschneider’s comment seems inadequate. For there are many ways to emphasize the virtues of objective scholarship without using the image of death and burial. Why did he employ this particular phrase? Perhaps his remark should be read as an ironic appropriation of Samuel Raphael Hirsch’s attack on Wissenschaft des Judentums. Hirsch wrote that the scholars of Wissenshaft keep alive the memory of the old Judaism as it is carried to its grave; in another metaphor of death, he called Wissenschaft “the fine dust wafting from the stone coffins of moldering corpses.”[20] Steinschneider was a master of the ironic retort. Perhaps he was saying to his student Weil, “Just as Hirsch and the orthodox have said, we are burial societies — let’s at least make sure that the burial is an honorable one.” On the other hand, Steinschneider may have been genuinely pessimistic about the future of the Jews in Germany, not because of assimilation, but because of the steep rise of antisemitism in the last two decades of the nineteenth-century. In 1893 he writes “The history of the daughter religions is a constant series of attempts to murder their own mother; if one of them ever succeeds, the crime will bring down the criminal.”[21] Nine years later he commented dryly on a historical pamphlet written by a Prussian gymnasium teacher that calls on Germany to emulate the example of Spain and Portugal and expel its Jews. “The self-appointed historian wisely omits that the brutality of the mob was aroused not only by bull fights but by the live burnings of hundreds of Jews and apostates.”[22] Steinschneider feared German nationalism, according to Weil. Perhaps he felt that the remains of Judaism deserved a decent burial because the Jews themselves were in for difficult times from antisemitism. But these are mere speculations. It is futile to read too much into the sarcastic quip of an aged scholar, which, if reported accurately, was never intended for publication. Can there be anything more indecent than having this comment serve as the summation of Steinschneider’s attitude towards the academic study of Judaism, or the task of its scholars? It is not surprising that both neo-Orthodox Jews like Hirsch and secular Zionists like Scholem assigned to the practitioners of Wissenschaft the role of gravediggers of Jewish nationalism.[23] If their visions of the Jewish nationalism were not only mutually exclusive but exhaustive, then it is a role that Steinschneider would have accepted willingly. But his vision of the Jewish nation was different from theirs. It is ironic that in articulating the differences between the visions of Wissenschaft “now” and “then,” Scholem reaffirmed much of the vision of Steinschneider – not of Steinschneider the “gravedigger,” but of Steinschneider the advocate of an open, unapologetic, and untendentious scholarship that only a university-setting could enable. Steinschneider would indeed have been pleased with the establishment of centers of the academic study of Judaism, such as the Institute of Jewish Studies at Hebrew University, where, in Scholem’s words, “everyone is free to say and to each whatever corresponds to his scholarly opinion without being bound to any religious (or anti-religious) tendency.”[24] After all, Steinschneider was the most consistent advocate of the idea that Jewish studies can only flourish in such an atmosphere. Scholem also reaffirmed Steinschneider’s distaste for nationalist history when he noted with regret that “the heritage of an apologetics in reverse, an apologetics which now, so to speak, has revised everything in terms of zionism, has produced notable examples in our scholarly work.”[25] Steinschneider consistently opposed apologetic scholarship of all kind. In sum, what connects the scholarship of Steinschneider and Scholem seems vastly to outweigh the differences, once we have adjusted the scale to allow for changing tastes and fashions in scholarship. The view of the Jewish people as a living and organic phenomenon was no doubt foundational in Scholem’s scholarly approach, but the growth in Jewish studies in the second half of the twentieth century had more to do with the sociology, economic abilities, and changing identities of the Jewish communities than with the growth of Jewish national consciousness. More to the point — if the “antiquarian” scholarship of the nineteenth century had given way to the “scientific and empirical” scholarship of the twentieth – both of Scholem’s phrases seem a bit quaint today – the reason was not because of Jews had undergone a national revival, but because scholarly tastes and methods had changed. Steinschneider’s scholarly approach was no more “antiquarian” than that of contemporary orientalists like LeClerc, Wenrich, or Wüstenfeld; just as Scholem’s scholarly approach was shaped by his intellectual training and cultural context. One shouldn’t make judgments about the scholarship of a bygone age by using contemporary fashions as a yardstick. The presence of university-trained scholars in the history of medieval Jewish culture and history would have pleased Steinschneider greatly, even more so when he learned that some of the leading scholars are not Jewish. One suspects that here too Scholem would agree. Notes: This post for the Seforim blog — dedicated to Dan Rabinowitz’s weekly shiur following hashkamah minyan at his local synagogue — is based on my article, “Steinschneider’s ‘Decent Burial’: A Reassessment,” Study and Knowledge in Jewish Thought Vol. I., ed., Howard Kreisel (Jerusalem: Mossad Bialik, 2006), 239-251. [1]Some of the correspondence has recently been published. See Briefwechsel mit seiner Verlobten Auguste Auerbach, 1845-1849: ein Beitrag zur jüdischen Wissenschaft und Emanzipation, eds., Marie Louise Steinschneider and Renate Heuer (Frankfurt/New York, 1995). The longest biographical treatment is still Alexander Marx, “Moritz Steinschneider,” in his Essays in Jewish Biography (Philadelphia, 1947), 112-184. Marx has a very useful bibliography on pp. 294-95. For a list of Steinschneider’s writings, see George Alexander Kohut, “Bibliography of the Writings of Professor Dr. Moritz Steinschneider,” in Festschrift zum Achtzigsten Geburtstage Moritz Steinschneider’s (Leipzig, 1896), v-xxxix. Steinschneider’s secretary, Adeline Goldberg, published additions to the bibliography in Zeitschrift fur hebräische Bibliographie 5 (1901): 189-91; 9 (1905): 90-92; 13 (1909): 94-95. [2] Die Arabischen Überzetungen aus dem Griechischen (Leipzig, 1897) and Die Europäischen Übersetzungen aus dem Arabischen (Graz, 1956). See D. Gutas, Greek Thought, Arabic Culture: The Graeco-Arabic Translation Movement in Baghdad and Early ‘Abbâsid Society (2nd-4th/8th-10th centuries) (London/New York, 1998), p. 195: “There is as of yet no modern bibliographical survey of the Arabic translations of all the Greek philosophers; Steinschneider’s Die Arabischen Überzetungen aus dem Griechischen remains the only single treatment.” [3] “Mi-tokh hirhurim al hokhmat yisrael” in Devarim be-go (Tel Aviv, 1975), pp. 385-405. This celebrated essay was published first in Luah ha-Arez and republished several times during Scholem’s lifetime. It has recently been translated into English by Jonathan Chipman as “Reflection on Modern Jewish Studies,” in On the Possibility of Jewish Mysticism in our Time and Other Essays, ed. A. Shapira (Philadelphia and Jerusalem, 1997), pp. 51-71. Scholem, who planned to publish a similar critique in Walter Benjamin’s journal in the early 20’s, returned to the same issue several times during his career, notably in “Wissenchaft vom Judentum einst und jetzt” (see n. 14 below) and “Hokhmat yisrael ve-yahadut” (“The Science of Judaism and Judaism,” which was printed in German, English, and Hebrew, in Perspectives of German-Jewish History in the 19th and 20th Centuries (Zur Geschichte der Juden in Deutsch-land im 19. und 20. Jahrhundert), the proceedings of a symposium on Jewish studies organized by Ephraim Urbach (Jerusalem, 1971) and reprinted in ‘Od Davar (Tel Aviv: Am Oved, 1989), pp. 143-5. For an assessment of the impact of Scholem’s zionism on his scholarship, see Daniel Abrams, “Presenting and Representing Gershom Scholem: A Review Essay,” Modern Judaism 20:2 (2000): 226-243. [4] Mi Berlin li-Yerushalayim (Tel Aviv, 1982), p. 141. This and most other comments about Steinschneider are not in the original German edition of the memoir, from which the English translation was made, but appear in the expanded German edition of the book based upon the Hebrew translation. See Von Berlin nach Jerusalem, trans. Michael Brocke and Andrea Schatz. Erweiterte Fassung (Frankfurt am Main, 1994), p. 148. Scholem’s enthusiasm for Steinschneider also earned him the favor of Prof. Aaron Freimann, who had served as librarian of the Judaica collection of the Frankfurt municipal library, and who had been Steinschneider’s student (Hebrew: 184, German: 193). One cannot but wonder why Scholem decided to add to the Hebrew version of his book several anecdotes testifying to his admiration for Steinschneider. [5] Hebraeische Bibliographie 9 (1869), pp. 76-78. A partial translation is offered by J. Hessing and P. Mendes-Flohr in Paul Mendes-Flohr and Jehuda Reinharz, The Jew in the Modern World: A Documentary History, Second Edition (New York and Oxford, 1995), pp. 230-2. I cite from that translation here, with slight emendation. [6] “Die Aufgabe unserer Zeit scheint mir vorzugsweise die zeitweileige Dotirung von Privatdocenten für jüd. Geschichte und Literatur an den Philosophischen Fakultäten, damit die Regierungen zur Errichtung von Professuren getrieben werden und Lehranstalten in welchen regelmässige Gymnasiasten sich für das Studium der hebr. Literatur vorbreiten können. Nur keine Internate, in welchem bachurische Unmanier, Unbeholfenheit und Bettelhaftigkeit in ihrem Dünkel erhalten und beschönigt werden. See Alexander Marx, “Steinschneideriana II,” in Jewish Studies in Memory of George A. Kohut, eds. Salo W. Baron and Alexander Marx (New York, 1935), pp. 492-527, esp. p. 521. [7] Ibid, p. 521. [8] Die Arabische Literatur der Juden (Frankfurt a. M., 1902), p. ix. [9] Ibid., p. x. [10] Ibid., p. viii. [11] No. 6, February 8, 1907, pp. 53-5. [12] See Yehuda Eloni, Ziyyonut be-Germaniyah mi-Reishitah ‘ad 1914 (Tel Aviv, 1991), p. 372 n. 55. [13] “Wir haben nur noch die Aufgabe die Ueberreste des Judentums ehrenvoll zu bestatten,“ p. 54. [14] See Scholem’s German Essay in the Bulletin of the Leo Baeck Institute 3 (1960):10-20; Hebrew version in De’ot 4:19 (1961), pp. 8-9, rept. in ‘Od Davar (Tel Aviv: Am Oved, 1989), pp. 136-142; English trans. by Michael Meyer in The Messianic Idea in Judaism and Other Essays on Jewish Spirituality (New York: 304-313.) The quotation is from Meyer’s translation on p. 307. [15] See Hebraeische Bibliographie 2 (1859): 82-83 (Steinschneider’s review of M. Kayserling’s Sephardim: Romanische Poesien der Juden in Spanien), as translated by S. Baron in, “Steinschneider’s Contributions to Historiography,” in Alexander Max, Jubilee Volume (New York, 1950), 83-148, esp. 90-1. [16] Die Hebraeischen Übersetzungen des Mittelaters und die Juden als Dolmetscher (Berlin, 1893), p. 402 n. 227. [17] Baron, “Steinschneider’s Contributions,” p. 135. [18] Die Arabische Literatur der Juden, p. viii. [19] Baron, “Steinschneider’s Contributions,” pp. 119-120. [20] See, for example, “Die Trauer des 9. Av,” Gesammelte Schriften (Frankfurt am Main, 1902), vol. 1, pp. 130-1. A partial translation is offered by J. Hessing in Paul Mendes-Flohr and Jehuda Reinharz, The Jew in the Modern World, pp. 234-5. [21] Die Hebraeischen Übersetzungen des Mittelalters, p. xxiv. [22] Die Arabische Literatur der Juden, p. x, n. 1. [23] The similarity between the neo-Orthodox and Zionist critique is noticed by Mordecai Breuer in “Three Orthodox Approaches to Wissenschaft” (Hebrew), in the Jubilee Volume for R. Joseph Dov Soloveitchik (Jerusalem/New York, 1984), vol. 2, pp. 856-60, esp. p. 857. [24] “The Science of Judaism – Then and Now, ” trans. Meyer, p. 310. [25] Ibid., p. 312.

Dr. Charles H. Manekin is Associate Professor of Philosophy at the University of Maryland. His publications include: The Logic of Gersonides (Kluwer), On Maimonides (Wadsworth), and the forthcoming Medieval Jewish Philosophy (Cambridge). Dr. Manekin is currently co-editing an English translation, revision, and updating of the first half of Steinschneider’s, The Hebrew Translations of the Middle Ages, for which he received a three-year NEH collaboration grant.




The Hafetz Hayyim’s Statement on Teaching Torah to Girls in Likutei Halakhot: Literary and Historical Context

The Ḥafetz Ḥayyim’s Statement on Teaching Torah to Girls in Likutei Halakhot: Literary and Historical Context

Rachel Manekin and Charles (Bezalel) Manekin

Rachel Manekin is Associate Professor of Jewish Studies at the University of Maryland.

Charles (Bezalel) Manekin is Professor of Philosophy at the University of Maryland.

The authors live in Jerusalem, Israel.

Dedicated to the memory of our mothers, Matel Becher ע”ה and Dorothy Manekin ע”ה

R. Israel Meir ha-Kohen Kagan’s statement in his Likutei Halakhot that it is “now” a “great mitzvah” to teach Torah to girls, has attracted a great amount of attention in recent years.[1] Benjamin Brown, dating the statement to 1911, suggests that it was instrumental in the founding of the first Bait Yaakov school in 1917 by Sarah Schenirer in Kraków.[2] Haym Soloveitchik, dating the text to 1918, views it as R. Kagan’s (late) perception of the erosion of the mimetic society in the wake of World War I.[3]

We show below that the statement was published some time in תרפ”ב (last third of 1921, first two thirds of 1922), after R. Kagan, known after his book as the Ḥafetz Ḥayyim, returned to Radin (Raduń), then Poland, on 25 Sivan [=July 1], 1921. The Ḥafetz Ḥayyim had spent the previous six years in Russia at a time of revolution, civil war, and the beginnings of communist policy toward Jewish religious institutions.[4] The timing of the statement on Torah education for women is significant. Several months before his arrival in Radin, a gymnasium (high school) for Orthodox girls had been established in Telz, with the direct involvement of the rosh yeshiva, R. Yosef Leib Bloch, his son, and his son-in-law.[5] Girls were taught there ḥumash and nevi’im. A primary school for girls was also established there. This was the latest in a series of Orthodox initiatives for the formal Torah education of women in Lithuania. In Kovno, a Jewish realgymnasium for Orthodox boys and girls had been established already in 1915 through the efforts of the Neo-Orthodox R. Dr. Leopold Rosenak, a brother-in-law of Emanuel Carlebach, and Joseph Carlebach, Emanuel’s brother. These initiatives were introduced as responses to the requirement of mandatory primary education, first by the German military occupying Lithuanian and later by the government of independent Lithuania. Also, in Kovno, at the initiative of Ze‘irei Yisrael, which was composed of representatives of Agudat Yisrael and the Mizrahi, the Yavne Central School System was founded in 1920; in its first year, forty schools were founded; some included girls.[6] In Kraków, then in Habsburg Galicia, Sarah Schenirer founded her afternoon supplementary school in 1917 with the blessing of the Belzer rebbe; several other schools followed in 1921 and 1922. In Warsaw, formerly in Congress Poland, R. Emmanuel Carlebach founded the Chavatzelet Orthodox women’s gymnasium in the same year, with the blessing of the Gerer rebbe. Chavatzelet taught girls ḥumash and nevi’im in the Hirschian spirit of Torah ‘im derech ’ereẓ.[7] In the 1930s the school was attended also by Hasidic girls, including the Gerer rebbe’s granddaughter.[8]

Moreover, in late January, 1922, the year in which the Ḥafetz Ḥayyim’s statement was published, the assembly of the Agudat ha-Rabbanim of Poland issued a series of calls upon its members that included the following:

11. To educate the daughters in the spirit of yiddishkeit and to learn with them from their early childhood some words of Torah and musar, and commensurate with their age to continue to learn with them their obligations in such a manner that when they reach the age of marriage, they will easily accept the obligations pertaining to the purity of the daughters of Israel. And the members are obliged to establish in their towns for this purpose a special school for the young women.[9]

As we shall see below, the resolution that called upon all communal rabbis in Poland to establish schools for women followed an impassioned speech on the challenges facing Torah education in Poland by the Galician rabbi, R. Meir (Maharam) Shapira, then the Rav of Galina, and shortly to become one of Agudat Yisrael’s representatives to the Polish Sejm and the Rosh Yeshiva of Yeshivat Ḥakhmei Lublin.

In light of the above, the Ḥafetz Ḥayyim’s statement on teaching Torah to Jewish daughters should be read as a hekhsher of formal Jewish education for women after and while schools for Orthodox girls were established in Poland and especially in Lithuania. All the aforementioned schools had strong connections with Agudat Yisrael operatives in their various locales. As is well known, the Ḥafetz Ḥayyim was a major rabbinical authority for the Agudah; several months after his return to Poland (which now incorporated parts of Lithuania), he and R. Ḥayyim Ozer Grodzinsky of Vilna, called for the strengthening of the Lithuanian Agudah.[10] He was most likely informed about these schools, certainly the women’s gymnasium in Telz, upon his return to Radin, if not earlier.

In any event, the 1924 decision to have Keren ha-Torah, the education fund of Agudat Yisrael, support a network of Jewish schools for girls was sanctioned by the Ḥafetz Ḥayyim’s aforementioned statement, according to Dr. Leo Deutschländer, the head of Keren ha-Torah, and subsequently one of the administrators of the Bait Yaakov seminary in Krakow.[11]

It is important to emphasize that the educational policies of all Orthodox schools in Poland-Lithuania were subject to rabbinical authority, and that no pedagogical steps were taken without consultation with, and approval, by rabbinical leaders.[12]

Part One. The Literary Context of the Ḥafetz Ḥayyim’s Statement on Women’s Education

The Ḥafetz Ḥayyim’s comment does not appear as a formal response to a halakhic question of the permissibility of teaching Torah to women. Rather it appears as a footnote to the halakha that women should not be taught written Torah ab initio cited in his Likutei Halakhot on Sotah. Likutei Halakhot is a condensation of the halakhic sections of the Gemarah in the manner of R. Isaac Alfasi’s Halakhot Gedolot. Initially a project to provide students with a halakhic digest to sugyot having to do with kodeshim, the study of which the Ḥafetz Ḥayyim considered to be unduly neglected and of capital importance,[13] the project was ultimately expanded to provide a halakhic digest of all sugyot on which there was no Rif or Rosh (R. Asher b. Yehiel). Unlike the Rif, the Ḥafetz Ḥayyim’s’s aim was not to decide the halakha, but rather to provide student with an abridged description of the development of the halakha through the Rambam.[14] The Ḥafetz Ḥayyim believed that by reading halakhic condensations of the Rif with Rashi, and Likutei Halakhot with Rashi, the students would be able to master the fundamental halakhot of the Talmud – something that he felt could not be easily accomplished by reading the Mishneh Torah with its commentaries.[15] In later years he recommended such a program of study for those who lacked the time for in-depth study of the Gemarah.[16]

Before we analyze the footnote, we need to justify dating Likutei Halakhot on Sotah to תרפ”ב. Unfortunately, determining the publication history of Likutei Halakhot is complicated. The work was published serially, beginning with Zevaḥim, in 1899/1900,[17] in the form of kuntresim, which could be bound and published as seen fit by the Ḥafetz Ḥayyim; the published volumes did not carry a separate title page from the individual kuntresim comprising them. The title pages of the kuntresim often do not mention all the titles of the individual tractates contained therein, and, like many Torah publications, their dates of publication on the title page have to be derived from gematriyot of rabbinic statements in which certain letters are in bold typeface. Sometimes tractates that were published earlier were republished with the same title page. The individual tractates themselves have their own pagination. An edition of the entire work was published by the Ḥafetz Ḥayyim’s son-in-law, R. Menaḥem Mendel Yosef Zaks, in Brooklyn in 1960, and in Jerusalem 10 years later. The edition contains, dispersed throughout the work, some of the original title pages, but not always with their original dates. The order of the tractates in the R. Zaks edition is also not always according to the order of publication; sugyot from the same tracate that appeared in different kuntresim are placed together.

As noted above, two dates for Likutei Halakhot on Sota appear in the secondary literature, 1911 and 1918. We have found no textual basis for either date. The 1911 date appears in M. Gellis’s bibliography of the Ḥafetz Ḥayyim’s writings without explanation.[18] We do not know what is the source for the 1918 date.[19]

The volume of Likutei Halakhot including Sotah that we inspected in the National Library of Israel binds three kuntresim together. The first consists of Bekhorot and Keritot, printed by H. H. Fohlman, the second consists of Arakhin, Nazir, and Sotah, with only Arakhin mentioned on the title page, without a date; the third consists of Niddah, printed by M. Cederbaum, undated. Of these tractates, only Sotah and Niddah appear for the first time. (Niddah also appears published with its own title page by Cederbaum in תרפ”ג.) The date on the cover page, תרפ”ב was added in pencil, perhaps by a library cataloger or book seller, after calculating the gematriya; the volume, belonged formerly to the Boston Hebrew College library.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The תרפ”ב date is derived from the gematria of the emphasized letters: The saying (העוסקין בהלכות עבודה כאלו נבנה המקדש בימיהם (מנחות קי totals 682 ( 25 + 49 + 107 + 56 + 87+ 63 + 295), i.e., תרפ”ב.

As noted, the separate cover page for Arakhin (including Sotah and Nazir) is undated:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Ḥafetz Ḥayyim, who was in charge of the printing and distribution of his books, advises on the title page of Likutei Halakhot on Bekhorot not only to read the Introductions, but also to look at the Preface (הפתיחה) “which we have now newly printed” (אשר הדפסנו זה עתה מחדש). The phrase “which we have now newly printed” is ambiguous; it can mean that the Preface is being reprinted or printed for the first time. Although the natural reading today would be the former, we found the Preface printed only in Likutei Halakhot on Sanhedrin, which we date to late תרפ”ב. And on the title page of Niddah, published by Cederbaum in תרפ”ג, we find a reference to the Preface אשר נקוה שנדפיסה בקרוב (“which we hope to print soon.”) This sort of discrepancy should not worry us, especially since Likutei Halakhot on Sanhedrin was printed by Fohlman and on Niddah by Cederbaum.

The Preface, published for the first time in תרפ”ב enables us to provide a clear terminus a quo for the publication of Likutei Halakhot on Sotah. In the middle of the first paragraph, the Ḥafetz Ḥayyim lists the tractates already completed (parentheses in the text below appear originally in the kuntresim as square brackets; the square brackets here are our own):

Barukh Ha-Shem, we have collected, according to our meager opinion, the words of the Rambam that he codified from the sugyot on thirteen tractates that pertain to matters of kodeshim, namely, Zevaḥim, Menaḥot, Tamid, Pesaḥim (from Tamid ha-Nishḥat to ‘Arvei Pesaḥim), Hagigah, Yoma, Tamid, Temurah, Keritot, Bekhorot [the three final chapters), ‘Arakhim, Me‘ilah, and Nazir (the later also has many things that are relevant to kodeshim), and likewise the first two chapters of Shavuot […] and now, only a few tractates are missing from the Shas, may God grant that over time some Jews will be found to complete the entire Shas […].[20]

And in the second paragraph he writes:

I wrote all this [i.e., the Preface until the present point] more than ten years ago. We have experienced many wanderings because of the war. Barukh Ha-Shem, who has kept us alive and did not allow our feet to falter. And now that I have come from the diaspora to my home, Ha-Shem, yitborakh, has helped me in his abundant kindness and goodness for the merit of Israel to complete Likutei Halakhot on the other tractates of the Shas that do not have the commentaries of the Rif and the Rosh. (And these are: Rosh Hashanah, Makkot, Horayot, Sotah, and Niddah […]).[21]

The second paragraph of the Preface attests to a time gap in both the composition of the Preface and in the publication of the tractates. The first paragraph of the Preface was written more than ten years earlier, i.e., no later than late 1910 or 1911. At that time the Ḥafetz Ḥayyim had completed, but not published, all the tractates mentioned in the first part of the Preface. Again, he did not publish the Preface itself until late 1921 or 1922. So although there is no date on Likutei Halakhot of Sotah itself, we can infer that it was published in תרפ”ב. As for the date of actual composition, we have no evidence in the Preface or anywhere else to suggest that it was written much earlier. Given that Niddah appears separately in תרפ”ג, the kuntres containing Sotah may have appeared late in תרפ”ב, after the aforementioned assembly of the Agudat Rabbanim in Warsaw. The Ḥafetz Ḥayyim would go on to complete other tractates and finish the work in 1925.

In short, the publication of Likutei Halakhot on Sotah is to be dated to late 1921 or the first two-thirds of 1922 (תרפ”ב) and not to 1911 or 1918,[22] according to the date of the aforementioned volume, and no earlier than Summer 1921, the date of the Ḥafetz Ḥayyim’s return to Radin, according to the Preface.

Part II. The Historical Context of the Footnotes on Jewish Education in Likutei Halakhot on Sotah

The Ḥafetz Ḥayyim was 83 years old when he declared it to be a great mitzvah to educate women in various Torah matters. To understand both the context and content of the statement, we first present the text and the two relevant footnotes. The main text of Likutei Halakhot on Sotah 11a (p, 21) may be translated as follows:

Rabbi Eliezer says, “Whoever teaches his daughter Torah teachers her tiflut.” You thought [actual] tiflut? Rather [it is] as if he teaches her tiflut. R. Abbahu says, “What is R. Eliezer’s reason? It is written, ‘I, wisdom, dwell with cunning,’** When wisdom enters a person, cunning enters with it.” And how do the Rabbis understand “I, wisdom”? The verse is needed for [the interpretation] of R. Yossi b. Rabbi Haninah, for R. Yossi b. R”H says, “The words of Torah stand permanently only for the person who makes himself naked for them, as it is written, ‘I, wisdom, dwell with nakedness.” In any event, the reasoning of R. Eliezer is not thereby rejected, and the halakha is according to his statement. [Later] rabbis said that “Torah” here refers davka to the Oral Torah. But even though the Written Torah should not be taught to one’s daughter ab initio,*** [teaching her Written Law] is not as if one teachers her tiflut. And women are obligated to learn from the Oral Torah the laws that pertain to them.[23]

(The asterisks refer to footnotes on this passage. Footnotes are rare in Likutei Halakhot, and rarer still are footnotes that refer to contemporary issues.)

Let us begin with the note preceded by three asterisks, on the prohibition of teaching the written Torah to women ab initio (based on M.T. Hilkhot Talmud Torah 2:13):

It seems that all this [the admonition not to teach written Torah ab initio to women] applies to previous times, when everyone dwelled in the place of his fathers, and the paternal tradition was very strong for each person to behave in the way that his fathers had tread, as the verse says, “Ask your father and he will tell you”. [Then] we could say that [a woman] should not learn Torah but should rely for her conduct on her upright fathers. But now, on account of our many sins, the paternal tradition has weakened considerably, and it is common that one does not dwell in one’s fathers’ location at all, and, particularly for those [women] who have accustomed themselves to learn to write and speak the languages of the nations, it is certainly a great mitzvah to teach them ḥumash, and also nevi’im and ketuvim, and the musar lessons of Ḥazal, such as tractate Avot, and Menorat ha-Ma’or, and the like, in order that our holy faith be confirmed for them. For otherwise, they are liable to stray completely from the way of the Lord, and to transgress all the foundations of the religion, God forbid.[24]

The Ḥafetz Ḥayyim holds that the admonition not to teach women written Torah ab initio pertained to the past, when a woman could rely for her conduct on the example of her fathers. But today, we find a weakening of paternal tradition and the dislocation of the Orthodox from their paternal homes, which requires educating women, especially those women who are accustomed to learn the language of the gentiles; without Torah education, such women are likely to stray from the true path and to become heretics. What historical reality does this reflect?

As is well known, the use of legal literature as a source of history, even literature that purports to refer to historical events, is not unproblematic. On the one hand the geographical dislocation of Polish Jews because of the war indeed meant that many parents and children were no longer in the town and villages that had anchored their faith and practices for generation.[25] On the other hand, it would be wrong to infer from the Ḥafetz Ḥayyim’s remarks that in his view, pre-war Poland reflected a golden age of Jewish observance. Throughout much of his life he had railed against the weakening of observance among the Orthodox, and many of his published works tried to strengthen observance through teaching both the halakha and its centrality in the life of the Jew – and the penalties for its non-observance.

For example, the Ḥafetz Ḥayyim was well aware that for decades there had been a weakening of traditional observance among women from some Orthodox homes. His son, R. Aryeh Leib Kagan, relates that when he came of marriageable age in the early 1880s, his father would not consider a match for him with a young woman from an Orthodox family who had attended a gymnasium (high school), or even an elementary school; such women and their families, even though they were Orthodox, were suspect in his eyes. In one case, the Ḥafetz Ḥayyim ultimately forbade his son to accept an offer of the substantial financial assistance by a wealthy prospective father-in-law; it turned out that the prospective bride’s sister had been sent by her father to learn at a gymnasium in Grodno, where she had fallen in love with a gentile officer whom she had met (“presumably at the theater”), converted, and died in childbirth at the age of 15.[26]

In his 1905 handbook on family purity laws, Taharat Yisrael, the Ḥafetz Ḥayyim attributes the decline of some women observing the mitzvah of mikveh to the shame they feel, not because of any foolish modesty (which is the case with some other women), but because they have been educated to look down at the laws of Torah. These women feel shame because

they have been raised in their free-thinking ways from their youth, when they attended schools, and became “wiser in their own eyes” than their predecessors, to the extent that they feel shame in observing the laws of the Torah according to the law of Moses and Israel, and particularly in a matter they consider to be beyond the boundaries of modesty.[27]

The Ḥafetz Ḥayyim responds to such women’s contempt of the Torah by providing well-worn arguments for its superiority and perfection. His defense is part of the larger project of the book, written both in Hebrew and Yiddish, to educate men and women in the importance of observing family purity laws. Urging Jews to observe Torah and mitzvot, and educating them for that purpose, is the leitmotiv that runs throughout the Ḥafetz Ḥayyim’s writings. Even his Likutei Halakhot on Kodeshim, though ultimately intended as an educational tool for learning Torah, was written as practical halakhic guide for the messianic age that Ḥafetz Ḥayyim thought imminent.[28]

This emphasis on deepening Torah observance in all sectors of the Orthodox community led him to publish a kuntres directed to women, Geder Olam, in 1889, on the importance of covering their hair. The kuntres was published in Hebrew and in Yiddish, and it includes at the end a basic halakhic guide to the laws of Niddah.[29] The halakhic guide was reprinted by the Ḥafetz Ḥayyim in two other works: his book addressed to Jews migrating to places like America and South Africa, Nidhei Yisrael (1895), and his aforementioned book on family purity laws, Taharat Yisrael (1905); The Yiddish translation appears in all three works, which indicates that these sections were intended also for women to read.[30] Indeed, the Ḥafetz Ḥayyim urges women who are literate to teach the book to women who are not, and to learn the Maayan Tahor of R. Moshe Teitelbaum of Ujhely (the Yismah Moshe) (reprinted many times in the Korban Minḥah siddur for women). The Ḥafetz Ḥayyim writes, “We have written only the legal principles that are most common, that all women are obligated to learn abundantly, and to become expert in them, so they not stumble because of them.”[31] This is a clear call for women to learn halakha, albeit in a rudimentary fashion, from books written for them.

From the above we see how important it was for the Ḥafetz Ḥayyim to write educational materials for women on family purity and female modesty. This in itself was a novelty; we are not aware of such materials being written in Lithuania at the time by Orthodox talmidei ḥakhamim of the Ḥafetz Ḥayyim’s stature. Contrast, for example, the words of the Ḥafetz Ḥayyim’s contemporary, Rabbi Yehiel Mikhel Epstein, in Arukh ha-Shulḥan, Yoreh Deah 246:19:

Ours has never been the custom to teach [women] from a book, and we never heard of that custom. Rather every woman teaches the relevant laws to her daughter and daughter-in-law. Recently, laws pertaining to women have been published in the vernacular for women who can read from them. Our women are fervent (zerizot); in every doubtful matter they ask [a rabbi] and don’t decide for themselves in the smallest matter.[32]

To what recently-published laws pertaining to women was R. Epstein referring? Arukh ha-Shulḥan, Yoreh Deah was composed in the years, 1887-1894;[33] the early editions of Geder Olam were 1889, 1893, and 1894. In the latter, the Ḥafetz Ḥayyim admonishes women who need to ask a halakhic question not to ask another women, but only a moreh hora’ah, “and for G-d’s sake, a woman should not dare to decide the law!”[34] It is very likely that R. Epstein was referring to this when he wrote, “Our women are eager; in every doubtful matter they ask [a rabbi] and don’t decide for themselves in the smallest matter.” Here we have two conflicting views on the education of women in practical halakha: R. Epstein sees no need to compose halakhic guidelines in Yiddish for women, since the women with whom he is familiar have learnt the material from their mothers or mothers-in-law and know when to ask questions. The Ḥafetz Ḥayyim, observing women who are lax about observance, writes a halakhic/hashkafic manual in Hebrew and Yiddish that urges them (and their husbands) to study these guidelines diligently and to teach them to other women.

The importance of educating women in their religious duties, especially in the realm of family purity, remained with the Ḥafetz Ḥayyim for the rest of his life. As is well-known, he traveled to Vilna when he was old and frail to deliver a lecture in Yiddish at the central Synagogue on the importance of observing the mitzvah of mikveh in front of an audience of hundreds of women, with men listening in from the women’s gallery.[35]

To be sure, publishing educational materials on family purity for women is not the same as advocating Torah education for girls, but then, again, the situation in 1905 for Polish and Lithuanian Orthodox Jewry was not the same as in 1922. Orthodox Jewry in the Second Polish Republic was under severe stress. Dislocation and pressures – economic, ideological, and governmental — had accelerated the defection of Jews from the tradition; the dire situation provided an opportunity for conservatives to respond positively to new Orthodox initiatives to stem the tide. In particular, Orthodox Jewish education was at a crisis point, even more so for boys than for girls, which explains in part why much more attention was paid by Orthodox politicians and rabbis to the challenges facing the ḥadarim, than to the education of women, since, as we noted above, the compulsory education of law of 1919, which was in the early stages of implementation, required all Polish boys and girls to attend government certified schools. Agudat Yisrael negotiated repeatedly with the Polish authorities to have the ḥadarim certified, which meant that they needed to include subjects mandated by the Polish ministry of education; otherwise, even more ḥadarim would close. The negotiations with the government concerned how many hours of secular subjects would be taught, and what were those subjects to contain.[36] Formal Torah education for girls was already well underway, partly as a response to mandatory education, the general trend in female education, and the prevalence of alternatives to the ḥeder that attracted Orthodox parents, partly as a response to the weakening of observance among the Orthodox.

When the Ḥafetz Ḥayyim returned to Radin in 1921, he was faced not only with the fait accompli of formal Jewish education for women in Telz, Kovno, and elsewhere, but with the threat to both boys and girls posed by the implementation of universal compulsory education by the State. Unlike in Russia and Lithuania, compulsory education for Jewish girls had been the norm in Galicia, the part of Poland that had belonged to the Austrian Empire until the end of the First World War. Galician Jewish Orthodox girls, bereft of formal Jewish education, had attended Polish private and public schools for decades with disastrous consequences; the same now happened elsewhere in Poland. When, in his footnote, the Ḥafetz Ḥayyim refers to “those [women] who have accustomed themselves to learn to write and speak the languages of the nations” he was, whether aware of it or not, referring to all Jewish girls in the Second Polish Republic, since, as Polish citizens even the strictest Hasidim were required to send their daughters to government certified schools. And unlike the case of their brothers, no Orthodox politicians negotiated with the government to exempt girls from these schools. School attendance for Hasidic girls was a well-entrenched tradition, even among the daughters of the zealots.

It is not surprising that the rabbi who raised the issue of women’s education at the assembly of the Polish Agudat ha-Rabbanim in 1922, Maharam Shapira, hailed from Galicia, where the situation had been bleak for decades. In his survey of the state of Orthodox Jewish education, he first turns to the challenges facing the ḥeder from the mandatory education law, on the one hand, and the attacks from the [Jewish] leftists (smoliyim) on the other. If the Polish government wished to spread general education among the people, it should take into consideration the most necessary requirements of the [Jewish] nation, which is the ḥeder. And if the Orthodox try to accommodate the government’s demands, it can only be in such a way that will not destroy the ḥeder. Most importantly, Orthodox boys need to be exempt from the obligation to attend general schools. And since the ḥadarim will now have to limit somewhat their hours for Jewish subjects, it is important that they be subject to universal standards, and that the instruction be overseen by experts and pedagogues. The Maharam Shapira then turned to the question of the education of girls:

We speak a great deal about the education of girls, which is a very painful subject for us. Our situation has become so bad because we have only taken a little interest in the subject for many years. At the same time as we devoted much of our thought, and always concerned ourselves, whether a lot or a little, with the education of boys, we continued to apply to the girls, “Kol kevudah bat melekh pnimah” as in earlier times, when a Jewish daughter did not come into contact and connections with the marketplace and the public sphere, and with the currents of the time that mostly oppose Yahadut. Then we did not need to give her an antidote and a powerful and effective counterforce against them. (“Whoever teaches his daughter Torah is as if he teaches her tiflut. (Sotah 20a).” Only men had in particular to learn Torah, for they needed the antidote – the countercurrent that repels foreign currents. But the daughter and the Jewish woman sat at home, where only that environment acted educationally upon them, and developed them and made them into true Jewish women and fit Jewish daughters.) We thus did not pay attention that the girls, unarmed and lacking any concept pertaining to Torah and Yahadut, have been taken outside from us into cultures and currents. They have become so educated and raised in the lap of foreign culture and anti-Jewish ways that every “common wind” and light attempt to ensnare their spirits, to penetrate into their souls, to poison and uproot them from their place, have wielded their evil ways upon them.

And we are faced with another grave question, which is strongly related with the education of the daughters, and this is the purity of the daughters of Israel….[37]

The Maharam Shapira diagnoses the illness but does not prescribe the remedy, anyway, not in the written version of his address. But as we saw above, the Assembly subsequently called for the establishment of Jewish schools for girls (supplementary to the general schools which they would attend). Connecting the crisis in the observance of the family purity laws with girl’s lack of education meant that rabbis like the Maraham Shapira understood that female observance of Jewish law could not be taken for granted. The Maharam Shapira also called for the production of Jewish youth literature, including textbooks, for the youth that would be free of all defect, and that would educate them in the spirit of faith and religion. This call was also ratified by the Assembly.

The question of the creation of textbooks that would be appropriate for use in ḥadarim seems to be alluded to in the earlier note in Likkutei Halakhot on Sotah on R. Abbahu’s explanation to R. Eliezer’s prohibition that “once wisdom enters into an individual, cunning enters with it.” The Ḥafetz Ḥayyim writes:

According to this, one should be even more careful not to teach boys and girls flippant writings and romances, which consume their heart and soul. One who reads them regularly is in the category of one who reads external books, who was treated with great severity by our sages, as is in the beginning of Helek (Sanhedrin 90). It makes no difference wheteher they are published in the Holy Tongue or the vernacular. See S. A. Orah Ḥayyim.307:16, and in the Mishnah Berurah ad loc.[38]

While attention in recent years has been focused on the footnote on Torah education for women, the Ḥafetz Ḥayyim’s previous footnote on the education of boys and girls appears to have been entirely neglected. Why would a halakhic authority like the Ḥafetz Ḥayyim be concerned with teaching Orthodox Jewish boys and girls “flippant writings and romances”, i.e., literature written by Poles or by Jewish maskilim? Yet his concern makes sense in the context of the new Polish government’s requirement that general studies be included within the curriculum of the ḥadarim, and also in the context of Orthodox parents sending their children to non-Orthodox Jewish schools, like the Tarbut and Yiddishist schools. Even though the Ḥafetz Ḥayyim acquiesced to the limited introduction of secular subjects in the ḥadarim, we see from this note and the passage below that he insisted that only appropriate books be read by children. That was also the line taken by Agudat Yisrael in its attempts to control the growing popular youth literature, both in lending libraries youth, and in curricular materials for the ḥadarim and the Bais Yaakov schools under its auspices.[39]

In short, underlying both footnotes referring to contemporary matters in the Likutei Halakhot on Sotah are not the challenges of “modernity” in general, but rather the specific challenges facing the Polish Orthodox leadership in the interwar period brought about by the weakening of traditional authority, geographical dislocation, the introduction of universal primary education in the Second Polish Republic, and the attraction of Bundism, Zionism, and Socialism to the youth. Although the weakening of traditional authority, and the phenomena of Orthodox women attending Polish schools predated by decades World War I, the situation after the war threatened the very future of Torah Judaism in the eyes of the Orthodox establishment.

Part III. Other Statements of the Ḥafetz Ḥayyim on Torah Education for Women

In the waning years of his life, the Ḥafetz Ḥayyim returned several times to the question of Torah education for girls. Thus we read in his 1930 “Admonition to Kelal Yisrael”:

There is another principle that every talmid hakham in every town needs to enact, namely, to see to it that there is a kosher ḥeder in which our little sons (and also our little daughters) will be provided a kosher education in the way of the Torah, and not in schools that are full of heresy and sectarianism, which are completely bereft of teaching our holy Torah….

[One should accustom his son to learn the the aggadot of the Talmud…]. But even more one should distance his son from schools in which heresy and sectarianism is taught, where instead of the holy ḥumash, they make up books in which are found only stories of the ḥumash that they have copied without any sense of our Holy Torah – and that’s Torah in its entirety for them And all the laws and mitzvot like in Vayikra and Devarim they denigrate and do not copy. A father must be exceedingly careful not to allow his son to go to such schools where he destroys them with his own hands (and likewise he should be careful to educate his daughters in the way of Torah).[40]

And in a public appeal for the strengthening of religion that that he published in Sivan, 1931:

First of all, we must become fortified with all our strength in the education of boys and girls, to establish for them ḥadarim and kosher schools according to the law of our Holy Torah, not to deviate to the right or the left, or to forego anything of our Holy Torah, and not to allow them to attend such schools as are full of heresy and sectarianism, God save us….”[41]

We have found no mention of the importance of educating girls in the Ḥafetz Ḥayyim’s numerous writings devoted to education before World War I: educating women to observe and appreciate family purity, yes, but not teaching Torah to girls. This changed after the Ḥafetz Ḥayyim’s return to Radin in 1921. Already in 1922 there is abundant reason to believe that the Ḥafetz Ḥayyim’s foonote in Likutei Halakhot on Sota referred to formal Jewish education for girls, which was already well underway. As we noted above, his position was used to justify the establishment of schools for girls by the Agudah’s Keren ha-Torah in 1925. From the 1930s he made his position explicit: teaching Torah to Jewish daughters includes establishing “kosher schools” for them.

So it is hardly surprising that in 1933, when attempts to open a Bait Yaakov school in Fristik (Frysztak), Poland, were met with opposition by the local rabbi, R. Menachem Mendel Halberstam, the Ḥafetz Ḥayyim signed a public approbation of Beit Yaakov in order to convince Jewish parents from the town to send their daughters to the school:

B”H 23 Shevat, Tarzag [= Feb. 19, 1933]

To the worthy lovers and esteemers of Torah, the Godfearing people of Fristik, may the Rock guard them,

When I heard that Godfearing people had devoted themselves to establish in the towns a Beit Yaakov school, in which is taught Torah, the fear of Heaven, morals, and manners, which is Torah for the girls of our Jewish brethren, I addressed their fine action [saying] “May the Lord strengthen them and establish the work of their hands!” For [that action] is a greatly needed matter in these day, when the current of heresy, God save us, reigns in all its force, and all sorts of freethinkers lie in wait to ensnare the souls of our Jewish brethren. Whoever’s heart has been touched with the fear of God is obligated to send his daughter to learn in this school. And there is no room for concern in this day and age for all the apprehensions and doubts arising from the prohibition of teaching one’s daughter Torah. This is not the place to elaborate.

For our generation is not as the earlier ones, for in previous generations each Jewish house had a paternal and maternal tradition to walk in the way of Torah and religion, to read Zeenah u’Reenah every Shabbat. But this is not the case, due to our many sins, in our generation. Therefore we must strive to increase schools such as these and to save everything that we possibly are capable of saving.[42]

The appeal seems to have worked because there was still a Beit Yaakov in Fristik in 1935, according to the list of schools provided by Deutschländer.

* * *

We conclude with a final comment: Some have inferred from the Ḥafetz Ḥayyim’s footnote in Likutei Halakhot and the appeal on behalf of Bais Yaakov schools that in his eyes formal education for girls should be considered “bediavad”, i.e., that in an ideal Jewish world, girls would not need to be taught Torah outside the home. If that is true, then the bediavad status of women’s education is somewhat akin to the bediavad status of the compilation of the Mishnah: in a world without the persecution and dispersion of the Jewish people, Rabbi Judah ha-Nasi would not have had to compile the Mishnah and thereby transgress the prohibition of committing Oral Torah to writing.[43] But the Torah, which is eternal, is adapted by the Torah sages in each generation to the world in which God-fearing Jews live. Formal Torah education for girls became for the Ḥafetz Ḥayyim “in this day and age” a “mitzvah gedolah,” in other words, lekhatkhilah, and his statements on the subject reflect that.

On the other hand, to say that it is a mitzvah gedolah to teach Torah and yirat shamayim to women is not to say that the Ḥafetz Ḥayyim wished to extend the commandment of Talmud Torah to include women.[44] That conflates the commandment of Talmud Torah, which applies only to Jewish men, with the obligation of teaching yiddishkeit to Jewish women through teaching them, inter alia, selections from Tanakh. While the Ḥafetz Ḥayyim emphasizes the former repeatedly and at great length in his writings and public activity, he barely mentions the latter. One need only compare his brief mention of teaching girls “ḥumash, nevi’im, ketuvim” in his footnote in Likutei Halakhot with his frequent statements about the necessity of teaching ḥeder boys ḥumash with Rashi “without skipping anything.” Even after his return to Radin, his public activities on behalf of women’s observance focused mainly on family purity, modesty, shabbat, and kashrut – not girls’ education.

Still, it is no wonder that the conservative Ḥafetz Ḥayyim, who had written numerous tracts to strengthen the observance and piety of Jewish baalei ha-batim and their families, embraced in later years the formal Jewish education of girls. Decades earlier he had called upon literate women to teach their illiterate sisters family purity laws from a book. He was not concerned with expanding the study of Torah among women, as much as expanding its observance and taking its message to their hearts. The Torah these girls were to be taught was a combination of Torah, the fear of heaven, morals, and manners. His goals were similar to that of Bais Yaakov movement, which was not to teach Torah to the daughters of Israel as an intellectual activity, or to make them life-long learners of Torah, but to form their character as religiously observant Orthodox Jewish women.[45]

Notes:

[1] Likute Halakhot on Sotah, 11ab (pp. 21-2). Unless otherwise stated, we have consulted the 1969-1970 edition of R. Menahem Mendel Yosef Zaks (Jerusalem, 1969-1970). This appears to be a reprint of the edition published in Brooklyn 10 years earlier.
[2] “This leniency enabled the opening of the first school of Beit Yaakov.” See Benjamin Brown, “The Baal ha-Bayit: R. Yisrael Meir ha-Cohen, the Ḥafetz Ḥayyim,” in Benjamin Brown and Nissim Leon, ed., Ha-Gedolim’: Ishim she-‘izvu et pene ha-Yahudut ha-haredit be-Yisrael. ed. (Jerusalem: Magnes, 2017), 106-151, esp. 133 (Hebrew)
[3] See Haym Soloveitchik, “Rupture and Reconstruction: The Transformation of Contemporary Orthodoxy,” Tradition, vol. 28, no. 4 (Summer 1994): 106-107 note 6.
[4] M. Yashar, Dos leben un shafn fun Ḥofets Ḥayyim (New York, 137), II, 377, 381.
[5] This is inferred from the celebration in Purim of 1931 of the school’s tenth anniversary.
[6] Yizhak Rafael Ha-Levi Etzion (Holzberg), “The Yavneh Educational System in Lithuania,” in Yahadut Lita (Tel-Aviv, 1972), II, 160-163
[7] According to one graduate of the school, “Chavatzelet’s general studies program was of a high caliber. It was headed by a non-religious woman and the teachers were either gentiles or secular Jews, since it was very difficult for a religious Jew to obtain the degree needed to teach secular studies. The religious studies, however, was not so successful […] The religious studies principal was the only religious faculty member – a Yekke (a German Jew). Under his influence Chavatzelet was conducted in the German manner of Torah im Derech Eretz. He taught us Chumash, Navi, history, and basic Hebrew grammar […] At any rate, the Torah portion of our education took only an hour of the day. The other six hours were devoted to secular studies.” Gutta Sternbuch and David Kranzler, Gutta: Memories of a Vanished World (Jerusalem and New York: Feldheim, 2005), 19-20.
[8] Ibid., pp. 17, 21.
[9] יא) לחנך את הבנות ברוח היהדות וללמוד עמהן מראשית ילדותן מעט מעט דת ומוסר, וכפי רבות שנותיהן כן יוסיפו ללמוד עמהן היובים שעליהן באופן כשיגיעו לפרק נישואין יקבלו בנקל החיובים השייכם לטהרת בנות ישראל, והחברים מחויבים להשתדל שיתיסד בעירם בית ספר מיוחד לזה בעד הנערות. Peratei-kol me-ha-ve‘idah ha-rishonah shel agudat ha-rabbanim be-Folin (Warsaw, January 23-25), published at the end of Kovetz Derushim, Ḥelek Rishon, Kera Sheni, ed. M. Warszawiak and Y. M. Sagaloṿits (Piotrkow, 1924), f. 9b.
[10] Mikhtavim u-maamarim mi-Maran Rabenu ba‘al ha-Ḥafetz Ḥayyim, Ḥelek Bet, ed. Z. H. Zaks (Kol Kitvei ha-Ḥafetz Ḥayyim [Jerusalem, 1990], IV, pp. 83-34)
[11] Leo Deutschländer, ed., Beth Jakob: 1928, 1929 (Frankfurt a. M.: Hermon, 1929), p. 7. Deutschländer cites the footnote and refers to it as a pesak din in Keren ha-Torah’s report on the state of Jewish education delivered at the Second World Assembly (ha-Knesiyal ha-Gedola) of Agudat Yisrael (Vienna, Elul,1929), 44-45. (The full report is available at https://hebrewbooks.org/36599.)
[12] In The Rebellion of the Daughters: Jewish Women Runaways in Habsburg Galicia (Princeton UP, forthcoming), p. 204, Rachel Manekin discusses a 1923 letter from Sarah Schenirer, in which she reveals that she consulted with the Belzer rebbe over whether the girls in her school could stage her play, Judith. Although the rebbe forbade staging it as “uqqat ha-goy,” she expressed the hope that it could be performed as a declamation. From this one may infer that the Belzer rebbe was the school’s rabbinic authority until it came under the auspices of the Keren Ha-Torah of Agudat Yisrael in 1924-1925.
[13] See, for example, the letters in Mikhtavim u-ma’amarim, Ḥelek Bet, 24-39 (Kol Kitvei ha-Ḥafetz Ḥayyim, IV, 24-39), and the kuntres, Torah Or at the end of Kol Kitvei ha-Ḥafetz Ḥayyim, II.
[14] See Likutei Halakhot, Second Introduction, f. 6a-b.
[15] Ibid., f. 7a
[16] Likutei Amarim, ch. 7, pp. 10-12, esp. p. 11 (Kol Kitvei ha-Ḥafetz Ḥayyim III).
[17] The Bar Ilan University Library web catalogue lists a copy of Likutei Halakhot on Zevaḥim with prenumerants, bound with the gemarrah of Zevaḥim, that dates from 1891/2. See R. Aryeh Leib ha-Kohen’s account of the delays in publishing Likutei Halakhot in his biography of his father, Mikhtevei ha-Rav ha-Ḥafetz Ḥayyim, ed. Aryeh Leib ha-Kohen, p. 51, in Kol Kitvei ha-Ḥafetz Ḥayyim, III. R. Aryeh Leib saw his father’s decision to write on Kodeshim, in part, as a reaction to the wave of migration to Eretz Yisrael from Eastern Europe following the expulsion of Jews from Moscow in 1890-1891, and the sense of messianic expectation; see ibid., pp. 38-39.
[18] M. Gellis, Kitvei ha-Ḥafetz Ḥayyim…reshimah bibliografit (Jerusalem, 1984), p. 56. Brown (see n. 2 above) relies on Gellis.
[19] The date also appears in Shoshana P. Zolty, And All Your Children Shall Be Learned: Women and the Study of Torah in Jewish Law and History (Northvale, N.J: J. Aronson, 1993), p. 67, n. 34 (The place of publication is given as “St. Petersburg” rather than Piotrków.) An edition of Likutei Halakhot, Part Two, of R. Natan Sternhartz, was published in Warsaw in 1918-1919; perhaps this explains the confusion
[20] ובה על י״ג מסכתות ששייכים לעניני קדשים והם זבחים ומנחות ותמיד ופסחיס (מפרק תמיד הנשחט עד ערבי פסחים) וחגיגה ויומא ותמיד ותמורה וכריתות ובכורות (שלשה פרקים אחרונים), וערכים ומעילה ונזיר (שגם היא יש בה הדבה ענינים ששייכים לקדשים) וכן שני פרקים הראשונים ממסכת שבועות על כל אלו לקטנו בעניות דעתנו מדברי הרמב״ם מה שהעתיק מהסוגיות לדינא […].וכעת אין חסר מן השס רק איזה מסכתות יתן ד׳ שבמשך הזמן ימצאו בישראל משליטים לכל הש״ס […]
[21] והנה כל זה כתבתי יותר מעשרה שנים ועבר עלינו נדודים הרבה מפני המלחמות וב״ה ששם נפשינו בחיים ולא נתן למוט רגלינו. וכעת שבאתי מן הגולה בשלום לביתי עזרני הש״י ברוב חסדו וטובו בזכות כלל ישראל להשלים הליקוטי הלכות גם על יתר מסכתות של הש״ס שאין עליהם רי״ף ורא״ש (ואלו הן ראש השנה וסנהדרין ומכות והוריות וסוטה ונדה […]) ]. The Ḥafetz Ḥayyim mentions that there are other tractates on which there are no Rif and Rosh, and he suggests that others may come to complete his work. In fact, he himself completed the work and revised the Preface in 1926; the revised Preface was published posthumously as chapter seven (“A Worthy Article on the Study of the Holy Torah”) in Likutei Amarim, pp. 10-12 (In Kol Kitvei ha-Ḥafetz Ḥayyim, III.)
[22] Although Deutschländer writes in his 1929 historical account of Bait Yaakov schools that their legal sanction had been provided “decades ago” (vor Jahrzenten) by the Ḥafetz Ḥayyim in Likutei Halakhot on Sota, he may have been unaware of the publication history of Likutei Halakhot. In any event, he does not repeat the claim in his more detailed Hebrew report, published in the same year. For references see n. 8 above.
[23] ראליעזר אומר כל המלמד את בתו תורה מלמדה תפלות. תיפלות סד אלא כאילו מלמדה תפלותאר אבהו מאי טעמא דרבי אליעזר דכתיב אני חכמה שכנתי ערמה מכיון שנכנסה חכמה באדם נכנסה עמו**) ערמומית. ורבנן האי אני חכמה מאי עבדי ליה מיבעי ליה לכדריוסי ברבי חנינא דאמר רבי יוסי ברח אין דת מתקיימין אלא במי שמעמיד עצמו ערום עליהן שנאמר אני חכמה שכנתי ערמה וממ לדינא אין נדחה מפני זה סברת ראליעזר ונקטינן כן להלכה. וכתבו רבוותא דהיינו דווקא תורה שבעפ אבל תורה שבכתב אף שאין ללמדה ***) לכתחילה ממ המלמדה אינו כמלמדה תפלות וגם מתורה שבעפ הדינים השייכים לאשה מחוייבת ללמוד.
[24] **ונראה דכל זה דווקא בזמנים שלפנינו, שכל אחד היה דר במקום אבותיו, וקבלת האבות היה חזק מאוד אצל כל אחד ואחד, להתנהג בדרך שדרכו אבותיו, וכמאמר הכתוב שאל אביך ויגדך‘; בזה היינו יכולים לומר שלא תלמוד תורה, ותסמוך בהנהגה על אבותיה הישרים. אבל כעת בעוונותינו הרבים, שקבלת האבות נתרופף מאוד מאוד, וגם מצוי שאינו דר במקום אבותיו כלל, ובפרט אותן שמרגילין עצמן ללמוד כתב ולשון העמים, בוודאי מצווה רבה ללמדם חומש וגם נביאים וכתובים ומוסרי חזל, כגון מסכת אבות וספר מנורת המאור וכדומה, כדי שיתאמת אצלם עניין אמונתנו הקדושה; דאי לאו הכי עלול שיסורו לגמרי מדרך ד‘, ויעברו על כל יסודי הדת חו
[25] According to Leo Deutschländer’s report of Keren ha-Torah at the Second Kenesiya Gedolah in Vienna in 1929, between 40 and 50 thousand children had been taken from their parents during the war and its aftermath, and these children had grown up without Torah, ethics, education, and faith. See Ha-Kenesiyah ha-Gedolah ha-Sheniyah shel Agudat Yisrael, ed. Shabbetai Sheinfeld (Vienna, 1929), p. 29. The situation among Polish Orthodox youth led Agudat Yisrael to establish, for the first time in Poland, organizations for the purpose of strengthening the faith and commitment of the younger generation. See Gershon C. Bacon, The Politics of Tradition: Agudat Israel in Poland, 1916-1939 (Jerusalem: Magnes, 1996), 181-141.
[26] Mikhtevei ha-Rav ha-Ḥafetz Ḥayyim, pp. 20-22, in Kol Kitvei ha-Ḥafetz Ḥayyim, III.
[27] Taharat Yisrael, ch. 8, pp. 10-11, esp. 10, in Kol Kitvei ha-Ḥafetz Ḥayyim, III.
[28] See Mikhtevei ha-Rav ha-Ḥafetz Ḥayyim, pp. 53-54, in Kol Kitvei ha-Ḥafetz Ḥayyim, III.
[29] This guide is attributed in the early editions of Geder Olam to a יצחק ברז, who says that they are based on the tract, Dinei Niddah, by Shlomo Zalman Lifschutz, the authors of the Ḥemdat Shelomo on the Shulhan Arukh. יצחק ברז is likely the Ḥafetz Ḥayyim’s close associate in Warsaw, R. Isaac b. Zeev (“Itche”) Grodzienski. According to R. Aryeh Leib Kagan, R. Grodzienski translated Geder Olam into Yiddish in a second printing, in 1890, which explains why the name Isaac is on the title page. However, the first 1889 edition also has both Yiddish and Hebrew and more to the point, subsequent editions remove all mention of Isaac. Since the the Yiddish appears in two other books by the Ḥafetz Ḥayyim printed under his own name, one assumes that the Yiddish translation, too, was the work of the Ḥafetz Ḥayyim, perhaps in partnership with R. Grozdienski
[30] The reference to the Dinei Niddah of the Ḥemdat Shelomo is omitted in these works. The Yiddish is absent from R. Zaks’ edition, which also omits the chapter on family purity in Geder Olam. It was not unusual for the Ḥafetz Ḥayyim to reuse parts of his kuntresim.
[31] Geder Olam (Warsaw 1889), f. 19 ,p. 37.
[32] Arukh ha-Shulhan (Jerusalem, 1969), VI, f.18, p. 35.
[33] Eitam Henkin, “The Books of the Arukh ha-Shulhan – The Order of Their Composition and Their Publication,” Ḥitzei Giborim –Pleitat Soferim, vol. 7 (2014): 515-536, esp. 516 (Hebrew), available online here (https://tinyurl.com/y8t7a7ncThis).
[34] Ed. 1895, 15a, p. 29
[35] For the Yiddish address, with Hebrew translation, see Kol Kitvei ha-Hafetz Ḥayyim III, 171-174.
[36] For an account of these negotiations, and the “quiet revolution” in Orthodox education, see Bacon, The Politics of Tradition, pp. 147-177.
[37]מדברים אנו הרבה עד חנוך הבנות, שהוא אצלנו שאלה מכאבת מאד. מצב הענין הזה רע אצלנו כל כך משום שאך מעט מזעיר התענינו בו שנים הרבה, בה בשעה שעל אודות חנוך הבנים הרבינו לחשוב מחשבות ולהתעניין בו תמיד ברב או במעט, השארנו הבנות על חשבון כל כבודה בת מלך פנימה“, כבשנים קדמוניות, בשעה שבת ישראל לא באה כל כך ביחס וקשור עם השוק ורשותהרבים, עם זרמי העת המתנגדים לרוב להיהדות ולא היינו צריכים גכ לתת לה איזו תבלין וכחמנגד חזק נגדם. (‘כל המלמד את בתו תורה כאילו למדה תפלותתורה היו צריכים ללמוד ביחוד רק הגברים, שהיו נחוצים להם תבלין, זרםמנגד ודוחה לזרמים הזרים, אולם הבת והאשה הישראלית ישבו להן בביתן, במקום שרק הסביבה פעלה עליהן פעולה חנוכית ופתחה ועשתה אותן לבנות ישראל כשרות ויהודיות אמתיות). לא שמנו אפוא את לבנו לזה, כי גם הבנות מוצאות לחוץ, ברשות הרביות וזרמים זרים המזורה לרגליהן, בהיותן אימזוינות, בלי היות להן כל מושג בתורה ובהיהדות, נתחנכו ונתגדלו בחיק תרבות זרה, ודרכים אייהודיים, וכל רוח מצויוכל נסיון קל לצודד נפשותיהן ולחדור לתוך נשמותיהן ולהרעיל ולעקרן ממקומן – פעלו עליהן את פעולתם הרעהץ עומדות לפנינו עוד שאלה חמורהת הקשורה בקשר אמיץ עם חנוך הבנות והיא טהרת בנות ישראל.
[38] **) הערה ולפז כש שיש ליזהר מללמד להנערים והנערות כתבי לצון ובדברי חשק שזהו ממש מכלה לבן ונפשן והמרגיל עצמו בזה הוא בכלל הקורא בספרים החצונים שהחמירו החכמים מאוד בזה כדאיתא בריש פרק חלק (סנהדרין דף צ) ואין נמ אם הם נדפסות בלשהק או בלשון לעז ועיין בשוע אוח בסימן שז סטז ובמב שם.
[39] The Maharam Shapira, in the aforementioned address to the Polish Agudat ha-Rabbanim, also remarks on creating appropriate literature for Jewish youth.
[40] עוד ישנו עיקר גדול שעל כל התח שבכל עיר לתקן והוא לראות שיהבעירו חדר כשר שבו יתחנ כובנינו הקטנים (וגם הבנות הקטהות שלנו) בחינוך כשר בדרך התורה ולר בבתי ספר כאלו המלאים כפירה ומינות שאין בהם שום זכר ללמוד תורהקאבל ביותר צריך להרחיק את בנו מבתי ספר כאלו שלומדים שם כפירה מינות, שבמקום החומש הקדוש המציאו ספרים כאילו שבהם נמצאו רק סיפורי החומש שהעתיקו אותם בלי שום טעם וריח של תורהק, וזה להם כל הצורה כולה. וכל דיני התורה והמצוה כמו ספר ויקרא וספר דברים בזו להם ולא העתיקם כללומאד מאד יזהר האב, מלהניח את בניו ללכת לבתי ספר כאלה שהוא מאבד בידים את בניו (והה גם בנותיו יזהר לחנכן בדרך התורה) Mikhtavim u-ma’amarim, Ḥelek Bet, pp. 56-57 (Kol Kitvei ha-Ḥafetz Ḥayyim, IV). For the Ḥafetz Ḥayyim’s attack on the “methods” pedagogy of the non-Orthodox Hebrew schools, see Ḥomat ha-Dat, pp. 20, 52-55 (Kol Kitvei ha-Ḥafetz Ḥayyim, II), and his 1927 appeal against teaching the Bible in this fashion in Mikhtevei ha-Rav ha-Ḥafetz Ḥayyim, pp. 24-26 (Kol Kitvei ha-Ḥafetz Ḥayyim, III)
[41]ראשית הדבר,עלינו להתחזק בכל כחנו בענין חנוך הבנים והבנות,ליסד עבורם חדרים ובתי ספר כשרים כדין תורהק, שלא להטות ימין ושמאל ושלא לוותר על שום דבר מתורהק ולא להניחם ללמוד בבתי ספר כאלו, מלאים כפירה ומינות, רל…. “Appeal for the Strengthening of Religion,” in Mikhtevei ha-Rav ha-Ḥafetz Ḥayyim, p. 99 (Kol Kitvei ha-Ḥafetz Ḥayyim, III).
[42] בה, יום כג לחודש שבט תרצג אל כבוד האלופים הנכבדים חובבי ומוקירי תורה החרדים לדבר האשר בעיר פריסטיק ני. כאשר שמעתי שהתנדבו אנשים יראים וחרדים לדבר דליסד בערים ביס בית יעקבללמוד בו תורה וירש מידות ודרך ארץ זו תורה לילדות אחינו בני ישראל. אמרתי לפעלם הטוב יישר דחילם ומעשה ידיהם יכונן כי ענין גדול ונחוץ הוא בימינו אלה. אשר זרם הכפירה רל שורר בכל תקפו והחפשים מכל המינים אורבים וצודים לנפשות אחבי וכל מי שנגעה יראת דבלבבו המצוה ליתן את בתו ללמוד בביס זה וכל החששות והפקפוקים מאיסור ללמד את בתו תורה אין שום מיחוש לזה בימינו אלה. ואין כאן המקום לבאר באריכות. כי לא כדורות הראשונים דורותינו אשר בדורות הקודמים היה לכל בית ישראל מסורת אבות ואמהות לילך בדרך התורה והדת ולקרות בספר צאינה וראינהבכל שבת קודש מה שאין כן בעוונותינו הרבים בדורותינו אלה. ועל כן בכל עוז רוחנו ונפשנו עלינו להשתדל להרבות בתי ספר כאלו ולהציל כל מה שבידינו ואפשרותנו להציל. הכותב למען כבוד התורה והדת ישראל מאיר הכהן, in Mikhtavim u-ma’amarim, Ḥelek Bet, pp. 24-39 (Kol Kitvei ha-Ḥafetz Ḥayyim, IV).
[43] See Mishneh Torah, Introduction. Although Rambam does not say explicitly that the compilation of the Mishnah was a violation of the prohibition of writing Oral Torah down, he suggests that the compilation was a novelty required by the travails of the time. For a look at this question see Michael Wygoda, “‘You Are Not Permitted to Write Down Oral Statements,’ On the Development of a Forgotten Halakha,” Dimuy 26 (1996): 48-63 (Hebrew).
[44] Cf. Benjamin Brown, “The Value of Torah Learning in the Ḥafetz Ḥayyim’s Writings and His Ruling on Women’s Torah Learning,” Diné Yisrael, vol. 24 (2007): 79-118, esp. 116-11
[45] For this see Manekin, The Rebellion of the Daughters, 182-235.




A Young Man Holding a Torah Scroll and a Young Woman Holding a Book: The Life and Afterlife of Two Illustrations

A Young Man Holding a Torah Scroll and a Young Woman Holding a Book:
The Life and Afterlife of Two Illustrations

By Rachel Manekin

Rachel Manekin is Professor Emerita of Jewish Studies at the University of Maryland. Her area of specialization is the social, political, and cultural history of Galician Jewry. She is the author of The Jews of Galicia and the Austrian Constitution: The Beginning of Modern Jewish Politics (Zalman Shazar Center for Jewish History, 2015, Hebrew), and most recently, The Rebellion of the Daughters: Jewish Women Runaways in Habsburg Galicia (Jerusalem: Magnes Press, 2024; Hebrew). Her previous essay at The Seforim Blog was in Rachel Manekin and Charles (Bezalel) Manekin, “The Ḥafetz Ḥayyim’s Statement on Teaching Torah to Girls in Likutei Halakhot: Literary and Historical Context,” The Seforim Blog (27 May 2020), available here.

The 1922 illustration below of a young man holding a Torah scroll has gained a new life within the context of recent Bais Yaakov scholarship and a partial image of it appears on the main page of the Bais Yaakov Project website.[1]

This article calls into question this use of the illustration and shows that it has no connection to the Bais Yaakov movement, or Orthodox women, at least in interwar Poland. The article first traces the origin of the illustration and the context in which it was used after its first publication, and then examines the campaign proposed in 1933 to mobilize Bais Yaakov students in Poland to support financially the writing of a Torah scroll. Finally, the article presents an interwar illustration of a young woman holding a book with a tall Hanukkah menorah in the background. The latter was used as a symbol of Bais Yaakov in Viennese publications in the German language, but never appeared in Polish Yiddish publications of the Bais Yaakov movement. The article suggests a possible reason for that.

The illustration of the young man holding the Torah scroll appeared first on a postcard, one in a set of ten “art postcards” drawn by Uriel Birnbaum, the son of the general secretary of Agudath Yisrael, Nathan Birnbaum. The postcards were produced by the Viennese Tseirei Agudath Yisrael organization (Agudas Jisroel Jugendgruppe) and sold for fundraising purposes. The price of each set was 500 krone. Indeed, in May 1922 the Austrian Orthodox weekly Jüdische Presse published advertisements for this set.[2]

In 1924 the Viennese Menorah Journal published two of the postcards in a long article dedicated to Uriel Birnbaum.[3]

Each postcard had a black and white illustration of a Biblical theme with a Biblical verse under it. One can see the original envelope and some of the postcards (including the youth with the Torah scroll) in an advertisement published on February 28, 2023, on the website of Kedem Auction House:[4]

The postcard with the illustration of the youth holding a Torah scroll as if rescuing it from the whirlwind in the background (perhaps symbolizing the First World War) appears with the verse from Jeremiah 1:7, “Do not say I am a youth, for to whomsoever I shall send thee thou shalt go and whatsoever I shall command you thee thou shalt speak” (אַל תֹּאמַר נַעַר אָנֹכִי כִּי עַל כָּל אֲשֶׁר אֶשְׁלָחֲךָ תֵּלֵךְ וְאֵת כָּל אֲשֶׁר אֲצַוְּךָ תְּדַבֵּר). The import in this context is that one should not excuse himself from obeying God’s commandment, interpreted here as spreading Torah study, by claiming to be a youth.

The youth is wearing a long kapota reaching his feet, as did many at the time, and his head, especially the back of it, is all colored in black and so one cannot see the skullcap. Still, it is obvious that this is a young male, not only because of the Biblical verse under it, but also because it is absolutely inconceivable that a female carrying a Torah scroll would appear in an Agudath Yisrael sponsored postcard in the 1920s (or, for that matter, today).

After its original publication as a postcard, the illustration was used always in the context of male Torah study. To the best of my knowledge, it first was featured in the 1925 booklet of Keren ha-Torah (חוברת של קרן התורה) which included several other of Uriel Birnbaum’s postcard illustrations.[5] The illustration appears at the top of a rabbinical appeal (קול קורא) that was published in the wake of the First Assembly of Agudath Yisrael (1923) to support Keren ha-Torah. It stretches over several pages and is signed by major Agudah rabbinical figures of the time, with the afetz ayim and the leaders of the Czortków and Ger Hasidic dynasties appearing first. The illustration was edited to include only the image and not the Biblical verse. Keren ha-Torah was established during the First Assembly in the purpose of supporting yeshivas, many of which collapsed during the First World War.

It should be noted that contrary to claims in recent scholarship on Bais Yaakov, there is no evidence that the First Assembly of Agudath Yisrael in 1923 mentioned the Bais Yaakov schools, and the published reports of the assembly included nothing about the support of religious education for girls.[6] During the 1924 meeting of the Central Council of Agudath Yisrael in Kraków, several delegates called for actual steps to be taken by Keren ha-Torah to support Bais Yaakov schools. Indeed, after major rabbinical figures supported this idea, the participants at a special meeting in the winter of 1925 drew up a plan to financially support the establishment of a teachers’ seminary and improve professionally the Bais Yaakov school system, all under the leadership of R. Dr. Shmuel Leo Deutschländer, the director of Keren ha-Torah. It was only during the Second Assembly of Agudath Yisrael (1929) that Bais Yaakov was mentioned.[7]

Birnbaum’s illustration of the youth with a Torah scroll later appeared in Luach Blätter der Agudas-Jisroel Jugendgruppe-Wien, the periodical of the Viennese Tseirei Agudath Yisrael, for the year 1931, this time with the Biblical verse.

A 1937 publication of Keren ha-Torah also included this illustration, albeit without the Biblical verse. It appeared on the title page of the first chapter which was dedicated to the discussions on male Torah education in the Second Assembly of Agudath Yisrael (1929).[8]

The same 1937 publication included a chapter with supplements the largest of which discussed in detail the Bais Yaakov schools. The heading of this chapter had an illustration of a young woman holding a book to which we will return below.

First, however, I wish to discuss the aforementioned campaign for writing a Torah scroll which was introduced in a Bais Yaakov Journal article in the Hebrew month of Iyar, 1933, titled: “The ‘Yehudis’ Camp’s Own Torah Scroll Will Be Written Through the Students of the Bais Yaakov Schools in Poland.”[9]

The article describes the plan for purchasing letters by Bais Yaakov students for a Torah scroll to be written for the Yehudis summer camp.[10] Camp Yehudis, according to articles published in the 1933 journal, was the first permanent summer camp built for Orthodox children, boys and girls. The journal includes two photographs of children in the camp, one of boys and another of girls.

Clearly, this summer camp was not intended exclusively for Bais Yaakov girls as can be seen also in a photograph kept in the YIVO archives of boys in the camp playing chess.[11]

The plan to have Bais Yaakov students raise money for writing a Torah scroll was proposed by Yoel Unger, a Warsaw Agudah activist and the director of one of the Bais Yaakov schools in the city. Unger was in charge of the Yehudis association,[12] and it was he who came up with the initiative to build a summer camp. Indeed, the camp was built in 1931 in the village of Długosiodło, 73 km north-east of Warsaw.[13] In the years prior to that, the Yehudis association rented camp facilities for the summer, first in 1929 in Marązy and then in 1930 in Otwock. The aim of the summer camp was to provide children, many of whom came from impoverished families, with an opportunity to enjoy fresh air and water as well as physical exercises in a country setting. In doing that, it followed what was already a norm for non-Orthodox Jewish organizations in interwar Poland. In later years the summer camp added a sanatorium for children who were at risk of tuberculosis.[14]

The number of girls in the new camp exceeded the number of boys,[15] perhaps because boys went to cheder also in the summer months.

Why was obtaining a Torah scroll necessary for a summer camp for children that apparently did not even have its own synagogue?[16] The girl campers, according to Esther Goldshtof, prayed on Friday night and on Sabbath morning in the forest surrounding the camp while sitting on benches.[17] It is not clear from the articles in the Bais Yaakov Journal whether the boys – all younger than 13 – did the same or whether they prayed in the town’s synagogue. Of course, one could place a Torah scroll in one of the rooms and have the boys pray and hear the Torah reading there. But it is more likely that Unger intended to use the money raised also for the camp itself, which struggled with a deficit because of the high expenses of running it.[18] Only a small number of children paid the full tuition, while the rest received a discount or went there for free.[19] The camp did receive financial support from the Viennese Keren ha-Torah, the Warsaw Jewish community, German Jewish organizations, the American Joint, as well as some large donations from rich Jews. Small donations from individuals also helped as those apparently accumulated to large sums.[20] In addition, Bais Yaakov raised money from their students to support the camp, mostly with the help of teachers in the three Bais Yaakov schools in Warsaw and some from Bais Yaakov schools in Rzeszów, Sosnowiec, Częstochowa, Wolbrom, Szydłowiec, Bychawa, Płock, Bełchatów, and Pińczów. Those were small sums amounting to 10-60 zlotys.[21]

This was the context of Unger’s somewhat ambitious plan to recruit Bais Yaakov teachers to raise money for writing a Torah scroll, as explained in the 1933 Bais Yaakov Journal article.

Reaching Bais Yaakov teachers would be relatively easy since one could use advertisements in the Bais Yaakov journal to which all teachers were required to subscribe, or contact Bais Yaakov schools directly, the addresses of which were kept in the central Bais Yaakov office in Kraków. There was no parallel journal or a central office with the addresses of all cheders and Talmud Torahs. The 1933 Bais Yaakov Journal article explained that “the mitzvah of writing a Torah scroll, which only individuals are able to fulfill, will be done now through the Bais Yaakov students with their own efforts.” Unger refers here to the positive commandment obligating every individual Jew to write a Torah scroll for himself or hire a scribe to do it for him. Since this is an expensive endeavor, it is allowed to pay for it in partnership with others.[22] At the same time, the article added, the money collected would also support Bais Yaakov students who cannot afford the camp tuition. Clearly, Unger himself explained that the money raised was meant not only for writing the Torah scroll.

Unger proposed that the Yehudis association would send to all Bais Yaakov schools signature forms with a picture of a Torah scroll. The price of purchasing a letter to be written in the scroll would be 25 groshen (pennies), and the names of all those who purchased a letter would be inscribed in a special book. However, each Bais Yaakov student would need to purchase a letter and sell at least one additional letter. A student who sold at least ten letters would receive gratis an additional letter in her name. The teachers responsible for selling 200 letters would have their names etched forever on a special board, and in addition they would be able to have a whole word in the Torah scroll on their name with a great discount.

But Unger proposed even more than this. The day that the writing would commence would be declared a holiday (יום טוב) in all Bais Yaakov schools. On this day the teachers would deliver lectures about the mitzvah of writing a Torah scroll,[23] and organize celebrations and special programs. When the writing of the Torah scroll would be completed – scheduled for 15th of the Hebrew month of Av – a three-day Siyum celebration would take place in Długosiodło with the participation of all Bais Yaakov teachers, students’ delegations, the central administrations of Yehudis and the Bais Yaakov schools in Warsaw, Kraków, and Łódź. Unger also proposed that at the time of the Siyum celebration a special conference for Bais Yaakov teachers and operatives (‘askanim) would take place in Długosiodło to discuss all the problems of the movement. It is to be expected, he wrote, that the Bais Yaakov teachers would understand the important significance of this campaign, which would for sure be a wellspring of joy and enthusiasm for Bais Yaakov children and would unite them into one family that owned its own Torah scroll. It would also help the camp financially and enable it to develop so it could accept more children in need. “That is why our teachers,” Unger envisioned, “will work for the campaign with energy and dedication.” Unger added that in the following days the Yehudis association would send out the first circular with instructions regarding this important campaign.

But this ambitious and elaborate plan never came to pass, as is clear from two articles published in the Agudah newspaper, Dos Yudishe Togblat, a month after the death of Sarah Schenirer, which provided an opportunity to relaunch the project.[24] The first article, written by Abraham Mordechai Rogovy, who was involved in many aspects of Bais Yaakov, reports that the Education Center (מרכז החינוך) of Agudath Yisrael has now proclaimed for Benos and Bais Yaakov girls a campaign of writing a Torah scroll for the summer camp to memorialize Sarah Schenirer. The initiator was Yoel Unger, who had already made a name for himself as an expert fundraiser. Rogovy does not mention purchasing letters or fulfilling the mitzvah of writing a Torah scroll (the word “mitzvah” does not appear at all), but rather that there is not a more beautiful monument for Schenirer “than a Torah scroll written in partnership (בשותפות) with tens of thousands of Jewish religious girls.” The life-ideal of Schenirer, he continues, was always to connect Jewish girls to the Torah, so that their entire being and every thread of their gentle souls would feel the connection of Israel and the Torah (ישראל ואורייתא). He also writes that “there is no better manifestation of the wish to remain loyal to the teachings of Sarah Schenirer a”h than to join a common Torah campaign that should include all the Benos and the Bais Yaakov students,” or that the “Torah campaign will be transformed into a great manifestation of the Benos and Bais Yaakov idea.” Interestingly, there is no mention of the role of Bais Yaakov teachers; rather Rogovy calls on the (male) ‘askanim of Bais Yaakov and the (female) activists of Benos “to throw themselves with energy in the collection.” According to Rogovy, the writing of the Torah scroll is expected to start on 33 of the ‘Omer )May 21) and be completed on the 15th of Av (August 14). Like Unger’s original plan, Rogovy also talks about a “grandiose” Siyum celebration after which everyone will travel to Schenirer’s tombstone in Kraków, where they will announce that a Torah scroll in her memory was completed.

The second article presents an undated letter that Schenirer wrote to Bais Yaakov girls, presumably following Unger’s 1933 article in the Bais Yaakov Journal, encouraging them to buy letters for the Torah scroll. The article explains that although the project was not carried out then “for various reasons” it has now been renewed by the initiators. “‘Keren ha-Torah’ with Agudath Yisrael are about to write a Torah scroll named after Sarah Schenirer, may she rest in peace.”

Schenirer’s letter, which has hitherto been unnoticed, reveals an important point not indicated in any of the articles cited above, namely, the audience for the Torah scroll. Ascribing to the Warsaw ‘askanim the establishment of the Yehudis summer camp, Schenirer explains that they thought that the boys who benefit from the camp should have a Torah scroll of their own so they would not have to use a Torah scroll that was already donated to some “bais midrash” [in the area]. By buying letters, Schenirer writes, the girls would not only be “fulfilling the mitzvah of writing a Torah scroll,” but also be participating in writing a Torah in which it is written עֵץ חַיִּים הִיא לַמַּחֲזִיקִים בָּהּ וְתֹמְכֶיהָ מְאֻשָּׁר. In short, Schenirer saw the goal of the project to provide a sefer Torah for the boys in the camp, and to involve girls in the mitzvah of its production by buying letters.

While the article does not explain why the first campaign never got off the ground, one may speculate that the sum collected just was not enough for the project. (Schenirer writes in the beginning of her letter that she knows that more than one will complain about being asked again for money, especially at such difficult time.) Perhaps the initial project was frowned upon by some parents or rabbis. After all, the idea that Bais Yaakov girls would be fulfilling the mitzvah of writing a Torah scroll made little sense since according to most religious legal opinions, women are exempt from this mitzvah, not to mention that most girls were minors.[25] Indeed, Unger’s 1933 article does not mention rabbinical support for his proposal. The second initiative avoided, as we have seen, mentioning buying letters or referring to it as the mitzvah of writing a Torah scroll, and instead talked simply about a “collection.”

Apparently, the second initiative did not materialize either; had a Torah scroll in memory of Schenirer been written, it would have surely been reported in the Bais Yaakov journal or in Dos Yudishe Togblat.

We now come to the illustration mentioned above of the young woman holding a large book with a tall Hanukkah menorah in the background that is found in the 1937 Keren ha-Torah publication.[26]

In fact, this illustration had appeared already in 1935 on the title page of a Keren ha-Torah booklet containing a report written by Deutschländer on the activities of the central office of the Bais Yaakov schools.[27]

Although the publications where this illustration appeared do not have the name of the artist, the style of the illustration suggests that it might also have been Uriel Birnbaum.

The unusually large book that the young woman is holding and the tall menorah in the background are not explained. We may speculate that the young woman in the illustration portrays a Bais Yaakov teacher as a modern “Judith”, a heroine who saves the Jewish people. Whereas the classical Judith held in her arms the head of the decapitated enemy general, Holofernes, this Judith holds a book (ספר, בית ספר). European artists have painted the scene of Judith carrying the head of Holophernes for centuries.

Connecting the illustration to Judith would explain the Hanukkah menorah in the background, for in the Jewish medieval tradition, Judith was associated with Hanukkah.[28] Moreover, Sarah Schenirer, who established the first Bais Yaakov school, records in her 1933 published memoir that she was inspired by the sermon delivered by R. Moshe David Flesch in Vienna on the Sabbath of Hanukkah which described the greatness of Judith and called contemporary Jewish women to take as an example the historical Jewish women heroines.[29] Schenirer subsequently wrote a dramatization of the story of Judith for girls.[30]

Starting on December 13, 1920, after Schenirer and her students staged the play in the Orthodox Warsaw avazelet high school during a visit there, the published version was advertised on the front page of the Warsaw daily newspaper of Agudath Yisrael, Der Yud, for several weeks (first as the most beautiful present for “children” and later as a present for “girls”).

However, the above illustration of the young woman did not appear in the Bais Yaakov Journal or in any other Polish Agudath Yisrael publication. The illustrator for the Viennese publication was apparently unaware of the modesty requirements in the Polish Bais Yaakov movement, especially the style of the dress and the length of the sleeves. In illustrations of women and girls appearing in textbooks for school age Bais Yaakov students, the women were portrayed with long sleeves reaching the wrist.[31]

* * *

To sum up: we began by mentioning that Birnbaum’s illustration of the young man holding the Torah scroll appears prominently in recent academic forums where Bais Yaakov is discussed.[32] We have claimed that this illustration was neither appropriated nor used by the Bais Yaakov movement in any of its publications. In fact, it is inconceivable that it would do so. But it is understandable why some today would like the illustration to have been of a woman, or at least be relevant to women. Such an interpretation accords nicely with the narrative in recent scholarship that Bais Yaakov provided Orthodox women in Poland, for the first time, the opportunity to have a strong connection with Torah study. The same is true of the aforementioned proposed campaign to write the Torah scroll. That interpretation bolsters the contemporary reading of the Bais Yaakov movement in interwar Poland as a movement that brought Torah to women by involving them in the mitzvah of writing a Torah scroll and by teaching them classical texts and commentaries (albeit not of the Talmud) in the Kraków seminary. In various writings I have shown this reading to be mistaken.[33]

In fact, the Bais Yaakov movement was from its inception a deeply conservative movement of religious revival aimed at Polish Orthodox girls and young women, in an age when various ideologies (Zionism, Socialism, Bund, etc.) competed for their attention. Through mostly supplementary education and youth activities, the movement promoted a model of a Jewish woman that emphasized piety and modesty in dress, and that educated girls to accept with pride and joy their traditional roles as Orthodox women. This is why it enjoyed and benefited from broad rabbinic support from the outset.[34] The small number of zealous Hasidic leaders who opposed the Bais Yaakov schools did so only after Agudath Yisrael, their ideological foe, took it under its auspices. It also explains why of all the Polish and Lithuanian innovations in Orthodox Jewish female education during and after the First World War (e.g., the Warsaw avazelet high school or the girls’ Yavneh high school in Telz), Sarah Schenirer’s afternoon school in Kraków, which taught young girls prayer, strict Orthodox observance, and Biblical stories, was adopted by the Polish Agudath Yisrael as the model for the development of the Bais Yaakov school network. The Bais Yaakov teachers’ seminary provided the teachers for these schools. Schenirer, a pious woman with a burning zeal for bringing Jewish women back to Orthodoxy, played a major role as the public face of the movement, primarily as its chief promoter in the towns and Polish countryside, and as the “spiritual mother” of the movement.[35] But the portrait of her as instituting women Torah study for its own sake, or of encouraging life-long study of Torah, a portrait that accords with modern progressive sensibilities, does not stand up to sober historical inquiry.[36]

Notes

[1] The illustration appears as a frontispiece of a chapter in Naomi Seidman, Sarah Schenirer and the Bais Yaakov Movement: A Revolution in the Name of Tradition (Liverpool: Littman Library, 2019), 226.
[2] Jüdische Presse, May 12, 113; Jüdische Presse, May 19, 120.
[3] Menorah: jüdisches Familienblatt für Wissenschaft, Kunst und Literatur, May 1924, 17. See also Der Israelit: Ein Centralorgan für das orthodoxe Judentum, October 6, 1930, 22.
[4] See the auction site here.
[5] Shabtai Scheinfeld (ed.), Ḥoveret shel Keren Ha- Torah, Vienna 1925, 24. For a digitized copy see https://hebrewbooks.org/43310.
[6] For a detailed discussion on this issue see Rachel Manekin, “Torah Education for Girls in the Interwar Bais Yaakov School System: A Re-Examination,” Zion, vol. 88, no. 2 (2023): 219-262, esp. 238-244, 238n71 (Hebrew). In 1929 Leo Deutschländer recounted that “just a few months” after the First Assembly, Keren ha-Torah took up its task “according to five main directions,” the fifth of which was to establish and expand the Bais Yaakov organization of schools for girls. If that is the case, then the decision of Keren Ha-Torah to support the Bais Yaakov schools was taken at its first founding meeting on December 25, 2023. But no practical steps were taken until the September 1924 meeting of the Central Council of Agudath Yisrael in Kraków.
[7] Der Israelit: Ein Centralorgan für das orthodoxe Judentum, Blätter, September 19, 1929, 2, §2c.
[8] Programm und Leistung: Keren Hathorah und Beth Jakob 1929-1937: Bericht an die dritte Kenessio Gedaulo, London/Vienna 1937, 5.
[9] See Naomi Seidman’s blog post, “When Bais Yaakov Girls Commissioned a Sefer Torah,” available here. The illustration of the youth with the sefer Torah (including the Biblical verse) accompanies the blog post giving the impression that it is part of the original 1933 article on the campaign. The following corrects inaccuracies in the blog post and adds details concerning the proposed campaign that did not come to fruition. Cf. Seidman, Sarah Schenirer and the Bais Yaakov Movement, 166.
[10] “An-eigene sefer-torah far der kolonye ‘yehudis’ vert gishribn durch di shilerins fun di beis yakov shuln in Poyln” (The ‘Yehudis’ camp’s own sefer Torah will be written through the students of the Bais Yaakov schools in Poland), Bais Yaakov 104 (1933), 15-16.

[11] YIVO Archives, ID: RG 120 / yarg120po705.01, “Description: Dlugosiodlo, 1920s-1930s. Boys playing chess at the Yehudia summer camp for religious children. Photographed by Leo Forbert.” The description erroneously calls the camp “Yehudia”.
[12] The Yehudis association was founded in 1928 for the purpose of religious education of girls. Among its aims it listed also the establishment of summer camps for girls from religious schools and ensuring that poor children attend school. Its organizing committee included Alexander Zusha Friedman, Yoel Unger, Yehudah Leib Orlean, and others. See “Oyfruf funem ferband far relig. yudishe techter ertsihung in varsha ‘yehudis’” (call of the association for a religious education for girls in Warsaw “Yehudis”), Der Yud, April 2, 1928, 4.
[13] “Gilaygt a yesod… fun der gruntshtayn chagigah in dlugashadle” (placing a foundation… about the cornerstone celebration in Długosiodło), Bais Yaakov 69 (1931), 2-3. Gershon Eliezer Friedenson, who wrote the article, says that when he visited the socialist Medem sanatorium five years earlier he was ashamed and jealous for not having a truly-Jewish similar institution. See also “Fayerleche grunt-shtayn leygn fun der ershter ortodoksisher zumer-kolonye ‘yehudis’ in dlugat-shadle” (the festive cornerstone placing of the first orthodox summer camp ‘Yehudis’ in Długosiodło), ibid., 14; “Der fayerliche chanukat-habayis fun der ershter ortodoksisher zumer-kolonye ‘Yehudis’” (The festive opening celebration of the first Orthodox summer-camp ‘Yehudis’), Dos Vort, June 26, 1931, 4.
[14] See the article in a Yiddish newspaper on a visit of journalists organized by the camp, “A bezuch in der chasidisher… ‘medem-sanatarye’ in dlugashadle” (A visit in the chasidic ‘Medem-sanatorium’ in Długosiodło), Unzer Białystoker Expres, January 13, 1939, 14. ‘Medem’ was the famous Tsysho sanatorium for children named after the Bundist leader Vladimir Medem. The article, which praises the camp and includes two photographs, also mentions the physical exercises as well as the play and the songs performed by the girls for the journalists. See also the photographs published in the art section supplement, Forverts, March 26, 1939.

[15] A[lexander] Z[usha] Friedman, “Di arbit far der zumer kolonye ‘Yehudis” in licht fun tsifern” (the work for the summer camp ‘Yehudis’ in light of numbers), Bais Yaakov 104 (1933), 9-11.
[16] An article by Unger written after the camp was built lists the rooms in the building in the following manner: six rooms for sleeping, a dining hall, an office, a lounge for the [female] teachers, an isolation room [for the sick], two washrooms, pantry, kitchen with separate facilities for milk and meat dishes, wardrobe room, porches, “etc.” Had there been a synagogue in the building it would have certainly been listed. see Yoel Unger, “Fir yohr ‘yehudis’ arbit” (four years of the ‘Yehudis” work), Bais Yaakov 104 (1933), 5-6, especially 6.
[17] Esther Goldshtof, “Dos leben oyf unzere kolonye” (the life in our camp), Bais Yaakov 104 (1933), 8.
[18] The deficit in the summer of 1933 amounted to 8,000 zloty, and in addition the camp needed to complete things like running water and electricity, see A[lexander] Z[usha] Friedman, “Di arbit far der zumer kolonye ‘yehudis” in licht fun tsifern” (the work for the summer camp ‘Yehudis’ in light of numbers), Bais Yaakov 104 (1933), 11.
[19] Twenty-five children paid full tuition in 1931 and 100 in 1932. 310 children received a discount in 1931 and 180 in 1932 while 55 children went for free in 1931 and 75 in 1932, ibid., 9-10.
[20] “Der fayerlicher chanukat-habayit fun der ershter ortodoksisher zumer-kolonye ‘yehudis’” (the festive dedication celebration of the first Orthodox summer camp ‘Yehudis’), Dos Yudishe Togblat, June 22, 1931, 5.
[21] “Reshimeh fun menadvim letovas der ‘yehudis’ kolonye in dlugashadle”, (a list of contributors for the benefit of ‘Yehudis’ camp in Długosiodło), Bais Yaakov 104 (1933), 15-16.
[22] For the mitzvah obligating individuals to write a sefer Torah and the question whether it applies also to women see the article by R. Eliezer Melamed, available here; and the sources presented by Barry Gelman, here.
[23] This mitzvah is not about the laws of the Torah scribe or about the mechanisms of inscribing a Torah, but rather about the mitzvah that applies to each individual Jew.
[24] A[braham] M[ordechai] Rogovy, “Di heyntige hatcholah (tsu di shloyshim fun froy scheniere a”h) (Todays beginning: at the shloshim of Mrs. Schenirer, may she rest in peace), Dos Yudishe Togblat 169, April 2, 1935, 3; “A brief fun Sarah Schenirer a”h tsu di Bais Yaakov kinder vegen koyfn otiyos in der sefer-Torah far der ‘yehudis’ kolonye (A letter from Sarah Schenirer, may she rest in peace, to the Bais Yaakov children regarding buying letters in the Torah scroll for the Yehudis camp), Ibid., 6. The issue number is different on every page, but the correct date and issue number is as written on the front page.
[25] According to the “Sha’agat Aryeh” there is no reason to exempt women, see Aryeh Leib Gintsburg, Sha’agat Aryeh, 69-70 (https://hebrewbooks.org/14616), but his is a minority opinion.
[26] Programm und Leistung: Keren Hathorah und Beth Jakob 1929-1937: Bericht an die dritte Kenessio Gedaulo, London/Vienna 1937, 295.
[27] L[eo] Deutschländer, Tätigkeitsbericht der Beth Jacob Zentrale, Vienna 1935.
[28] On Judith, see Kevin R. Brine at al. (eds.) The Sword of Judith: Judith Studies across the Disciplines, open access, 2010, especially chapter 2, “The Jewish Textual Traditions” by Deborah Levin Gera.
[29] Sarah Schenirer, Gezamelte Shriftn, New York 1955, 9. This is the American edition (with some corrections to the original Polish 1933 edition) available online, see https://hebrewbooks.org/41613.
[30] The image below comes from the Moreshet auction house, which can be accessed here.
[31] See Eliezer Gershon Friedenson at al., Yiddish loshn: ilustrirte alef-bais un layen-buch far ershtn shul-yor, Lodz 1933.
[32] Cf. the website of the 2023 international conference on Bais Yaakov held at the University of Toronto, available here. The illustration also adorns the cover of the conference program, available here.
[33] See, for example, Manekin, “Torah Education for Girls.”
[34] The claim that Bais Yaakov was “controversial among the Orthodox at the outset,” and that Schenirer herself aroused orthodox opposition initially, is made among others by Seidman, Sarah Schenirer and the Bais Yaakov Movement, 5; its basis is the author’s interpretation of a story circulating in Bais Yaakov when she was a student there: “When she [Schenirer] would walk around the towns of Poland in her efforts to found Bais Yaakov schools, Jewish boys would throw stones at her. She would bend down, pick up the stones, and say to her assailants, ‘From these stones will I build my school.’”

According to Seidman’s interpretation of the story, Schenirer “was seen by some in the Orthodox community as a dangerous innovator, and had thus faced opposition (stones), which she turned into support (schools).” Seidman cites for this E. G. Friedenson’s 1936 children’s anthology about Schenirer, Di mamis tsavoah: Zaml-buch far kinder un yugnt (The Mother’s Last Will: An Anthology for Children and Youth), 35-36. However, the story in Friedenson, which appears in the chapter on “Stories and Bon Mots” (mayselach un gute verter) and not in the chapter on “Life and Deeds,” differs significantly: “Mrs. Schenirer once visited a shtetl accompanied by its teacher. At that time, the idea of Bais Yaakov was not yet well known and fully developed as today, and its leaders and teachers were mocked at. When Sarah Schenirer had arrived in the city, a few young rascals (לאבוזיס; the Yiddish term comes from the Polish łobuz, ‘rogue’. See also Alexander Harkavy’s Yiddish dictionary for לאבוסעס) threw stones into [the classroom] (איר ארנגיווארפן) and one stone hit the teacher who, because of this, felt upset. We will have not just one stone – Schenirer said with a smile – they will throw stones and we will build with the stones our Bais Yaakov.” For a Hebrew translation see Em be-Yisrael, vol. 2, Yechezkel Rotenberg (ed.), Bnei Berak 1960, 41-42.

The story, apparently the first time to appear in print, and which may or may not have any basis in fact, refers to one incident in which ignorant rascals threw stones into somewhere, presumably, the school, and struck a teacher – providing Schenirer in the story with an occasion for a bon mot. Decades later, the story appears to have morphed into a tale of “violent opponents” throwing stones at Sarah Schenirer herself. See Chava Weinberg Pincus, “An American in Cracow,” in Daughters of Destiny: Women who Revolutionized Jewish Life and Torah Education, compiled by Devora Rubin, Brooklyn 1988, 189-208, esp. 200: “It was her courage and idealism that made her pick up the rocks thrown at her by violent opponents to Bais Yaakov. Rocks in hand, she would turn to her talmidos saying, ‘We will take these rocks and turn them into bricks with which we will build Bais Yaakow’.” See Shoshanah Bechhofer, “Identity and Educational Mission of Bais Yaakov Schools: The Structuration of an Organizational Field as the Unfolding of Discursive Logics,” Ph.D. Dissertation, Northwestern University, 2005, 121-122.

Clearly, לאבוזיס are not simply “Jewish boys,” nor can they represent Orthodox opposition to Schenirer as a “dangerous innovator,” since such opposition to her did not exist, even among the zealots who opposed Bais Yaakov as an Agudah project.
[35] Schenirer’s travel to towns throughout Poland was aimed to convince local Agudah askanim to spend the money needed to open an afternoon Bais Yaakov school (housing and salary for the teacher, an appropriate space for the school, school expenses, etc.), as well as to convince parents to send their daughters to the school. As described in Yehudah Leib Orlean’s eulogy after Schenirer’s death, convincing ‘askanim was not always easy, although the people felt for her and the gedolei yisroel understood her, both placing their greatest trust in her. See Bais Yaakov journal 125 (1935), 6, and in Hebrew translation Em be-Yisrael, vol. 3, 49-50. According to Schenirer, many parents did not understand the importance of the Bais Yaakov education or were satisfied with sending their daughters to the school for one year, just enough for them to learn to pray and write in Yiddish. Even then, girls were occasionally late or missed school with all kinds of excuses. Other parents thought it was too difficult to attend two schools. See Sarah Schenirer, Tsu vos darf men Bais Yaakov shulen? Populare agitatsye-broshur far’n Bais-Yaakov-gedank )’Why Does One Need Bais Yaakov Schools? A Popular Agitation Brochure for the Bais Yaakov idea’), Warsaw 1933, 25-31. The brochure includes a proclamation by Agudath ha-Rabbanim signed by many rabbis (among them Ḥayim Ozer Grodzinski, Zalman Sorotzkin, and Aharon Walkin) calling parents not to send their daughters to Jewish secular schools, which were “akin to Molekh” (e.g., the Tarbut schools), but rather to Bais Yaakov. Clearly, such an endorsement was needed not to support Schenirer herself, but rather to convince parents of the importance of sending their daughters to Bais Yaakov. It should be noted that annual statistics of Bais Yaakov students do not take into account the number of years they attended the school.
[36] See Manekin, “Torah Education for Girls.” The memorial issue of the Bais Yaakov journal published after Schenirer’s death which includes about three dozen articles about her written by different personalities and students, praised her dedication, idealism, enthusiasm, piety, warmth, charity, modesty, and teaching yidishkeit rather than her learning or teaching Torah, something that was not even mentioned. One of the articles emphasized her simplicity (פשטות), explaining that “when she decided to devote her efforts to the education of girls, she did not make herself important as dealing with the problems of the education of daughters, did not aggrandize her mission, did not try to win personalities for her plan; in general, she avoided any advertisement or propaganda noise, but rather simply sat down to learn yidishkeit with children with seriousness and honesty, so her path did not only not arouse opposition (because of the fear of teaching girls Torah etc.), but on the contrary, it only aroused great satisfaction and approval of all circles.” See A. Y. Lipmanovitch, “Der Koyech fun Pashtus” (the power of simplicity), Bais Yaakov 125 (Iyar/Sivan 1935), 18.




Between Authority and Inquiry: Beyond the Masthead of the Beys Yaakov Journal, 1923-1980 – Part 1

Between Authority and Inquiry:

Beyond the Masthead of the Beys Yaakov Journal, 1923-1980 – Part 1

by Dan Rabinowitz

In December 1961, the Israeli edition of Beys Yaakov, the educational journal of the Agudath Israel–affiliated school system, published an article that sits uneasily with standard accounts of Agudath Israel’s twentieth-century intellectual posture.[1] Issue 6 of its second year reprinted in full a study on the archaeological and halakhic problems surrounding the base of the Temple menorah.[2] The identity of the author is therefore institutionally consequential. Rabbi Dr. Yitzhak Isaac Halevi Herzog served as the Ashkenazi Chief Rabbi of Israel at the head of a state-established rabbinate whose claim to centralized religious authority Agudath Israel did not recognize, locating binding rabbinic authority instead in its own Moetset Gedolei HaTorah.[3] The unabridged publication of his work in an Agudah-affiliated journal thus draws attention to the editorial criteria and intellectual assumptions operative within Beys Yaakov. This decision was not anomalous. From its founding in interwar Poland through its postwar continuation in Israel, Beys Yaakov repeatedly engaged materials, methods, and voices that lay beyond the formal boundaries of Agudath Israel’s institutional authority.[4] The journal maintained clear Orthodox commitments, but it did not construe those commitments as requiring insulation from external scholarship or the suppression of internal disagreement.

Examining Beys Yaakov between 1923 and 1980 permits a reconstruction of an Orthodox public discourse that does not conform to models centered on withdrawal or uniform ideological consolidation.[5] Across decades and editorial regimes, the journal published women’s reflective writing, printed criticism of decisions taken by Agudath Israel’s own rabbinic leadership, and, in later years, employed scholarly analysis to interrogate elements of the modern State of Israel’s symbolic repertoire.[6] These practices were not episodic but structural, pointing to a sustained editorial orientation in which intellectual engagement operated as a constitutive element of Orthodox self-definition rather than as a deviation from it. While recent scholarship has rightly emphasized Agudath Israel’s institutional boundary maintenance and political separatism, as well as the culturally mediating role of the Beys Yaakov movement, attention to the Beys Yaakov Journal redirects analysis from ideology and leadership to editorial practice as a central site of Orthodox intellectual life.[7]

Polish Origins: Sara Schenirer and the Educational Crisis

Before World War I, Orthodox Jewish girls in much of Eastern Europe received little formal Jewish schooling.[8] Although rabbinic attitudes toward women’s Torah study had varied across periods and locales, prevailing practice in Polish Orthodox communities restricted instruction largely to domestic settings and to the transmission of basic laws, customs, and religious dispositions.[9]At the same time, access to secular schooling expanded steadily and was widely taken up. Girls often acquired fluency in Polish language and culture while lacking the textual and conceptual resources necessary to interpret or articulate their own religious tradition. By the interwar period, this asymmetry contributed to significant patterns of religious disengagement among Orthodox young women. Sara Schenirer understood this constellation of pressures from personal experience.

Born in 1883 into a Hasidic family in Kraków, Schenirer was exposed to modern culture while remaining committed to religious life. She concluded that Orthodox women required systematic Jewish education not as enrichment but as a condition of religious continuity. In her view, inherited modes of informal instruction no longer sufficed in a social environment shaped by compulsory schooling, expanding public culture, and women’s economic participation. Early efforts to address the problem through youth circles and informal study groups proved inadequate. In 1917, Schenirer therefore turned to formal education, beginning with a small class for girls in her apartment. The initiative expanded rapidly. By 1923, the Agudath Israel movement formally adopted the schools, recognizing both the scale of the educational crisis and the effectiveness of Schenirer’s response. What began as a local experiment thus became an institutional project with transnational reach.[10]

Orthodox anxieties surrounding girls’ education crystallized around the erosion of communal control over women’s intellectual trajectories, particularly with respect to access to higher education. The emergence of Beys Yaakov must therefore be understood not only as an educational response to religious disengagement, but also as part of a broader effort to redirect female intellectual aspiration into institutionally supervised and religiously authorized forms.[11]

From the outset, the Beys Yaakov system was conceived not merely as a network of schools but as a cultural intervention. It aimed to reshape how Orthodox girls understood their position within Jewish life, public society, and the transmission of religious knowledge. This ambition required not only curricula and classrooms but also a medium capable of addressing students beyond the school setting and articulating a shared intellectual and moral framework. That medium soon took the form of a journal.

Friedenson and the Power of Print

Eliezer Gershon Friedenson understood that the success of the Beys Yaakov project depended not only on the establishment of schools but on the creation of a discursive environment capable of sustaining religious commitment amid rapid social change. From his first encounter with Sara Schenirer in 1923, Friedenson recognized that girls’ education required a medium that could operate beyond the classroom, address readers as reflective subjects, and articulate a shared intellectual vocabulary for Orthodox womanhood. The Beys Yaakov Journal, first published in June 1923, was conceived to meet precisely this need.[12] Recent scholarship has emphasized that the institutionalization of Beys Yaakov under Agudath Israel after 1923 marked a decisive transformation of the movement.[13] This period coincided with the professionalization and rapid expansion of the school network under the direction of Dr. Leo (Samuel) Deutschländer, whose training and pedagogical outlook drew on German Neo-Orthodox models that emphasized professional instruction, curricular coherence, and engagement with general culture. It also marked the movement’s absorption into Agudath Israel’s organizational framework, without full capitulation to its separatist educational norms.[14] Friedenson’s journal should be understood as part of this same process. It functioned as a centralizing instrument that helped standardize pedagogical assumptions, circulate ideological norms, and integrate disparate local initiatives into a coherent movement culture.[15]

Beys Yaakov, Issue 1, 1923

The Beys Yaakov journal’s masthead articulated its mission succinctly: an Orthodox periodical devoted to religious thought among Jewish women and girls and to the question of girls’ education in the spirit of Torah and tradition. Its choice of Yiddish situated the journal within established Orthodox linguistic practice while also enabling broad accessibility across regional and social boundaries.[16] At the same time, its format, regular publication schedule, and thematic range reflected contemporary print culture rather than traditional rabbinic genres. Schenirer herself repeatedly underscored the journal’s importance, urging that it circulate “in every corner in which a heart beats,” a formulation that framed readership not as passive consumption but as emotional and moral participation in a shared undertaking. Naomi Seidman has characterized Beys Yaakov as a “revolution in the name of tradition,” in which innovation was articulated as preservation rather than rupture.[17] The journal exemplified this logic. While anchored in Orthodox commitments, it systematically adopted literary and discursive forms – essays, poetry, autobiographical reflection, and historical narrative – that had little precedent in traditional frameworks of women’s religious instruction. These genres did not function merely as stylistic embellishments or pedagogical supplements; they reconfigured the educational encounter itself. By foregrounding narrative voice, affective experience, and historical self-placement, the journal addressed its readers as reflective subjects whose relationship to Jewish tradition was neither automatic nor self-evident, but required deliberate cultivation. In this way, Beys Yaakov treated Orthodox girls not simply as future wives and mothers charged with transmission, but as moral and intellectual agents whose commitment depended on sustained engagement, interpretation, and identification with the tradition they were being asked to inhabit.

From its earliest issues, the journal’s contents extended well beyond internal school news or institutional announcements, indicating that it was not conceived merely as an administrative organ of the school system. It published essays on Jewish women in history, profiles of literary and cultural figures, poetry, and original creative writing, genres that invited readers to situate themselves within broader historical and cultural narratives. Sara Schenirer’s own Torah commentaries appeared regularly and were incorporated into classroom instruction, further collapsing the distinction between pedagogical text and public religious discourse. In this way, the journal functioned simultaneously as a curricular supplement and an autonomous intellectual forum, shaping religious sensibility less through formal instruction or prescriptive norms than through sustained exposure, interpretive engagement, and processes of identification.

The journal’s use of literary, historical, and reflective genres was not an idiosyncratic editorial choice but emerged from the ideological landscape in which Beys Yaakov took shape. Interwar Orthodoxy in Poland was marked by unresolved tensions between Neo-Orthodox educational models, particularly Torah im derekh erets, and increasingly separatist ultra-Orthodox positions that emphasized cultural insulation. The Beys Yaakov movement developed at the intersection of these currents, selectively appropriating Neo-Orthodox pedagogical forms while operating under the institutional aegis of Agudath Israel.[18] Although the school system ultimately aligned with Agudath Israel’s organizational framework, the journal retained elements of this hybrid inheritance. Its openness to cultural reference, historical inquiry, and literary expression parallels developments in other Orthodox women’s initiatives, most notably the Lithuanian Bet Jakob, which likewise employed periodicals to cultivate modern Orthodox female subjectivity within a religious framework rather than to enforce ideological retrenchment.

Friedenson’s achievement lay not simply in founding a journal, but in identifying print culture as a form of religious infrastructure capable of sustaining Orthodox life under modern conditions. The Beys Yaakov Journal did not merely disseminate information about the movement; it produced a shared intellectual space in which Orthodox women encountered tradition as an object of study, interpretation, and appropriation rather than as an unexamined inheritance. By habituating readers to engagement through narrative, reflection, and cultural reference, the journal established patterns of reading and response that later enabled it, under different editors and in changing historical contexts, to address contested questions, incorporate external scholarship, and even publish internal critique without relinquishing institutional loyalty or doctrinal commitment.

Surveying the Inner Lives of Orthodox Girls

One of the most consequential features of the Beys Yaakov journal was its adoption of empirical and introspective methods to inform educational practice. In 1926, for example, the editors published an “urgent appeal” arguing that effective religious education required systematic knowledge of students’ personalities, aspirations, and emotional lives.[19] Rather than relying on teacher reports or ideological presuppositions, the journal solicited responses directly from its readership and published them verbatim, deferring editorial interpretation to subsequent issues.

First Survey, Beys Yaakov, 1926

The 1926 survey posed five questions:

  1. What does the child want to be when they grow up?
  2. Whom does the child love more, their father or their mother?
  3. Which subjects does the child most enjoy studying (for example, languages or history)?
  4. What does the child most enjoy reading?
  5. In which language does the child prefer to read?

These questions reflect a distinct set of pedagogical assumptions. They treated future orientation, emotional preference, and cultural consumption as legitimate objects of educational inquiry rather than as private or extraneous matters. The first question acknowledged that girls might imagine futures extending beyond domestic roles. The second redirected attention from normative family hierarchy to affective relationships. The remaining questions presupposed familiarity with secular subjects, varied reading practices, and multilingual environments, thereby situating Orthodox girls within the broader cultural landscape of interwar Poland rather than insulating them from it.

A second survey, published in 1931, expanded both the scope and the stakes of this inquiry.[20] It asked whether girls were satisfied with their education; what professions they hoped to pursue; whether they anticipated wage labor or exclusive domestic responsibility; how they related to nonreligious Jews, including within ideologically divided families; and whom they regarded as confidants, parents or peers. Additional questions addressed leisure practices and aesthetic interests, including music, art, and dance. Taken together, these questions treated social integration, emotional authority, and cultural participation as variables relevant to religious education.

Second Survey, Beys Yaakov, 1932

Respondents were permitted to answer under their own names or under pseudonyms. The journal printed their responses in full,[21] without prior selection or accompanying commentary. The range of answers was wide. Some affirmed conventional expectations, while others articulated positions that departed from them. One respondent endorsed women’s economic independence, arguing that “a woman must be concerned with her own destiny exactly as a man is.”[22] Others reported greater trust in peers than in parents, explaining that “parents today don’t understand their children.”[23] Several described attending concerts or cultivating artistic interests. The editor praised the responses as evidence of the respondents’ intelligence and noted that some articulated “brilliant ideas.” The editor explicitly rejected claims made in “a long letter” asserting that polls were meaningless and that social questions should not be discussed publicly. By contrast, the editor’s only regret was the limited number of responses received.[24]

First Responses, Beys Yaakov, Issue 81

Second Responses & Editor’s Note, Beys Yaakov, Issue 83

This procedure marked a significant departure from prevailing Orthodox educational discourse. Female students were addressed not as objects of instruction but as sources of knowledge about their own religious and social experience. Their voices were presented without mediation by teachers, administrators, or male authorities. The journal thus treated subjective experience as data relevant to institutional decision-making. Even in secular Yiddish educational and research circles, which acknowledged the importance of understanding Jewish youth, gender was rarely treated as an analytic category, and women’s experiences were largely subsumed under male norms.[25] While comparable survey-based approaches to women’s lives would later become common in mid-twentieth-century social research, Beys Yaakov employed them within an Orthodox framework decades earlier, integrating empirical attention to women’s inner lives into a religious educational project rather than positioning such inquiry in opposition to it.

Challenging Authority: The Palestine Certificate Controversy

The journal’s willingness to engage contested questions extended beyond pedagogy to matters of institutional authority. This is evident in its response to the distribution of immigration certificates to Palestine in 1934. When Agudath Israel secured a limited allotment of certificates and allocated them exclusively to men, the Beys Yaakov journal devoted its front page to a critical response under the headline drawn from the biblical verse “Tenu La’anu Achuzah!” (“Grant Us Our Rightful Portion!”; Num. 27:4).[26]

“Give Us our Portion,” Beys Yaakov, 1934

The significance of this intervention lies not only in its substance but in its institutional setting. The Beys Yaakov schools operated under Agudath Israel’s auspices, and the movement’s leadership exercised formal control over the journal’s publisher. Publishing a front-page critique of a policy associated with the Gerrer Rebbe, one of the central rabbinic authorities within Agudath Israel, placed the journal in direct tension with the leadership structures on which it depended. This episode contrasts sharply with the centralized and crisis-driven leadership culture described by Yossef Fund in his study of Agudath Israel during the Holocaust years.[27]

The article, signed by Rochel Bas Tovim, likely a pseudonym,[28] did not frame its claims in the language of contemporary feminist movements, which it explicitly rejected as incompatible with Judaism. Instead, it grounded its argument in canonical sources, invoking the biblical daughters of Tzelofchad, who appealed for inheritance rights within the framework of Torah law. The author contended that women’s exclusion from the allocation of certificates represented not a preservation of tradition but a departure from it, insofar as it denied women claims recognized within the scriptural tradition itself. The critique thus operated on two levels. Substantively, it challenged a concrete policy decision with immediate consequences for women’s lives. Formally, it modeled a mode of argument in which institutional authority could be questioned through textual reasoning rather than ideological opposition. The article neither denied rabbinic authority nor asserted autonomous rights external to halakhic discourse. Its challenge was internal, drawing on shared sources and categories to dispute the manner in which authority had been exercised.

This episode illustrates the journal’s broader editorial posture. It did not treat institutional loyalty as incompatible with critique, nor did it equate obedience with silence. By providing space for a reasoned challenge to Agudath Israel’s own leadership, framed entirely within traditional discourse, the Beys Yaakov Journal demonstrated that boundary crossing could occur not only in relation to secular culture or academic knowledge but also within Orthodoxy’s own structures of authority.

Israeli Resurrection: Moshe Prager and Postwar Transformation

The destruction of the Polish Beys Yaakov system during the Holocaust brought the journal’s original trajectory to an end. Eliezer Gershon Friedenson was murdered, and the institutional network that had sustained the movement in Eastern Europe ceased to exist. When the Beys Yaakov journal reappeared in Israel after the war, it did so under markedly different conditions and new editorial leadership. The journal was revived by Moshe Prager, a journalist and historian whose work focused on Orthodox life during the Shoah and its aftermath.[29] Under Prager’s editorship, Beys Yaakov retained its formal affiliation with the movement while undergoing a redefinition of scope and audience. It no longer addressed girls and women exclusively. Men increasingly appeared among both contributors and intended readers, and the range of subjects expanded to include Holocaust memory, Orthodox historiography, and contemporary Israeli society. These shifts reflected both the altered demographic realities of postwar Orthodoxy and Prager’s own intellectual preoccupations.

At the same time, the journal’s engagement with sources and methods beyond Agudath Israel’s institutional boundaries became more explicit and systematic. Issues from this period regularly included discussions of secular scholarship, historical research, archaeology, and European culture. Such materials were not presented as authoritative in themselves but were framed through editorial commentary that situated them in relation to Orthodox commitments. The result was neither rejection nor uncritical adoption, but sustained engagement shaped by religious criteria. A review of surviving issues from Prager’s tenure indicates that this orientation was not confined to isolated contributions; rather, it structured the journal’s content across genres, including essays, book reviews, historical reflections, and responses to contemporary events. The editorial stance was consistent: readers were introduced to ideas and figures beyond the Agudah orbit, while the journal retained control over framing and evaluation.

Under Prager’s leadership, Beys Yaakov was thus transformed from a movement-centered educational periodical into a broader Orthodox intellectual forum, without severing its institutional ties or abandoning its religious orientation. Although the postwar journal differed markedly from its Polish predecessor in subject matter and audience, it continued to operate according to an editorial logic already present in the interwar period: engagement with the surrounding intellectual world as a component of Orthodox self-understanding rather than as a concession to external authority.

Art, Archaeology, and Cultural Engagement

The journal’s engagement with material beyond conventional religious genres extended to the domain of visual art, where aesthetic production was treated as a legitimate object of religious interpretation rather than as a neutral cultural sphere. In 1969, Beys Yaakov devoted an entire issue to Rembrandt on the three-hundredth anniversary of his death, placing one of his paintings on the cover and asserting the Jewish identity of the figure depicted.[30] The editor described Rembrandt as among the hasidei ummot ha-olam and argued that his work captured the tzurah ha-Yehudit (Jewish character).[31] This framing did not present Rembrandt as a canonical figure of European high culture to be admired at a distance, nor as an external influence to be resisted. Rather, the journal appropriated his work into a Jewish interpretive framework, reading it as part of a historical and religious conversation to which Orthodox readers could lay claim. In doing so, Beys Yaakov treated visual art not as a threat to religious integrity but as a site in which meaning could be evaluated, contested, and re-situated within Jewish historical consciousness.

Rembrandt Issue, Beys Yaakov, 117

Archaeology received similar treatment. In a public exchange with Yigael Yadin, Prager engaged archaeological scholarship directly, acknowledging findings that reinforced halakhic continuity while contesting Yadin’s symbolic and practical interpretation of Masada, particularly where it entailed the desacralization of the site and the normalization of Sabbath violation.[32] These responses neither rejected archaeological inquiry nor deferred to it as an independent authority. Instead, archaeological evidence was incorporated selectively and evaluated in relation to textual tradition and halakhic categories.

Such treatments assumed an audience capable of engaging visual and historical material critically rather than passively. Cultural artifacts and scholarly claims were presented as objects of analysis and judgment, not as threats requiring avoidance. In this respect, the journal extended to art and archaeology the same editorial logic evident elsewhere: engagement framed by religious criteria, with interpretive authority retained by the journal rather than ceded to external disciplines.

The Herzog Article in Context

Read against the journal’s established editorial practice, the 1961 publication of Chief Rabbi Dr. Yitzhak Isaac Halevi Herzog’s article on the Temple menorah appears not as an exception but as a coherent extension of its editorial logic.[33] Herzog’s training combined advanced rabbinic learning with formal academic methods, a mode of scholarship that Beys Yaakov had repeatedly presented to its readership as an object of analysis rather than emulation. The article was neither commissioned for the journal nor modified to conform to its institutional priorities. It was reproduced in full from an academic festschrift honoring Sally Mayer, an Italian Jewish communal leader, philanthropist, and Zionist activist rather than a rabbinic authority. The volume focused on Italian Jewish history and culture and brought together contributors from across denominational lines in recognition of civic and intellectual contribution rather than religious office.

R. Herzog, Menorah, Beys Yaakov, 19, 1960

The subject of Herzog’s study further clarifies its original placement. The menorah depicted on the Arch of Titus in Rome occupies a central position in the historical memory of Roman and Italian Jewry, standing at the intersection of archaeological evidence, rabbinic tradition, and the symbolic legacy of exile. Herzog addressed this object through close comparison of textual and material sources, treating their divergence as a problem for interpretation rather than as grounds for dismissal. Such an approach aligns with the commemorative orientation of the Mayer volume, which foregrounded Jewish cultural and historical life beyond rabbinic authority structures. By reprinting the article without alteration and preserving its original scholarly context, the Beys Yaakov Journal framed academic Jewish scholarship as a legitimate object of Orthodox engagement while retaining control over its evaluation.

R. Herzog Original Article

Title Page, Scritti in Memoria Di Sally Mayer

Prager’s editorial handling of the article maintained its scholarly form without incorporating it into the journal’s institutional voice. The text was reproduced in full, without excerpting or interpretive gloss, and its original scholarly setting was left intact rather than explicitly affirmed or disavowed. In this way, academic Jewish scholarship was presented as material available for Orthodox consideration, while the institutional and ideological frameworks in which it had been produced were neither adopted nor contested.

Herzog’s study addressed a problem long recognized in both rabbinic and scholarly literature: the divergence between classical rabbinic descriptions of the Temple menorah and its representation on the Arch of Titus. The Roman relief depicts the menorah resting on a solid, multi-sided base adorned with ornamental motifs, whereas rabbinic sources describe a three-legged stand and explicitly exclude foreign imagery. Herzog did not resolve this discrepancy by dismissing the archaeological evidence as polemical, nor by subordinating it automatically to textual tradition. Instead, he treated the divergence itself as the object of analysis, placing halakhic sources and material evidence into direct comparison in order to account for their coexistence while preserving the distinct authority of each. This approach neither insulated tradition from external evidence nor deferred to archaeological reconstruction as determinative.

The article’s presentation was shaped as much by editorial framing as by its scholarly argument. The cover reproduced the menorah from the Arch of Titus beneath the caption “The Menorah, a Symbol of Jewish Eternity,” and the editors appended a subtitle that posed a pointed question: “Is the menorah, the symbol of the state, sacred?” These visual and textual elements placed Herzog’s study within a contemporary Israeli symbolic register, directing readers to consider its implications for modern political and religious meaning rather than treating it solely as a technical or antiquarian inquiry.

Cover, Beys Yaakov, 19, 1960

By 1961, the State of Israel had adopted the Arch of Titus menorah as its official emblem, reappropriating a Roman triumphal image associated with destruction and exile as a marker of national sovereignty. As Steven Fine has shown, this choice reflected a form of civic symbolism that drew on ancient material culture to construct a shared national iconography while bracketing explicit theological commitments.[34] By foregrounding Herzog’s study under the subtitle “Is the menorah, the symbol of the state, sacred?”, the Beys Yaakov Journal explicitly juxtaposed this civic appropriation with rabbinic conceptions of the Temple menorah. What might otherwise have remained a discussion of archaeological form and halakhic sources was thereby reframed as an inquiry into the religious status of a state symbol. In doing so, the journal subjected Israel’s central emblem to halakhic and historical evaluation, engaging civil iconography as an object of scrutiny rather than affirmation and declining to concede interpretive authority over Jewish symbols to the secular state.[35]

The journal further marked institutional boundaries through its use of honorifics. Chief Rabbi Herzog, who died in 1959, was designated ז״ל (zikhrono livrakha), the conventional formula for the deceased, rather than זצ״ל (zekher tzaddik livrakha), which in Orthodox usage signals recognized rabbinic authority. This choice acknowledged Herzog’s scholarly standing while withholding the modes of recognition through which the journal conferred religious authority, thereby separating the act of reprinting his article from any affirmation of the Chief Rabbinate he represented.[36]

Considered together, the visual reproduction of the Arch of Titus menorah, the explicit questioning of state symbolism, and the calibrated use of honorific language make visible the journal’s editorial procedure. Beys Yaakov crossed cultural and institutional boundaries while retaining control over framing and evaluation. Attention to such devices is therefore necessary for understanding how the journal accommodated intellectual engagement without erasing its own institutional distinctions.

 

Conclusion

The history of the Beys Yaakov journal complicates historiographical models that describe twentieth-century Orthodoxy primarily in terms of withdrawal, boundary consolidation, or epistemic closure. Without minimizing Orthodox resistance to secularization or the expansion of separatist institutions, this study has identified a parallel mode of Orthodox self-articulation in which engagement with external knowledge, cultural forms, and even rival institutions functioned as a means of maintaining religious authority rather than undermining it. The journal did not treat engagement as a value in itself or as a concession to modernity, but as a regulated practice embedded within Orthodox commitments. Attention to editorial procedure, rather than ideological declaration alone, makes visible how Orthodoxy could preserve institutional coherence while remaining responsive to changing social and cultural conditions.

Across its Polish and Israeli phases, Beys Yaakov operated according to a consistent editorial logic that cut across differences of context, audience, and leadership. In interwar Poland, the journal treated the subjective experiences of Orthodox girls as legitimate sources of knowledge, employing surveys and verbatim publication to inform educational practice and to recalibrate assumptions about women’s religious lives. It provided space for critique of Agudath Israel’s own leadership while grounding dissent in canonical texts and shared interpretive categories. In postwar Israel, the journal incorporated academic scholarship, archaeology, European art, and historiography into its pages, neither excluding these domains nor conceding interpretive authority to them. The unabridged publication of Herzog’s study of the Temple menorah – framed through visual cues, honorific distinctions, and explicit questioning of state symbolism – represents the most explicit articulation of this approach: engagement that expanded the scope of inquiry while retaining Orthodox criteria of judgment.

These practices do not support an interpretation of Beys Yaakov as a covertly liberal or proto-modernizing institution. The journal consistently reaffirmed halakhic authority, institutional loyalty, and skepticism toward secular ideologies and state claims to religious legitimacy. Its significance lies instead in the forms of engagement it authorized: empirical attention to women’s lives, critique conducted within Orthodox institutional structures, and sustained interaction with scholarly and cultural materials under religious supervision. In this respect, the journal’s trajectory parallels patterns identified by Ada Gebel in her study of Agudath-affiliated workers’ institutions, even as it complicates the political narrative of Orthodox separatism emphasized by Daniel Mahla. More broadly, the case of Beys Yaakov underscores the importance of women’s education as a site of Orthodox intellectual experimentation. Positioned outside the structures of male rabbinic authority yet committed to religious continuity, the movement developed pedagogical and editorial practices unavailable within yeshiva contexts. Taken together, these findings call for a more differentiated account of Orthodox intellectual history – one attentive to genre, audience, and institutional location, and resistant to reducing diverse Orthodox responses to modernity to a single trajectory. Rather than asking whether Orthodoxy engaged modernity, the evidence points to a more precise question: under what institutional conditions, and through which mediating forms, was engagement understood as a means of sustaining tradition?

* I would like to thank Menachem Butler for his editorial assistance and plethora of sources.

  1. See, inter alia, Daniel Mahla, Orthodox Judaism and the Politics of Religion: From Prewar Europe to the State of Israel (Cambridge: Cambridge University Press, 2020), esp. chapters 1-3; and Yossef Fund, A Movement in Ruins: Agudat Israel’s Leadership Confronting the Holocaust (Jerusalem: Magnes Press, 2008; Hebrew). For a contrasting emphasis on cultural mediation within the Beys Yaakov movement, see Naomi Seidman, Sarah Schenirer and the Bais Yaakov Movement: A Revolution in the Name of Tradition (London: Littman Library, 2019).
    For prior analyses of the Journal, see Joanna Lisek, “Orthodox Yiddishism in Beys Yakov Magazine in the Context of Religious Jewish Feminism in Poland,” in Andrzej Katny, Izabela Olszewska, Aleksandra Twardowska, eds., Ashkenazim and Sephardim: A European Perspective (Frankfurt am Main: Peter Lang, 2013), 127-154; Abraham Atkin, “The Beth Jacob Movement in Poland (1917-1939),” (PhD Dissertation, Yeshiva University, 1959), esp. 99-111; Seidman, Sarah Schenirer, passim.
    Nearly all extant issues of the Beys Yaakov Journal are accessible in digital reproduction. Issues published in interwar Poland are available through The Beys Yaakov Project at the University of Toronto, while postwar Israeli issues are available via Hebrewbooks.org. The availability of these materials in searchable digital format has enabled systematic analysis across decades of publication, including comparison of editorial practices, thematic emphases, and modes of engagement under differing institutional and historical conditions. On behalf of the readers of the Seforim blog, the author gratefully acknowledges the individuals and institutions whose efforts made these digital resources possible.
  2. Yitzhak Isaac Halevi Herzog, “On the Form of the Menorah on the Arch of Titus: Is the Menorah, the Symbol of the State, Sacred?” Beys Yaakov, vol. 2, no. 6 (December 1961): 3 (Hebrew), reprinted from Yitzhak Isaac Halevi Herzog, “The Menorah of the Arch of Titus,” in Umberto Nahon, ed., Scritti in memoria di Sally Mayer (Jerusalem: Sally Mayer Foundation, 1956), 95-98 (Hebrew).
  3. On Herzog’s conception of the Chief Rabbinate as a centralized locus of religious and legal authority, and on the principled rejection of this claim by non-Zionist Orthodoxy, see Alexander Kaye, “Modernizing the Chief Rabbinate,” in The Invention of Jewish Theocracy: The Struggle for Legal Authority in Modern Israel (Oxford: Oxford University Press, 2020), 99-121, 205-211, who shows that Agudath Israel consistently refused to recognize the Chief Rabbinate – both in Mandatory Palestine and after 1948 – as a legitimate arbiter of binding rabbinic authority, maintaining instead that such authority resided in independent rabbinic councils, above all its own Moetset Gedolei HaTorah. For the broader political and institutional consequences of this stance within early Israeli Orthodoxy, see also Daniel Mahla, “Emerging Israeli Milieus,” in Orthodox Judaism and the Politics of Religion: From Prewar Europe to the State of Israel (Cambridge: Cambridge University Press, 2020), 159-185, 252-259.
  4. For the interwar journal’s scope and editorial practices, see Seidman, Sarah Schenirer, esp. chap. 5.
  5. For historiographical models emphasizing Orthodox withdrawal, ideological consolidation, and boundary hardening in the modern period, see Jacob Katz, Tradition and Crisis: Jewish Society at the End of the Middle Ages, trans. Bernard Dov Cooperman (New York: NYU Press, 1993); Aviezer Ravitzky, Messianism, Zionism, and Jewish Religious Radicalism, trans. Michael Swirsky and Jonathan Chipman (Chicago: University of Chicago Press, 1996), esp. chaps. 1-2; and Daniel Mahla, Orthodox Judaism and the Politics of Religion: From Prewar Europe to the State of Israel (Cambridge: Cambridge University Press, 2020).
  6. On women’s reflective writing and surveys, see below, “Surveying the Inner Lives of Orthodox Girls”; on critique of Agudath Israel’s leadership, see below, “Challenging Authority: The Palestine Certificate Controversy”; on engagement with state symbolism and scholarship, see below, “The Herzog Article in Context.”
  7. On Agudath Israel’s political separatism and institutional boundary maintenance, see Mahla, Orthodox Judaism and the Politics of Religion. On the Beys Yaakov movement as a site of cultural mediation within Orthodoxy, see Seidman, Sarah Schenirer. For contrasting evidence of flexibility within Agudath-affiliated institutions, see Ada Gebel, The Agudat Yisrael Workers Movement in Eretz Israel, 1933-1939 (Jerusalem: Yad Izhak Ben-Zvi, 2017; Hebrew).
  8. Shaul Stampfer emphasizes the distinction between formal schooling and overall levels of education, cautioning against equating the relative absence of institutional frameworks for girls with intellectual illiteracy or lack of religious knowledge. See Shaul Stampfer, “Gender Differentiation and the Education of Jewish Women,” in Families, Rabbis and Education: Traditional Jewish Society in Nineteenth-Century Eastern Europe (Oxford: Littman Library, 2014), 167-190. On the persistence of the stereotype of female educational deprivation and its historiographical consequences, see also Iris Parush, Reading Jewish Women: Marginality and Modernization in Nineteenth-Century Eastern European Jewish Society (Waltham, MA: Brandeis University Press, 2004).
  9. On the history of the controversy over girls’ education, see Rachel Manekin, “Something Totally New: The Development of the Idea of Religious Education for Girls in the Modern Period,” Massekhet, vol. 2 (2004): 63-85 (Hebrew), available here; Rachel Manekin, “Torah Education for Girls in the Interwar Bais Yaakov School System: A Re-Examination,” Zion, vol. 88, no. 2 (2023): 219-262 (Hebrew), available here; and see also Rachel Manekin and Charles (Bezalel) Manekin, “The Hafetz Hayyim’s Statement on Teaching Torah to Girls in Likutei Halakhot: Literary and Historical Context,” The Seforim Blog (27 May 2020), available here.
  10. For a recent biography, see Naomi Seidman, Sarah Schenirer and the Bais Yaakov Movement: A Revolution in the Name of Tradition (London: Littman Library, 2019).
  11. Rachel Manekin, “From Anna Kluger to Sarah Schenirer: Women’s Education in Kraków and Its Discontents,” Jewish History, vol. 33, no. 1-2 (March 2020): 29-59, available here; and see also Rachel Manekin, “The Cracow Bais Yaakov Teachers’ Seminary and Sarah Schenirer: A View from a Seminarian’s Diary,” Jewish Quarterly Review, vol. 112, no. 3 (Summer 2022): 546-588, available here.
  12. Friedenson self-published a single preliminary issue in June 1923, which included contributions by Sara Schenirer and Yehudah Leib Orlean; see Abraham Atkin, “The Beth Jacob Movement in Poland (1917-1939),” (PhD Dissertation, Yeshiva University, 1959), 100; Joanna Lisek, “Orthodox Yiddishism in Beys Yakov Magazine in the Context of Religious Jewish Feminism in Poland,” 133. The journal’s official publication, however, began with the issue of Tishrei 5684 (September 1923); see Seidman, Sarah Schenirer, 111.
  13. See Seidman, Sarah Schenirer, 111-112; Mahla, Orthodox Judaism and the Politics of Religion.
  14. On the post-1923 institutional consolidation of Beys Yaakov under Agudath Israel, the central role of professional educators such as Leo (Samuel) Deutschländer, and the movement’s mediation between German Neo-Orthodox pedagogical models and the separatist educational norms of East European ultra-Orthodoxy, see Iris Brown (Hoizman), “At the Centre of Two Revolutions: Beit Ya’akov in Poland between Neo-Orthodoxy and Ultra-Orthodoxy,” in François Guesnet, et al., eds., Jewish Religious Life in Poland since 1750 [=Polin, vol. 33] (London: Littman Library, 2021), 339-369, available here.
  15. See Seidman, Sarah Schenirer, 112-204.
  16. See Joanna Lisek, “Orthodox Yiddishism in Beys Yakov Magazine in the Context of Religious Jewish Feminism in Poland,” 147-152; and Naomi Seidman, Sarah Schenirer, 181-185. From issue 3 through 1929, the journal included a Polish-language supplement titled Wschód, which was later discontinued. On the factors contributing to the supplement’s demise, see Lisek, “Orthodox Yiddishism,” 133-134. A single additional Polish-language supplement appeared in 1936, devoted to combating rising antisemitism and addressing prevailing anti-Jewish stereotypes; see ibid., 134.
  17. For an extended analysis of the use of modern print culture, literary genres, and affective address in the formation of Orthodox female subjectivity within the Beys Yaakov movement, see Naomi Seidman, Sarah Schenirer and the Bais Yaakov Movement: A Revolution in the Name of Tradition (London: Littman Library, 2019). Seidman analyzes journals, letters, autobiographical writing, and didactic essays as media that positioned girls and women as interpretive and ethical agents, capable of reflection, identification, and disciplined self-understanding. A central element of her argument is that Beys Yaakov articulated pedagogical and institutional change through idioms of continuity, presenting new educational forms and media practices as legitimate extensions of inherited religious norms rather than as departures from them. This analytic framework is essential for understanding how the movement integrated print, emotional discourse, and modes of self-articulation into an Orthodox educational setting.
  18. On the educational and ideological legacies of Torah im derekh erets within Polish Orthodox women’s education, and the selective adaptation of Neo-Orthodox pedagogical forms within Agudath Israel-affiliated institutions, see Iris Brown (Hoizman), “At the Centre of Two Revolutions: Beit Ya’akov in Poland between Neo-Orthodoxy and Ultra-Orthodoxy,” in François Guesnet, et al., eds., Jewish Religious Life in Poland since 1750 [=Polin, vol. 33] (London: Littman Library, 2021), 339-369, available here. On the role of journals and print culture in shaping Orthodox female identity, aspirations, and religious agency within Lithuanian Bet Jakob, see Tzipora Weinberg, “Toward a Modern Conception of Orthodox Womanhood: The Case of Lithuanian Bet Jakob,” in Marcin Wodziński, Shaul Stampfer, and Lara Lempertienė, eds., Jewish Religious Life in Lithuania in the 18th-20th Centuries (Leiden: Brill, 2025), 146-174.
  19. Beys Yaakov, no. 3 (June 1926): 84-85 (Yiddish), available here. Seideman incorrectly references this issue as appearing in 1924. Seidman, Sarah Schenirer, 122 and “Bibliography,” 409.
  20. Beys Yaakov, no. 77 (October 1931): 1 (Yiddish), available here. Despite the 1926 survey, Journal refers to the 1931 as the first. Seidman, Sarah Schenirer, 122.
  21. Beys Yaakov, no. 81 (January 1932): 16-17 (Yiddish), available here; and Beys Yaakov, no. 83 (March 1932): 13 (Yiddish), available here.
  22. Beys Yaakov, no. 83 (March 1932): 13 (Yiddish), available here.
  23. Beys Yaakov, no. 81 (January 1932): 17 (Yiddish), available here.
  24. Beys Yaakov, no. 83 (March 1932): 13 (Yiddish), available here.
  25. See Gershon Bacon, “Woman? Youth? Jew? – The Search for Identity of Jewish Young Women in Interwar Poland,” in Judith Tydor Baumel and Tova Cohen, eds., Gender, Place and Memory in the Modern Jewish Experience (London: Vallentine Mitchell, 2003), 3-28, esp. 4, available here; Gershon Bacon, “The Missing 52 Percent: Research on Jewish Women in Interwar Poland and Its Implications for Holocaust Studies,” in Dalia Ofer and Lenore J. Weitzman, eds., Women in the Holocaust (New Haven: Yale University Press, 1999), 55-67, available here. As Bacon demonstrates, even pioneering secular Yiddish research initiatives, including the YIVO youth autobiography collections and Max Weinreich’s sociological studies, recognized the importance of understanding Jewish youth while largely treating male experience as normative and leaving women’s voices analytically unthematized. Women appear in these corpora primarily as raw material rather than as a category of inquiry in their own right. Against this backdrop, the Beys Yaakov journal’s solicitation and verbatim publication of girls’ self-reports represents an unusual case in which women’s subjective experience was not merely documented but operationalized within an institutional educational framework.
  26. Beys Yaakov, no. 120 (November 1934): 1 (Yiddish), available here. See Seidman, Sarah Schenirer, 177-179.
  27. Yossef Fund, A Movement in Ruins: Agudat Israel’s Leadership Confronting the Holocaust (Jerusalem: Magnes Press, 2008; Hebrew).
  28. See Seidman, Sarah Schenirer, 178n90.
  29. Moshe Prager was a leading Orthodox journalist and historian whose work focused on the destruction of European Orthodoxy during the Shoah and the religious meaning of catastrophe in its aftermath. His writing combined documentary impulse with commemorative and theological reflection. For a collection of essays and memorial writings on the destruction of Polish Jewry and the spiritual legacy of Hasidic and yeshiva worlds, see Moshe Prager, Min ha-Meitzar Karati (Jerusalem: Mosad ha-Rav Kook, 1959; Hebrew), especially the introductory essays on Orthodox Holocaust memory; and for a selection in English translation in Moshe Prager, Sparks of Glory (Jerusalem, 1974), 210-213; and for his role on the Orthodox press in interwar Poland, see Moshe Prager, “When Hasidism of Ger Became Newsmen,” in Lucy S. Dawidowicz, ed., The Golden Tradition: Jewish Life and Thought in Eastern Europe (New York: Holt, Rinehart and Winston, 1967), 210-213, and for an account of Prager’s journalistic career and editorial leadership, see Tovia Preschel, “Profile of Moshe Prager,” The Jewish Press (21 April 1972): 41, translated and reprinted in Tovia Preschel, Ma’amarei Tovia, vol. 8 (Jerusalem: Mosad ha-Rav Kook, 2025), 528-530.
  30. Beys Yaakov, no. 117 (January 1969; Hebrew), available here.
  31. “Editor’s Note,” Beys Yaakov, no. 117 (January 1969): 2 (Hebrew). One article in the same issue concludes with a poem explicitly praising Rembrandt for capturing the depth and inwardness of the Jewish gaze (ibid., 17). This mode of Jewish cultural appropriation of Rembrandt belongs to a longer interpretive genealogy, ranging from nineteenth-century apologetic readings to late-twentieth- and twenty-first-century art-historical and museological reassessments. For recent synthetic treatments, see Mirjam Knotter and Gary Schwartz, eds., Rembrandt Seen Through Jewish Eyes: The Artist’s Meaning to Jews from His Time to Ours (Amsterdam: Amsterdam University Press, 2024); and the earlier demythologizing intervention in Mirjam Alexander-Knotter, Jasper Hillegers, and Edward van Voolen, The Jewish Rembrandt: The Myth Unravelled (Amsterdam: Jewish Historical Museum, 2006).An illuminating intermediate case appears in the work of the sculptor and novelist Avram Melnikoff (1892-1960), a former Jewish Legion officer and later a London-based portrait sculptor, whose writings offer a rare glimpse into an early Zionist-spiritual reception of Rembrandt. In a 1935 essay published in The London Jewish Chronicle following the death of Rabbi Abraham Isaac Kook, Melnikoff recounts a conversation that took place during Rav Kook’s wartime exile in London during World War I. The exchange was prompted by Melnikoff’s professional unease with the biblical prohibition against “graven images,” which he understood as having profoundly shaped the historical limits and possibilities of Jewish art. Melnikoff thus approached Rav Kook with a halakhic query as to whether rabbinic tradition permitted, under any conditions, the practice of sculpture by Jews. Rav Kook replied by citing a rabbinic principle according to which image-making is permitted when the work is deliberately imperfect or maimed. Melnikoff responded with irony, remarking that his own sculpture must therefore be kosher precisely because it fell so far short of perfection, a comment that, he recalls, elicited Rav Kook’s warm laughter. It is at this point that Melnikoff introduces Rembrandt. Rav Kook told him:

    “When I lived in London I used to visit the National Gallery, and my favourite pictures were those of Rembrandt. I really think that Rembrandt was a tzaddik. Do you know that when I first saw Rembrandt’s works, they reminded me of the legend about the creation of light? We are told that when God created light, it was so strong and pellucid that one could see from one end of the world to the other, but God was afraid that the wicked might abuse it. What did He do? He reserved that light for the righteous when the Messiah should come. But now and then there are great men who are blessed and privileged to see it. I think that Rembrandt was one of them, and the light in his pictures is the very light that was originally created by God Almighty.”

    This intuitive and homiletic reading of Rav Kook’s attitude toward art was subsequently taken up and given systematic halakhic and philosophical form by Rabbi David Avraham Spektor (1955-2013), a Dutch-born rabbi educated at Yeshivat Merkaz Harav and among the first religious-Zionist thinkers to treat art as a sustained field of halakhic inquiry. In Art in the Teachings of Rav Kook (Jerusalem: Ministry of Education, Culture and Sport, Religious Education Administration, 2001; Hebrew), Spektor reconstructs Rav Kook’s scattered remarks on art, aesthetics, creativity, and imagination across responsa, letters, notebooks, and published essays, arguing that Rav Kook understood artistic creation as a legitimate and even necessary expression of the divine image in humanity, so long as it remained oriented toward spiritual elevation rather than aesthetic autonomy for its own sake. He further shows that Rav Kook did not regard art merely as a tolerated concession to modernity, but as a domain through which latent spiritual forces within the nation could be revealed and disciplined. This interpretive framework was later translated into practical halakhic categories in Rabbi David Avraham Spektor, Shuʾt Omanut: Responsa and Abridged Halakhic Rulings in the Fields of Art, Graphic Design, and Computers (Jerusalem: Erez, 2003; Hebrew), which addresses concrete questions concerning sculpture, figurative representation, theater, visual media, and digital technologies. Taken together, Rabbi Spektor’s works mark a decisive shift from Rav Kook’s lyrical and metaphysical idiom to a jurisprudential effort to normalize artistic production within halakhic discourse. For further discussion, see Dan Rabinowitz and Menachem Butler, “The Halakhic Status of Illustrated Sifrei Kodesh: History, Practice, and Methodology,” forthcoming at The Seforim Blog.

  32. See Moshe Prager, “What Is Masada: An Archaeological Site or a Symbol for the Jewish Tradition?” Beys Yaakov, no. 135-136 (February 1971): 7-10 (Hebrew), available here, a published open letter addressed to Prof. Yigael Yadin responding to his archaeological and public policies regarding Masada, including the operation of the cable car on Shabbat. Prager accepts the evidentiary value of Yadin’s archaeological discoveries – especially where they corroborate halakhic continuity – while rejecting the transformation of Masada into a desacralized national monument detached from religious norms. See also Haim Zalman Dimitrovsky, “Masada,” Conservative Judaism, vol. 22, no. 2 (Winter 1968): 36-47, available here; and Nachman Ben Yehuda, The Masada Myth: Collective Memory and Mythmaking in Israel (Madison: University of Wisconsin Press, 1995).
  33. Yitzhak Isaac Halevi Herzog, “On the Form of the Menorah on the Arch of Titus: Is the Menorah, the Symbol of the State, Sacred?” Beys Yaakov, vol. 2, no. 6 (December 1961): 3 (Hebrew), reprinted from Yitzhak Isaac Halevi Herzog, “The Menorah of the Arch of Titus,” in Umberto Nahon, ed., Scritti in memoria di Sally Mayer (Jerusalem: Sally Mayer Foundation, 1956), 95-98 (Hebrew).
  34. On the emergence of the menorah as a central Zionist visual symbol, see Alec Mishory, Lo and Behold: Zionist Icons and Visual Symbols in Israeli Culture (Tel Aviv: Am Oved, 2000), 138-164 (Hebrew); and on the deliberations surrounding the adoption of the Arch of Titus menorah for the state emblem, see Alec Mishory, “The Menorah and the Olive Branches: The Design Process of the National Emblem of the State of Israel,” in Yael Israeli, ed., In the Light of the Menorah: Story of a Symbol (Jerusalem: The Israel Museum, 1999), 16-23; and, more recently, for a longue-durée analysis of the menorah’s transformation from Temple object to Roman trophy to modern Israeli national symbol, see Steven Fine, The Menorah: From the Bible to Modern Israel (Cambridge, MA: Harvard University Press, 2016).
  35. On the adoption of the Arch of Titus menorah as the emblem of the State of Israel and its role in the construction of Israeli civil iconography, see Steven Fine, “Creating a National Symbol,” in The Menorah: From the Bible to Modern Israel (Cambridge, MA: Harvard University Press, 2016), 134-162, 242, who situates the choice of the Arch menorah within a broader process of state formation, in which ancient material culture was redeployed to produce a shared civic symbol that could command wide consensus while bracketing explicit theological claims. He also documents contemporary aesthetic, cultural, and rabbinic objections to the emblem, including Herzog’s sustained critique of the menorah’s base and iconography, and analyzes the menorah’s function as a state symbol that invokes Jewish tradition while re-signifying it in secular-national terms.
  36. On the Chief Rabbinate as a contested locus of religious authority, and on Agudath Israel’s principled refusal to recognize its claims to centralized rabbinic legitimacy, see Alexander Kaye, “Modernizing the Chief Rabbinate,” in The Invention of Jewish Theocracy: The Struggle for Legal Authority in Modern Israel (Oxford: Oxford University Press, 2020), 99-121, 205-211. As Kaye shows, Agudath Israel consistently treated the Chief Rabbinate not merely as a rival institution but as an illegitimate reconfiguration of rabbinic authority grounded in state power rather than communal consent or halakhic hierarchy. The journal’s calibrated use of honorifics should be read against this background, as a micro-level editorial practice that registers non-recognition of the Rabbinate’s authority without polemical confrontation

 




International Conference in Memory of Moritz Steinschneider

In memory of Moritz Steinschneider’s unrivaled studies in Hebrew Bibliography and the actuality of his research 100 years after his death an International Centennial Conference will be held in Berlin (November 20-22, 2007). For the conference program, see here.

Benjamin Richler and Charles H. Manekin, among others, will be presenting at the conference and Dr. Manekin will covering the conference for the Seforim blog. See also Dr. Charles H. Manekin’s earlier post (“Moritz Steinschneider’s Indecent Burial”) at the Seforim blog.




A Few Comments Regarding The First Woodcut Border Accompanying The Prague 1526 Haggadah

A Few Comments Regarding The First Woodcut Border Accompanying The Prague 1526 Haggadah

The Prague 1526 edition of the Haggadah is one of the most important illustrated haggadot ever published.  It is perhaps the earliest printed illustrated haggadah for a Jewish audience and served as a model for many subsequent illustrated haggadot.[1] The earliest printed haggadah with illustration was published in 1512 in Latin and for a non-Jewish audience. That haggadah contains six woodcuts, and was intended as a response to the infamous anti-Semite Pfefferkorn’s screeds against Judaism.[2]The woodcut accompanying the first page shows three Jews around the seder who have four cups in front of them.  Although the Talmud explicitly states that one is not required to have four distinct cups of wine, presumably the image is a crude method of indicating the four-fold nature of the wine during the seder rather than prescribing custom.

The Prague 1526 edition was published by Gershom and his brother Gronom Katz on Sunday, 26th of Tevet 5287 or December 30, 1526.[3] This detailed publication information does not appear on the title page, rather it appears at the end of the book and is  referred to as a colophon.  The colophon is a manuscript convention that was incorporated into earlier printed books. The Prague 1526 edition does not have a title page at all.  At that time, the usage of the title page was only in its early stages.[4]

  1.          The Earliest Hebrew Title Pages

As with non-Hebrew titles, the title page developed over time, both in terms of content as well as usage.[5]   The first Hebrew title page is that of the Sefer Rokeah published in Fano in 1505.[6] But that title page is really one of the more basic forms of the title page, known as a “label title page” providing only the title and author and no other ornamentation or information.[7] In that same year, an edition of Abarbanel’s Zevah Pesach was published in Constantinople.  This edition was the first to contain a border with the title and author, but no place or date of publication.[8] The first Hebrew book containing all the elements of a traditional title page, border, title, author, place and date is likely the 1511 Pesaro edition of the Talmud published by Soncino.[9]

Traditionally, the Hebrew title page is referred to as a “sha’ar” or gate.  The theory behind this description is that many title page borders are comprised of “gates,” the most common are the pillars that adorn many Hebrew books and are assumed to be those at Saint Peter’s Basillica in Rome.  Their inclusion in Hebrew books is perhaps linked to the (discredited) notion that the Catholic Church maintains certain portions of the Jewish Temple, and these pillars were actually in the Temple.  The first Hebrew book to use an architectural border is Daniel Bomberg’s edition of the Jerusalem Talmud published in 1522.[10]

  1. Illustrations in Hebrew Books

Returning to the Prague 1526 haggadah, as mentioned previously, this edition was copiously illustrated, including the first page of the book. This is not the first example of Hebrew printed illustrations.  The earliest illustration to appear in a Hebrew book is that of a lulav and a handful of other explanatory images accompanying the Rome edition of the Sefer Mitzvot Gedolot dated to before 1480.[11]

 

The first fully illustrated Hebrew book was published in the incunabula period as well, it is Isaac ben Solomon Ibn Sahula’s Meshal ha-Qadmoni, printed in Italy, circa 1491, by Gershom Soncino.[12]

The border surrounding the first page of the Prague 1526 incorporates both Jewish as well as non-Jewish elements.  First, it is obvious that a Jew had a hand in the border as, in the inset, it displays someone performing bedikat hametz (searching for the bread) where he is using the traditional implements of a candle and chicken feather.  The outside border is less Jewish, and as many have noted, appears to be a copy of Italian/German renaissance borders.  The two most likely candidates for models for Prague are the border first used in the 1518 edition of Sacri Doctoris by Raymond Lulli (available here) or a border first used in 1519 for Paolo Ricci’s, Lepida et litere in Augsburg and reused in an Augsburg 1522 edition of Erasmus, Ad reverendum (available here).  Although we cannot pinpoint exactly which of these, if any, served as a model, what is clear is that among the images included in this border are bare-breasted women.

The use of bare breasted women to illustrate the haggadah is not limited to Prague. Both Charles Wengrov and Elliot Horowitz have pointed to earlier manuscript antecedents for Prague’s usage of such illustrations.[13] Aside from the printed example of the Prague 1526 Haggadah, this convention continued in manuscripts as well illuminated after 1526.  There are at least four such 16th century examples.[14] Additionally, and contrary to Horwitz’s contention that Spanish Jews were less accepting of such displays,[15] the Sarajevo Haggadah, which originated in Spain around 1350, includes two panels of Adam and Eve both depicting a bare-breasted Eve.

 

Likewise, the Golden Haggadah, 1320 Spanish manuscript includes the same form of illustration of the Adam and Eve scene.  Additionally, the Golden Haggadah includes images of nude bathers when it depicts Miriam standing from afar to see what will become of baby Moses.[16]

III.            Censorship in Modern Reprints of Prague 1526

            These historical antecedents notwithstanding, recent reprints of Prague 1526 have not been as accepting.  This initial border has been altered to airbrush and removes the bare breasts.  In 1989, a facsimile edition of Prague 1526 was published with the commentary of the Prague rabbi, Rabbi Yehuda Loew (Maharal). This border has been “touched up.”

Similarly, in 1998, a colorized facsimile edition of Prague 1526 was published.  Although the publishers took great pains to provide color where before there was black and white, they also altered this border.

Oddly enough, although they found this image offensive, they decided to reproduce it in two other places in this reprint even though this image only appears once in the original. Here is the original:

Not only is the first border altered, but other instances of bare breasts have been removed; most notably the image accompanying the verse from Ezekiel 16:7 “I made you grow like a plant of the field. You grew up and developed and became the most beautiful of jewels. Your breasts were formed and your hair grew, you who were naked and bare.”

(As discussed previously here a later, Venice 1609, edition also altered this page.)  Again in 2001, a facsimile of Prague 1526 “published by the Religious Council of Efrat in honor of the settlement’s twentieth anniversary . . . . two illustrations are surreptitiously deleted: the bare breasted woman” accompanying the verse from Ezekiel.[17] Most recently, in 2009, the airbrushed image of this woman was reproduced in The Schechter Haggadah: art, history; commentary.[18]

[1] There may be an earlier illustrated print haggadah, however, only 12 leaves of this haggadah are extant making it difficult to date (or identify the country of origin).  For a bibliography regarding this fragment haggadah see Y. Yudlov, Otzar haHaggadot, Magnes Press, Jerusalem:1997, entry 9; and most recently, Eva Frojmovic, “From Naples to Constantinople: The Aesop Workshop’s Woodcuts in the Oldest Illustration Printed Haggadah,” in The Library, Sixth Series, Vol. XVIII, No. 2, June:1996, pp. 87-109.

[2]  See R. Cohen, Jewish Icons: Art & Society in Modern Europe, University of California Press, CA:1998, pp. 21-22; see also Y.H. Yerushalmi, Haggadah; History: A Panorama in Facsimile, Philidelphia:1978, plates 6-8.

[3] Aside from the edition discussed herein, there is at least one copy of another haggadah that is also published by Cohen in Prague that same year.  While both versions are substantially similar, some of the images and borders have been changed.  Relevant for our purposes, is that the image accompanying “Sefokh” which is a full
page border with images of bare breasted women, has been replaced with a more innocuous border found elsewhere in the haggadah.  See Yudlov, Otzar, entry 8; A. Ya’ari, Bibliography of the Passover Haggadah,
Bamberg & Wahrman, Jerusalem:1960, entry 7; Rabbi Charles Wengrov, Haggadah & Woodcut: an Introduction to the Passover Haggadah Completed by Gershom Cohen in Prague, Shulsinger Bros., New York:1967, pp. 78-9.

[4] The first Prague imprint to include a separate title page is in a 1526 edition of Yotzrot published by Cohen.  See Wengrov, Haggadah & Woodcut, p. 82 n.238.

[5] Although, with regard to the adoption of the title page, Jews appear to adopt this convention at or near the time as society at large, that was not the case with other literary advances.  While the majority of the western world adopted the codex and discarded the scroll some time in the third century, the first recorded Jewish reference to the codex does not occur until the late
eighth or the early ninth centuries.  See Anthony Grafton, “From Roll to Codex: A Christian Initiative,” in Crossing Borders, Hebrew Manuscripts as a Meeting-place of Cultures, ed. Piet van Boxel & Sabine Arndt, Bodleian Library:2012, pp. 15-20.

[6] A.M. Habermann, Title Pages of Hebrew Books, Museum of Printing Art, Safed:1969, pp. 8-9.

[7] For a discussion of the development of the title page as well as the different types, i.e., label, border, end-title, see M.M. Smith, The Title-Page its early development 1460-1510, The British Library & Oak Knoll Press, London & Deleware:2000.

[8] See M.J. Heller, The Sixteenth Century Hebrew Book: An Abridged Thesaurus, Brill, Leiden & Boston:2004, vol. I, pp. 6-7.

[9] The border used for the Pesaro Talmuds first appeared in Decachordum Christianum (The Christian Ten String Harpsichord) published in Fano, 1507 by Gershom Soncino.  See M.J. Heller, Printing the Talmud, pp. 104-117  Additionally, see Heller’s discussion, id. p. 113, regarding Soncino’s reuse of the Dechachaordum‘s frames.  In reality, although the frames were originally cut for Decachordum, they were first used on Gershom’s edition of Bahya ibn Pakua’s commentary on the Torah, published four months prior to Decachordum.  See M.J. Heller, The Sixteenth Century Hebrew Book: An Abridged Thesaurus, Brill, Leiden & Boston:2004, vol. I, p. 41; Smith, The Title-Page, supra, pp. 47-59 (discussing the use of the blank title page).

[10]  See A.M. Habermann, “The Jewish Art of the Printed Book,” in Jewish Art, An Illustrated History, ed. Cecil Roth [revised ed. by B. Narkiss], New York Graphic Society Ltd., Connecticut:1971, pp. 167-68.  In Habermann’s earlier work, Title Pages of Hebrew Books, p. 9, he erroneously asserts that the earliest works to include architectural title pages were Soncino’s Melitza le-Maskil and Bomberg’s Tanach, both published in 1524/25.

[11]  See Joshua Bloch, “The Library’s Roman Hebrew Incunabula,” in Hebrew Printing & Bibliography, ed. Charles Berlin, New York:1976, p. 140.  For a description of this work see S. Iakerson, Catalogue of Hebrew Incunabula from the Collection of the Library of the Jewish Theological Seminary of America, JTS, New York & Jerusalem:2005, entry 7.

[12] See A.M. Habermann, “The Jewish Art of the Printed Book,” supra, at 169.  Habermann appears to argue that this is first printed Hebrew book containing illustrations, is incorrect. As discussed above, the first was the Rome edition of Sefer Mitzvot Gedolot. He is not alone in this error.  Ursula Schubert makes the same error.  See Ursula Schubert, Jewish Book Art, From the Renaissance until Emancipation, [Hebrew], Kibbutz hami-Uchad, Tel Aviv:1994, p. 27.  Habermann, id., notes that the great Hebrew bibliographer, Mortiz Steinschneider, was tricked with regard to one of the illustrations contained in Meshal
ha-Qadmoni
.  Steinschneider, in a discussion about the alleged Christian origins of these illustrations, called attention to the fact that in one of them contains a monk wearing a crucifix. But, in the interim we have learned “that this last embellishment was a
practical joke played by a Christian scholar. . . [the crucifix] having been added by [a later] hand!”  Regarding the history and origins of the images included in Meshal ha-Qadmoni, see César Merchán-Hamann, “Fables from East to West,” in Crossing Borders, pp. 35-44; Ursula Schubert, Jewish Book Art, pp. 27-8.

[13]  Rabbi Charles Wengrov, Haggadah & Woodcut, p. 47 nn.112-13;Elliot Horowitz, “Between Cleanliness and Godliness,” in Tov Elem: Memory, Community & Gender in Medieval & Early Modern Jewish Societies, ed. E. Baumgarten, et al., Bialik Institute, Jerusalem:2011, *38-*39.

[14] Mendel Metzger, La Haggada Enluminée, E.J. Brill:1973, plate LIV, nos. 303-305; Chantily Haggadah, Musée Condé, Ms.
732, fol. 13, reproduced in Index of Jewish Art, eds. B. Narkiss & G. Sed-Rajna, Jerusalem-Paris:1976, vol. I, card no. 36.

[15] Horowitz, “Between Cleanliness,” at *38, (“One suspects that a Spanish Jew coming to Germany in the early 15th century would have been equally surprised to see an image of a naked woman” in a Hebrew manuscript.).

[16]  The Golden Haggadah, ed. Bezalel Narkiss, Pomegranate Artbooks, California:1997, figs. 17 & 24.

[17]  Id. n.37.  Horowitz only notes the 2001 example of censorship of Prague 1526, and apparently is unaware of the earlier
examples.  Additionally, he chastises the Efrat reproduction for erroneously indicating a 1527 publication date.  Efrat is not only in erring regarding the secular date.  The first facsimile edition (Berlin:1925), which includes a scholarly introduction, full title
is:  “Die Pessach Haggadah Des Gerschom Kohen Gedruckt Zu Prag 5287/1527.” Perhaps one can excuse the error as, in reality, it was completed on the eve of 1527, December 30, 1526.

[18] The Schechter Haggadah: Art, History & Commentary, [illustrations selected and annotated by David Golinkin], Schechter Institute of Jewish Studies, Jerusalem:2009, p. 36, fig. 16.1.