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By Alison Rose

Regardless of a lot examine of Viennese tradition and Judaism among 1890 and 1914, little examine has been performed to envision the position of Jewish girls during this milieu. Rescuing a misplaced legacy, Jewish girls in Fin de Si?cle Vienna explores the myriad ways that Jewish girls contributed to the advance of Viennese tradition and took part commonly in politics and cultural spheres. parts of exploration contain the schooling and relatives lives of Viennese Jewish ladies and ranging levels of involvement of Jewish girls in philanthropy and prayer, collage existence, Zionism, psychoanalysis and medication, literature, and tradition. Incorporating common experiences of Austrian girls in this interval, Alison Rose additionally offers major findings concerning stereotypes of Jewish gender and sexuality and the politics of anti-Semitism, in addition to the influence of German tradition, feminist dialogues, and bourgeois self-images. As contributors of 2 minority teams, Viennese Jewish girls still used their involvement in a variety of activities to return to phrases with their twin identification in this interval of profound social turmoil. Breaking new flooring within the learn of perceptions and realities inside a pivotal section of the Viennese inhabitants, Jewish girls in Fin de Si?cle Vienna applies the lens of gender in very important new methods.

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The religious teachers criticized Austrian tradition. 44 In Lemberg, she attended a Jewish school, spoke only Yiddish, and learned Hebrew and history. The strict teacher sometimes beat the children. When she first arrived in Vienna, she had no knowledge of other religions, and it shocked her when children at school laughed at her poor speech. She soon learned German and improved her situation, but every time the hour came for religion class and the Jewish girls went to another classroom, one of the other students would make cruel remarks.

Eugenie Schwarzwald. Caricature. ÖNB/Wien. ” 21 Schwarzwald approached education from a creative and child-centered perspective. She aimed to provide each child the freedom to develop in her own direction and to find school an enjoyable experience. She believed that learning should be a joyful experience for children and aimed to remove fear and coercion. In her emphasis on non-interventionist education and naturalness, she echoed the approach of Austrian feminists such as Rosa Mayreder and Marie Lang.

She concluded that “a protection against anti-Semitic mischief in public school is also possible. The authority of the teacher will be respected everywhere. 49 Born in Trembowla, an east Galician town, she moved with her family to Vienna, where she began school. On her first day, she recalled looking around the room while her father spoke to the teacher and noticing a portrait of the Emperor and over it a crucifi x. Her class had only three other Jewish pupils, but they were separated for “mosaic religious instruction” with the many Jewish children from another class.

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