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A new book made me appreciate Jewish Sunday schools — and the volunteer women who have powered them
(JTA) — As a kid I went to Sunday school at our Reform synagogue. I didn’t hate it as much as my peers did, but let’s just say there were literally dozens of other things I would have preferred to do on a weekend morning.
As a Jewish adult, I had a vague understanding that Sunday school was a post-World War II invention, part of the assimilation and suburbanization of American Jews (my synagogue was actually called Suburban Temple). With our parents committed to public schools and having moved away from the dense urban enclaves where they were raised, our Jewish education was relegated to Sunday mornings and perhaps a weekday afternoon. The Protestant and Catholic kids went to their own religious supplementary schools, and we Jewish kids went to ours.
In her new book “Jewish Sunday Schools,” Laura Yares backdates this story by over a century. Subtitled “Teaching Religion in Nineteenth-Century America,” the book describes how Sunday schools were the invention of pioneering educators such as Rebecca Gratz, who founded the first Sunday school for Jewish children in Philadelphia in 1838. As such, they were responses by a tiny minority to distinctly 19th-century challenges — namely, how to raise their children to be Jews in a country dominated by a Protestant majority, and how to express their Judaism in a way compatible with America’s idea of religious freedom.
Although Sunday schools would become the “principal educational organization” of the Reform movement, Yares shows that the model was adopted by traditionalists as well. And she also argues that 20th-century historians, in focusing on the failures of Sunday schools to promote Jewish “continuity,” discounted the contributions of the mostly volunteer corps of women educators who made them run. Meanwhile, the supplementary school remains the dominant model for Jewish education among non-Orthodox American Jews, despite recent research showing its precipitous decline.
I picked up “Jewish Sunday Schools” hoping to find out who gets the blame for ruining my Sunday mornings. I came away with a new appreciation for the women whose “important and influential work,” Yares writes, “extended far beyond the classrooms in which they worked.”
Yares is assistant professor of Religious Studies at Michigan State University, with a joint appointment in the MSU Program for Jewish Studies. Raised in Birmingham, England, she has degrees from Oxford University and a doctorate from Georgetown University.
Our conversation was edited for length and clarity.
Tell me how your book came to be about the 19th century as opposed to the common 20th-century story of suburbanization.
There’s a real gap in American Jewish history when it comes to the 19th century, chiefly because so many American Jews today trace their origins back to the generation who arrived between 1881 and 1924, the mass migration of Jews from from Eastern Europe. So there’s a sense that that’s when American Jewish history began. Of course, that’s not true at all.
The American Jewish community dates back to the 17th century and there was much innovation that laid the foundations for what would become institutionalized in the 20th century.
Sunday school gets a very bad rap among most historians of American Judaism. If they’ve treated it at all, they tend to be dismissive — you know, there was no substance, they just taught kids the 10 Commandments, it was run by these unprofessional volunteer female teachers, so it was feminized and feminine.
But there’s also a lot of celebration of Rebecca Gratz, who founded the first Sunday school for Jewish children.
That’s the first indication I had that there might be more of a story here. Rebecca Gratz is lionized as being such a visionary and being so inventive in developing this incredible volunteer model for Jewish education for an immigrant generation that was mostly from Western Europe. And yet, by the beginning of the 20th century, [Jewish historians] say it has no value. So what’s the story there?
Two other things led me on the path to thinking that there was more of a story in this 19th-century moment. I did my Ph.D in Washington, D.C. And as I was searching through the holdings of the Library of Congress, there were tons and tons of Jewish catechisms.
“Sunday school gets a very bad rap among most historians of American Judaism,” says Dr. Laura Yares, author of the new book, “Jewish Sunday Schools.” (Courtesy of the author)
A catechism is a kind of creed, right? It’s a statement of religious beliefs. “These are things we believe as Jews.”
So Jewish catechisms had that, but they were also philosophical meditations in many ways. Typically, the first question of the catechism was, what is religion? And then the second question is, what is Jewish religion?
And then I started reading them. They were question-and-answer summaries of the whole of Judaism: belief, practices, holidays, Bible, you name it, that the children were expected to memorize. This idea that you’ve got to cram these kids with knowledge went against this historiographic dismissal of this period as being very thin and that kids were not really learning anything. The idea that children had a lot to learn is something that Sunday school educators actually really wrestle with during this period.
What was the other thing that led you to pursue this subject?
When I was beginning to research my dissertation, I was working as a Hebrew school teacher in a large Reform Hebrew school in Washington, D.C. And I remember very distinctively the rabbi coming in and addressing the teachers at the start of the school year. He said, “I don’t care if a student comes through this Hebrew school and they don’t remember anything that they learned. But I care that at the end of the year they feel like the temple is a place that they want to be, that they feel like they have relationships there and they have an (he didn’t use this word) ‘affective’ [emotional] connection.”
And so I’m sitting there by day at the Library of Congress, reading these catechisms that are saying, “Cram their heads with knowledge.” What is the relationship between Jewish education as a place where one is supposed to acquire knowledge and a place where one is supposed to feel something and to develop affective relationships? The swing between those two poles was happening as far back as the 19th century.
You write that owing to gaps in the archives, it was really hard to get an idea of the classroom experience. But to the degree that there’s a typical classroom experience in the 1860s, 1870s and you’re the daughter or grandchild of probably German-speaking Jewish immigrants, maybe working or lower middle class, what would Sunday school be like? I’m guessing the teacher would be a woman. Are you reading the Bible in English or Hebrew?
You are probably going for an hour or two on a Sunday morning. It’s a big room, and your particular class would have a corner of the room. It’s quite chaotic. Most of the teachers were female volunteers. They were either young and unmarried, or older women whose children had grown. Except for the students who are preparing for confirmation — the grand kind of graduation ritual for Sunday schools. Those classes were typically taught by the rabbi, if there was a rabbi associated with the school.
There would be a lot of reading out loud to the students with students being expected to repeat back what they had heard or write it down so they had a copy for themselves. Often the day would begin with prayers said in English, and often the reading of the Torah portion, typically in English, although in many Sunday schools, we do have children reporting they learned bits of Hebrew by rote memorization. Or they memorized the first chapters of the book of Genesis, for example, but I’m not sure that they quite understood what they memorized. “Ein Keloheinu” is a song that often children tell us [in archival materials] that they had memorized in Hebrew. They probably would have learned at least Hebrew script, and a little bit of Hebrew decoding. But it is fair to say that if they were reading the Bible, they were reading it mostly in English, because you have to remember that most of the women who were volunteering to teach in these schools came of age in a generation where Hebrew education wasn’t extended to women.
What’s the goal of these Sunday schools?
The Sunday school movement arose because there was a whole generation of immigrant children who did not have access to Jewish education, because their parents didn’t have either the economic capital or the social capital to become part of the established Jewish community. They couldn’t afford a seat in the synagogue, they couldn’t afford to send their children to congregational all-day or every-afternoon schools [which were among the few options for Jewish education when Gratz opened the Philadelphia Sunday school]. Sunday schools are really a very innovative solution to a problem of a lack of resources.
You also write that the founders of these supplementary schools want to defend children against “predatory evangelists.”
That was how Rebecca Gratz described her goal when she created the first Sunday school. She was very, very worried about the Jewish kids who were not receiving any kind of Hebrew school education. She talks about Protestant missionaries and teachers who would go out onto the street ringing the bell for Sunday school and offering various kinds of trinkets, and Jewish kids would get kind of swept into their Sunday schools. There was a very concrete need to give Jewish children somewhere else to go.
So Gratz and the people who created the first Hebrew Sunday school in Philadelphia looked at what the Protestants were doing and they saw that Protestant Sunday schools were providing very accessible places where kids could go and get a basic primer in their religious tradition.
The approach was to teach Judaism as a religion, as opposed to Judaism as a people or culture, to demonstrate that being Jewish was as compatible as Protestantism with being wholly American.
That is certainly part of it. It’s a demonstration that Judaism is compatible with American public life. But I think there’s actually a much bigger claim that the Sunday schools are making. The claim is not only that Judaism is as good as Protestantism, but that Judaism does religion better than Protestantism. These rabbis who were writing catechisms and teaching confirmation classes were saying that Judaism does liberal religion better than liberal Protestants, liberal Catholics and other kinds of liberal denominations. You see the same sentiment in the Pittsburgh Platform as well, which is the foundational platform of the Reform movement written in the 1880s. Sunday schools take that idea and bring it down to a grassroots level.
There are many, many fewer Jews in America in much of the 19th century, before the waves of Eastern European immigrants arrived beginning in the 1880s They didn’t really have strength in numbers, or the kind of self-confidence to have a system of day schools, yeshivas or heders, the elementary schools for all-day or every day Jewish instruction.
And this is also a community that has grown up at the same time as the birth of public education in America, independent of churches. That really emerged beginning on the East Coast in the 1840s.This generation of Americans really believes in the power of public education to craft an American public. It’s a project that 19th-century American Jews believe in and want to sustain. So Sunday schools don’t just become the preferred Jewish model because of lack of resources, but because American Jews really believe in the idea of public education.
What happens at the beginning of the 20th century, with the arrival of Eastern Europeans with different models for Jewish education?
A new generation tries to reform Jewish education, led by a young educator from Palestine named Samson Benderly, who leads the new New York Bureau of Jewish Education. He tries to change American Jewish education to make it more professionalized, but to bring more traditionally inclined Jews on board he has to convince them that he doesn’t want to make more Sunday schools, because Sunday schools by the end of the 20th century had become very much associated with the Reform movement in a way that they weren’t when they were founded and for much of the 19th century.
A painting of Philadelphia philanthropist and Jewish education activist Rebecca Gratz by Thomas Sully. (The Rosenbach of the Free Library of Philadelphia)
Benderly is surveying the scene of recent immigrants living in New York City [tenements] and other kinds of downtown environments, and his proposal is to create these community institutions for these dense communities, where children can be taught Hebrew in Hebrew. His disciples also created Jewish camps as a way to get children out of the inner cities and develop the muscular Zionist ideal of healthy bodies and a robust sense of Jewish collectivity.
You write that Benderly’s vision is a sort of masculine response to the “feminizing” perception of the Sunday schools.
These women teachers are recognizing that they’re being criticized for the kind of thinness of the Jewish education that they’re teaching in comparison to other models, but in periodicals like The American Jewess women are writing back and saying, “But you didn’t teach us Hebrew! I didn’t get that opportunity as a woman, so what do you expect?” It’s really important to note that the women did the best that they could in the time that they had available, and that they were the product of opportunities that were denied to them.
What lessons did you learn about Sunday school and Hebrew school education in the 20th century that relate to your research into the 19th century?
The move that is so decisive for shaping American Jewish education is suburbanization. Rather than having a large immigrant generation who are living in these tight ethnic enclaves, you have American Jewish children who are predominantly growing up in the suburbs, and socializing with children from all sorts of different backgrounds who are attending public schools. The place that you go to get your Jewish education is the synagogue supplemental school, which becomes the dominant model for American Jewish education up until today. Benderly might reflect that it looks a lot more like the Sunday school movement of the 19th century than his vision.
Today’s model is really a religious model. And by that I mean that students go to Hebrew school primarily to kind of check a religious box, to learn about the thing that makes them distinctive religiously, and to achieve a religious coming-of-age marker, which is the bar, bat or b mitzvah. Certainly the curriculum today is more diverse, embracing more aspects of traditional Judaism then you would have seen in a 19th-century Sunday school: more Hebrew, more of a sense of Jewish peoplehood, ethnic identity and Zionism of course. But the question that American Jews are increasingly asking themselves is, is this a model that they still want? So you may have seen that the Jewish Education Project published a report recently on supplemental schools, which saw that enrollment has really, really declined.
Sunday schools are based on a vision of Judaism as a set of a religious commitments that American Jews actualize through belonging to a synagogue and sending their children to a synagogue or a religious school, where they will learn primarily a set of religious skills: the ability to read from the Torah, the ability to decode Hebrew, the ability to navigate the siddur.
Is that still the vision that most American Jews have for what Judaism means to them? I think increasingly the answer seems to be no.
How else did experience in a Hebrew school classroom influence you? Did you access anything else when you were writing the book?
I think about the number of college kids and graduate students and empty nesters who are either volunteering or earning minimum wage, working at Hebrew schools, all over the country. That’s the labor force of American Judaism. These people also bring so much to the table. There are a lot of skills, dispositions and knowledge that don’t tend to get taken very seriously because this is a workforce that just gets kind of put into the category of “oh, they’re part time.” That made me look really closely in the historical archives to see if I could find anything out about the women who are volunteering to teach in Sunday schools. And what I found out was that [many] were public school teachers. And they brought a lot to the table. It was women in fact who were really pushing to make the Sunday school curriculum more experiential and to move away from rote memorization.
As a historian formed by feminist methods, I find it really important to recognize that these women were giving over what they had, as opposed to critiquing them for not teaching in a more traditional way. I think we need to pay attention when women are being scapegoated for problems that are described as problems of Jewish continuity. It blinds us to the role that women’s volunteerism has played in American Jewish life. This whole Sunday school movement was possible only because these women volunteered their time and largely were not paid.
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In the course of his 104 years, he resisted the Nazis, fought against blood libel and became a towering Jewish intellectual
Today, in a public ceremony held at Les Invalides, President Emmanuel Morin led the French Fifth Republic in paying its last respects to one of the nation’s great public figures, Edgar Morin, whose 104 years spanned the Third and Fourth Republics as well. He was a sociologist, philosopher, writer, film director and screenwriter. But Morin’s real profession was as an intellectual.
There is a vast literature on the character and career of the French intellectual — much of it written by intellectuals — just as there is much disagreement on when this social type first appeared. Some historians reach back as far as the Enlightenment and the role played by les philosophes like Voltaire in their struggle for political liberty and religious toleration, while other historians argue that the modern intellectual burst onto the scene more than a century later with the Dreyfus Affair.
It was at that pivotal moment in late 19th century France that the word “intellectuel” gained currency. Used as a term of scorn by antisemites like Maurice Barrès, they believed Captain Alfred Dreyfus was guilty of treason precisely because he was Jewish. As for those “intellectuals” who defended Dreyfus, Barrès dismissed them as “aristocrats of thought who boasted they did not think like the vile crowd.” Yet those same intellectuals, led by the novelist Émile Zola, gladly embraced the description. Convinced that objective reason and truth made Dreyfus’ innocence clear, they believed, as Zola famously declared, that “truth is on the march.”
But, as Morin always insisted, truth is complex. So, too, was his career, which in many ways reflects the origin story of the French intellectual. Born as Edgar Nahoum in Paris in 1921, his parents were Jewish immigrants from Salonica, a city that had been home to Greece’s largest Jewish community until World War II. (Nearly 90% of the community, some 54,000 men, women, and children were eventually murdered in Nazi death camps.) A precocious student, Nahoum spent his days in libraries studying German philosophers like Hegel and his nights in cinemas studying French films directed by the likes of Marcel Pagnol.
Yet everything changed, including his name, come France’s defeat and occupation by Nazi Germany in 1940. Making his way to the Unoccupied Zone, the 20-year-old Nahoum, who had been a pacifist before the war, soon joined both the banned Communist Party and the French Resistance. By 1944 and liberation, Nahoum had not only become a lieutenant in the Free French Forces, but due to a typo that turned his combat pseudonym “Manin” into “Morin,” the young man was renamed. In fact, he was remade. “What would we have been without the Resistance?” Morin later wondered. “It was thanks to the Resistance that we were given a life.”
And what a life it turned out to be. In 1951, the rebellious Morin, who was outraged by the Soviet show trials, was invited to leave the French Communist Party. At the same time, though he did not have a graduate degree, Morin was nevertheless invited — thanks to the recommendations of the philosophers Vladimir Jankéklévitch and Maurice Merleau-Ponty — to join the prestigious National Center for Scientific Research in Paris in 1950. It was there that he launched a career that fused his academic interests as a sociologist with journalism.
For the next three quarters of a century, Morin seemed to be everywhere all at once. (When I lived in France, I had the impression that, whether on the shelves of bookstores, pages of newspapers, or sets of television shows, I was always bumping into him.) When he was not being interviewed in documentaries, he was making them; when not publishing one of his more than 40 books, he was reviewing books written by others; when seismic events occurred, he was there before anyone else — and got a book out faster. And the books, the work of an intellectuel engagé, were often themselves events that left their mark on Morin’s contemporary audience and future scholars.
One of the most notable of these is La Rumeur d’Orléans, or Rumor in Orléans. In May, 1969 — just one year after the student rebellions that had swept across France (and about which Morin had already published a book) — a rumor started to sweep across the small city of Orléans, famous for being defended against the English by Joan of Arc in the 15th century. The rumor that took flight in Orléans in 1969 — a variation of the blood libel against Jews — was as old as Joan’s achievement. In the dressing rooms of several local clothing stores, so the rumor went, young women were being drugged and sex trafficked. Moreover, the owners of all these stores were, of course, Israëlites (the frequent moniker for French Jews since the 19th century.)
That there was not a single reported case of a missing, much less abducted, woman had little effect on the crowds that gathered outside these stores. As the crowds grew, along with the fear of the store owners and their staffs, the news media picked up on the event. Politicians and pundits expressed outrage and confusion over the rumor — how could this be possible just a quarter-century after Auschwitz, they asked — and the police began to investigate. They could not find a single culprit.
Within weeks of the news reaching Paris, Morin had collected a half-dozen colleagues and set up shop in Orléans to make sense of the rumor. The team, who described their work as la sociologie événementielle, or “event-based sociology,” interviewed locals, met with officials, and rifled through archival documents. Their conclusion reflected a truth dear to Morin: the complexity of any single event. By complexity, Morin did not mean “complicated,” a word we often use when we refuse to engage a subject. Instead, a complex event spans not only the many factors that made this event possible, but also encompasses the way in which our own theories and thoughts alter our understanding of the event. This complex event, Morin concluded, was partly the work of rapid modernization and the great changes it wrought: urbanization, consumerism, and sexual rebellion. It was as if, one historian remarked, “miniskirts were taking people back to the Middle Ages,” and back to the Jew as the traditional scapegoat for these vast social and economic disruptions.
But only partly. The man who described himself as “Judeo-Gentile” always insisted that events often take not just ordinary folk, but also specialists by surprise. Just as no one predicted France’s defeat in 1940, Morin never thought he had the courage to become a resistance fighter. Yet he did. This is a lesson in humility, of course, but also a lesson in humanity. “Let us make our way in uncertainty,” Morin always insisted, “but also in fraternity.” If only we could make this motto our own.
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That time Allen Ginsberg wrote a Socialist poem — about Bernie Sanders
Last June, while digging through 50 boxes of archival material about Bernie Sanders’s four terms as the mayor of Burlington, Vermont, a reporter for the British newspaper the Guardian found a poem by Allen Ginsberg. Written by hand on a 1986 visit to the city, “Burlington Snow” didn’t name Sanders, but he was clearly the populist muse that inspired it.
Ginsberg wrote, “Socialist snow on the streets / Socialist talk in the Maverick Bookstore / Socialist kids sucking socialist lollipops.” Then he turned outward, questioning with almost Elizabethan wit: “—aren’t the birds frozen socialists? / Aren’t the snowclouds blocking the airfield Social Democratic appearances?”
After Ginsberg shares the city’s governing idea, the poem itself is shared: “Isn’t this poem socialist? It doesn’t belong to me anymore.”
The iconic Jewish-American poet was writing about the Jewish-American socialist almost exactly 30 years ago, on a February day in snow-covered New England like the one on which Sanders won in New Hampshire. Spreading online, the poem has delighted both poetry people and Sanders loyalists. No one combines those two groups like Eliot Katz; a leading “post-Beat” poet and Ginsberg protégé, Katz has spent 20 years, on and off, working on a book caled “The Poetry and Politics of Allen Ginsberg.” Published by the independent Beatdom Books in December 2015, it addresses both Ginsberg’s career as a poet and life as an activist.
Absurdly, the unearthing of the Sanders poem from an overlooked archive came after Katz’s manuscript was ready for print, too late for him to write about it. But it reflects his thesis about Ginsberg and his pleasure in Sanders’s success. Katz has written seven books of poetry, including “Space and Other Poems for Love, Laughs and Social Transformation” (1990) and “Unlocking the Exits” (1999), but I hadn’t heard of him in 2005, when an editor at the San Francisco Chronicle asked me to review a collection of essays about “Howl.” I pretty much panned it, saying too many pieces presented facile claims by Ginsberg admirers about his relevance in the 21st century.
Katz, whose readable book expands on his insightful essay, says Ginsberg’s forward looking focus defines how he “challenged the boundaries” of poetry’s political potential. After years of digging into “Howl,” “Kaddish” and “Wichita Vortex Sutra, he was startled a few weeks ago when he found “Burlington Snow” online, recognizing a vivid example of how a Ginsberg poem could illuminate political changes long before they happen.
“Ginsberg told me that prophetic poetry doesn’t work like someone making a prediction,” Katz said when I visited him in his Hoboken apartment. “Instead, he would say that political poetry ‘touches a common key,’ allowing the reader to feel something that somebody will feel in a hundred years. Here, he wrote a poem that praised the democratic-left tradition we’re seeing in Bernie Sanders. No one could have predicted that Sanders would be waging such an effective campaign to move the Democratic Party in more progressive directions.”
A frequently smiling man with shaggy, graying hair, the 59-year-old Katz lives amid countless books on Ginsberg and progressive politics. Taped to one wall is a newspaper clipping about his late mother, Toby Katz, an Auschwitz survivor who went on to hold elected office for 12 years as a councilwoman in West Orange, New Jersey, where Katz grew up. She helped to inspire his work as an activist, including jobs with organizations for the homeless in New Jersey and Washington, DC. He displays posters of readings he gave with Ginsberg, and his book combines his personal feeling for the poet with critical analysis of his work.
Of a poem called “Why I Sit,” Katz writes that Ginsberg used a technique learned from Greek poetry called anaphoric repetition, the rhythmic echoing of a word to “sew together” his personal and political concerns. He quotes from the poem:
“I sit because the Dadaists screamed on Mirror Street / I sit because the Surrealists ate angry pillows… / I sit because Lunacharsky got fired & Stalin / gave Zhdanov a special tennis court I became a / rootless cosmopolitan / I sit inside the shell of the old Me / I sit for world revolution.”
“Why I Sit,” Katz writes, highlights how “Stalin’s deplorable actions caused [Ginsberg] to become a citizen without solidly existing roots.” Katz said the poet’s attraction to socialism transcended his disillusionment with Soviet communism, and that ”Burlington Snow” reflects his lifelong contemplation of counter-pulling influences of his youth, his troubled communist mother and his socialist poet father. “Allen appreciated democratic socialism,” Katz told me, when we spoke. “But he opposed the kind of authoritarianism of the Soviet Bloc. Czechoslovakia is a country he got kicked out of.”
“I don’t call Allen a democratic socialist in the book,” he added. “I think he believed more in being politically pragmatic than in holding any specific ideology — so that he supported anarchist movements when they were doing positive things, and trade union movements when he agreed with them. He remained a progressive his whole life, and he defied the conservative myth that radicals from the 1960s era all became conservative in their old age.”
Ginsberg’s “open support of Sanders,” Katz said, prompted him to give a reading to raise money for one of the Vermont politician’s congressional races in 1992. In fact, in a lengthy footnote, Katz says he helped to organize it. “It was at a restaurant called Nadine’s,” Katz told me. “I always thought I introduced them for the first time. Allen and Bernie talked, but I don’t know what they said, because I was too busy helping to coordinate things.”
Bob Rosenthal, longtime manager of Ginsberg’s office, says Ginsberg had Bernie Sanders on his radar through the years. “I always knew who Bernie Sanders was, and I had to know that through Allen, because Allen was where I got all my news,” Rosenthal told me. “I don’t think they hung out together, but Allen always had an awareness of him.”
The Allen Ginsberg archive at Stanford University holds a letter Sanders sent Ginsberg in 1989, thanking him for the “time, energy and creativity” Ginsberg gave “to me and the City of Burlington throughout my administration,” citing an art auction with which Ginsberg helped in some unspecified way.
With the resurrection of “Burlington Snow,” Ginsberg’s friends wonder if the poet and the politician actually met for the first time when Ginsberg visited Burlington in 1986.
Huck Gutman is pretty sure that didn’t happen, and he should know. Gutman is one of Bernie Sanders’s closest friends, serving for years as his chief of staff in Washington. He’s also a professor of English at the University of Vermont, where he often teaches “Howl,” and he spent recent days getting ready to give a class on how the Russian poet Vladimir Mayakovsky influenced Ginsberg.
Asked about “Burlington Snow,” he replied in an email: “Ginsberg, as you know, grew up in a socialist milieu (I guess I am clear about this mostly from his poem, ‘America.’) and would have been interested in, even entranced by, the fact that Burlington had a socialist as its mayor.”
Still, he wrote, “I do not think Allen and Bernie met at that time. That they might have met at a NYC fundraiser years later — in 1992 he was running for his second term in the US Congress — could certainly be possible.”
In a telephone interview, Gutman said he himself spent memorable time at the university talking with Ginsberg about poetry during the 1986 visit. Gutman didn’t attend the bookstore reading but heard that the poet wrote the poem (with 14 lines, it is an informal sonnet) “quickly,” and immediately read it to an audience. Did Sanders ever see it? Gutman didn’t know, but said Bernie Sanders generally doesn’t read poetry: “He reads biography, history, novels — not poetry.”
Based on his observations of Ginsberg and Sanders, though, he says they share a lot.
“Ginsberg was writing in a way that a lot of people were not writing, and he had to believe in his own vision and his own voice,” he said. “I think Bernie has that. He understands that the test of what one says is not the political pundits and the political base — not what the critics and professors said, in Ginsberg’s case — but whether one speaks one’s own way and in a language that reaches people.”
Recently, Grove Press published “Wait Till I’m Dead,” a new gathering of Ginsberg’s uncollected poems. It doesn’t include “Burlington Snow.” Bill Morgan, a Ginsberg biographer and archivist of his papers, edited the volume and says the poem “came too late,” explaining that “Grove had the (finished) book for about a year.” Morgan, who lives in Vermont and “would vote for Sanders for anything,” says he believes the poem “wasn’t strong enough” to make it into the book.
Morgan worries that the poem’s visibility could hurt Sanders, though he said that isn’t why it got left out. “I worry that people will see that line — ‘It doesn’t belong to me anymore’ — and will read that to mean, ‘I have to give up something,’ the second car or something, that Bernie wants to take their possessions away.”
Eliot Katz believes that the way Ginsberg animates socialism as a form of sharing in “Burlington Snow” could have a positive effect. “I think it can help educate younger voters that democratic socialism, as Sanders practices it, is a form of inclusiveness, of expanding democratic rights, not taking them away, which would be the view of an older generation raised in the Cold War. Everything in the poem is shared — even the environment, something Sanders talks about a lot — and that message can only be helpful.”
Allan M. Jalon won two 2015 Simon Rockower Awards for his Forward feature stories, “My Opa’s Story of World War One’s Other Fight” and “A New Jersey Tale of Two Alfred Doblins.”
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The real reason Jews care about Marilyn Monroe
To the editors:
As someone who loves film, Judaism, and history, I found PJ Grisar’s article on why so many Jews find Marilyn Monroe fascinating somewhat lacking.
It is certainly true that Monroe “didn’t look Jewish,” but there were plenty of Jewish beauties to admire—Lauren Bacall, for example. I suspect the fascination goes deeper than appearance.
Monroe did not merely represent beauty. For many Americans, she represented America itself.
Three years before her conversion, all eyes were on two other Jews for very different reasons.
While the execution of Julius and Ethel Rosenberg had nothing directly to do with Monroe, the broader zeitgeist may help explain why so many Jews took her to heart.
This was still an era shaped by immigration quotas, university restrictions, social-club exclusions, housing covenants, and lingering questions about whether Jews could ever be fully accepted as Americans.
I also think the article glosses over the significance of her marriage to Arthur Miller, reducing it to a story of beauty and brains. Miller was one of the most important Jewish intellectual and cultural figures in America.
He was also a highly controversial figure during the McCarthy era and one of HUAC’s top targets.
In 1957, he was convicted of contempt of Congress and sentenced to a fine and a prison term, though the conviction was overturned the following year.
Monroe could have distanced herself from Miller and the controversy surrounding him.
She did not.
I agree that Elizabeth Taylor ultimately lived a more publicly and explicitly Jewish life. Yet I think Monroe’s conversion remains meaningful because of its symbolic weight. For many Jews, it represented a moment when one of the most famous women in America chose to join a community that was still fighting for full acceptance.
Perhaps that is why so many Jews continue to find her story compelling. The fascination may indeed say something about Jews—but it also says something about the place Jews were coming to occupy in American life.
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