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Chaim Zhitlowsky, "Yid un mentsh," Ale verk (New York, 1945), 1:85, 88. , p. 133. , p. 103. ," Ale verk, 1:155-58. JUSTIFICATION IN JEWISH EDUCATION 25 which was a guarantorof national unity. The functionof languagein the struggle of the Jews for survival was more than a matter of casuistic ideology. "We are," wrote Zhitlowsky,"a world wide people, spreadout among differentnations and tongues.... Such a dispersedpeople in this particularperiodof its historyespeciallyneeds . It is a position whichreflectedthe experienceof the EasternEuropeanimmigrantto whom it was addressed;it ignoredthose sectorsof the Jewishpeoplewhosehistoryhad taughtthemotherlanguages.
With neitherhistory nor traditionto bind it to a lifelesspast, the "new school" was free-indeed the revolutiondemandedit-to charta new coursein the education of Jewish children, an education free of the "formalismand abstraction"whichcharacterizedthe bourgeoisschool. , the principleof labor (arbetsprintsip)which was a hallmark of progressiveeducatorsof the time-cannot be: "meremechanicaladditions to an existing structure. . They must serve as the centralaxis on whichthe entirecontentsof the school revolve....
ACKERMAN not interestedin raisingJudaism'shemline,in wateringdown her claimsto makethemcompatiblewith Americanculture;indeedto respondto the pull of our historyand traditionis to feel increasinglyuncomfortablewith much of what is happening in America. . "131 The attempts of previous genera- tions of Jewisheducatorsto find points of contactbetweenthe teachingsof Judaismand the American"way of life" are rejectedbecause"... demonstrations of Judaism'scompatibilitywith American life are pathetically uninteresting....