No More “Little Jews Without Beards”: Insights into Yiddish Children’s Literature in Eastern Europe Prior to World War I1

Author(s):  
Nathan Cohen

Abstract The first modern publications in Yiddish which were intended for young readers in Eastern Europe—either original works or translations from foreign languages—appeared at the turn of the twentieth century as the sporadic initiatives of a few writers. A more systematic literature for children in Yiddish started relatively late, and was linked to the developing Yiddish school system. A growing number of writers and cultural activists, including Sholem Aleichem and Y. L. Peretz, became gradually aware of the importance and need for appropriate literature for children. Within less than a decade, the Yiddish book market was enriched with a variety of publications focused upon young readers whose ages ranged between 5 and 12 years. These publications included many translations (or adaptations) from foreign languages—either directly or indirectly—as well as original works by known Yiddish writers. The first Yiddish periodicals for youngsters as well as textbooks also appeared then, prior to World War I. Yiddishists and publishers established publishing companies for this purpose and initiated pretentious projects of which few were realized, or even partly realized. The current article will review and examine the first initiatives for publishing Yiddish children’s literature and periodicals, who the initiators were and what their purpose was. Also, to what extent these publications were accepted, and their contribution to modern Yiddish literature.

2019 ◽  
Vol 7 (2) ◽  
pp. 247-259
Author(s):  
Sara Reis da Silva

The systemic singularities of children’s literature seem to have determined the relative inconsistency of critical approaches based on historiography, where the “nodal points” are mainly of a temporal, topographical, institutional and figurative nature. One of the historical periods whose “historiographical reading” of literary outlines is incomplete and unsystematised corresponds to the timeframe between the beginning and the end of World War I. We will revisit some Portuguese authors and their works: O Navio dos Brinquedos [The Toy Ship] (1914) by António Sérgio, Era uma Vez[Once Upon a Time] (1916) by Maria Sofia Santo Tirso, and the “Polichinelo” [Punchinello] series (1918–1921) by Emília de Sousa Costa, published between 1914 and 1918, in an attempt to elucidate their technical singularities, and their most relevant ideothematic lines. Falling under the category of First Republic literature, these texts betray aesthetic sensibilities and very different ideologies, showing what was written for children and what young readers read in wartime.


Author(s):  
Vivien Van Rij

Award-winning New Zealand writer, Maurice Gee, has written five realistic novels for children, each set during a defining period in New Zealand history.  This essay examines Gee’s use in The Fire-Raiser of historical material, particularly that related to Nelson Central School and its lively headmaster, F. G. Gibbs.  Through his accurate reproduction of precise detail Gee vividly evokes small-town New Zealand during World War I.  But Gee also adapts historical material in order to pursue his ideal of balance.Vivien van Rij is a lecturer in Victoria University's Faculty of Education, specialising in children's literature and literacy.Correspondence about this article may be directed to the author at [email protected]


Author(s):  
Chone Shmeruk

This chapter discusses Yiddish literature in Poland between the two World Wars. After World War I, a schism began to divide the two major centres of Yiddish literature in Eastern Europe. Despite certain difficulties with Polish censorship and in contrast to Soviet Yiddish literature, in independent Poland, Yiddish literature continued to develop in great freedom. Unlike the case of Soviet Yiddish literature, a direct and natural connection existed between writer and reader deriving from an unbroken cultural-historical continuum and enjoying the benefits of a native habitat. Despite the often bitter internal arguments, there was room in Yiddish literature in Poland for all possible ideologies and trends. Yiddish literature in Poland was essentially a secular literature, although there was also a surviving traditional religious Yiddish literature, as well as a new literature in Yiddish with religious orientations. Politically, Yiddish literature encompassed a wide range of ideological positions, from extreme nationalist literature which totally negated the ideological left, to fanatical communistic orientations.


Author(s):  
Inés Condoy Franco

Last great-armed conflicts resulted in literary reactions, and after World War ii it was a huge production of children’s literature in order to approach the issue to young readers and help them to understand what happened. It can be considered the prelude of the recent politicization and introduction of different conflicts that children’s literature is nowadays experiencing. When Hitler Stole Pink Rabbit (Judith Kerr 1971), Carrie’s War (Nina Bawden 1973) and Good Night Mister Tom (Michelle Magorian 1981) are part of these post-war publications and through their analysis, it is aimed to study how the historical circumstances of the World War II are approached to children. Addressing how their authors represent the conflict, the separation and the family relations that play a crucial role on these works and children literature in general. Analyzing how society of the time is portrayed trough different motifs as the journey, the female figures or the war itself. The techniques they use and how do they overcome a common conflict of displacement, what can help young readers to learn strategies to face their own problems in real life.


Author(s):  
Maria Nikolajeva ◽  
Everaldo Lima de Araújo ◽  
Márcia Da Gama Silva Felipe ◽  
Thales Sant'Ana Ferreira Mendes

Maria Nikolajeva nasceu na Rússia e se mudou para a Suécia em 1981. Mestre em Inglês pela Universidade Estadual de Moscou (Rússia) e doutora em Literatura Comparada pela Universidade de Estocolmo (Suécia) – onde trabalhou por 25 anos –, é Professora e Catedrática de Educação na Universidade de Cambridge (Reino Unido). Já foi presidente (1993-1997) da International Research Society for Children’s Lierature e uma das editoras seniores da Oxford Encyclopedia of Children's Literature. Em 2005, recebeu o International Brothers Grimm Award pela contribuição de seu trabalho sobre literatura infantil. É autora de mais de 300 artigos e de algumas dezenas de livros, incluindo From mythic to linear: time in children's literature (2000), Power, voice and subjectivity in literature for young readers (2010) e Reading for Learning: cognitive approaches to children's literature (2014). Sua obra mais conhecida no Brasil é Livro ilustrado: palavras e imagens (Cosac Naify, 2011), escrito em 2001, com a professora Carole Scott.Por e-mail, gentilmente a professora Maria Nikolajeva nos concedeu esta entrevista, carregada de posicionamentos sobre leitura e literatura infanto-juvenil. Com presteza, a professora ainda nos presenteou com a versão em inglês dessa conversa. É possível perceber importantes nuanças reflexivas para além da realidade brasileira, pondo em evidência o escopo dos estudos que tratam da literatura infantil e juvenil, seja no âmbito do ensino e da pesquisa.


Author(s):  
James Mark ◽  
Quinn Slobodian

This chapter places Eastern Europe into a broader history of decolonization. It shows how the region’s own experience of the end of Empire after the World War I led its new states to consider their relationships with both European colonialism and those were struggling for their future liberation outside their continent. Following World War II, as Communist regimes took power in Eastern Europe, and overseas European Empires dissolved in Africa and Asia, newly powerful relationships developed. Analogies between the end of empire in Eastern Europe and the Global South, though sometimes tortured and riddled with their own blind spots, were nonetheless potent rhetorical idioms, enabling imagined solidarities and facilitating material connections in the era of the Cold War and non-alignment. After the demise of the so-called “evil empire” of the Soviet Union, analogies between the postcolonial and the postcommunist condition allowed for further novel equivalencies between these regions to develop.


2011 ◽  
pp. 37-61
Author(s):  
Stefano Santoro

The Rumanian nationalism of Transylvania, which developed during the 19th century to defend the rights of the Rumanian population from the Magyarization policies implemented by Budapest's government, suddenly found itself in a completely different situation at the end of World War I: from non-dominant it had become dominant. As in other areas of postwar Eastern Europe during the 1920s and 1930s,, this transition involved a reversal of the paradigms of reference of the Rumanian nationalists that changed from inclusive and democratic values into an exclusive and fundamentally totalitarian ideology.


Tekstualia ◽  
2021 ◽  
Vol 2 (65) ◽  
pp. 69-88
Author(s):  
Aleksandra Wieczorkiewicz

The article presents a cross-sectional view of the impact of the translations of English-language juvenile literature of the Golden Age on Polish literary production for young readers. This panorama of infl uences and reception modes is presented in three comparative close-ups, dealing with characters and recipients (English ‘girls’ novels’ and their Polish equivalents), literary convention (adventure novels), and fairytale quality, imagination, and fantasy (Polish literary works inspired by English classic fantasy books). The study shows that Golden Age children’s literature transferred into Polish by means of translation brought new trends, motifs, genres and themes to Polish juvenile literature, signifi cantly contributing to its development.


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