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 “The Jew Has Died and the Hebrew Has Been Born”: Making and Locating Cultural Traditions

Arieh Bruce Saposnik

in Becoming Hebrew: The Creation of a Jewish National Culture in Ottoman Palestine

As the Yishuv grew demographically, the distinctive national culture that emerged necessitated a renegotiation of national centers and peripheries. Zionism's geographical rearrangement of Jewish life ... More

As the Yishuv grew demographically, the distinctive national culture that emerged necessitated a renegotiation of national centers and peripheries. Zionism's geographical rearrangement of Jewish life entailed a demand for cultural realignment and a renegotiation of the relationship between the new Zionist culture and the traditions associated with Jewish centers of the Diaspora. This process was punctuated by polemical outbursts, as in the “Brenner affair” and the storms surrounding the Herzlia Gymnasium, in particular its incorporation of biblical criticism in its teaching. In 1910* a speaker at a national celebration in Jerusalem declared that “the Jew has died, the Hebrew has been born,” while a writer abroad proclaimed the emergence of a “new Israel” in Palestine. A “literary mania,” as Menahem Ussishkin called it, and the crystallization of a celebratory style and educational agendas were among the key manifestations of that new national entity.Less

 Early Years: 1891–1914

William Taussig Scott and Martin X. Moleski

in Michael Polanyi: Scientist and Philosopher

Michael Polanyi was born in Budapest on March 11, 1891 to Mihály Pollacsek and Cecile Wohl, the fifth of their six children. This chapter describes Polanyi's family and cultural heritage, his ... More

Michael Polanyi was born in Budapest on March 11, 1891 to Mihály Pollacsek and Cecile Wohl, the fifth of their six children. This chapter describes Polanyi's family and cultural heritage, his education at the Minta Gymnasium ("Model School"), his studies in medicine at the University of Budapest, and his first publications on colloid chemistry. From his youth, Polanyi possessed the same breadth of interest from the physical sciences to the humanities that he exhibited later in life.Less

Who Were the Neoi?

Nigel Kennell

in Epigraphical Approaches to the Post-classical Polis: Fourth Century BC to Second Century AD

This chapter reassesses several important aspects of Clarence Forbes' classic study, Neoi: A Contribution to the Study of Greek Associations, in the light of new evidence that has emerged and new ... More

This chapter reassesses several important aspects of Clarence Forbes' classic study, Neoi: A Contribution to the Study of Greek Associations, in the light of new evidence that has emerged and new perspectives that have developed since its publication in 1933. Specifically, it situates the neoi in their proper military context in the Hellenistic period, both protecting and sometimes threatening the safety of a city, and shows that they were far from the anodyne ‘aftermath of the ephebic training’ of Forbes' conception. In addition, the precise relationship between neoi, their cadets (epheboi), and civic institutions beyond the gymnasium is illuminated by an examination of the ways the term neoi is used in public documents in what Maurice Holleaux called its ‘sens étroit’ and ‘sens large’ (Études II 98).Less

A Weimar Golden Age: 1770 to 1832

Michael H. Kater

in Weimar: From Enlightenment to the Present

This chapter focuses on Weimar's Golden Age between 1770 and 1832. During that period, Weimar was the capital of one of four independent Saxon duchies, in an area now called Thuringia, in the centre ... More

This chapter focuses on Weimar's Golden Age between 1770 and 1832. During that period, Weimar was the capital of one of four independent Saxon duchies, in an area now called Thuringia, in the centre of Germany. The only upper school in the realm was Wilhelm-Ernst Gymnasium, headed by Johann Michael Heintze. Christoph Martin Wieland arrived in 1772, followed by Johann Wolfgang Goethe three years later. Wieland was hired by Dowager Duchess Anna Amalia as tutor to her oldest son, Dauphin Karl August. This chapter also looks at other figures who were instrumental in Weimar's so-called ‘Muses' Court’ after 1770, including Karl August Böttiger, Friedrich Hildebrand von Einsiedel, and Siegmund von Seckendorff. In addition, it considers Goethe's role as the catalyst for Weimar's Golden Age, as well as his collaboration with Friedrich von Schiller in matters of the theatre. Finally, it describes Weimar's population, economy, and society in the second half of the eighteenth century and into the early nineteenth century.Less

Red, White, and Blue and Mexican: Mexican Americans in Midcentury Chicago

Deborah E. Kanter

in Chicago Católico: Making Catholic Parishes Mexican

In the 1940s a new Mexican American generation emerged. The children of immigrants grew up as Chicagoans, attending ethnically diverse schools and living in mixed neighborhoods. The parish anchored ... More

In the 1940s a new Mexican American generation emerged. The children of immigrants grew up as Chicagoans, attending ethnically diverse schools and living in mixed neighborhoods. The parish anchored the community, and children grew up with a positive grounding in Mexican and US Catholic traditions. This chapter explores how they experienced World War II on the home front and as soldiers stationed all over the world. The parish newspaper vividly illustrates Chicago Mexican Americans’ talents and passions, especially in the realms of music, movies, and parish sports teams for women and men. A new parish gymnasium became the center of a lively social scene. These young people lived at ease with their hybrid identity: Mexican, American, and Catholic.Less

From the Gymnasium to the Wedding: Eros in Athenian Art and Cult

Emma Stafford

in Erôs in Ancient Greece

This chapter reviews representations of Eros personified in Attic art alongside what we know of Eros' cult at Athens, evidence which has an important contribution to make to our understanding of the ... More

This chapter reviews representations of Eros personified in Attic art alongside what we know of Eros' cult at Athens, evidence which has an important contribution to make to our understanding of the emotion. It is generally agreed that the images chart a change from a late archaic focus on pederastic erôs to a later fifth-century association with women and heterosexual desire. It is argued here that this shift in emphasis is reflected in Athens' two major cults of Eros: at the Academy, from c.540 BC worship focused on Eros alone, its pederastic character in keeping with the gymnasium context; on the Akropolis' north slope, from c.450 BC, Eros displayed a heterosexual concern with fertility, in close association with Aphrodite. Such a background makes sense of Eros' frequent appearances in wedding scenes, which further suggest that erôs’role in marriage became firmly established in the second half of the fifth century.Less

Armoury of the Bricoleur?: The Disparate Origins of Auxiliary Equipment

Ian Haynes

in Blood of the Provinces: The Roman Auxilia and the Making of Provincial Society from Augustus to the Severans

Recent scholarship has usefully applied Lévi-Strauss’ bricolage metaphor to examine the way in which new forms of ‘Roman’ identity emerged through the incorporation of pre-existing elements. This ... More

Recent scholarship has usefully applied Lévi-Strauss’ bricolage metaphor to examine the way in which new forms of ‘Roman’ identity emerged through the incorporation of pre-existing elements. This understanding corresponds closely to the processes of evolution described by Arrian in his celebrated Ars Tactica, an account of the manoeuvres and dress of Roman cavalrymen. This chapter considers the processes, bricolage included, which characterized the adoption of particular forms of dress by auxiliaries and Rome’s armies more generally. It argues that an understanding of these dynamics is not only an essential preliminary for the study of material culture in Rome’s armies but also important when examining the processes of incorporation that created provincial society.Less

The Mind Set Free: Preparing a Liberal Society in the 1840s

in Vienna in the Age of Uncertainty: Science, Liberalism, and Private Life

This chapter explores how young Franz Exner came to seek a model of a post-dogmatic mind. Franz Exner was a Gymnasium student during the calm and optimistic years after the defeat of Napoleon. He ... More

This chapter explores how young Franz Exner came to seek a model of a post-dogmatic mind. Franz Exner was a Gymnasium student during the calm and optimistic years after the defeat of Napoleon. He entered the University of Vienna to study philosophy in 1819. At the age of thirty, Exner was offered the chair of philosophy at the University of Prague. His classroom antics hinted at his concern with the field of pedagogical psychology, a focus of Johann Friedrich Herbart's. Herbart's psychology proposed Exner a model of the mind that appeared suited to the project of liberal education. Exner's embrace of the latest German philosophy only made his life in Prague more difficult. Furthermore, he developed a prominent new role for science and mathematics in the Gymnasium curriculum. As a component of the new Gymnasium curriculum, exercises in probabilistic reasoning would encourage students to view absolute claims skeptically.Less

In the Stream of the World: Coming of Age in the 1860s

in Vienna in the Age of Uncertainty: Science, Liberalism, and Private Life

This chapter describes the reform of the education system. Count Thun and his collaborators revised the Gymnasium curriculum to focus more on natural science and mathematics. They also transformed ... More

This chapter describes the reform of the education system. Count Thun and his collaborators revised the Gymnasium curriculum to focus more on natural science and mathematics. They also transformed the universities from professional training schools into research institutes on the Prussian model, with a large measure of self-government and intellectual freedom. The post-1848 Gymnasium showed how an individual imposed order on experience by means of the constructive faculties of attention and memory. The Exners' utopian vision of their new life as a family reflected a “silent revolution” on a much larger scale. Adolf Exner's years in Zurich did not extinguish his sympathy for democracy entirely. His inaugural speech justified the authority of an educated elite against the bureaucratic machinery of a centralized state. Four years after his inauguration at Zurich, Exner received an even more prestigious invitation—to succeed Rudolf Jhering as professor of Roman law at the University of Kiel.Less

The End of the Little Liberal Arts College

Thomas J. Shelley

in Fordham, A History of the Jesuit University of New York: 1841-2003

Jesuit objections to the changes introduced at Harvard by President Charles W. Eliot. Catholic efforts to reform American Catholic higher education. Fordham students and alumni rally to support U.S. ... More

Jesuit objections to the changes introduced at Harvard by President Charles W. Eliot. Catholic efforts to reform American Catholic higher education. Fordham students and alumni rally to support U.S. involvement in World War I. Fordham President Joseph Mulry becomes an ardent supporter of the war effort. Fordham organizes the Fordham Ambulance Corps.Less

Inequality in Transitions to Secondary School and Tertiary Education in Germany

Martin Neugebauer, David Reimer, Steffen Schindler, and Volker Stocké

in Determined to Succeed?: Performance versus Choice in Educational Attainment

This chapter considers class inequalities in Germany for cohorts born in the 1980s and 1990s. It focuses on the transitions from primary school to the classical academic track, Gymnasium and from ... More

This chapter considers class inequalities in Germany for cohorts born in the 1980s and 1990s. It focuses on the transitions from primary school to the classical academic track, Gymnasium and from Gymnasium to university, and relates the influence of primary and secondary effects in the transition to university on the decisions made at previous transition points. The discussion emphasizes two institutional characteristics that are most relevant for understanding inequality in educational opportunity in Germany: first, the early and very consequential sorting of students into stratified secondary school tracks after primary school, where school performance serves as the prime allocation principle; and second, the existence of an attractive system of vocational training that constitutes a popular educational alternative even for those students who obtain the qualification to go on to university.Less

“Only Goodness Matters”: Reflections on Theodicy With Klaus von Stosch and Jeffery Long

Wendy Farley

in Comparing Faithfully: Insights for Systematic Theological Reflection

In conversation with the essays by Jeffery Long and Klaus von Stosch, Wendy Farley interrogates theology itself as a source of evil. This essay argues that defense of free will as the basis of ... More

In conversation with the essays by Jeffery Long and Klaus von Stosch, Wendy Farley interrogates theology itself as a source of evil. This essay argues that defense of free will as the basis of theodicy obscures the arbitrary and bound nature of human agency. The distortion of free will is a question theodicy might address rather than its answer. The predominance of the sovereignty motif in images of the divine also contributes to the problem of evil by sacralizing structures of domination. The essay concludes by drawing on Hindu, Muslim, and Christian views of goodness—human and divine—as a theological and practical antidote to evil.Less

Old Posen and Young Ernst

Robert E. Lerner

in Ernst Kantorowicz: A Life

This chapter details the family and early life of Ernst Kantorowicz. Born in 1895, Kantorowicz was the youngest of three siblings. His parents believed that teaching him English was essential, based ... More

This chapter details the family and early life of Ernst Kantorowicz. Born in 1895, Kantorowicz was the youngest of three siblings. His parents believed that teaching him English was essential, based on the presumption that he would be engaged in trade. Thus, they gave him to the care of an English governess until he was twelve, and he learned to speak English well enough to be able to lecture in that language at Oxford in 1934. In the spring of 1901, when he was six, he entered a local municipal “middle-school for youths,” which he attended for three years. From the middle school he proceeded to the Royal Auguste-Viktoria Gymnasium, an all-male school that required the intensive study of Latin and Greek plus one modern language, which in Kantorowicz's case was French.Less

Youth and Education: Origins and Childhood in Hamburg

in Science and Conscience: The Life of James Franck

James Franck was born on August 26, 1882 to Jacob Franck and Rebecca née Drucker, in Hamburg, Germany. Franck entered Wilhelm Gymnasium in the fall of 1891 where he learned Latin, Greek, English, and ... More

James Franck was born on August 26, 1882 to Jacob Franck and Rebecca née Drucker, in Hamburg, Germany. Franck entered Wilhelm Gymnasium in the fall of 1891 where he learned Latin, Greek, English, and French. He studied chemistry in the University of Heidelberg and then went to the University of Berlin to study physics under Emil Warburg and Paul Drude. He obtained his doctorate in June 1906 and then later served in the military in October 1906. He was assigned to the signal corps in the radio division of the First Telegraph Battalion but was discharged in December due to a minor accident on horseback.Less

Porticoed gardens

Mantha Zarmakoupi

in Designing for Luxury on the Bay of Naples: Villas and Landscapes (c. 100 BCE-79 CE)

This chapter examines the unique character of the architectural language of Roman luxury villas by focusing on porticoed gardens. It describes how Roman architects transformed the Hellenistic-derived ... More

This chapter examines the unique character of the architectural language of Roman luxury villas by focusing on porticoed gardens. It describes how Roman architects transformed the Hellenistic-derived form of the rectangular peristyle into the more open arrangements of porticus structures (adjacent to gardens that gave stunning views of the surrounding landscape). By examining this new design and decorative language, the chapter sheds light on the ways in which the porticoed garden embodies the cultural negotiations of Roman elites, who were both flirting with the Greek style and articulating their very own appreciation of landscape.Less

Athletics and Citizenship

Nick Fisher

in Defining Citizenship in Archaic Greece

A defining feature of archaic Greece was the explosion of athletic competitions at many levels up to the great Panhellenic games. Panhellenic victories brought prestige to the cities, who offered ... More

A defining feature of archaic Greece was the explosion of athletic competitions at many levels up to the great Panhellenic games. Panhellenic victories brought prestige to the cities, who offered their victors considerable honours and material rewards. This chapter seeks to identify diverse connections, in different cities, between athletic training and competition and the regulation of membership in these developing communities. It suggests that in some places (Sparta, Cretan cities) athletic performance was used as part of complex socialization procedures and as a qualification for community membership via small-scale commensality associations. At Athens, athletic prowess was encouraged but not imposed, and citizenship was probably opened, through pseudo-kinship subgroups, to athletes along with other skilled immigrants; comparable practices may be suspected in other athletically ambitious cities (Corinth, Argos, and Aegina). In wealthy cities in Sicily and South Italy, desperate for Panhellenic success, athletic achievement inspired the positive recruitment of new citizens.Less