By Miryam Segal
With scrupulous consciousness to landmark poetic texts and to academic and serious discourse in early 20th-century Palestine, Miryam Segal lines the emergence of a brand new accessory to switch the Ashkenazic or eu Hebrew accessory in which just about all smooth Hebrew poetry have been composed until eventually the Nineteen Twenties. Segal takes under consideration the extensive historic, ideological, and political context of this shift, together with the development of a countrywide language, tradition, and literary canon; the the most important function of faculties; the impression of Zionism; and the major position performed through ladies poets in introducing the hot accessory. This meticulous and complex but readable learn presents marvelous new insights into the emergence of recent Hebrew poetry and the revival of the Hebrew language within the Land of Israel.
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Additional resources for A New Sound in Hebrew Poetry: Poetics, Politics, Accent (Jewish Literature and Culture)
By dispensing with the closest equivalent in Hebrew to a modern national lites erary tradition and acknowledging his use of the Ashkenazic Hebrew accent in his poetry, Bialik and a few of his contemporaries were able to create a poetic simulation of a vernacular. This use of Ashkenazic allowed them to write the kind of verse in Hebrew—trochaic, amphibrachic, iambic—that Europeans could write in their respective mother tongues. Whereas the prototypical Hasks kalah poet was trapped between his own penultimately stressed accent and the introduction 11 high Medieval Hebrew of the poets of Spain and Italy, Bialik used his Ashkens nazic Hebrew unabashedly.
In pursuing this line of inquiry, I show how the new accent’s rise in poetry paralleled its rise in the schools. Chapter 2 challenges the simplistic notion of a Hebrew that was native to Palestine by analyzing the approaches of revivalists to the unification of spoks ken Hebrew. What did the teachers hope to hear in their own Hebrew and in their classrooms? I identify three pronunciations in the early twentieth cents tury that would have been candidates for the Hebrew of the schools, compare the different notions of authenticity implicit in each one, and interpret each as a proposal for national unification through language.
In Azaryahu’s history, this loss of differentiation between particular and general knowledge is itself the second defining trait of the Hebrew school in Palestine: This innovation [of instituting Hebrew as the language of instruction] is what facilitated the change in instruction, particularly in the early school years, from the study of words to the study of issues, and is what made it more natural, substantial, and deep.