‘Write A Better World Into Being’: How Yiddish Authors Made A New World For Children
An intrepid puppy who marches for labor rights. A 6-year-old girl who sews herself a locomotive to carry her away from her daily chores. A Jewish boy who would be pope.
These stories, written in Yiddish, are all entertaining and whimsical, and like so much writing for young people, may be seen as less than serious.
But they were also composed as part of a larger communal project that was widely regarded as urgent. Beginning in the late 19th century, Jewish thinkers outlined the need for a children’s literature in the vernacular as a way to shape the future.
As Miriam Udel writes in her new book, “Modern Jewish Worldmaking Through Yiddish Children’s Literature,” these authors sought to “write a better world into being in a distinctively Yiddish key.”
Arriving at a time of competing nationalisms — communism and the socialism of the Jewish Labor Bund on one side, Zionism on the other — Yiddish writing for children began in Eastern Europe. It then spread to New York and, with the migration of Jews, Latin America.
Udel’s book is structured around the evolution of the canon, that, after the Holocaust, reexamined its purpose, pushing for literacy and what she calls the “rhythms of Jewish time.”
The writers responsible for Yiddish literature came from various political stripes. Some were educators and academics and others first made their names with stories for adults. Their work ranged from naturalist accounts of a Bund sanatorium to mythic tales of travelers on the Sabbath. Yet within nearly every story a theme of social justice rings through.
Udel, the compiler and translator of the Yiddish children’s story treasury Honey on the Page and the force behind a hit puppet show based on Chaver Paver’s stories of Labzik the communist puppy, researched nearly 1,000 works for the book.
“The overarching goal is to create literature that is going to make its readers want to joyfully and affirmatively choose Jewish identity,” Udel said of Yiddish children’s literature after the Holocaust. “This is an idea that I see us kind of rediscovering now.”
I spoke with Udel, an associate professor of Yiddish language, literature and culture at Emory University, about how this literature developed and changed to meet the times, and why Sholem Aleichem, for all his talent, had “no game” writing for kids. The following conversation has been edited for length and clarity.
I think a lot of people might be surprised that the first Yiddish children’s stories can be dated, and that it’s only really back to 1889. Why did it take so long to develop?
Children’s literature is very much a function of changing ideas about what childhood is and what children need. For a really long time, differences in age were much less important than differences in gender. Instead of boys and girls, we really had proto-men and proto-women. It’s really only when we’re starting to get these modern ideas about childhood as a protracted period, as a time for education and leisure [that this emerges].
We had an ideal of education for Jewish boys since time immemorial, but the idea that both boys and girls would have this time available that could be filled with the activity of reading, that was really new, and that was a product of economic changes, as much as cultural and educational developments,
It was also wrapped up in these nationalist movements that were emerging, the secular nationalist movement for Jews that produced the Yiddish school system. What were the cultural changes there and how did they lead to this literature?
By the turn of the 20th century, we have a pretty well-fleshed-out modern idea of what childhood is and what children are. Their job is to become educated, and there is a delay before we expect them to take up the burdens of adulthood, and at the same time, there are a lot of different nation-building projects underway. We can look to Mandatory Palestine as it prepares itself to become the State of Israel, and the way that Hebrew children’s literature is created out of whole cloth for helping to define who would be the citizens of this new Jewish state. We can also look to the Soviet Union.
The revolution is going to remake humanity, and so it’s an efficient shortcut to start with the very young who could be imagined as a blank slate onto which you can write the story of your new state and your new citizenry. In the case of Yiddish, there are some of those cultural nationalist impulses, but it’s complicated because it bumps up against the reality that Yiddish really never comes close to being the language of a conventional nation state. And so instead of Yiddish being recruited into a conventional nation-building or state-building project, Yiddish gets recruited into what I call “worldmaking,” which is a project of creating symbolic polities and structures that children are going to be able to inhabit in, and through, their encounter with Yiddish.
The bulk of this genre is coming from mostly secular writers, but you note a lot of the stories seem to involve Shabbat and stories of the cheder. Why did these secular Jewish writers gravitate towards content that was in some way religious?
Everybody, no matter how secular they felt, had to deal with a question of, “What is the significance of the Jewish past?” “What is the significance of the language that has been handed down to us as a mother tongue?” And “How can this shared, collective past in some way shape the future?” Some of them don’t deal with the past — everything is very forward-looking, and that’s where we actually tend to see a lot of girl protagonists.
The future is female for Yiddish children’s literature. Whereas we see our cheder stories, our school tales with boy protagonists that orient themselves toward the past, and sometimes we see authors digging into a very deep, rich kind of Jewish past in order to pull up something that they think will be of use now and tomorrow.
You can read the rest of this interview at The Forward.
PJ Grisar is a Forward culture reporter. He can be reached at grisar@forward.com and @pjgrisar on Twitter.