By Miryam Segal
With scrupulous awareness to landmark poetic texts and to academic and severe discourse in early 20th-century Palestine, Miryam Segal lines the emergence of a brand new accessory to switch the Ashkenazic or ecu Hebrew accessory in which nearly all smooth Hebrew poetry were composed till the Nineteen Twenties. Segal takes into consideration the large historic, ideological, and political context of this shift, together with the development of a countrywide language, tradition, and literary canon; the an important position of colleges; the effect of Zionism; and the prime position performed via ladies poets in introducing the recent accessory. This meticulous and complicated but readable examine offers excellent 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 info for A New Sound in Hebrew Poetry: Poetics, Politics, Accent (Jewish Literature and Culture)
An especially noteworthy moment in the history of Hebrew saw Jewish writers in Andalusian Spain adopting Arabic genres in their religious and seculs lar poetry. The medieval poetic corpus was to have a profound influence on subsequent Hebrew poetry through the nineteenth century. The philosophic and legal works of the period also became important sources for Hebrew prose—the writings of Maimonides and Saadia Gaon, for example—which were read by European Jews in the Ibn-Tibbon translations of the Judeo-Arabic originals.
Poets who came to Palestine once the process of integrating Hebrew into the educational system in Palestine was complete would have felt pressure from poetic precedent itself. By then almost all the poetry published in Palestine was in the new accent, while the Ashkenazic accent was still prevalent abroad. At this later stage, the decision of individual poets to switch to the new accent may be attributed to emigration and the temporary falling out of favor of free rhythm. Kahan, for example, emigrated in 1934 and switched to the new accent in the same period.
Make your school a nation-state” 27 A dialect must be imposed over a linguistically diverse population before there can be anything like an official language that will be used in interÂ� actions between speakers of different dialects in place of a more naturally produced linguistic compromise. Azaryahu’s characterization of the new Hebk brew school is therefore far from trivial and quite precisely describes the school’s role in promoting Hebrew. Schools began the process of imposing a dialect and creating a national language when they adopted Hebrew as the primary language of instruction.