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Language in Time of Revolution$
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Benjamin Harshav

Print publication date: 1993

Print ISBN-13: 9780520079588

Published to California Scholarship Online: May 2012

DOI: 10.1525/california/9780520079588.001.0001

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PRINTED FROM CALIFORNIA SCHOLARSHIP ONLINE (www.california.universitypressscholarship.com). (c) Copyright University of California Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CALSO for personal use.date: 03 August 2021

The Pitfalls of Scholarship

The Pitfalls of Scholarship

Chapter:
(p.101) Twenty-one The Pitfalls of Scholarship
Source:
Language in Time of Revolution
Author(s):

Benjamin Harshav

Publisher:
University of California Press
DOI:10.1525/california/9780520079588.003.0021

This chapter states that, usually, those who labored hard for the advancement of the language saw every small step as a miracle, while outsiders observed the ridiculous limits of the achievement. Fifteen years after the “First Hebrew School” was established, the pioneer Hebrew teacher Yitzhak Epstein wrote in his textbook Hebrew in Hebrew that the child should first be taught a small vocabulary of 200–300 words. No scholar of the revival of Hebrew and Hebrew education ever asked how many French words the same child knew. Aside from noting such pitfalls, the chapter shall not go into details or examine the specific advances and retreats of the language revival, the propaganda for it, or the problems of the existing research on this topic. Rather, on the basis of existing research, it tries to reconstruct the process and understand the determining factors and the essential structure of the language revolution.

Keywords:   language, Hebrew School, Yitzhak Epstein, revival, Hebrew, education, French, words

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