The relations of governments to non-governmental schools with special reference to Jewish complete schools / יחס הממשלות לחינוך לא ממשלתי בכלל ולחינוך היהודי בפרט

• Published in: דברי הקונגרס העולמי למדעי היהדות 1965-01, Vol.ד, p.259-267
• Main Authors: דושקין, אלכסנדר מרדכי, Dushkin, A. M.
• Format: Article
• Language: Hebrew
• Subjects: יהדות זמננו
• ISSN: 0333-9068; 2312-9476

It is important that the theme of Diaspora Jewish education should be discussed not only by educators but also by other scholars participating in world congresses of Jewish studies. Broadly speaking, there are two types of Jewish schooling in the Diaspora — the complete school (general and Judaic studies) and the supplementary school (Judaic studies only), each having several forms. Great variation obtains in the lands of the Diaspora regarding the proportion of Jewish children in the complete (day, integral) schools and in the supplementary (afternoon, Sunday) schools. In many Jewish communities there is heated conflict of opinions regarding the desirability of non-governmental complete schools for Jewish children; the relation of the governments to Jewish education being frequently, but not always, the determining factor. The legal and the social status of non-governmental school systems are analyzed according to (a) full governmental support; (b) recognition and partial support; (c) recognition without support; (d) non-recognition and prohibition. Related to this end, analysis is made of the school patterns in the U.S.S.R., the U.S.A., England, France and Canada. Certain conclusions are drawn from the above discussion for desirable community attitudes toward complete Jewish schooling.