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Squaring the pedigree
(2020)
Arthur Czellitzer (1872 – 1943) embodies the interdependence between eugenics and genealogy in early 20th-century Germany. He developed widely discussed genealogical recording techniques designed both for studies about human heredity and for the use in historical family research. When he shifted his focus from medical family studies to Jewish family research after World War I, he maintained a eugenic agenda which was now primarily targeted at the preservation of the “Jewish race.”
The paper investigates how cultural and social capital were passed down to the next generations via letters of recommendation. Focusing on fathers recommending their sons to German Jewish banker Gerson (von) Bleichröder, the paper asks how father-son relations were described and which role equivalent backgrounds, especially in terms of Jewishness and social standing, played in this process. Mainly discussed are four different patriarchs approaching Bleichröder on behalf of their sons to further their careers. Making use of methods such as historical network analysis and semantic analysis the paper introduces the letters of recommendation as a complex yet promising practice in order to maintain, strengthen and even further the family’s (social) capital over generational changes. The paper finds trust and tradition to be crucial for successful recommendations. Situated at a liminal point of economic and personal spheres, recommendations shed new light on crucial questions of 19th-century Jewish history, such as acculturation and distinctiveness as well as on intra-familial dynamics in the face of profound social transformation.
The article deals with the family backgrounds and school careers of teachers for religious education at Jewish higher schools during the 19th century. As many of them are known because of their academic publications, our knowledge about their work as teachers is still a desideratum. Therefore, biographies of teachers at both Jewish higher schools in Frankfurt (Main) are presented and compared with the objective to identify typical structures. A key finding is the fact that access to the position as a teacher was not much formalized. Different ways to become a teacher were characteristic for both schools whilst the Modern Orthodox “Unterrichtsanstalt der Israelitischen Religionsgesellschaft” (IRG) was furthermore characterized by close family relations between its teachers. On the other hand, within the liberal network there existed a strong support based on shared convictions which worked as counterpart to the familiar network of the Modern Orthodox School.