Page 15 - Jewish Book Annual Volume 44

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KABAKOFF / INTRODUCTION
3
leading lights, including Saul Lieberman, Abraham J. Heschel
and Shalom Spiegel.
During Finkelstein’s tenure the Seminary series of Texts and
Studies, which had included works by Ginzberg and Davidson,
was augmented by contributions to rabbinics by Lieberman and
Finkelstein and to Bible studies by H.L. Ginsberg and Robert
Gordis. When Gerson D. Cohen assumed the chancellorship he
inaugurated the Moreshet series of studies in Jewish history, lit­
erature and thought. To date there have appeared under its
imprint ten volumes by various Seminary faculty members and
alumni in a variety of fields.
The Seminary has also fostered cooperative scholarly projects
with various Israeli bodies. It has co-published a series of compre­
hensive concordances to rabbinic texts, including the Babylonian
and Palestinian Talmuds, various midrashic works and Targum
Onkelos. Through its Schocken Institute for Jewish Research it
has published editions of the poetry of Solomon Ibn Gabirol and
Moses Ibn Ezra. Its museum has issued a series of artistic cata­
logues based on its exhibitions, and its library, housed in its new
quarters, has published
The Rothschild Mahzor,
reproducing a
manuscript written and illuminated in Florence, Italy, in 1492.
I l l
Yeshiva University traces its beginnings back to the Etz Chaim
Yeshiva which was started for young boys on the East Side of New
York in 1896. The Rabbi Isaac Elchanon Theological Seminary
for advanced talmudic study, which was founded soon there­
after, combined with Etz Chaim in 1915, when Bernard Revel
became president and head of the faculty. Revel, who has been
called by one biographer “Builder of American Jewish Ortho­
doxy,” was fired by a vision to combine traditional talmudic learn­
ing, such as he had known in Lithuania, with modern academic
study. Accordingly, he established Yeshiva College and made it
an integral part of the reorganized institution. Throughout his
career he insisted that there was no dichotomy between the two
types of learning and upheld the view that secular study would
serve better to prepare rabbis and teachers for the American
scene. Revel’s own unique background made him open also to sci­
entific Jewish scholarship. His approach met with no small mea­