CFP: Jewish Youth and Social Change (panel for upcoming AJS conference)

This panel seeks to bring together scholars who engage the question of Jewish youth as active participants in social change during the twentieth century. By looking at the complex role of these actors across cultural, religious, and geographic realms, this panel will explore some of the following questions: How have individual youth or youth movements mobilized in response to specific historical moments? In what ways have notions of Jewishness intersected with the desire for social change?

Re: Minnesota State Public School: They Were Children...Not Numbers

Here's a story from a Minnesota that just appeared on 9/30/2017 about a former Minnesota State Public School resident: http://www.startribune.com/orphaned-as-a-baby-88-year-old-bloomington-ma... This bit of Midwest history is still very much alive and relevant.

Re: Minnesota State Public School: They Were Children...Not Numbers

I was so intrigued by this post that I visitede this orphanage museum last week. I had dug around in some archives of orphanages out in Philadelphia a couple years ago, read up on some of their history, and on some of the academic work on orphanages in the late 1800’s and first half of the 1900’s. But while I grew up in Minnesota and moved back to the state from Philly three years ago, I had somehow never heard of the Minnesota Public School State Orphanage Museum! I thank Anne Peterson for taking the time to show me around.

Midwest orphans

H-Midwest has just started a new blog on Museums of Minneasota and H-Childhood subscribers may be interested in the first contribution, "They Were Numbers...Not Children." It comes from The Minnesota State Public School Orphanage Museum and tells the stories of some children who lived at the Minnesota State Public School for Dependent and Neglected Children which operated from 1886

Minnesota State Public School: They Were Children...Not Numbers

Museums of Minnesota

When Minnesota passed the law creating the Minnesota State Public School for Dependent and Neglected Children in 1885, it was created to be transitional housing for children placed in its care by county courts. Even then, they realized that the best place for a child was in a family setting. Children were sent to the State School to get healthy, get educated, to get good moral training, and then, ideally, to be adopted or placed on a family farm. However, adoption rates were low and children were often placed out under an indenture contract.

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