IN THIS ISSUE: The Day School Changes People by Rabbi Nachman Bulman The Day School Changes Communities by Rabbi Shubert Spero The Day School and the Emerging Jewish Community by Rabbi Ralph Pelcovitz The Day School Changes People tiling of the teachings which their child brings home from the Day School; and when we find, that despite these obstacles, and in a very short time, there begin • RABBI NACHMAN BULMAN to appear one family and then another and then a third —just a few admittedly — who begin to observe Kashrus and Shabbos and Taharas Hamishpachah . . . when one begins to see these things happen, one sees that By Way of Introduction there is a great hope in the Day School — even in the My treatment of the subject assigned to me will be small community. limited to my personal observations in a very few com- One is forceably reminded of that famous utterance munities. My hope is that whatever few experiences I of the sainted Rabbi Samson Raphael Hirsch, zatzal, can relate to you may be considered indicative of what who himself faced this same terrible problem: “Even can be achieved in the area under discussion—the if one Jew were left in the world with Shema Yisioel Day School and its impact upon the family — and of in his heart — with that one Jew alone we could rebuild the pitfalls and the dangers which are inherent in this Knesses Yisroel.” field in which we labor. A word of brief definition of the context in which I Sobriety Comes speak is in order. 1 know of the impact of Yeshivos in But there is another side to the picture, and ice must the Metropolitan areas. I have also seen the impact of be sober. After a year, or two, or three, the zeal of those Yeshivos in three small isolated communities — com- who are pioneers in this cause is dissipated. One finds munities in which there was almost no observance of that each family, whom one has caught hold of some- Torah, where the Yeshivos had to overcome an extreme how through the Day School, requires a whole Yeshiva alienation from Jewish life, from Jewish observance, of its own, and an entire staff of Roshei Yeshiva for from sentiment and Jewish aspirations. itself alone. And time is so short. We are fragmented. We are driven into trivialities. We make fund-raisers A Strange Paradox and meshulachim of our Rabbis and Menahalim. Our There is a strange paradox that we experience in the energy is driven from us; and, after a while, we find field of the small Yeshiva —or rather of the Yeshiva in that we lack the force and energy to continue. After a the provincial community — a paradox between hope while, those few families whom we have won with so and sobriety. much sweat and toil — we find suddenly that these On the one hand, we are immeasurably strengthened families begin to realize that they are isolated; that and encouraged when we compare, even after a very they must fight the battle alone against overwhelming few years, the state of present Jewish life to the stand- odds; and that there is not much hope coming. After aids that existed before our few Yeshivos were estab- the initial impetus, after the initial storm, somehow lished. These few achievements — the few personal ones there is a plateau. Things stop moving. And these few that we can point to — are themselves of an extraordi- families begin to find that there is a terrible corruption nary nature, taking place as they do in a small com- and decadence in the institutional Orthodoxy and the munity where there was not, prior to the establishment world in which they live. And they begin to lose their of a Day School, a single observant Jewish home; where zeal and inspiration. They begin to feel somehow that every Jewish mother and every Jewish father had to they are left alone, embattled and surrounded, and that brave a storm not only of criticism but also of ridicule they must fight for their very life. They are not willing and condemnation when they thought of enrolling their to give up what they have found. There is, in all these child in the Day School. When those of us who are families, tremendous rnesiras nefesh. There is a willing- forced to live and work in small provincial commu- ness to bring horbonos (sacrifices) which you Long nities think of the obstacles which must be overcome by Island or New York or Detroit or Chicago Jews cannot parents who seek to incorporate into their lives some- dream of. But all the same, the power of the flesh is weak and they begin to realize that the battle is so Rabbi Nachman Bulman of Newport News, Virginia, immense — even in trying to maintain what they have. described—in great and dramatic detail—the impact of the Day School upon the family. IVe tampered little withWill it be possible to establish in Newport News a his recital. His story may be long, but it is worth reading. Yeshiva high school? What will happen then?

4—The Jewish Pahent The principle of the Rabbis that a “thousand enter and one goes out,” somehow avenges itself upon us. If one comes out of a thousand, do you know what this means to a community whose entire Jewish population is a little over 1,000? We are left, at the beginning of a tremendous hope, almost without hope. When we remember how large a percentage even of those who attended Yeshiva high schools in larger cities fall away and do not enter the ranks of Torah-true Judaism, we become even more frightened. One thinks of Reb Yisroel Salanter’s famous remark — that when one puts a hot iron into cold water, it sizzles; but at the moment that is sizzles it loses its fire and becomes cold! today is die Hillel Director of Wayne University in And Courage Detroit, Rabbi Meir Kapustin — to teach its own grand- This is the paradox. This is the tragedy. The heart children. Rabbi Kapustin, in the ten years during expands and contracts when it sees the credit side and which he remained in Danville while acclimatizing the debit side — the hope of the Day Schools in the himself and learning English, pulled thirty families small communities, and the sobriety. out of the Reform Temple. He changed a community Yet, somehow we persist, as we must persist. If it was that was practically non-observant to a community in possible to perform the first miracle of establishing Day which the authority of the rabbinate was firmly estab- Schools in these small communities — this then shows lished and where the public character of the Shul could us that Hashetn Yisborach created the possibilities of not be altered. “creativity from naught” in this field. If that first When I came to Danville, shortly after his departure, miracle was made possible, perhaps it is not for us to I began to talk Yeshiva to one family. The mother had see the end of our battle and the victory of our cause. been raised on a farm among non-Jews in North We are driven to the realization that we must strive Carolina and had not seen the insides of any Jewish and strive, and strive — again without ever feeling that House of Worship till she was past twenty years of we can see victory in sight. This then is the necessary age. I began to talk Yeshiva in reference to the oldest context in which 1 speak. And with this context in son, who at that time was just about Bar Mitzvah. This mind, I should like to convey to you as an observer the started the whole chain which I now describe to you. little that I have seen in three communities concerning I bis is an example of the impact of the Day School the type of impact that a Day School can have on indi- movement. For when I talked to these parents — to vidual families in small communities — where there those few who were beginning to become observant was no prior area of Jewish observance. * * * and I kept telling them and whetting their appetites, starting to create a sense of yearning and impatience The Idea Alone Builds with themselves, a sense of desire for something better The very first such case was in a community in for their children — I kept saying to them: “Children which, strangely enough, the Day School had a tre- like yours in other communities go to Yeshivos. They mendous and extraordinary effect on a few families, learn Chumash; and they learn Rashi. They learn despite the fact that there could not be a Day School Mishnah and they learn Gemarah ” in this town. It was the Day School idea — we need to Many of these people looked at me uncomprehend- learn the power of the Day School idea — it was the ingly. They did not understand. They had acquired a idea alone in Danville, Virginia, which had, I think, feeling for Kashrus and Shah bos — but “who needs to an extraordinary impact; and I shall recite to you in learn Mishnah and Gemarah?” rigid details the character of this impact. Yet, after a while, somehow, the idea bore fruit. One The Orthodox Shul of Danville today has about never knows what is deep in the hearts of a Jewish twenty families. It has a Minyan every morning and mother or father. Eventually, the oldest of these boys evening. It has sent five boys to Yeshiva University and went to the Yeshiva. His grandfather had left the five girls to Stern College. It has another six or seven German community of Fulda 35 years ago; and it was boys from these same families who will go as soon as thought then that he was gone forever from all manner they are of age. It has a Talmud Torah which has of Jewish observance; but a few years ago the son of every single child who is not yet in the Yeshiva. It has this man met the 90-year-old Rav of Fulda in Jeru- a Mikvah which is used. It has ten succos. salem, who had been his father’s Rabbi forty or fifty But between the years 1930 and 1935 the Orthodox years ago. He then told the Fulda Rav that he was Shul of Danville was closed, because all of its member- sending his son to study in the Ponevezer Yeshiva. This ship had then joined the Reform Temple. One family is an example of the impact of the Day School idea in was left. That one family brought to Danville a gradu- a community which is too small to have one of its own. ate of the Hildesheimer Rabbinical Seminary — who (next page, please)

March, 1961—5 families. But, on another level, it had made certain that the Orthodox character of a number of the Shuls in that area will not be touched by “foreign” ideologies, in the foreseeable future. These few families of whom I speak do not represent a small matter. Thirty and forty years ago, young American Jews and Jewesses who somehow remained Shomrei Shabbos, had no sense, no vision of Torah and of limud haTorah. These fathers and mothers have learned to love Torah now. Their children are lifting the level of their homes constantly. There is a tremendous difference between that which is charac- terized as mitzvos anoshim melumadah observance — of the precepts of Torah by habit alone — and, on the other hand, of the home in which there is an observance of Mitzvos that is illuminated with fire, with zeal, with In the Catskill Mountains hope and with understanding. Subsequently, I had occasion to observe another type This is the second type of a community in which J of community in which there was a Day School. This saw a Day School operating. is a community — or a series of communities in the Catskill Mountain area — in which there are a number * * * of nominally Orthodox synagogues, but very little ob- In Virginia servance. Again, this is a typical provincial community, 1 saw a third community — in which I am living at which is removed by 100 miles from New York City, ))resent. And the burden of my remaining remarks f and further from Chicago or Detroit. should like to devote to the Hebrew Academy of There was one family, however, in the city of Monti- Hampton Roads. cello, with a father who was a Talmid Chocham — a We received our initial impetus from the fact that simple Jew, not a “professional” Jew, but a scholar. there was a Yeshiva across the river in Norfolk, which Somehow this father, alone amongst these 9 or 10 was founded and established by my good friend, Rabbi communities, managed to hold on to all of his sons Joseph Schechter, who is here among us today. and daughters — six or seven, I’m not certain exactly. After we managed to get a few of our children from Each one of them, of course, married a Shomer Mitzvah, Newport News to attend that Yeshiva, then alone was an observant Jew — a minor miracle in itself. But what it possible to awaken in some of our own parents pos- sort of observant Jews could their children have been, sible sympathy for the establishment of a Day School if there was no Yeshiva? They would have been dry. of our own. You see, one Yeshiva starts a chain re- They would have been unlettered. The flame of Torah action. One Yeshiva sometimes leads immediately to would not have touched them. And they would have the creation of another, creates a sense of importance, felt terribly isolated. Remember, that in Monticello, of awareness, of need on the part of other parents in a in Woodridge, in Fallsburg and in Ellenville, the cul- neighboring community. I bis was our initial impetus. tural pattern is typified by the olom hazeh (the world- At the same time, 1 must tell you, that almost all of liness) of Grossinger’s and the Concord. I speak the parents whom we convinced to send their children seriously, because these places determine the funda- to the opening class of the Hebrew Academy of Hamp- mental character of these communities. Yet, all the ton Roads, two and a half years ago, made one point same, this one grandfather looking at his five and six to us, to myself and to a good friend or two who did year old grandchildren, began to say to his sons and to the initial work of “winning hearts.” T hey kept saying: his sons-in-law: “Es muss zein a Yeshiva,” there must “Rabbi, we are not going to change.” And I was a be a Day School here!” “liar” — I said: “That’s right, you will not change.” 1 assure you he had no rational arguments to put . . . They have changed. forth. And I assure you he had no modern knowledge “Rabbi, there is going to be a conflict in our homes.” of educational theory to argue for him. But all the I promised that there would not be. I lied again. There same — es is gevorn a Yeshiva — a Day School came to was once a Rebbe who said: “jar a Yeshiva meg man the Catskills. I suspect that most Yehivos somehow got sich afilu shmaden — for a Yeshiva one may do any- off the ground in this way — because of the stubborness thing.” of one or two or three people. “Rabbi, the children are going to come home, and Now, after 5 or 6 years, there are about 100 children bother us with dishes.” “Oh, we’re not going to indoc- in this Yeshiva. What has it accomplished? It has made trinate the children against you. We’re going to give a number of families cognizant and respectful where them superior knowledge.” (Even the opposition to a they were not before. I wish to be sober in my estimate: Day School seeks to give its children superior knowledge it has a direct effect only on a small percentage of the and technique—without absorption.)

6—T he Jewish Parent Now what sort of an effect does our Hebrew Academy products, all the name brands, Kosher le’Pesach. Von ol Hampton Roads have in our community on private know, it’s a tremendous accomplishment when Jews families. look for labels in these communities. But, of course, In one instance, it had an extraordinary effect on the we know that labels are not enough. And a woman one family which withdrew its child because it would calls you into the house and you see a hundred dollars' not come to terms with what was being taught to this worth of Pesach items on the floor anti she says: “1 child. We only lost one such child. And in that one understand Rabbi, that most American Pesach hech- particular case, the child pleaded to remain in the shairim are not reliable, go through all of these and school. Mama and Papa, however, were through. And tell me what to throw out!” they moved away from the area. We then got word, Then comes Sefirah. Xo swimming, no music. You after the child left the Yeshiva, that after all the house cannot ever feel what I felt when 1 saw a small barber- did become Kosher. Sometimes, even in defeat, we shop in Newport News on Lag B’Omer, filled with emerge victorious. Somehow the seeds were implanted children and fathers. . . . Nine days — no meat. “When in that child, and the parents, by way of atoning for must the children stop going swimming, Rabbi?” “My the guilt in removing her from the Day School, had to husband has to make a business trip and I have only give the child Kashrus. two shirts available to give. The others are in the laundry. May I wash them myself? What is the differ- A New Sense of the Sabbath encc regarding the week in which Tisha B’Av falls or In a number of families there is now an awareness— the nine days? Is there some room for leniency or not?” again I wish to be sober — an awareness of the existence . . . Then — Yom Kippur. You know what it means to of Shabbos, an awareness of the existence of Kashrus. walk Yom Kippur in Newport News to Shul without I am sure that you have heard that in America there shoes? The world is turned over when people see this. is no more C/iiiul Shabbos but Bitul Shabbos. Chilul Another family. He went to a New York Yeshiva, Shabbos is the desecration of the Sabbath. There still but he dropped out. Do you know what a shanah is some Shabbos around you, or in you, as part of you. uperaish is — a Jew who once learned and left every- Bitul Shabbos is the consideration that the Sabbath has thing? These are the hardest kind to bring back. A become completely irrelevant, and does not exist any- few months ago I heard that he is wearing Tefillin more. We have felt that it is a tremendous achievement everyday. The little boy goes to the Yeshiva and he when we can change a family from Bitul Shabbos to must see this. . . . And another case. The father has Chilul Shabbos. This is progress. begun to wear Tefillin every morning. . . . The little girl said to her father one Shahbos morning: “Daddy, When my own people say: "but Rabbi, everybody maybe you won't go to work today!” And if this hap- says we are hypocrites.” I give them this example: Two pens a number of times, the father begins to wonder people are on a ladder and one is on one rung and the how to liquidate his S3()(),000 business. And he begins other is on another rung. Who is on the higher rung? to say: “I’ll find some other way.” You will say the one who is on the highest. Actually, it all depends which way the two people are facing. If one is facing up and the other one is facing down, it is On the Building of Succos only a matter of time before they change rungs. A little boy insisted he must have a succah. His So it is with these people — perhaps, they are not parents are not ready for it yet. So he built one himself. hypocrites, only inconsistent — a blessed inconsistency. It is a Kosher succah. AI pi din— according to law — Would that more should become a little more incon- Kosher. I don’t only mean al pi Chassidus and al pi sistent. For, when they become blessedly inconsistent, Mussar, I don’t only mean the kedushah which the there is tremendous achievement. child put into the building of the succah. The succah was kosher al pi Shulchan Aruch. It was a small Glorious Transformations succah. It had a little table and a little chair; and the child ate in it; and it was rosho veruho veshulchono— A number of families have been almost transformed he himself could get into it and his table could get completely, gradually, painfully, laboriously. No smok- into it and his chair could get into it — and it was a ing, no driving, no doorbells — on Shabbos. You know kosher succah. Next year, of course, there was a succah what it means not to ring a doorbell in a community — a big one —which his father built for the entire in which everybody laughs you out of town for it.... No family. But the little boy was unsure about the schach telephone, no answering, no talking . . . Kashrus — with — the covering, '! here was some missing in a few hidurim, with “extras.” I don’t mean Kashrus that corners, and maybe they hadn’t put up enough schach relies on the Va’ad Hakashrus of Newport News; I there. . . . Erev Succos in the afternoon, as I came home, mean Kashrus that makes it possible for a Rabbi to I saw two little boys, this one among them, with a little eat in a home, Kashrus which brings to Newport News wagon. . . . They had just piled up schach from my meat from a glatter shechita. backyard in the little wagon, to make sure that his Pesach. I’ll never forget this scene. I’m called into succah would be kosher. . . . a home. Floor filled in the corner with all sorts of {page 28, please)

March, 1961—7 The Day School Changes Communities

• RABBI SHUBERT SPERO

The Frame of Reference To gauge the impact of a specific institution upon the collective mind of a community is a most difficult task, as all of you will undoubtedly realize. I refer not merely to the problems involved in measurement or instrumentation, but primarily to the problem of the this may be true only of the degree of its impact in basic categories to be used. Fortunately, our Torah some areas, but not of the kind of impact. The overall itself is concerned with questions of impact and influ- pattern, I believe, is applicable to all Day Schools; and ence; and, at two points, among others describes the where the Cleveland experience is atypical it at least impact the Jewish people will have upon the nations reflects the potential capacity inherent in the Day of the world. On both occasions, the Torah uses a series School community. of three words: first in their negative form and then in their positive aspect. Should Israel, G-cl forbid, become Day School as a Standard disobedient and be visited with misery and persecution Let us first consider shaim. What is to be a name ,leshamah, lemashal״ then it will be unto the nations of something in this sense. It is to stand lor some v’lisheninah” — for desolation, derision and dejection. general qualities, to represent some universal notion, However, if loyal and faithful, then a righteous Israel to typify some characteristic. It is when an individual blessed with prosperity will become unto the nations object or person or group, by virtue of its excellence in leshaim, leshilah, u’lsiferes—for a name of eminence, some special field, is elevated to the rank of a criterion ))raise and glory. or standard in that field. When a Day School becomes In analyzing with you the impact the Day School has established in a community, it —and it alone — be- had upon the Jewish community at large, I should like comes the shaim for Jewish education. It, in short, to borrow these three expressions of shaim, tehilah and becomes the measuring rod against which all other sister si feres as the framework for my remarks. I do this educational institutions in the community must gauge because I feel that these three terms represent three their own work and their own effectiveness. fundamental categories, three basic modes through With the arrival of the Day School on the educa- which socially organized man responds when he is im- tional scene, a new dimension in chinuch is revealed pressed and when he is inspired. We have here three to the general community in terms of hours of study, broad avenues through which the spirit of man ex- and in terms of intensity of program. We found in presses the fact that it has been touched and influenced Cleveland, for example, that with the Day School in our by an encounter with an authentic creation of the midst the afternoon community Hebrew school found Divine spirit. I submit that the Day School has become it easier to retain and to strengthen its \i/ hour classes. for the general Jewish community what these three 2 Once die range of the criterion has been so radically terms connote. My observations are based primarily on broadened, both vertically and horizontally, we find the experience of the Cleveland Jewish community that the sights and the standards of both the communal during the past 17 years of the Hebrew Academy’s and congregational afternoon schools tend to become existence in that city. elevated. The channel through which these influences There are some features of the Cleveland experience grow are: through the local bureau of Jewish education that may appear to you to be atypical. I submit that —with which the Hebrew Academy is affiliated — prin- Rabbi Shubert Spero, spiritual leader of the Young Israelcipals’ conferences, pedagogical conferences, and similar of Cleveland, was one of the key-note speakers at the Con-public functions or agencies. vention. He discussed the impact of the Day School uponThere are, in addition, more concrete, direct ways in the community. We here reproduce the first part of hiswhich the Day School influences sister educational address, in which he projected the general picture. Unfor- tunately, due to lack of space, we could not present all theinstitutions: Day School teachers, seeking afternoon details of the particular Cleveland experience. positions, provide the Hebrew schools with a source

8—The Jewish Parent of qualified, dedicated teachers who leave their mark program, its entire tone, becomes transformed. We upon the quality of afternoon Hebrew-school teaching. found in our Young Israel, with about half the popu- There are many Day School graduates who do not lation of our groups coming from the Day School, that continue on in a Yeshiva. Yet they would not think, at basic observance, usually acquired only through strenu- least initially, of completely giving up their Jewish ous efforts, such as wearing the skullcap, washing and education. Hence they continue in the high school benching, davening, Minch and ah Ma’ariv—these were department of the local afternoon Hebrew school. This performed cpiite naturally by the Day School students; gives the Hebrew school a tremendous boost in a tra- and hence the other children in the youth group fol- ditionally weak area. Such an eager nucleous can often lowed along and immediately a high level observance make the difference between success and failure in the had been achieved. high school program of an afternoon school. But most important of all, in speaking of the impact And finally, the Day School itself has been the of the Day School on the local Orthodox synagogue, efficient cause responsible for the creation in a com- I would list the uplifting influence of the Day School munity of what we should like to call “follow-up upon the morale and upon the outlook of the local institutions,” to provide for the continued Jewish Rabbi. Without a Day School, the average Orthodox education of Day School graduates. In Cleveland, for synagogue finds itself enmeshed in a futile cycle, in example, with the Telsher Yeshiva providing for the which the Sunday School or the Hebrew school is held boys, a new institution — the Yavneh High School for up as the “agency of the future” by the Educational Girls and Teachers Seminary — was started, initiating Committee whose views and whose sensitivities are new ways of salutary consequences and influences. largely the result of a poor Jewish background and education. The Hebrew school, the only hope of The Praise We Reap radical improvement, is itself part of the system, con- trolled by it and therefore cannot run too far ahead So much for shdirn; and now to go on to tehilah, or too far above it. The Day School, however, which praise. stands largely outside the downward pull of the corro- To be singled out for praise means that someone has sive forces within the community, by virtue of its become inspired to the point where he must verbally national affiliation and dedicated direction, constitutes express his inspiration in praise. This embodies another the Archimedean point which is truly capable of radi- central area where Day School has had great impact cally uplifting the community's standards and horizons. upon the general community. The Day School student very obviously participates simultaneously in an extra- curricular experience. At certain key points, the Day The Archimedean Point School student and his family has had contact with the There was once a person by the name of Archimedes general community. This contact is making an im- who said that he would be able to lift up the entire press ion. world. He was a very good inventor, and claimed he could manage to devise the machinery to do it. If he On Shabbos, the Day School student visits the Ortho- only had one point that was outside the world. Just dox synagogue, where attention is brought to bear upon give him that point! Today it is becoming possible. We him by virtue of his devotion during prayers, his have a space-platform, so to speak, and on it we could fluency in prayer and his familiarity with the prayer- rig the machinery necessary to lift the world! book; also by virtue of his regularity of attendance. Your worshippers in Shul are quick to compare the There is an important point involved here in our Day School student with the product of a congrega- understanding of the impact and the significance of the tional school. And from this situation there emerges Day School. Every other educational institution, usu- again a compelling challenge to the congregational ally sponsored by the local Synagogue alone, is not an educational system. Archimedean point, because it stands within the realm of the gravitational pull of the world, within the down- We have noticed, for example, in our community, ward pull of forces that are making for less observance. that the fashion as to what is to be expected from a Bar It can’t go too high because it is not standing outside Mitzvah is slowly changing — thanks to the example of of the system. This is the unique aspect of the Day the Bar Mitzvah from the Day School. No longer is it School. As I said before, with national affiliation, with sufficient for a boy to simply deliver the customary the direction of the Roshei Hayesliiva, with the kind speech or to recite the haftorah, but rather to officiate of spirit and atmosphere that is found here, this Day at services, daven for the amud, read the entire Sedrah, School stands above the downward pull and therefore and deliver a speech with a substantial dvar Torah. it is truly able and is elevating the entire community This has become the style and the standard and this to a much higher level. is l>eing imitated. An American historian once called the American Let us take another area — when Day School students frontier the “escape valve” of American society. In a participate in the youth activity program of a local somewhat different sense, I would call the Day School synagogue or a group such as our own Young Israel, in the avenue of escape out of the usual futility experi- sufficient numbers. Why then, the entire level of the (page 27. please)

March, 1961—9 The Day School and the Emerging Jewish Community

• RABBI RALPH PELCOVITZ

The Problems Much has been said of the effect, the impact and at spirit so that these values can ultimately go from the times the revolutionary influence of the Day School parent to the child. upon the home and family. The obvious has not been We will discuss, too, a 5tl1 item: The plaguing, permitted, in this case, to escape us. Our responsibility frustrating question of continuity and permanance. is — in all honesty and frankness, and with a great deal What and how much will remain? What person who of integrity — to examine the lasting effects after re- has worked for a Yeshiva hasn’t asked himself that moving a bit of the veneer which wotdd have peeled question; what teacher hasn’t asked himself that ques- regardless. We must ask ourselves: Wherein can we tion; and what parent hasn’t asked himself that improve and strengthen the influence of school upon question? How much will remain 10 years from now, home? We must carefully examine the inter-relationship 15 years from now, 20 years from now? What effect, between school and home. ultimately, will these children, who are being trained The areas we shall analyze and discuss — will be the by 11s, have upon the community? following: Once the pupil has left the Day School, the home 1) Religious observance in the home and by the will then have to play the almost exclusive role — com- family as a unit outside the home; billing the heretofore divided roles of school and home —of guarding Torah ideals and practices. Now the 2) Parent education: the degree of Jewish know! question is: Is the home equipped; is the home ready— edge, increased interest and pursuit of Torah can it guard the Torah ideals and principles? Are the study bv Yeshiva Parents; parents properly equipped or do they have thewill to 3) The relationship between home and school; conserve and not dissipate what has already been won faculty and parents; in the Day School years? 4) The entire question of “values.” Are Torah-values These are the problems. These are real problems. being transmitted in the home, or is the school These are the areas that we cannot escape. And we being delegated to do the job of parents — in such must, above all, not allow ourselves to be misled into areas as: ethics, morality, derech eretz (simple thinking that we have already solved our problems; basic respect) and tzenius (modesty). that once a Day School enters a community, we have These latter areas are those which belong to the saved the future for Judaism in that community. We home far more so than to the teacher. And yet, how must realize that in education improvement is always much is being given in the home? Is the Yeshiva cur- possible, while, somehow, perfection is always denied. riculum geared to teach these values and transmit standards, so that the child will be able to bring them Has the Home Really Changed? into the home and perhaps irritate the mind of the Admittedly — and I am sure that you have heard parent and imbue the heart of the parent with a certain such reports from all over the country — there are homes and families who have been changed lor the Rabbi Ralph Pelcovitz, distinguished spiritual leader of better as a result of Day School pupils and the exposure the well known “White” shul in Far Rockaioay,■ New York,of parents to the school. We would ask, however, held out the challenges he here states with direct forceful- ness to us at the Convention. We welcome the reactions whether of the changing of dishes in various homes has our readers. been matched equally by the changing of Shul affili-

10—The Jewish Pakent ation? Has the change in the way of life wrought by plagued us for so long. When parents are convinced of the Day School also been matched by a change in the sincerity and pure motivation of the school — and attitude, in the concepts and values ol what Yiddishkeit realize the impossibility of compromise on the school’s really means. Whether the commitment to Shabbos part — then if something has “to give,’’ it will perforce and Kashrus carries forth outside the home, as well, be the parent! and beyond the period of school attendance. In brief, Ideally, home and school complement one another. are we not being pleasantly deluded by shallow 7, super- Separate areas of responsibility of training the child are ficial, symbolic observance, without deep, sincere, not clearly defined; nor are there lines of demarcation lasting commitment — reflecting perhaps a weakness —as such. We do feel, however, that knowledge and in the modern Day School structure, where depth has skills, for example, somehow belong to the school been sacrificed for width, quantity for quality and an domain; while development of character, values, stand- obsession for statistics has resulted in the shallowness. ards and middos cannot ultimately be delegated to the teacher —but must emanate from the parent. We are Parent Education faced today, to a great degree, with convenient dele- Adult education, as it is understood in our present gation and irresponsible abdication on the part of society (as distinguished from Torah Study groups in parents. Too many parents — Yeshiva parents — are Chumash, Mishnah and Talmud in the traditional guilty of abandoning the traditional role of shaping Beth-Hamedrash milieu), wall at best whet the appetite and molding the ethical and moral character of their and at w 7orst satisfy it. Probably the norm is to be children. They are not fostering attitudes, values and found somewheres between these two poles. The un- standards which children must absorb in the home lettered parent will as soon develop a sense of frus- more so than they do or can in the school. tration and resentment at his or her child’s mastery of Derech eretz can be strengthened in the classroom; ever, originate in the home. Tzenius can׳the mysterious (Sic!) as he or she will be prodded and it must, how propelled into keeping up with David's or Miriam’s be taught in the Yeshiva; it must be practiced, how- pace of progress. A wrell thought-out program, with a ever, in the home. A sense of duty and responsibility sense of continuity and growth, must be developed by can be cultivated in the school; it must be observed, the school and synagogue working together, if the latter however, in parents, by their children — in the home is to be exploited properly. The Day School child can and in the community. The ethical will and moral indeed be an irritant, intellectually speaking, in the choice — these are virtues and powers which cannot be home — but wisdom and judgment are required so committed to memory nor learnt by rote — these must that the irritant be positively and properly channelled. be developed and this can be done only by gearing our curriculum more intensively towards this goal and The True Role of the Home educating parents that they must resume their place on The school can but teach, the home must translate the seat of authority and responsibility. The sad com- into action. The school, if you will, preaches — the bination of absentee-fathers, self-centered mothers, home must practice. The teacher can instruct, the child-centered homes and a secular-materialistic cen- parent must implement. Inspiration of course comes tered society cries out for an intensification in the from both; but the fires must be fed not dampened— school curriculum of Torah-oriented, ethical, moral and the home fires must be kept burning. Conflicts and “value concepts,” coupled with a concerted, com- between what is taught in the school and what is pelling call to parents to be precisely that—parents! practiced at home are as ancient as that moment in history when the lofty concepts and philosophies of the Working for Lasting Commitment academic halls became inimicable with the cruel de- In an adult-oriented culture—in other words, in the inands of a market-place mentality and a success- traditional society—the child is prepared for adulthood. intoxicated society. How much more so is this true In a child-centered society, it is difficult to ascertain when the religious teachings of the Yeshiva classroom just what the child is being prepared for—unless it be have a head-on collision with a secular-oriented home. to have children so that the cycle can be started again Of course, one can take the convenient attitude (quite as rapidly as possible. In the area of Jewish “religion” prevalent in the highest circles in recent years) that the and “education”—in today’s average community—we way to cope with grave problems is through massive indeed find an almost exclusive emphasis placed upon unconcern, in the hope that by ignoring their existence the minors. As soon as one reaches his majority (i.e. 7 they will go aw ay. This we reject. We also reject the Bar-Mitzvah), he is at a terminal point. He is now an strange casting of the school in the role of transmitter adult and as such is no longer obligated to conform ol norms, namely: “ethnic” culture, symbols of identi- since he is now confirmed. He has reached the enviable fications, and perhaps even “religion” — while the home state of irresponsible maturity. Now 7, to what extent remains, at best, neutral. is this true of the Day School student? What degree We do submit that the school has every right to of piety, knowdedge and commitment to Torah will expect full cooperation of the parents and home in he carry forth with him? avoiding the conflicts and inconsistencies which have (next page please)

March, 1961—11 I submit that—as presently constituted—it is doubt- what has been built by Orthodox money, tears, dreams ful whether our curriculum is coming to grips realis- and sweat inherited by those elements who would tically with the obvious truth that large numbers of dilute and destroy all we hold precious and sacred. pupils terminate their studies at the threshold of high We have accomplished much in the past two decades school—as they enter into their teens, certainly the most with G-d’s help. We have stemmed the tide of reform, crucial period in the development of the individual. battled the dragon of arn-ha’aratzus (ignorance), made What is being done to inculcate him with some depth the word Yeshiva fashionable; but it is not enough to of piety and devotion to Torah which shall not be endure—we must also prevail. To do so, we must lost in a brief period of time? Should we not stress, honestly and fearlessly face up to our shortcomings— more and more, reverence, worship, observance, piety, as well as accept praise for our achievements. Oppor- mussar—so that if not a great scholar he shall at least tunity is still ours, ever knocking—for opportunity remain a Torah-Jew! knocks as often as a man ha#.an ear trained to hear it. We must bend every effort towards insuring the an eye to see it, a hand trained to grasp it. We realize retention of an attitude, an acceptance, an apprecia- that many are the obstacles which lie in the path of tion and, G-d willing, an appetite—for more! We must perfection, and many of our suggestions will be difficult give him guide-lines, directions, which will lead him to implement. So it must be. The indelicate hand of toward identification with the Torah community; the necessity is forever leaving its fingerprints on the Orthodox synagogue, the Orthodox Rabbi, and the fragile crystal of our dreams. But dream we must! various institutions of Orthodoxy. Otherwise, we may We cannot afford to rest on our laurels—for the times find ourselves preparing—as some fear—excellent mate- are frantic and threaten to pass us by, unless we move rial lor the deviationist camp. The Day School must vigorously, courageously and swiftly. The work is yet vigorously and boldly align itself unequivocally with great—let not the laborers be lethargic. Not good inten- those forces in the community where its administration tions—but good, dramatic deeds will pave the road to would hope to see their students active 10 years and our victory. 20 years hence. This, unfortunately, has not always been the case—for public relations, monetary or other Due to lack of space, a number reasons unbeknown to the naive observer. In sunnna- of Convention articles will appear tion, it would be the height of tragedy to ever witness in our next issue.

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12—The Jewish Parent Two Goals: Comjnitment and Community Support • RABBI EMANUEL RACKMAN Excerpts From Convention Address—on our spiritual and fiscal goals

Jewish Self-Respect The reports on Day Schools all over the country were most impressive. I was very much interested in the report on the South which made reference to the Day School in Charleston, S. C. In 1825 or 1828, the Governor of South Carolina issued a proclamation, prior to Thanksgiving, calling upon people to assemble in their churches and thank Jewish scholars, with a lack of Jewish schools. You G-d for the blessings that were theirs. The proclamation couldn’t establish them if you wanted to. was signed not only in the year A.D. but with full Christian flourish. The Jewish merchants of Charleston The Vital Ingredient had enough derech eretz and respect for their own Then there came the Eastern European influx, at tradition to go to the Governor and tell him that there the beginning of this century; and the situation was are Jews also in South Carolina, and that he should corrected. There came scholars and men who knew not issue a proclamation in a tone which is unmindful Torah and they established not only congregations but of another constituency. The Governor refused to founded schools. But alas, they too did not prove to be change the proclamation and that year, on Thanks- what they should have been. Who can gainsay that the giving Day, all of the Jewish stores in Charleston were Talmud Torah ol forty and fifty years ago did not teach open as a protest against the Governor. This happened as much as our Yeshivos of today. Yet, commitment to more than 130 years ago. Torah is not communicated only through knowledge. — ere committed Jews in 1825. As a matter of This can come only from a school which combines׳There w fact, we had an instance in the days of Valley Forge, perhaps it’s in the words and that is what they meant when a young Jewish soldier came to General George when they named it —Torah and Mesorah — Torah Washington to ask for permission to observe a day and Tradition, as this wonderful organization calls it; other than Sunday as the Sabbath. And over the signa- or designate it Torah Veyirah as Satmar calls it. But ture of General George Washington there is a letter you need the combination of the two. One without the granting this young man permission to observe the other will insure no survival whatever. And it is to this Sabbath —a day that was holy to him. that you are dedicated, it is this which is your goal to f want you to know that this young man did what fulfill; and with every new school that is established you during World War II — with hundreds of thousands of create more and more opportunities for young men to Jewish men and women in the armed forces of the work for Torah, to express themselves, to create in the United States — not one Jewish soldier had the courage field of Torah. You can even create a modern Orthodox to do: ask for that permission. We finally got it in intelligensia. You create a group of B’nei Torah who ts the Seventh Day Adventists who asked are vying with each other in learning, who are able to״but it w ;1943 for it. We became the indirect beneficiaries of what write books pertaining to Torah. And there will be the they had sought and obtained. readers for these books. There will be those who will There were Jews in 1777 and 1778; and there rvere understand. There will be those who will seek to buy Jews in 1825 and 1828. What happened to these gen- them. erations? They were also Jews with commitment, Jews with courage. Yet, alas there was no Torah education. In All Fairness It wasn’t their fault. There was just no way to transmit There is, however, an area which is a problem that Torah. Our continent was plagued with a lack of you must consider, because from this Convention there Rabbi Emanuel Rackman is spiritual leader of the Con- must go forth a voice that will really make its mark. gregation Shaaray Tefila in Far Rockaway and Past Presi- I have been committed and still am committed, per- dent of the Rabbinical Council of America. We are proud haps less certain that I was before, but still committed, to present two most dramatic excerpts from his Convention 1 think, to the separation of church and state. But address. (page 21, please)

March, 1961—13 Building Positive Attitudes in Our Children

• RABBI MOSHE HOROVITZ

Introduction Yet, most of us, in our more objective moments— In a way, it may seem a bit presumptuous on my part when we are able to stand back and take a good, long to come from the spiritually barren negev (South) of look at our educational activities — will be ready to America to speak about building positive Torah atti- concede that the least effort and energy are expended tudes to teachers and educators who hail mostly from on what is probably most important, and that is the the larger, more spiritually fertile and creative centers development of attitudes, the development of that part of New York, Chicago and Cleveland. Yet, you are all ol the child’s personality that will determine what he quite aware, I am sure, that lo mayever lay am hi— will do in his innermost chambers, what he will be like Torah is found not only in New York or in Cleveland, when he leaves the holy “four ells of Torah,” what he but “it is near unto us”—even in the “forgotten corners” will do when there is no teacher, no warm, embracing of Georgia, Louisiana, and even gay, gaudy, glittering school influence. Will you not admit that this is the Miami Beach. Perhaps, too, we who are the lonely, acid test of all our efforts? pioneering souls of these new spiritual frontiers are confronted with greater tasks, greater tests and greater When we speak of attitudes that will carry over, we obstacles than many of our Northern chaverim, so it is are no longer concerned with knowledge per se, be it our feeling that we do have something to contribute. quality or quantity, but with hargoshos, with feelings, Yet even if we do not come with great chidclushim, emotions, internal value systems. It is in this very area with new insights, it will comfort us at least to share where the teacher can get his greatest sense of accom- our thoughts on this very important subject with you. plishment. It is this area that suffers from neglect, indifference, and to a great degree, incompetence. Important Questions Before getting into my topic, “The Development of The Conflicts in Values Positive Attitudes,” let me make a few comments about There is yet another aspect of attitude development attitudes in general. First: We pay lip service to the that has been glossed over or buried under the sweet importance of good attitudes but concentrate on knowl- words of “adjustment to democracy.” Attitude develop- edge instead. Most of us who are here today have asked ment in harmony with Torah ideals is bound to cause ourselves at one time or another: “Exactly what am I conflict. Among teen-agers especially, a Torah-oriented accomplishing?” Day in, day out, we prepare our boy or girl may find it most difficult to resolve this lessons, come to class, teach, and give tests. In the first conflict in a satisfactory way. I am not saying that the grade, we are concerned with the child’s reading; then development of Torah attitudes is contrary to democ- with Chnmash; after that, with Novi, Mishnah and racy. Neither am I speaking today as a theoretician finally Gernarah. We want our children to be fluent, who can show the advantages of pluralism, and the to retain, to recall. Yet, how well does the child really compatibility of different groups in a democratic understand? The principal comes in, important guests framework. I speak today as a practitioner. We must visit —and our children answer with sharpness or be aware that we are fighting a mighty battle, particu- thoroughness; they come up with the cute answer, the larly on new spiritual frontiers. We must be clear- clever answer. And we swell with pride; our egos are headed and understand that when we are interested in bolstered. The principal pats himself on the back; his developing attitudes of love and respect for Torah and school has finished Bereishis in one year, or 40 blatt Mitzvos, when we try to develop a permanent sense of Gemarah, and the like. Kedushah (holiness) this means perishus: restriction and limitation. Not only do we combat the Yetzer- Rabbi Moshe Horovitz, Assistant Principal, Greater Horah, but we do battle with accepted social values— Miami Hebrew Academy, delivered this paper on attitudes at Hebrew Teachers Conference Day, which was a featured values accepted by the parents of our children, values session at the Convention. of success, leisure, sensuousness, acquisitiveness. It is

14—The Jewish Parent not being subversive to reject many of these latter values, yet, in the development of a personality that will reject not only the more outward values of Chris- tianity but the more powerful social values, we will meet opposition and we must be possessed both of skill and courage together with Siyata d’shemaiah (Heavenly help) to win this battle. We must not be afraid to say to ourselves: “Accepted social values are not necessarily good values.” We are trying to develop a different type of person, with different values and different ideas than are generally accepted about success, pleasure, money and sex.

What Are Attitudes? Now that I have unburdened myself of these two ideas — the one that attitude development is perhaps the most important aspect of our work; and the other, In the School .are of the inevitable conflict that Let us first take a good look at the school in action׳that we should be aw will emerge if we do a good job. What comprises the field, or environment ol the school? What is the “life space” in which each student and What exactly do I mean when I speak of attitudes? teacher finds himself when lie is in school —what are For the purpose of this discussion, I define attitudes the significant relationships in this life space? as an internal combination of feelings and insights that Of the many relationships that one can find in the lead to decisions and actions; and it follows that good school environment, there are three that are particu- attitudes would be those feelings and insights that lead larly important and perhaps paramount in creating to what we consider good decisions and good actions. those feelings and insights we desire. They are: 1) the I think that it is quite obvious to all of you what we principal in relationship with his staff and students; would consider good, positive, desirable attitudes — for 2) the teachers as a group; 3) the individual teacher- you are all familiar with the general goals of Yeshiva student relationship. education: sincere, Mitzvah-loving, intelligent, learned, 1 have chosen to place the principal and his relation- pious Jews, who have a positive contribution to make ships at the top of the list for we have a tendency to to G-d’s world. minimize his role. In my opinion, the principal is not The question now is: What specifically can be done only the organizer and supervisor of the learning ac- to develop these attitudes that will lead to these goals? tivities in the school, but in a very real and most Let us keep in mind that feelings and insights develop powerful way, he sets the “attitudinal tone” for the slowly — and that they are the results of small units of entire school environment. His personality, his likes are all quickly ־׳י- significant experience. Children acquire their attitudes and dislikes, his emphases, his sincerity gradually and obliquely — through absorption more transmitted to faculty and students alike. For example, than precept, through imitation and relationships more if it is an attitude towards prayer or tefillah betzibbur than by words. Children have what may be called a (public prayer) that we are trying to develop, the language of feeling. The language of words, under- efforts of the principal to organize a Minyan and to standing and concepts is limited, particularly in the participate in that Minyan are significant for the child younger, more formative years. and teacher. His courage or lack of courage in meeting How do children make contact with the determinants educational or spiritual problems leaves a powerful of these slowly evolving feelings and insights? Where imprint on the school environment. In a way, the does the child have these significant experiences? The “father” or “authority image” that the principal repre- answer is that the child has them in different contexts: sents is a more continuous one than that of the inch- the home, the immediate community, his peer group, vicinal teacher; for the student usually changes teachers and the school. Fully realizing the powerful inHuence after one year, whereas the principal remains for a good of experiences found in the home and community, and number of years — in most schools at least. fully acknowledging that these experiences are inimical to and may vitiate the school experience, I shall con- The Teachers as a Group cern myself today with what we, as teachers, can do in A second school reality or experience that confronts the context of the school — and 1 believe that we are the student is the teachers as a group. Students are the only ones who are really going to do something quick to sense a unity of purpose or lack of it amongst about values. What we can do, in our unique role as the teachers. If it is experiences of consideration and of teachers, is to create those units of signifeant experi- respect that we wish to give the child, we must examine ence which will determine life-long attitudes. (page 23, please)

March. 1961—IS The Ruth Sachs Award Presented at the Thirteenth Annual Convention by MRS. CLARENCE HORWITZ Chairman of the National Board

Our Regional Officers An organization with the ambi- tious goals of the National Asso- ciation cannot be successfully administered by a group of people in a National Office. It must rely on devoted officers in the field to carry a large share of the responsi- bility for making its policies perva- sive and meaningful. Each such officer carries an important portion of the work — and each share fits together to make possible the final contribution. Her concept of leadership was candidates nominated is the high- It is my privilege, therefore, uncompromisingly equated with re- est tribute to the Day School move- tonight to acknowledge on your be- sponsibility, with vision, and with merit. The decision was very half, and on behalf of the National the ability to separate the superfi- difficult, especially between the last Board, the debt we all owe to three cial from the fundamental. She lour candidates. But the National Regional Vice Presidents, who this taught us that it is the leader who Award Commission finally pro- year are giving up their formal must set standards and who must claimed as winner: Mrs. George titles—though, I am happy to say, imbue a zeal to pursue moral and Frankel, past president of the PTA not their effort or interest in our intellectual excellence. For the goal of the Hebrew Academy of Cleve- behalf. of PTA is not merely social, or land. Mrs. Alex Estreicher of Cleve- fund-raising, or an exchange of Through long steady years of land formally retires as Chairman views—important as all these are. service to the Hebrew Academy, of the Midwest Region, yet will It is to improve something; it is a her contribution has pervaded every continue as an advisor to the re- continuing process whereby par- aspect and every achievement of gion. Mrs. Emanuel Dauber of ents and teachers are helped to this dynamic PTA. Passaic, N. J., relinquishes the title work together to solve one problem, We salute her ability to attract of Chairman of the New Jersey reach one goal, and then start on the entire parent body to active Region, but will serve as Vice the next. participation; to develop important Chairman. Mrs. Louis Izenstein of Knowing that Ruth Sacks’ work community interest in the destiny Springfield also retires as Chairman projected the highest standards of of the school; to grow constantly of the New England Region, but leadership for our movement, the and provide opportunities for oth- will be ever ready to serve the needs National Board, as a parting gift to ers to do so; and to guide parents of her area. her, established the National PTA in fruitful cooperation with teach- Award as a means of always keep- ers and administration. All of these The Role of Ruth Sacks ing in our minds the standards and qualities have made her the most It is just two years since Ruth the objectives of PTA which she outstanding example of the combi- Sacks, the moving force of National worked so hard to promote. nation of traits which represents the PTA, left to make her home in highest standards of PTA leader- Israel. The growth of our Associa- Winner of the Award ship. tion is, in great part, evidence of Each affiliated PTA was asked It is a high honor for me to pre- the qualities of leadership which to submit the name of a candidate sent the winner of the Ruth Sacks she demonstrated to all with whom who it felt was eligible for this PTA Award, Mrs. George Frankel she came in contact. national honor. The caliber of the of Cleveland, Ohio.

16—T he Jewish Parent for such a small group of people. We Build Parents who are already economi- cally overwhelmed by the cost of and Dream educating their children—while at the same time shouldering commu- • CHARLES M. BATT nity responsibilities — cannot pos- sibly be expected to provide the increasing costs which will be Our Responsibilities needed for our further growth in The theme of our Convention, the immediate future. We must, “The Day School—Prime Builder of therefore, demand that the local the Emerging Jewish Community,” Federations, which service all kinds is an impressive one. We feel this of community needs, recognize and way about the Day School because take responsibility for Day Schools we cannot conceive of a strong as well—for Day Schools are surely Jewish community unless it has a most important factor for the leaders learned in Torah; and the survival of Judaism. We can no Day School offers the only program longer accept the paradoxical posi- that can develop them. At the same tion of many Federation groups time, we workers in this national which insist the country must take movement are humbly aware of our a united stand against Federal aid, mighty that Torah will never be responsibilities, of the high stakes while at the same time they starve lost for the Jewish people. We have involved in our work, and of the the Day School of much needed emunah (faith) in his promise; potential rewards: the reward of funds. We will not be stopped in but there are times when we must seeing dedicated, refilled, observant our work; and we ivill find the do something together with our young men and women who ways to nourish our schools. We emunah. through their way of life inspire have faith in Jews and know that the members of their respective they will make possible the con- Regional Conferences communities. This was part of the tinned development of Yeshiva and Services dream of Rabbi Shraga Feivel Day Schools. We are pleased to report that Mendlowitz, Zatzal, when he The financial picture, however, this year has seen definite progress founded Torah Umesorah. is only one aspect of PTA respon- in our work toward parent-teacher We are happy to report that the sibility. cooperation. At regional confer- demand for our kind of Torah edu- ences throughout the country, par- cation is spreading throughout the Need for Teachers ents, teachers and principals have country. At the present time, there We are very much concerned turned out in ever-increasing num- are 268 Day Schools in 91 commu- about the inadequate progress bers and participated in the sharing nities in the United States and being made to meet our future of mutual problems and experiences Canada, with an enrollment of al- needs in the realm of teacher- that is so vital to our progress. The most 50,000 students. Every year, training. We need at least 400 new Midwest had its conference in Oc- for the past 10 years, has seen 10 teachers each year. And while the tober in Chicago; the New Eng- to 15 new schools open their doors. public school system is faced with land group will meet in Waterbury, Each one of you who has labored the same problem, for us it is a on April 16th; the New Jersey re- to found such a Day School is matter of life itself. We can no gion will convene in late April. aware of what is involved in dupli- longer sit around bemoaning the And we plan a conference for the eating your efforts in 10 to 15 other situation without decisive action. West Coast in the Spring as well. American communities. Consider- We hope this Convention of par- This year, for the first time, the ing the number of people we have ents, principals and teachers will National Board has realized a long to work with, and the amount of produce a resolution which will be cherished dream—a national con- funds available, the opening of each an impetus for action in this area. vention which includes special ses- school is truly a miracle. The We look forward also to a more sions for General Studies teachers, heartaches and the problems are determined effort on the part of Hebrew teachers, Hebrew principals not limited to the founding of the our principals to investigate all re- and Day School administrators. It school. Once you build a school, sources which may be available is only to the extent that we work there begins the immense and con- through retired teachers, part-time together that we can realize our stant responsibility of maintaining assistants and trained volunteer important goals. it. Day School people are now help—all without lowering our edu- The National Office has this year spending $10 million a year to con- cational standards. increased its many services to its duct their schools—a herculean task We have the promise of the Al- (page 25, please)

!March, 1961—17 Traditional

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18—The Jewish Parent The Convention —In Summation

• DR. JOSEPH KAMINETSKY The Convention Context The Areas We Covered Some years ago I heard from the In essence, our Convention great Rav Isaac Slier, Zatzal, the worked on four fronts. Rosh Yeshiva of Slobodka, an in- First, we were presented with genious interpretation of the Tal- detailed reports on Day Schools in mudic figure, bar-bay Rav d'chad all regions of the country, to give yoma—“the one day student.” He us a realistic picture of the Day explained that this student did, in School—what it is and what it has fact, go to his Rcbbe to study but accomplished. for one day; but that the six months Secondly, we evaluated the pro- in the South, and how this barren which he spent in traveling to his gram of the Day School and the wasteland of America has become teacher were part of the process of impact it has had on the commu- saturated with Torah. We followed Torah-study. On the road, he was nity and the home—honestly and similar growth on the West Coast— preparing for the Shear (lesson) he frankly. We pointed out many noted the increasing number of would hear from his teacher. On shortcomings in the program, and schools in the area and special ex- the way back—traveling again for what more the Day School has to periments carried on there. Finally, six months—he would review the do to achieve its high aims. the vital significance of all of these learned words of his teacher; and Thirdly, we studied, very soberly, reports was accentuated by Rabbi thus he spent the entire year in the the various sources for support upon Emanuel Rackman as he chal- study of Torah. which the Day School can draw— lenged the Day School to produce In the same vein, our Conven- at a special session. an articulate group of young men tion to us. is a short, concentrated Fourthly, we attempted to indi- and women who will provide the period when we gain inspiration for cate new horizons and new vistas intelligensia of America with the our work for the entire year. There to conquer. We searched for new true meaning of Judaism. is little doubt in the minds of all directions, for new guideposts in of us who have participated in this our work. Convention during these past few The Day School Impact days that this conclave reached The Day School Picture In analyzing what the Day School great pinnacles of enlightenment has done, our keynote speakers on and dedication which have “re- The first area—giving the picture the theme — “The Day School— charged our batteries,” so that we of the Day School—was the task of Prime Builder of the Emerging may continue to produce effectively our Saturday night session when we Jewish Community”—were critical, for the coming year. presented various “reports from the and yet hopeful. In a way, we A few years ago, at our Conven- field.” seemed to adopt Rabbi Shubert tion in Pittsburgh, we went out on In bold strokes, the reports indi- Spero’s figure of speech regarding the “offensive” for the first time, cated that: in the metropolitan the Archimedean point outside of and emerged before the world pro- area, a good degree of intensity of the world by which he had liojied jecting tlie definitive, positive values learning goes on in our New York to manipulate the world — as we of the Day School movement. This Yeshivos. Yet there is a lack of looked through the microscope to Convention was made of the same centralized organization and a pan- see the extent of the “revolution” courageous “stuff”—for here we met city of proper facilities to do the in homes and communities which the problems which face the Day job effectively. The New England the Day School has brought about. School with courage, with frank- survey stressed the continued Rabbi Bulman—in the inspired ness and with what Rabbi Nachman growth of schools and of Torah- picture he wove of die Day School Bulman called “sobriety and hope.” minded and learned pupils. It was in the smaller communities — con- What was the Convention all good to learn, for instance, that the centrated on the individuals. His about? graduates of these schools are now point of departure was the famous In summary, I can give only the serving as teachers in small, outly- quotation of Rabbi Samson Ra- highlights. It is hard to spell out all ing New England communities. phael Ilirsch that “even if one Jew of the sessions and what all of the We heard, with interest, of the tre- were left in the world, we could speakers said. mendous upsurge of Day Schools [next page, please)

Makch, 1961—19 begin to rebuild it.” His dramatic In Summary presentation of the changes wrought These, in essence, were the basic in the lives of individuals by Day ideas stressed at this Convention. School education was one of the Yet there was more — much more high moments of the Convention. that was achieved. There were ses- Rabbi Spero, on the other hand, sions for Hebrew teachers and concentrated on the community General Studies teachers; there was and how the Day School has the Principals’ Conference; there achieved: shaim—a name, or recog- were the PTA workshops; and nition in the community; tehillah there was the session on audio- —praise, or a challenge to the com- visual aids. munity to be touched by the ca- In some small measure, we will tharsis of the Day School; and try to funnel through to our friends Certainly this matter will be stud- tiferes — the beauty of the Day what was achieved here—through ied further. At least, the pros and School as the efflorescence of Ortho- the ])ages of “The Jewish Parent” cons in the entire question were doxy. and other media—but only those of spelled out by Dr. Brickman and Rabbi Ralph Pelcovitz presented us who were here can really know the capable chairman of that challenges—both to the home and the beautiful heights we reached as “stormy” session, Herbert Berman to the community. He was our con- “one day students,” as bar-bay-Rav of Far Rockaway. science, prodding us to think d’chad yoma. The results, we feel, clearly and honestly. He asked some justify all of the effort which has pertinent questions about the per- New Horizons gone into this Convention. It has manency of values and about last- In the area of new horizons, we all been well worth it. We have ing commitment. He really drew were first treated to an expostula- recharged our “spiritual batteries” the microscope very close to the tion of the high calling of the for the year ahead and look forward picture, and we probed with him. teacher. We were honored and in- to great achievement as our reward. spired by the presence of two great Supporting the Day School lioshei Yeshiva at this Convention It was not enough for us, how- —one at the plenary session, Rav ever, to speak merely in theoretical Moshe Feinstein; and one at the terms about what the Day School teachers’ session, Rav Yaakov Ka- has been and can be. We honestly menetzky. They portrayed for us \jhe considered how we can keep it the great kedushah (sanctity) of alive. the study of Torah; how we must put our hearts and minds to it; how At the special session for admin- |M ATZ OH we must inspire and be examples to istrators and presidents, we studied our pupils; how we must go about with the teste! ways and means of getting the our tasks with love and with gen- Orthodox giver, who is committed nine cheshek (desire) ; and how we to the Day School, to give more must aim to give a basic foundation towards its support. •We evaluated in Torah values to all of our pupils. how best we can be astute and win As someone once said: “Every the non-Orthodox to the support teacher has part of parent in him, of the Day School. We examined and every parent has ])art of teacher the record of the help Federations in him,” so this message was most and Welfare Funds have given to appropriate for aPTA Convention. us. We discussed better methods of convincing them to do more for Indications were also given by the Day School; and we also went Dr. Abraham Tannenbaum and into the question of how far we others as to the necessity for us to should go in pressing for Federal teach ethical values. The need for aid. Day School education beyond the elementary level was emphasized. Our good friend, Dr. William We talked about how best to intro- Brickman, ])resented with much duce challenging, effective pro- scholarship and clarity the position grams of adult education, and how in favor of seeking government aid to help the home assume its re- fot for the Day School. Unfortunately, sponsibility as a teacher of Torah however, time did not permit a values. We spelled these out as best PASSOVER complete “debate” on the issue. we coidd.

20—The Jewish Parent FEDERAL AID TO RELIGIOUS SCHOOLS reading, prayers, Christmas observances, and other religious practices. Haven’t we been paying huge sums • DR. WILLIAM W. BRICKMAN Professor, Educational History and Comparative Education from the public treasury for public schools that are New York University actually religious in spirit? Separation means actual Excerpt From Convention Address separation, but this is not what has happened in pub- lie education and is not likely to happen, By no means IN RECENT MONTHS, we have witnessed a re- should we overlook the fact that compulsory school at- surgence of interest in the problem of providing gov- tendance often means compulsory participation in re- ermental support to religious schools. The controversy, ligious ceremonies—indirect conflict with the religious which came to a head in 1949, once more Hared up, freedom clause, which, unlike the doctrine of separ- not only between groups of different religions but also ation, is expressed explicitly in the second half of that within religious camps. The majority opinion seems part of the First Amendment dealing with religion. to agree with the statement by President Kennedy This is the ))art which is rarely quoted in the con- when lie was successfully campaigning for his present troversy of church-state relations. office—that the payment of any funds from a public For too long has the American Jewish community source to a denominational institution is a violation been one-sidedly devoted to the dubious doctrine of of the traditional principle of the separation of church separationism. It is high time, in the light of the cold and state. reality of a long record of cooperation by the govern- If separation, as Mr. Justice Frankfurter stated ment and religion in educational affairs, to take a new means separation and nothing less, then it can be said look at the situation. The Jewish day schools have with confidence that there never was a church-state more than proved themselves with signal service to the separation in the United States, especially in educa- nation and to Judaism. Basic justice requires that the tion. There are numerous examples throughout our public offer aid for public service and without any history of Federal and state financial aid to denomin- more control than the state is already exercising over ational schools and colleges. At the present moment, religious schools without the payment of funds. there are numerous religious schools which are enjoy- All Jewish groups, including those which have ac- ing the benefits of loans for improving instruction in lively opposed the only significant types of religious science, mathematics, and languages under the Na- education—the Yeshivah and the Jewish day school— tional Defense Education Act of 1958. Isn’t the prin- should make a concerted campaign for public aid to ciple of separation equally applicable to loans as to these schools. If they should restudy the problem ob- grants, to religious schools as to colleges? Yet no one jectivelv, they would probably see governmental sup- in the government, including the President, has made port to religious schools in a different light than here- any determined effort to be consistent. Why not? Be- tofore. cause there was probably no intention in our history Public aid to the Jewish day school will yield im- to institute a complete separation. But if separation is mense dividends on two fronts: the welfare and secur- not complete, it is not separation. ity of the nation through the education of a well-in- Let us also look at the public school. In actual prac- formed and loyal citizenry; and the preservation of the dee, this is not a secular, but rather non-sectarian Chris- leadership and followership of the American Jewish tian school. And what is more, in most communities in community through the extension of Torah Judaism. our country, there is a determined effort to retain Bible (Full address in next issue)

Two Goals United States. And we are fighting a losing battle to (continued from page 13) hold on to that $50,000. I’m in the midst of it, so what I cannot forgive is that the American Jewish I know. groups that are agitating most vociferously for the We must raise our voice to the leadership. Make up separation of church and state are the ones that are your minds. We will not be strangled. This is our life- denying the Day Schools the money that they are en- line. Separation of church and state is a technique; titled to if they are to He cut off from Federal aid. At and, as the Supreme Court said: Let’s not make a sacred least, see that they get some money from the Jewish cow of it. If you make it possible for the Day Schools community. But the same people who say you can’t get to live by getting the Jewish Community to support from the government are the people who are holding the movement, then we are in no need of Federal aid, their hands on the purse-strings of Federations and or State aid. But if you are going to cut off the one Welfare Funds and not letting the Day Schools get line, if you’re going to deny the help from Federations hold of them; and this must be told to the world-wide and Welfare Funds, then we will have to help break community — not only the Jewish community — if down that which has been cherished by us for so long. necessary. At least, we must let the rest of the Jewish world know In the city of New York, $50,000 a year is given to that it can no longer commit this act of strangulation Day Schools by Federation. 'The lowest figure in the upon us.

Makch, 1961—21 Building Positive Attitudes being with us.” This is achieved both in and out of (continued from page 15) the classroom. In the classroom: a compliment and a our own inter-personal relationships. If it is loyalty to smile, a friendly atmosphere, sometimes a joke — yes, the school or allegiance to certain ideals that we seek even a rebuke, but without malice or harshness — a to develop; it it is feelings and insights regarding willingness to discuss problems; a readiness to hear complete faith in the Torah, stripped of scepticism and questions as well and to accept answers whenever cynicism that we want, then we must consider carefully possible, a reasonable request rather than an abrupt the overall image presented by the entire staff. Here, command. Outside of class: little chats — both formal of course, we have enormous difficulties with our and informal — ordinary conversation: “How are you? English staffs, for all of us know how hard it is to How is everything at home?” A call or visit to a sick obtain top teachers with the Torah-view. Hut even in child. A little bit of help if he needs it. What is really our Hebrew staffs — is there a genuine unity of pur- done by the teacher when he relates to the student in pose? Perhaps this lack of unity in ideals is more often this manner? lie is showing the child that the child, as lelt outside of New York, but it is nevertheless an im- a Izelem Elokim (a creature of G-d), the child as an portant consideration in the development of attitudes. individual is unique and is accepted and respected as I he third and most important school reality that such. 1 call this process ego bolstering. Let us not forget confronts the child is the teacher — in and out of the that the teacher is a very significant adult who is show- classroom. The teacher is usually the significant adult ing this concern, interest, acceptance of the individual; in the child’s school “life space.” It is part of his job and this creates a closeness, a bond between the giver— to create those significant experiences that we have the teacher, and the receiver — the student, which is been discussing. the very foundation upon which attitude development As I see it, we have both a static and a dynamic is based. relationship with our students. By static I mean that relationship where the teacher is the authority trails- The Teacher's Qualities milting a certain skill, a fact, a piece of knowledge. The Hand in hand with this warmth and acceptance of child must know a certain amount of Chumash; he the individual, the teacher must be possessed of an must understand it; he is taught to perform certain abundance of enthusiasm and love for the subject he is Mitzvos. ’The teacher focuses attention on certain ideas teaching. It is a truism that a teacher who loves his and tries to develop certain concepts. It is this static subject will invariably transmit his enthusiasm to those e about him. How many times have you seen the teaching־role that is easiest to evaluate and by which we ;u usually judged. of prayer done in a perfunctory, mechanical way? While Hut the dynamic role of the teacher is really the one the children daven, the teacher marks papers or com- that directly influences the feelings of the child. It is pares notes with his next-door neighbor. Unfortunately, the dynamic role that has a direct bearing on the too many teachers think of this as a rest period. And quality and texture of his feelings and insights. what is true of prayer is true of other subjects. Renewed enthusiasm in subjects calls for a constant concern on The Dynamic Role of the Teacher the part of the teacher to grow in these subjects, to The dynamic role of the teacher has primarily to do gather new data, new ideas, new methods — in short, a with him as a person — with his human •qualities — and constant quest for hishtalmus (perfection). Friendli- with the students’ perception of these human qualities. ness and enthusiasm, however, are not enough. The Not only what he does and says counts, but how he child must see in the teacher a person of strong con- does it and how he says it. A teacher's mastery of a viction and possessed of the courage to translate this subject — and even his mastery in transmitting the sub- conviction into his own personal life. The child must ject matter — is not enough. not perceive in the teacher any dichotomy between his What then are the elements of this human-dynamic personal practices and what he talks about or teaches. relationship between teacher and student? What is the We do an awful lot of preaching in class — too much. secret of a mashpiyah (a teacher) who really influences Should we expect intensity in prayer if we ourselves are his students? somewhat less than intense in our own prayers? Should First, and perhaps most important, is the student’s we expect the child to develop love for learning, to feeling that the teacher is really — not just ostensibly— devote extra hours of his leisure time to study, if we a friend, a big brother. The teacher cares; he is con- choose — in our hours of leisure — to relax with enter- cerned; his warmth is felt; “41c really likes us; he enjoys (next page, please)

March, 1961—23 tainment of all sorts? role of the teacher in relationship with students — and 1 he child must perceive yet another quality in his considering the tremendous impact each of these has teacher in addition to those of friendship, enthusiasm on the child’s altitudinal development, it becomes and personal example, and this is an alertness to what rather apparent that ours is no easy task. We dare not goes on about him. The child must feel that his teacher look upon our profession as just another profession— is part of this world; he speaks his language. He is as another job to be done. There is a constant need for familiar with baseball, football, and other sports and self-improvement, for self-evaluation. hobbies of children. On a more intellectual and mature The great Rebbe par excellence, Yochanon Ben level, they must feel that he is aware of world events, Zakkai, provided us with an excellent description of of scientific developments and ideas — that he is awake the effective teacher (Avos d’Rabbainu Nosson: 22). to everything about him. Reb Yochanon was not interested in the teacher who It is my opinion that the teacher who possesses or had only chochmah that is, a wisdom in human rela- develops the dynamic qualities of mentschlichkeit, tions and a knowledge of the world about him. Nor was enthusiasm, sincerity, and alertness that I have outlined he interested in the teacher who had only piety and will be an effective leader with whom the children will intense love for the Torah. It was his strong conviction identify themselves — both on an emotional plane and that a genuine mashpiah must be possessed both of on a practical plane. He will get to them. The teacher, chochmah and yirah, that he must combine within his then, is truly the reality, the force in the child’s school own person friendship and worldliness, as well as piety environment who can most powerfully influence the and Torah attachment. And it is my feeling that only child’s feelings and insights. if we make a serious and determined effort to embody Looking back at the entire school environment as 1 these qualities within ourselves can we hope that our have described it, at the role of the principal, at the vineyards will yield the sweet fruits of Yavneh and its role of the teachers as a group, and particularly at the wise men.

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24—The Jewish Parent We Build and Dream to go on to schools of higher plore constantly all available ave- (continued from page 17) learning. nues in their attempt to work affiliated PTA’s. Regular Program 2. The acute necessity of exert- together ever more effectively lor Newsletters, National PTA bulle- ing every effort to provide and im- the benefit of the children. tins, our official “Jewish Parent” prove parent education programs— Our thousands of Day School magazine, and other publications, to harmonize the environment of children have already begun to have been circulated to serve par- the home with the school curricu- reach maturity and to return to ents and teachers, and help them to lum and to provide a strong sup- their individual communities for- do a better job. porting religious atmosphere for tifiecl and eager to make a construe- those pupils who do not go on to tive and vibrant impact on Ortho- Challenges For the Future a Yeshiva High School. So many dox Jewish life. These people will There are many areas which of our young parents of Yeshiva carry the responsibility of raising challenge us for the future. Impor- students have no idea of what Ye- the prestige of Torah in this coun- tant among these are: shivos are trying to do and what try. You, dear friends, by establish- 1. The problem of extending our goals are; we must educate many of our out-of-town Day them. ing and developing Yeshivos Schools to cover more grades, so 3. The need for concentration through your devoted and active that children will not be deprived on providing more Day School fa- work, make it possible to revolt!- of the security of this guidance in cilities for slow learners who want, tionize entire communities. the adolescent years when they need need and deserve a Day School edu- May G-d grant you chochmali it most. Those schools which go to cation as well as anyone else. The (wisdom), koach (strength) and 6 grades must plan for 8 or 9 child who can do only a little is our grades. Those which have 9 grades concern, too. the means to continue to do this must think in terms of High Schools 4. And finally, the need for prin- work of spreading the spirit of or make provision for their students cipals, teachers and parents to ex- Torah in this country.

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March, 1961—2.7 The Day School Changes Communities this because it is not simply a European transplanta- (continued from page 9) lion, but an adapted American creation with certain unique features, with a general studies department, enced by the Orthodox Rabbi in .our American with audio-visual aids and with administrative pro- community. As a matter of fact, I would go so far as ftciency. The Day School constitutes a response to a to say that the ultimate test of the sincerity and dedi- challenge; and, as such, tells us something very impor- cation of a Rabbi in any community with a Day School tant about the people who are responsible for its is the degree of his support of and participation in the establishment in the community. As long as an or- welfare and growth of the Day School. Wherever the ganism is alive, it responds. When it is dead, it no Day School has entered the battle for Yiddishkeit, there longer responds. In fact, the entire history of an has followed encouragement and a rise in spirit all organism may be said to consist in its development of along the line. a greater capacity to respond differentially, creatively and adaptively to the many stimuli which impinge Growing Recognition upon it on different levels. Now, in this sense must we understand the Day My final point is reflected in the word tiferes, which School — as a creative response of those who have lived means beauty. Rut to be more precise, tiferes denotes Jewishly to the challenges of American life. As a re- that distinctive beauty which shines forth from an sponse, the Day School is, of course, an educational object when it fulfills its unique and distinctive nature. success. Rut on another level this says something to The Day School constitutes the tiferes of Orthodoxy, the general community about the men and women, the and as such it receiving growing recognition in the eyes staff and directors, the parents and children who have of the general community. The effect of the Day School made this response. The Day School is a reputable the general community has been to slowly transform testimony to the fact that Orthodoxy is alive and that ו01 the popular image of Orthodoxy from a petrified stag- its doctrines are relevant. The Day School, more than nant fossil — which as a way of life was no longer an any single factor, has compelled the general community achievable reality to young modern Jews — and has to take a hard, long second look at the stereotyped become a voluble, relevant, living and dedicated idea impressions that they had of Orthodox Judaism; and, in and group. And only the Day School could have done truth, die myth of the fossil has been finally exploded.

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March, 1961—27 The Day School Changes People State of Virginia to get home before sunset on Friday. (continued from page 7) He made the mistake of saying to this friend of his in Danville that he wants to leave the Shul to go to the A Sense of Quality Temple. So this friend of his said: “Why don’t you go At a meeting of prospective parents, somebody asks: and say goodbye to Rabbi Bulman.” . . . He’s still “Rabbi, what about the quality of English instruction saying goodbye!! in the Day School?” A mother, who herself had asked The upshot of all this was that this young person has this question the year before, rises to answer. You been asking for the privilege of paying tuition for a would expect that her answer would be — and it would child of his who will not be attending the Day School have been true if she had said it — that the quality of until two years hence! English instruction was excellent, that we have prob- ably one of the best schools from the secular point-of- We Have Faith view in the city, because Southern schools, Virginia We are in the midst of hope, and also as 1 have said schools in particular, are something like 43rd or 44th before, in the midst of fear. What will the future on the list. All the same, this is not what she answered. bring? It is a bain hashemoshos a — twilight time. We She answered: “We have learned in the course of this do not know if it is a bain hashemoshos which follows year that a Jewish parent should be at least as worried the day and after which night will fall, or perhaps it about the quality of Jewish instruction that a child might be the bain hashemoshos which follows the night gets as he is about the quality of English instruction.” after which the morning will come. For ourselves, we - One last item about the father of a child who will be can only say V’kovei Hashern yachlifu koach — those attending the Day School in Newport News in another who have hope in the Lord will renew their strength. year or two. This father came to me a few years ago to They will exchange one strength for another — they say goodbye, because he intended to leave the Orthodox will find strength. For 11s it is left only to say: “Bring Shul and to join the Temple. Why did he come to say close the day which is neither day nor night. You who goodbye? Usually, Jews aren’t that courteous. He came are exalted make known that to You belongs the day to say goodbye because he had a business associate in as well as the night.” Danville who was a fourth generation Reform Jew, and who at the age of 40 fasted Yom Kippur for the first time, and who today breaks every traffic law in the

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HONISDALI, PA. Far Rockaway 91, New York FAr Rockaway 7-5910

28—Thk Jewish 1’akent workshops will also be featured. in honor of the teachers and stall Mid-Atlantic Region: Regional of its school, 'litis is a splendid Council Chairman Mrs. David example of teacher recognition. Fink and Vice Chairman Mrs. Other schools, please take note! Robert Berman disclose that the * * # Mid-Atlantic Region is planning Diary of A Delegate its Conference for April 30, 1961, It is difficult to record all of the . at the Jewish Day School, Allen- reactions to Convention and to present town, Pennsylvania. Mrs. Alan its full flavor. Yet, perhaps this com- posite picture, incorporating the con- Stutz Conference Chairman, tells us tents of all the letters we received, that the program will be planned may suffice. To save space, we have recast the specifically to meet current prob- letters in the form of “a diary of the lems of the schools encompassed in typical delegate.” this region. January I, 1961: I simply must Edited by Mrs. Stanley Amsel New Jersey Region: Mrs. Sam Aboff, Chairman, reports that the have a vacation! The PTA Con- Convention Statistics New Jersey All-Day Educational vention is coming—what better ex- The huge success of our Conven- Conference is scheduled for May 7, cuse to get away for a few days? tion has made all of us at “National” 1961, at the Hillel School of the Must write for reservations at once. extremely gratified and proud. The Shore Area, Wanamassa (near As- Sunday, Feb. 12, 1:00 A.M.: De- conclave of 549 delegates, repre- bury Park), Nexa Jersey. The com- lighted to add an extra to my holi- senting 72 schools, was outstanding mittee is hard at work planning a day by arriving in time for the —not only in numbers, but in ex- stimulating program, so be sure to Melaveh Malkeh Saturday night. cellence of speakers, discussions, reserve the date! As I pulled my car into the parking and deep thought as well. At the lot of the Park Inn Hotel, I men- Convention Dinner, 42 PTA Presi- tally made a note to forget all dents received President’s Pins in News From Schools problems at home and at school, We are pleased to note that recognition of their office. and RELAX! many Day Schools are ])lacing em- 110 of the delegates were prin- In the crowded lobby, I regis- j)hasis on cultural activities outside cipals and teachers, both of the lered and was assigned to my room. the school. Hillel School of the Hebrew and General Studies de- While waiting for the boy to take Shore Area, Wanamassa, Nexo Jer- partments. They had gathered to my bags, a group of us exchanged sey, recently took a group to hear attend the special sessions planned pleasantries; and, just as I had the Baltimore Symphony Orchestra to interest members of each of begun to tell how we had solved in nearby Red Bank. Shulamith these groups. the crowded lunch room problem at School for Girls, Brooklyn, New our school, a man interrupted and Regional Conferences York, devotes a special column on asked if we had seen Mrs. Rhein. If you missed Convention, you the front page of its bulletin to a The receptionist replied that she still have an opportunity to enjoy list of coming New York cultural had last seen her going to the Steer- a similar experience. Three Re- activities which will be of interest ing Committee meeting in the gional Conferences, really “minia- to its parents and students. Marine Room. ture conventions,” are scheduled Added to the growing list of Day Once in my room, I decided not for the near future. Schools which now have facilities to hurry—even though the session New England Region: Mrs. for Speech Therapy are the Hillel had already been announced. But Abraham J. Einstein, Chairman, School, Lawrence, New York, and the commotion outside my room announces that the New England the Hebrew Academy of Long gave me a sense of missing some- Regional Conference will be held Beach, Long Beach, New York. We thing and I found myself hurrying at the Beth David. Academy, Water- note with ])ride the constant growth to go downstairs and satisfy my bury, Connecticut, on April 16, of this list which illustrates the aroused curiosity. I was also curious 1961. This conference will be indefatigable efforts extended by about the contents of the Delegate’s chaired by Mrs. Louis Izenstein of our schools to offer a fuller pro- Kit I had been handed; and, before Springfield, Massachusetts, and will gram for our children. Another leaving the room, emptied the con- surely be extremely interesting and example of such activity is the ad- tents on the bed. The program enlightening. The theme: “The dition of French, Spanish, Hebrew caught my eye, and I snatched it Day School Meets the Needs of Our and calculus to the curriculum of and ran. While waiting for the Times” will include a discussion the Rabbi Joseph Jacob High elevator, I scanned the sheet in my of “Critical Issues in Education” School, New York City. hand, and could hardly wait to get and “Our Moral Needs—Reciprocal The PTA Board of the Hebrexo downstairs to hear what other Obligations of Parents, Teachers Academy of Cleveland, Cleveland, schools like ours were doing. and Children.” PTA and teacher Ohio, tendered its Annual Supper (next page, please)

March, 1961—29 The session had already begun, at which we were to discuss them choice of which to attend, I did not and I quietly found a seat near the were postponed until after dinner. wish to miss all of them!!! Perhaps door. “Do you know' where I can So, at 12:15 in the morning, I found I could at least get a cup of coffee find Mrs. Rhein?” I heard someone myself standing up and trying, in to keep me going until lunch. In ask the lady sitting next to us. She the three minutes allotted to me, to the dining room, I found an empty indicated that she did not, and I sat tell these people exactly how our seat, this time with a group from back to listen to the speaker. school managed to conduct an Oneg Cleveland, Ohio, and was surprised After the session, the Chairman Shabbat which attracted an average to find that they too were just start- announced that the National Reso- of 120 children each week. Ideas ing breakfast. Everything was run- lutions Committee would meet at were Hying so fast I could hardly ning late, I was told, because the 12 midnight! What eager beavers! absorb them. When we finally left roundtables had finished so late the Monday ,Feb. 13,4:00 A.M.: I did the room, someone in the hall re- night before. “Have you seen Mrs. manage to sleep a little later than marked, “1:30 A.M.! How about Rhein yet?” asked one of the women usual this morning. But again, the breaking up the one that’s still at the table, addressing everyone. constant movement in the hallway going? We’ll never get started in “We're waiting for her to start our effused a certain urgency, and I the morning!” Mid-Atlantic Regional Meeting.” found myself rushing to get down- 1 found the contents of the kit The lady in the red-feathered hat stairs. “Will Mrs. Rhein please re- still strewn all over my bed and answered that she had seen her a port to the office immediately!” was started to put them back into the few minutes earlier at the Rritan- the message that the loudspeaker envelope. 1 was in the middle of nica exhibit in the lobby. bellowed several times as 1 found a booklet on “Your Child’s I.Q.” Looking at the list of workshops my way into the dining room. when I suddenly glanced at my for the tenth time, 1 tried to decide Seated at the table with me were watch which showed 4:00 A.M. between Leadership Training, Pro- several delegates from Wilkes- I threw everything on the table and gramming, Fund-Raising, and Barre, Pa., and Newport News, Va. turned off the lamp. School Bulletin. 1 secretly wished We started talking about the pros The day’s activities kept racing there was not the notation on the and cons of audio-visual aids—the through my mind. Something was program requesting that delegates e would all disturbing me, though 1 could not remain with one workshop. I would׳topic of the workshop w attend w'ithin a half-hour. The quite decide what. The fact that like to know what was going on at workshop certainly convinced us this was really not a vacation? . . . all four. that few of our schools are spending No—I was beginning to enjoy this The luncheon session was packed. enough time and money on these too much. Ohhhh, I know, WHO The gentleman on my left, from wonderful teaching aids. IS MRS. RHEIN? Everybody Los Angeles, informed me that many teachers and principals had As I sat at luncheon, mulling seemed to be looking for her, yet over the heated discussion that had I did not have the vaguest idea who arrived today for the special sessions scheduled for them alone. I silently taken place at the session on Fed- she was, or what she looked like, or wondered if our PTA Board had eral Aid to Education, I suddenly even why they might be looking looked up and saw 42 women—each for her. On went the light again! I been remiss in not providing the of whom was a PTA President from looked at the Committee list on the opportunity for our own principal a different school—lined up proudly back of the program—her name was and teachers to attend Convention. 1 was beginning to understand, too, displaying the President’s Pins not there. Then I recalled a list of what I had missed by not attending which they had just received. people in “The Jewish Parent” I could not help wondering il f magazine I had found in the kit. Convention all the years I had been might some day be so honored. My Sure enough, there it was: Mrs. active with PTA. I paid close at- tention to my food as 1 listened to dessert had not yet been touched, Henry C. Rhein, a Vice-President and my coffee only half consumed, of the National Association. Above the cross-conversation at the table— when everyone w'as asked to pro- this list was the table of contents I was not going to miss my dessert ceed to the Mirror Room immedi- of the magazine. The titles of the and coffee this time! A delegate ately for the Plenary Session. A articles were most intriguing, but rushed over to inquire if we had glance at the other tables convinced so were the workshops and sessions seen Mrs. Rhein and someone at me that while I had been thinking scheduled for tomorrow. I would the table said she had last seen her at the Hebrew teachers’ workshop about “The Jewish Parent” maga- take the magazine home with me. zinc subscription campaign I would 5:00 A.M.—off went the light, and with Dr. Kaminetsky. initiate at our next PTA Board this time I blacked out. The last Plenary Session began and ended. People started to leave. meeting, everyone else had finished I awoke to dazzling sunlight. Im- eating. Good-byes could be heard all over mediately I began hurrying — the the room. I had met so many people The keynote speeches sure gave workshops were scheduled to start in such a short time! Short time? me a great deal to think about. right now, and even though it It felt as if I had spent two weeks Somehow' or other, the round-tables seemed impossible to make the (next page, please'

30—The Jewish Parent CONVENTION ters of our values and culture and 11 is a pleasure to commend the GREETINGS participants in and interpreters of dedicated efforts of the members of our democratic system of govern- Hebrew Day School P.T.A.'s who As I reviewed the statement of ment. embody leadership service in the objectives which you so thoughtful- As you deliberate the problems, cause of improved education. ly included, it became apparent concerns and issues which you face S. M. Brownell that there is reaffirmed the basic presently, remember that this office Superintendent of Public principle which the Regents of the is ever ready to assist you in your Schools University of the State of New York efforts to provide for your children Detroit, Michigan stated in its recommendations for educational experiences which # # * school programs in America’s Moral should help them develop into fu- and Spiritual Heritage: “Belief in ture citizens of our American de- The members of the National and dependence upon Almighty mocracy. Association of Hebrew Day School G-d was the very cornerstone upon Sincerely, P.T.A.’s are to be congratulated which our Founding Fathers built.” upon their dedication to the cause Walter Crewson Your heritage of which you are of promoting the maximum devel- Associate Commissioner justifiably proud has within it the opment of every child, and upon State Education Dept. blue print for implementation of their increasing awareness of the New York State your aim to harmonize your reli- mutual responsibilities of parents, gious heritage with the great values * * * teachers, and the community in at- of American democracy. taining this goal. In these days we are increasingly I wish you well in your endeav- May this 13th Annual Conven- conscious that those who are to ors. P.T.A.’s have long been associ- tion provide a forum for the ex- meet the complex problems of to- ated with the desire on the part of change of ideas, information and morrow must be prepared by in- parents and teachers to work to- future plans for the promotion and creasing improved education today. gether, to plan and to use all advancement of education at its To the extent that home, church resources within their province for highest level in our democratic and school reinforce each other we helping children as they grow into society. may expect effective education. men and women—future transmit- Charles H. Boehm Superintendent Department of Public Instruction Harrisburg, Pa. * * # PTA News rushed over to her and we began reminiscing. At the point, one of Sincere and most heartfelt best (Continued from previous page) the hotel managers approached and wishes for a successful Convention. -it !1 authori׳said: “Mrs. Rhein, the Convention I am closely affiliated w at the Park Inn Hotel. For ail the is over, but the principals’ session ties of Hebrew Day School in Rhode activity in which I had partaken is still going on in the Terrace Island and am well aware of the could not possibly have been ac- Room!” Mrs. Rhein??? This was great work you are doing for the complished in two days and two Mrs. Rhein! Now 1 could under- youth of our nation. Good citizen- nights. As I stood saying farewell to stand why everyone was looking for ship is dependent in no small way a principal I had met from Chicago, her! on our respect for the place religion we were interrupted by someone Tuesday, Feb. 14, 10:00 A.M.: If plays in our lives. It will be by a who inquired if we had seen Mrs. it is at all possible I shall attend deeper appreciation of the father- Rhein. Someone said: “There she every Convention the National As- hood of G-d and the brotherhood of is, behind the Foreign Language sociation holds in the future. I am man that world peace will become Records exhibit!” I looked around going to make sure, too, our school a reality. Towards this end your to see this woman who seemed to be has a substantial delegation next group is making a noble contribu- the most sought-after person at year. If every PTA worker only tion. My humble prayers accompany Convention; all I could see was the knew all the wonderful things she you in your deliberation. May your back of a lovely white hat. misses at Convention, then they annual Convention be a most sue- As the throng thinned out. I spied would have to hold it in Madison cessful and profitable one. Shalom a familiar face. Rivkah Bistrisky! Square Garden! Hope they don’t Uvracha. I hadn’t seen her since she was a have next year’s Convention in Michael F. Walsh graduate student at Columbia, Alaska — who knows, at the rate Commissioner of Education teaching Hebrew on the side! I we’re going everything’s possible! State of Rhode Island

Makch, 1961—31