table of contents

The Pedagogic Reporter A Forum for Enrichment of Jewish Education Jewish Education January 1984

Published four times a year by Jewish Education Service of North America, Inc. 1 Computers in Jewish Education IRA L. JASKOLL (formerly American Association lor Jewish Education) 114 Fifth Ave., New York, N.Y. 10011 5 Jewish Education in a Technological Age MOSHE L. BOTWINICK President: Fred Sichel Executive Vice-President: Shimon Frost The Pedagogic Reporter is indexed in 8 The Jewish Computer. ALAN ROSENBAUM Index to Jewish Periodicals Cooperating National Agencies 10 Potential and Reality: Can Computers Help Union of American Hebrew Congregations Meet the Goals of the Day School? . DOLORES KOHL SOLOVY Commission on Jewish Education United Synagogue of America Commission on Jewish Education 12 A Computer Department for National Commission on Torah Education Yeshiva University Jewish Studies.. " " .. LEONARD A. MATANKY American Jewish Committee: C.J.C.A. American Jewish Congress American Sephardi Federation 14 Some Further Guidelines for B'nai B'rith Congress for Jewish Culture Computer Departments PAULA M. JACOBS Council for Jewish Education Hadassah Jewish Reconstructionist Foundation Jewish Welfare Board 16 The UAHC Television and Film Institute DANIEL B. SYME Labor Zionist Alliance National Council for Jewish Women Pioneer Women 17 The Mystery of a Sealed Crate: Women's American ORT Workmen's Circle Teaching with Objects ANDREWACKERMAN Zionist Organization of America Communal Agencies 19 What Is the Key to a Quality School Library? '" BARBARA LEFF Departmen1 of Jewish Educationl J.C.F., Akron Bureau of Jewish Education, Atlanta Board of Jewish Education, Baltimore 22 A Bilingual Library Program RAE EHRLICH Jewish Educational Services of Bergen County Bureau of Jewish Education, Boston 23 The Librarian and a BarlBat Mitzvah Program SYLVIA A VNER Bureau of Jewish Education, Buffalo Associated Talmud Torahs, Chicago Depart. Education and Culture 26 Bar and Bat Mitzvah Workshops. '" MICHAEL SWARTTZ Canadian Jewish Congress Board of Jewish Education, Chicago Bureau of Jewish Education, Cincinnati Bureau of Jewish Education, Cleveland Jewish Education Committee, Columbus Bureau of Jewish Education, Dayton PEDAGOGIC FORUM Central Ag.ency of Jewish Education, Denver Bureau for Jewish living, Des Moines United Hebrew Schools, Detroit 28 Perseectives on Jewish Family Education.... MICHAEL WOLF Committee on Jewish Education, Hartford Commission for Jewish Education, Houston (> " Jewish Educational Association, Indianapolis 31 The Current State of the Supplementary Jewish Education Council, Kansas City Bureau of Jewish Education, Los Angeles School. SIMON SCHWARTZ Bureau of Jewish Education, Louisville Jewish Education Association, Metropolitan, N.J. Central Agency for Jewish Education, Miami Board of Jewish Education, Milwaukee Talmud Torah of Minneapolis 33 Hebrew Language Instruction Jewish Education Council, Montreal Department of Jewish Education, New Haven (Hebrew) REBEKAH KOHN MOSENKIS Commission on Jewish Education, New Orleans Board of Jewish Education, New York Bureau ot Jewish Education, North New Jersey 35 In the Jewish Educational World PAUL BURSTIN Jewish Education Council, Oakland Jewish Education Service, Or.ange County, Ca. Dept. of Jewish Education, Omaha Committee on Jewish Education, Philadelphia 37 Publications Gratz College, Division of Community Services Philadelphia Hebrew Institute of Pittsburgh School of Advanced Jewish Studies, Pittsburgh .. Jewish Education Association, Portland Bureau of Jewish Education, Providence Editor Mordecai H. Lewittes Bureau of Jewish Education, Rochester Bureau of Jewish Education, Sacramento Central Agency for Jewish Education, St. Louis Editorial Board Marc D. Angel, Dorothy Axelroth, Paul Burstin, Fradle Bureau of JeWish Education, San Diego Freidenreich, Shimon Frost, George Pollak, David Bureau of Jewish Education, San Francisco Jewish Education Committee, Scranton Resnick, Herbert A. Rothman, Moshe A. Sheinbaum, Jewish Education Committee, Seattle Bureau of Jewish Education, Southern N.J. David Shluker, Morton Siegel, Barbara Summers, United Hebrew School, Springfield, Mass. Daniel B. Syme, Judith Tumin. Board of Jewish Education, Toledo Board of Jewish Education, Toronto Board of Jewish Education, Washington, D.C. The publication of The Pedagogic Reporter by the Jewish Education ~~~~f~s~~~\~ J~~~:~i~~~~~g~~p Service of North America, Inc., is made possible by the generous Youngstown, Ohio cooperation of the Kaplun Foundation. I, \ .// '-' I 'tt ''1.; I • n ")'171~'.11H" Computers in Jewish id ;';00£ tJ I q~~Di1 il'f:J't1 n n,r'Dn~ '"1'"' 1U'M? BYIraL~OU

Computers and Microcomputers For our purposes, we will define a microcomputer as a Calculators have become not only a standard fixture in general-purpose computer that is small, not very expensive, most homes, they have invaded the domain of the teacher, and easy to use. There are other, more technical particularly in mathematics and science. You have only to distinctions but these three elements are crucial to the scan the programs of conferences sponsored by profes­ successful spread of computer applications in education. sional organizations to perceive the level of concern about Just as the developments that enabled the birth ofthe mini­ the effective use ofcalculators in the classroom. Most mem­ computer were also incorporated into larger machines of bers ofthese organizations agree that these devices can add the time, within a few years most computers will be built to a student's understanding ofthe subject when they are around one or more microprocessors and could, therefore, used correctly. technically be called microcomputers. The same can be said about computers, except that be­ cause of their past astronomical cost they have not spread Past Performance as quickly through the education system and for the same In the past, computers have not entered the educational reason they have not been the object of a "grass roots" world at a very rapid pace. Certainly cost was a major movement starting in the students' homes. Now this factor. Besides the high purchase price of the computer situation has changed with the introduction ofthe low-cost, itself, there was the cost of environmental support - such easy-to-use microcomputer. as air conditioning - arid of structural changes in the As more and more students have access to computers at computer room. Other factors contributed too - comnlex home, the Jewish day school cannot afford to ignore the operating procedures, the lack of teacher training, no opportunities offered by these devices. Furthermore, there supporting curriculum, and the absence of significant are sound pedagogical reasons for adopting the computer results. in schools; the educational value of the computer has been Much to the credit of school personnel, impressive discovered gradually over more than a decade ofexperience computer programs have been in existence in many of the with larger, higher-cost computer systems. The impact of metropolitan areas wbere there are enough students to the calculator will seem minute compared to what we will support such an expensive endeavor or where there is experience as computer use in schools becomes financial support for special programs for underprivileged commonplace. or underachieving students. Beyond these efforts, school The first generation of computers was built using the districts in a number of areas have formed consortiums to vacuum tube as the primary electronic component. These share the cost of instructional computing. Administrative early computers occupied several rooms with elaborate computing, mainly payroll and grade reporting, is nearly wiring and rigid environmental control. Then when the universal except in the small schools. On the other hand, transistor, the integrated circuit (IC), and the printed computer support for instruction or for the individual circuit board were developed, so that many components administrative needs of teachers has lagged far behind. could be connected on one board, computers could be Even where a program of instructional computing exists, made considerably smaller than before. Thuf the the activities have been somewhat restricted by the still-too­ minicomputer was born. It differed in two ways from larger . pigh cost per stud~nt hour. computers built during the same era with this new At last, computers are a possible for all students in all technology: it had smaller word size (16 as compared to 32 schools. A computer system adequate for the computing bits), and it offered less memory and less on-lin~ storage. In needs of a typical class or small school can be bought for other words, minicomputers were much smaller than their under $1,000 and this price is still decreasing. Today, we predecessors, but only slightly less capable; and for many can see a computer priced between $100-$200 that will per­ applications the additional power was simply not needed. form many educational tasks as well as computers selling in the mid-seventies could handle for a hundred times the In 1975, the first microcomputer was produced and tJ today's version differs from its big brothers in much the cost. same way. It usually has a smaller word size (8 bits), less memory in the standard system, and a reduced capability What Microcomputers Actually Look Like for side (or peripheral) equipment. Again, the point is that Much like a stereo stound system, computers can be the microcomputers are much smaller but only slightly less obtained either in a tidy, all-inclusive and fully portable capable than computers that are much more expensive. package or in the more variable component form. Advan­ tages are inherent in each approach. The lowest-cost computers, in general, are self­ contained. Some examples ofthe most popular are Apple II Ira Jaskoll is Director of the Bramson Ort Technical PhIS, the Commodore-VIC 20 or 64, RADIO Institute. SHACK/TRS-80, IBM Persona~ Computer, and ATARI. These include a key-board and are connected to a monitor their memory can usually be expanded at relatively low or television. Actually they include a microprocessor CPU, cost. On the other hand, microcomputers a1"l:~ including a cassette tape player/recorder, and the necessary more and more graphic capabilities, surpassing all but the interfaces to add other peripheral devices later, such as a most sophisticated of larger computers. printer or disk drive. The advantages of these systems are A microcomputer can play games with your students. It their low cost, ease of use, and high reliability. can supplement a math and science program. It can add a new dimension to your Jewish studies classes. As a teacher's CapabWties helper, it can be a very patient tutor to students who need With limitations, the microcomputer can do anything special help. Administratively, it can compile athletic sta­ that any other computer can do but, like other computers, tistics and it can keep class attendance and performance it can do some things better than others. Its suitability for a records. The limits to its contribution to your school lie in particular application depends largeley on its configura­ elements other than machine capability - that is, in tion. In the standard systems, microcomputets have less teacher and administrative support, training and memory than minicomputers and large computers, but curriculum development to name a few.

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2 Shortcomings An Opportunity for Improved Teaching The primary difference in performance between micro­ When teachers first consider a computer in their class­ computers and larger systems is speed - both computer room, they are gripped by an all-too-common fear - the 1 speed and peripheral speed. When microcomputers fear of being replaced by a machine. On the contary, the ·" attempt a great deal of processing, their response time can computer by itself can never be as effective as a human .be frustratingly slow. One cause of this lag is the smaller teacher; an alliance ofthe two, however, creates a powerful word size, which often necessitates more time to execute a teaching force. The computer, used creatively, has a multi­ given function. Another limitation of concern to education plicative effect on the teacher's impact on his/her students. users is the lack of time-sharing: A microcomputer system Far from threatening to replace good teaching, the com­ can support only a few users, and only a few relatively puter offers a new arena with the opportunity for great expensive microcomputer systems presently attempt time­ teac~ing. To quote Thomas Dwyer, one of the veterans in sharing. Finally, a limited instruction set, in whatever educational computer usage: language, is usually implemented on microcomputers. Put simply, I believe that computers in education are revolutionary because they make possible great The Bottom Line teaching in a system dedicated to mass education. The microcomputer is well suited to the majority of all But they make this possible by supporting person-to­ primary and secondary school level computing activities. It person educational influence, not by replacing it. is at once an effective instructional aid, a supplementary Using the computer for instructional support, that is, as recordkeeping device, a valid object of instruction and an a tool for both teachers and students, frees them from the exceptional means of presenting educational and tedium of drill-and-practice work. Often, they become recreational games. These capabilities, coupled with the allies in the search for new facts and implications within low cost, will allow computers finally to be cost-effectively their given subject. Teachers are freed from the negative integrated into the curriculum of every school. role as "judges," and they are free to expand their roles as mentors; yet, at times, the innovative student makes the Microcomputers In Education breakthrough, providing the teacher with one of the great Without doubt, the microcomputer is a milestone in rewards in this profession. computer technology - but what does it really have to do with Jewish education? Increased Student Motivation Never before has computer access become so nearly a Without exception, computers have been received reality for so many schools. No longer will computer-aided enthusiastically by students of all interests and ability learning be confined to large public school districts or to school systems with unlimited funds for special-purpose levels. In what is too often a boring environment, the education. At last, the benefits of computer usage can be computer is a novelty, yet this is one novelty that doesn't wear off. When the computer is used as a problem-solving extended to the Jewish day schools. tool, students work harder than ever before to program a solution successfully. In computer-assisted instruction Relevant Education (CAl) situations, the nonthreatening and noncompetitive One ofthe battle cries in education in the last decade has nature of the learning environment is a positive stimulus to been the need for "relevant" education. Students need to the underachieving as well as to the average and above­ be prepared for their lives after graduation. They need average students. And when it comes to using simulations instruction that will prepare them for what's ahead ofthem and games to reinforce the learning of key concepts and - higher education, a job, and everyday life, in whatever skills, students stop at nothing, even serious study, to order - according to their personal choices. "beat" the machine. Evidence of increased motivation is Computer education can be the most relevant study in seen in attendance figures for students in classes where the high school curriculum. In the narrowest sense, computers are used. students should learn about the capabilities ofcomputers if only to understand the role of this marvelous machine in modem society and to protect themselves from possible Feedback computer abuse. If nothing else, the students of today A critical factor in any learning situation, in school or should not feel helpless and conspired against when they not, is immediate feedback. Unfortunately, the average receive inaccurate bills prepared by a computer. More teacher cannot correct each paper within seconds of its generally, since the computer is becoming a tool in all completion. But the computer can and does. If the task is phases of business, government, industry and education, drill·and-practice on particular facts, the computer points computer education is appropriate whether or not it leads out an error as soon as it is entered by the student, and to a career in data procesing. Being exposed to the presents another chance. Later, at the end ofthe lesson, the construction and operation of a microcomputer, learning student is given a summary of his or her performance. elementary high level language programming, and using When students are writing programs to solve a particular this device to carry out classroom assignments are practical problem, natural consequences occur: the program will not training for just about any future job. Finally, computers work or the results of the program are unreasonable. In are being used in nearly every higher education discipline, much the same way, when incorrect tactics are applied in and computer training at the secondary level provides a simulations and games, a disastrous simulated outcome head start for effectively using computers in future study. occurs or the student loses a scored event by an overwhelm­

3 ing margin. In all cases, this feedback is faster and more pertinent than that age-old standby, the red pencil. 1. Alef-Byte Software 3515 South 50 Street individualized Instruction Omaha, Nebraska 68106 In individualized instruction, lies one of the greatest Robert Oberman promises ofcomputer application to education, the chance 2. Anthro-Digital, Inc. to actually increase the rate ofleaming by allowing students Post Office Box 1385 to proceed at their own pace and by allowing teachers to Pittsfield, Massachusetts 01202 make better use of their time. Michael Heckman For years, educators have dreamed of the day when instruction could be tailored to the needs of each and every 3. Boys Town ofJerusalem student. At its best, individualized instruction allows each Computer Department student to follow a course ofstudy to the depth indicated by Bait VeGan his or her interest and at the pace indicated by individual Jerusalem, Israel abilities, with easy access to one-to-one interaction with the Yaakov Tessler teacher. But, the teacher is often overwhelmed by the 4. Gesher Computer Games reality of the situation. Keeping track of thirty students at Gesher Educational Affiliates thirty different phases of the curriculum is in itself a fu11­ 9 Havatzelet Street time job; and pre- and post-testing chores to facilitate Jerusalem, Israel accurate diagnosis and prescription consume additional Nissim Ziskind time. Add to that the challenge of preparing a wider range 5. Institute for Computers in of materials than ever before, and you have a teacher in the Jewish Life midst of a nightmare rather than an enthusiastic tutor 845 North Michigan A venue seeing a dream come true. Suite 843 The computer can eliminate some elements of the Chicago, Illinois 60611 nightmare by keeping records of student progress and by Rabbi Irving Rosenbaum serving as a delivery vehicle for certain instructional activities. 6. Synergistic Software 5221 120 A venue S.E. The Case For Microcomputen Bellevue. Washington 98006 The microcomputer is making its mark on the 7. Ktav Publishing House educational world. A simple microcomputer system is well­ 75 Varick Street suited to meet the need for instructional computing in small New York, New York 10013 schools or in particular areas of larger schools. Jerry Roth Furthermore, the microcomputer can make a contribution, although a more limited one, in the area of administration. All the benefits of large-scale computers, Software for Judaic Studies and time-sharing systems can be gained at least in part with So~ Tide Description a microcomputer, many without any sacrifice of scale. Gesher Jerusalem Squares Strategy quiz game Within a very few years, in any case, distinctions between based on Hollywoood micro, wini and conventional computers will be for the Squares (tic tac toe) most pan: semantic. All computers will be built using Gesher JSQ File Mainte­ Allows the teacher to microtechnology, and the size and configuration will be nance Prog. create his/her own determined solely by the needs of the situation. question banks for But, at this time, the benefits of computer complication Jerusalem Squares. FB. to education can be attained at a significantly lower cost than any time in the past. Today a complete microcom­ Institute for Com- Geography of Israel Play Israeli detective puters in Jewish Life game using historical puter system can be bought for roughly the same price of a and geographic 16mm sound projector or a videotape unit, but it is more clues, "deduce" flexible than either of these instructional aids. ~orrect sites on a map But cost alone does not make the microcomputer of Israel. valuable in the average school. Because these tiny All about Varied program on computers can be located in the classroom students can see Hanukkah different grade levels, facts, games, quizzes their various parts, watch them work, and actually about Hanukkah. experiment with them. Accordingly, much of the mystique that now surrounds computers because of their size, Game of the Teaches about Maccabees history and expense and delicacy will be dispelled. observances of Hanukkah, then Jewish Education allows students to The use of microcomputers for Jewish education has play a game of combat between the continued to grow. Software is being developed for use on a Maccabees and number of levels. The following groups are involved with Ancient Greeks. Jewish educational software development: Hebrew Comp-Flash Program for students Conclusion 1 Cards (on order) with a beginning Widespread computer application to education has been Hebrew vocabulary. a dream among a handful of people in education for many Student chooses to study words, sets years. With the dawning of this dream comes the from each of the responsibility to maximize the well-known positive effects Parashot in Genesis. while minimizing the often feared problems that have been Boys Town Rosh Hashanah Program designed to a concern since the beginning. These problems include Dinim augment and test the dehumanization, invasion of student privacy and the T students' knowledge dangers of overindividualization. Like any tool, the of Rosh Hashanah. computer can be abused, and the results can be disastrous. Elul Dinim Program designed to We believe, however, that these pitfalls can be adequately review and test students' knowledge guarded against and that the benefits far outweigh the of EluI. risks. The key lies in the quality ofthe people involved, the Synergistic The Linguist A general purpose degree of commitment by both faculty and the Software language translation administration, and the correct training of the teachers. and tutorial program The computer can introduce a new dimension into - students can get Jewish education, one that is extraordinarily geared to the help, learning spell­ ing, pronunciation reality of the students' future lives. As the information or definitions of explosion continues, a shift must inevitably occur from the words or phrases in old style ofeducation that stressed the acquisition offacts: English and Hebrew what will be necessary in the world oftomorrow is increased as well as other skill in sorting and analyzing the vast quantities of available languages. information. As the computer has been widely employed at Anthro-Digital Hebrew II Plus Hebrew word this task in the realm of industry, so it can be liberating in processor. education and in the student's personal life. 0 KTAV Publishing Jonah Alef-Byte Sidrot, Seder Plate, Shavuot, Hanukkah Menorah

/} 11(,3 1 9111 ~fj­ 1'\1 ~ Jewish Education in a 4 ? ;: Technological Age By MOIhe L.~Ck

I wonder sometimes how we lost our way in defining the very well contribute to the eradication of meaning as we role ofJewish education. I am rather certain, however, that know it. The problem permeates both secular and Jewish those whose teachings we pass on intended us to be some­ education, but it is surely more acute when dealing with the what more than entertainers, managers, and technicians. very nature of one's values and life. While technology contributes to an enlightened Jewish Our children have become ever more removed from a education it is not a substitute for the actual transmission of living, experiential Judaism (not to mention an experiential a Jewish heritage and the learning/teaching of Jewish life) through the intrusion (not the integration) of values - a tradition that was highly oral and home­ technique. Content, environment, goals and objectives centered. have all been subsumed underthe heavy hand oftechnique. Yet the Jewish educator of the 80's is in somewhat of a I remain unequivocal in my belief that there is room in catch-22 situation, grappling with the pull of traditional Jewish education for technology and technique, but only methods versus the glitter of modern technology. We when wedded to clearly delineated objectives and goals. attempt to teach meaning, utilizing techniques that may Furthermore, the proof of the effectiveness of various technologies in eliciting desired results is far from conclusive; such study is, in fact, in an embryonic stage. Moshe Botwinick teaches at the College ofMt. St. Vincent In my own research, and in my communications with in Riverdale. N. Y. He was formerly Communications other Jewish educators, I find that a foremost concern is the Consultant, JESNA. solution to the question of fostering a sense of Jewish

5 identity. Sociologist Marshall Sklare in America's Jews put and the allied or residual effects that a technology may it this way: introduce into a child's life. New theories, methods and Ofallthe institutionala"angements developed in the techniques are proffered each year, whilst last year's hot American Jewish community none is more important methodology gets thrown out or locked in a closet (both for Jewish identity than the Jewish educational literally and figuratively). system. Since Jewish education is that enterprise con­ The dilemma is reflected in secular education where the cerned withformal training in the culturalheritage of crisis in education - the decline of standards and pro­ the Jewish people, it is both an index to the type of ficiencies, and the vocal advocacy for reform - has become Jewish identity practiced and desired, as well as a a national political issue, the subject of government force contributing to the shaping of identity. Jewish commissioned reports, and the basis for numerous articles tradition is special in the stress that it places upon in the popular press. acquiring mastery ofJewish cultural heritage. In the fact of technological advancement, a back-to­ basics movement is gaining in popularity. What, we must I maintain thatJewish identity ought not (even ifit could) ask, are the Jewish basics, and what tool or tools are most be taught exclusively through film, video, computer effective in transmitting them? Every medium carries with simulations or even books. Each of these media provides it both advantages and disadvantages. As mere mortals, the student with another tool with which to examine the not blessed with the gift of prophecy, it is difficult if not world and his/her role in it. However, too much reliance on hlpossible to predict with any accuracy the impact of a anyone cheats a child out of the multiple possibilities technology on the teaching/learning process. avaialble. (I have included books, for though I find in Print brought about major changes in the way we think books, both sacred and otherwise, a plethora of valuable and process information. Reflexive and discursive thought instruction, story, and myth, they too cannot provide our became dominant along with a loss ofthe need to develop a students with the full experience Jewish educators may wish strong memory. With the introduction of every new to provide.) technology something is gained and something is lost. Just The tools we use, for both teaching and learning, become what we lose is open to speculation, but speculate we must. metaphors for the way(s) in which we think about our The· Jewish tradition bound oral and written relationship to the universe, and may affect our students far communication together and placed a premium on the beyond the content of a lesson. This is no mere 1980's interplay betwen the two - with practice the ultimate task poped version of McLuhan's dictum "the medium is the at hand. message"; rather it is a pragmatic approach toward Television, with its trained passive audience, its childlike understanding the nature of what children do in a appeal, and its ease of distribution is being proclaimed a classroom, and what learning goes on. In many ways the panacea for all the problems we find in Jewish education techniques we use belie the importance of the subject from unreachable students to overworked or under­ matter we wish to transmit. qualified teachers. Yet what kind of experience can a child Jacques Ellul, in his noteworthy work The Technological receive from TV? The research indicates that: 1 Society observes that the nature of technologies is to solve A) Television can be used effectively to teach any subject problems through the use of a technology that in turn matter for which one-way communication will con­ generates new technological problems for which we seek tribute to learning. new technological solutions. It is an infinite spiral that B) Television is most effective as a tool for learning when further removes us and our children from the problem that used in a suitable context of learning activities at the we originally sought to solve. receiving end. In other words, television can teach I am not a 20th century Luddite, proclaiming that anything, provided immediate feedback is not technology and progress are the devit's work. I only wish to required. TV can demonstrate a ritual; it cannot state that there are processes from the past worth however correct nor cultivate a sense of the ritual conserving. Each medium provides tools, powerful tools, depicted. TV can show, it cannot tell. TV is non­ tools that also act as metaphors and thus contain the discursive, and much of what we wish to teach capacity to redirect modes and strategies of thought. demands discourse and the ability to assimilate So-called relevance and the embracing of whatever is subjects in a discursive mode. Only another human hot, glitzy, faddish and exciting may not be the best being, providing guidance, correction, and feedback approach through which to instill in our children a true, can gauge and lead a student in the total learning creative, vibrant, living, and dare I say spiritual, Judaism. experience thatJudaism entails. Rather it may simply supply our youth with a greater sense of alienation from life and living, and a departure from the day-to-day value of being Jewish.

Television and Computers Both television and computers have become a new source ... "there is room inJewish educationfor of what I call "edutainment" - the attempt to educate utilizing technologies that entertain, excite, and pacify our technology and technique, but only when children. Many ofus assume that ifchildren are sufficiently wedded to clearly delineated objectives and fascinated by a technique or technology we will be able to goals. " sneak some teaching in as well. Ofcourse, as I have already noted, we still know very little about the learning process,

6 Programs have been, and will continue to be, produced 4. A new set of instructional design methodologies and ~ in Jewish education - some with authentic content, others procedures must be developed. without - but those that work best (or work at all) are Once again the teacher (and, in the case of Jewish those tied to a curriculum and reinforced by human beings education, the home) is a dominant force. The computer is both in the classroom and at home. For this to take place an easy way for teachers and adminstrators to believe that teachers and parents must be instructed in the proper use they are educating a child Jewishly. What they may be and application of a potentially useful technology. doing is training our children to relate to a machine. There Two important lessons can be learned from the experi­ are too many questions unanswered (and unasked) for us to ment called Sesame Street. One is .the fact that those who plunge head first into seeming silicon salvation. Where and got the most out of the program were those who watched how does real learning take place? Is it the mere feeding of with family and discu5sed the program on an interpersonal information or is it part of a series of complex social leveP. The second, based on the research of Gavriel interactions which the computer may very well vanquish? Salamon, demonstrated that the quick, clipped pace ofthe What do we know about man-machine interaction? What show made children, indeed trained children, to think kind of programs facilitate learning? What is the role of 3 passively and expect immediate gratification • Endurance, human contact? Research and caution are prescribed. patience, creativity, and persistence at a given task all As previously mentioned, technologies and tools shape suffered as the child felt frustration at not succeeding at a our minds and form new strategies and metaphors through task or in comprehending a given subject. To model Jewish which we perceive the world. instructional television on programs of this kind may be a What kind ofmetaphor does the computer create for our disastrous move. Entertain? Yes. Educate? Perhaps. children? An answer is postulated by Joseph Weizenbaum Instruct? Not likely without regrettable ramifications, or ofM.1.T. in his-contemporary classic Computer Power and vital support systems. Human Reason: From Judgment to Calculation. The Video integrated into a home-start type program, computer has the potential to plant in our minds a matched with a variety of other media and interpersonal mechanistic, reductionist model of the human being. communication, should be the goal to strive for ifvideo is to Situations will not bejudged, rather they will be calculated. be anything more than a passive viewing experience. Whatever cannot be discretely digitalized will have no In many ways, however, television has become passe meaning. We will ask only the questions that could be when it comes to instructional technology. The computer answered, regarding as "trivial" questions that the has emerged as the new hope for education. Dozens of computer cannot deal with. Man is reduced to a number, Jewish educators are purchasing computers, designing the mind to a program, life to formula. The Holocaust software, and generally running blindly to jump on the experience is too painful a memory of what such new, high-tech bandwagon. mechanistic thinking can ultimately lead to. Weizenbaum writes that "no computer system should be What We LoBe In the Proceu substituted for a human function that invo~ves interpersonal On a basic level computers seem to provide for us a new respect, understanding, and love." Are these not important way of teaching and learning. However, like television, attributes ofwhat Jewish education is all about? He further nobody yet understands how to provide software that is asserts that "computers ought not be introduced where the more than an electronic blackboard. I have seen and used a effects can easily be seen to be irreversible and the side large number of the programs presently available in both effects are not entirely forseeable." Using our children as Jewish and secular education, and I must say that I am research subjects is a risky endeavor indeed. underwhelmed. Elsewhere in this journal is an article t,hat Dear reader, the position that I put down in these pages presents the positive potential of the computer for Jewish may seem overly cautious, cynical, or even alarmist. education. I would like to present the other side ofthe chip. Frankly, I hope it is. Jewish education is not the place to /'o.s a tool of "edutainment" the computer's do supply us institute methodologies and technologies that may be with a sense of excitement and fun. Children take to them, anathema to the human factor of a religion, culture, and compete against them, and potentially could learn from heritage. There are many who rally around the optimistic them. Yet, again we must consider what we may lose in the flagpole of high-tech potential. I ask only that you think process. twice, even trice, before totally rejecting my caveat. Before we move too rapidly into micro-heaven let us take a look at what some ofthe latest research says. According to Kearsley and Seidel (1938)4 an extensive review of various References forms of computer leads to a number of conclusions. 1. Chu, Godwin and Schramm, Wilbur. Leaming From Television: Among the most salient are: What the Research Says. Washington, D.C.: National Association of 1. Learning can be made much more exciting, satisfying, Educatonal Broadcasters, 1968. 2. Cook, Thomas D. "Sesame Street" Revisited. New York: Russell Sage and rewardinR for the student and teacher - but this all Foundation, 1975. hinges upon the dedication, persistence, and ability of 3. Salomon, GavrieI.lnteraction afMedia. Cognition. andLeaming. San good teachers and courseware developers. Francisco: Jossey-Bass Publishers, 1979. 2. We know relatively little about how to individualize 4. Kearsley G, and Seidel, R.J. "Two Decades of Computer Based Instruction Projects: What have we learned?", Technological instruction. Horizons in Educationlaumal. VoI.10, No.4, February, 1983. 0 3. We know and understand little about the effects of in­ structional variables such as graphics, audio, and interaction.

r 7 ~ '3 ~\.t' t1 : The Jewish Computer v' BYAlan~

Step into most public school classrooms today, and you to show him the sweetness of Torah study. Likewise, intro­ are likely to see students gazing at that most ubiquitous of ducing a child to a subject by playing a quiz game on the modem inventions - the computer. The computer has computer can whet his interest in the subject. invaded all aspects of contemporary society, but perhaps Producing a program that will stimulate the child's none has been taken over so rapidly as the field of educa­ imagination and desire for knowledge is a prime consider­ tion. Thousands of programs have been created for a ation in producing an I.C.J.L. program. Most programs myriad of subjects ranging from science and mathematics produced by the Institute are developed in conjunction to literature and art. Be it Apple, Atari, Commodore or with educators who are familiar with the use of computers any of the other well-known brands of microcomputers, in the classroom. The basic question that must be asked students today are using the computer as an educational when producing a program is "How is this more effective tool in the home and the classroom. This computer revolu­ than a book or other mode of instruction?" If this ques­ tion has begun, albeit on a somewhat smaller scale, in the tion can be answered satisfactorily, then there is warrant Jewish classroom as well. Jewish educators have begun to for the production of such a program. Close cooperation is take note of the use of computers in general education, necessary between the. programmer and the teacher/ and of the successes that have resulted from their use. author in the developrrent of a program. A teacher may All of these events have served to reinforce the beliefs of have one way that he wants the material displayed, and the people at the Institute for Computers in Jewish Life the programmer may know of a better, more imaginative that the computer is and can be an effective educational method because of his computer expertise. Frequently, a tool to transmit the Jewish heritage. Already, close to 200 completed program is shown to other educators before schools around the world are using the Institute's pro­ release to gain their evaluation and suggestions. grams - distributed by the Davka Corporation - which All of these developments and improvements take us to range from Hebrew language tutorials, to Jewish educa­ the Fall of 1983. What is in store for the world of Jewish tional games, to holiday programs. Using Apple com­ Computers? What new programs will present themselves puters, and expanding onto other machines (Atari and in the coming year? Here is a sampling ofjust a few ofthe Commodore) as well, the Institute has been the leading upcoming programs that the Institute for Computers in producer of state-of-the-art Jewish software since its Jewish Life will be issuing in the next several months. inception in 1978. 1. Create-A-Quiz Editor There have been many developments, technological and One of the prime advantages of computers is their flex­ otherwise, in the area of "Jewish computers" since 1978, ibility. When properly programmed, computers can do when the first I.C.J.L. Radio Shack programs were quite a few different tasks. The Hebrew Create-A-Quiz is offered. Computer technology has become more sophis­ an example of such a program. It allows teachers to enter ticated, and sound, color, and animation are now questions in Hebrew, English, or in mixed format, and commonplace on such programs as "Rosh Hashana" and enter multiple choice answers. Groups of questions may "Jewish I.Q. Baseball." Feedback has been received from be placed into specific categories to be called up by the teachers in various fields of Jewish education as to what teacher. A second type of multiple choice question is also types of programs are more successful than others. The allowed - concealed multiple choice. That is, a question most important "development," however, has been the will come up on the screen, and one choice as an answer reaction and reception of Jewish youngsters themselves. will be offer~d. The computer will ask, "Is that the correct Orthodox, Conservative, Reform and Reconstructionist answer?" If it isn't and the student guesses correctly, the students have been almost unanimous in their praise of second choice will be presented, with the same question these programs. Whether listening to the "sounds" of the being asked. This process continues until the correct Shofar on an Apple II computer, or driving in a run in choice is given, with the student agreeing or disagreeing to Bible Baseball by answering a Bible question correctly, the correctness of the choice. The Hebrew in this program students are enjoying themselves - and learning. is entered through the regular Apple keyboard (stickers In fact, the use of computers as a fun incentive for for Hebrew letters are provided). The Hebrew Quiz Editor learning is certainly not foreign to the Jewish educational is a valuable aid for teachers, both to use as review and tradition. The beginning "heder" student was told to lick preparation for students who are ahead of the class, and the page of his book when honey was placed on it, in order for average children. It can be used by a teacher with an entire class (with a large monitor) or by individual Rabbi Alan Rosenbaum is the Responsa Project Coordi­ students for review or preparation. nator for the Institute for Computers in Jewish Life. He 2. Find My Israeli Cousin has developed many of the educational programs of the An intriguing and imaginative educational game. At Institute. the outset, the player receives a letter (shown on the screen) from an Israeli relative who has invited him to visit without addressing this point. It is important to realize her in Israel. The letter tells of various details about the that the computer is just that - a machine. It can only be ~I place where the relative lives. The name of the town or useful when creative, intelligent programs are created by city, however, is blurred and unreadable. Using the clues skilled, competent educators. When this happens, the mentioned on the letter (e.g., "We live inland, near a computer can be a most useful vehicle for transmitting the border") the player must find his Israeli cousin in the Jewish tradition. In a sense then, the computer becomes proper city or town. The game combines sound and somewhat akin to the legendary Golem of Prague, a animation, and is an excellent learning tool. At each stop brainless, emotionless mass that comes alive when the along the way, the player is told some point of interest word of God - the Torah and its traditions - are im­ about the place he is in. Each time the game is played the planted within it. computer will pick a random location with the proper clues inserted in the letter. This program is well-suited for individual use, and can also be used in classroom situa­ tions. The player's search for his relative helps to develop an awareness of the geography of Israel and the history of its towns and cities. It is a step beyond straight geography Computer Programs quiz games, because it has a separate plot and purpose ­ the finding of the cousin - which gives the player more of Hebrew Hardware a fun incentive to succeed. Hebrew/ English Word Processor Hebrew Writer 3. Torah Translation Dynamic Hebrew Dictionary i Torah Translation is an exciting and creative program Chumash Compu-Flash Cards that teaches the student how to dissect Hebrew words into Write Hebrew their various components - shoresh. prefixes and suf­ Hebrew Reading fixes. Development of this skill is essential for a thorough Compu-Dikduk understanding of the Torah or any other Hebrew text. Reading Rashi "Torah Translation" is set up to teach the beginning Rosh Hashana student, step by step, the necessary skills to divide and Sukkot translate even the most complex of Hebrew words. The All About Chanukah program builds in an orderly fashion on skills acquired in All About Purim previous units, and culminates in the student's translating All About Passover a complete sentence without assistance. "Torah Transla­ How to Conduct a Seder tion" also has a unique new feature - the ability to return Game of the Maccabees to the previous screen or page at any time. It may be used How to Bake Challah in classroom situations or in a learning center by in­ Afikoman Adventure dividual students. The visual displays in the program lend Catch a Hamantash themselves to hands-on use by adults and children. There The Game of Jericho are many opportunities for self-testing -in this program, Bible Baseball which is astate-of-the art effort, in both a programming Dreidel Drama and educational sense. From Dream to Reality While the computer makes its presence known in the Purimaze Jewish classroom, it continues to make significant inroads A Visit to Jerusalem in the Jewish home. More and more families are pur­ Israel Geography Game chasing computers for business and educational use. The Siddur Geography Institute for Computers in Jewish Life has developed many Judaism and Charity programs which are useful in this area. The creation of Judaism and Prayer home Jewish software is a significant development for Proverbs classroom education. Jewish parents want their children to The Jews in Spain use computers to be well-prepared in secular subjects ­ Jewish I.Q. Baseball and Jewish subjects as well. If Jewish youngsters use this Jewish I.Q. Baseball Teachers' Version software in the home, they should be better prepared Tannaim and Amoraim when they come to Hebrew school. Furthermore, the Torah, Translation increased use of Jewish educational software in the home The Ten Commandments is increasing its use in the classroom. Students are more Torah and Haftorah Blessings familiar with the software, and find its use'in the class­ Brachot Boxes room to be familiar and common. This adds to its in­ Halachic Z'Manim creased acceptance and use in schools. Bar/Bat Mitzvah Training Though the computer has quickly gained a following in home use, there are some who have been slow in accepting INSTITUTE FOR COMPUTERS its use in the classroom. Many educators are hesitant IN JEWISH LIFE (DAVKA) about the use of an impersonal, uncaring machine in: the 845 N. Michigan Avenue teaching of Judaism, that most personal and caring of Suite 843 subjects. No article on this subject can be complete Chicago, Illinois 60611 0

r 9 , <' ?JS~ J '11 l Potential and Reality: Can Computers Help Meet The Goals of the Day School?

By Dolores KOhl~VY

"Now that there are computers in our school, what are we Moses across the desert are simulation activities that would going to do with them?" educators from Jewish day schools be difficult and time-consuming to bring to classrooms are asking. We have seen technological revolutions before, without the aid of a computer. in society and in schools, with their potential "magic." We n. Programming have to take care that in reality they do not end up using us Programming is the process of creating a "program," instead of our using them, that we do not expend great such as a story or a game or a picture, by giving directions to effort and money merely to do a job no better than it was a computer. Programming involves students in under­ done before, and that we do, in fact, meet our goals more standing and operating computers and includes learning a effectively with them than we did without them. How can computer language such as BASIC, Pascal, FORTRAN or we, then, use computers to meet our goals? Understanding Logo. Of these, Logo is the only language specifically the four basic uses for this revolutionary tool in the Jewish designed for use by children. In programming, students are school environment is a beginning. Then the major task is required to "think" for the computer. (The computer to explore the philosophical and educational goals of the cannot think even for itself, let alone for anyone else). To Jewish day school and to decide how this tool can be used to program effectively, students must break the large problem meet those objectives. into its component parts. They then analyze and organize the steps in each part and translate these steps into direc­ How are Computers Presently Being Used? tions for the computer. Directions must be clear, concise, logical, sequential, comprehensive, and correctly spelled. I. Computer A..lsted instruction Through the process of breaking a task down into parts, Computer assisted' instruction (CAl) involves software students are required to use all levels of thinking and to which gives step-by-step information displayed on a screen, develop problem solving skills as well. choices for responses, and feedback to students. This Logo is one of the most influential programming lan­ software inchides the following: guages, highlighting discovery learning via the now famous Drill turtle that can be manipulated by even five-year-oIds to Drill software is the most prevalent today. Mostly, these trace complex graphics by easy commands. In addition to programs involve skill reinforcement which presents the being a programming language, however, Logo is also an student with objective questions to answer. Some programs educational philosophy, emphasizing discovery learning tally right or wrong answers; others diagnose student errors and interaction with the computer. Developed by Seymour and provide extra practice in needed skill levels. Papert and others at M.I.T., Logo's goal is to make the Tutorial computer a mental tool for lear:ning based on the student's More individualized than drill, tutorial programs can personal experiences. simulate what a teacher does. These programs teach concepts to students who have little or no knowledge about m. Word Processing a given subject. This type of computer assisted learning A word processor is a tool for writing and editing text. It guides students step-by-step to the understanding of a is, in effect, the ultimate electronic eraser. Using a word C()ncept. Rather than requiring a simple right or wrong processor, students can easily correct spelling and typing response, the tutorial explains why an answer is correct or errors and rearrange the order of words, sentences and incorrect, repeats the rules, reteaches a skill if necessary, paragraphs. and adjusts the difficulty level to meet the needs of the By removing the time consuming tedium of manual student. Tutorials more commonly present information writing, students are freed to focus on the substance oftheir through words (branching off to supplementary, text. enrichment or review exercises), but some do this with graphics (pictures) as well. IV. Record Keeping Simulations From grades to attendance, computer managed Simulations are powerful instructional tools, providing instruction has the potential for savin2 time and improvin2 students with opportunities to role play. For example, the teaching process. There are management software potentially, students could role play Biblical characters or packages on the market offering options for alphabetical Israeli leaders. Digging at an archeological site or following and rank listing; sorting students above and below grade levels; giving progress reports on grades; and noting Dolores Kohl Solo~ is Director, Dolores KohlEducational improvements. Computer managed software can also Foundation, Wilmette, Illinois. include positive congratulatory messages to students and parents. Computers can be a tool to an individualized 3. Are software programs sufficiently more effective than diagnostic focus on the learner, with long-term records of traditional instructional materials such as workbooks, ~ .. learning styles, interests, skills acquired, etc. Eventually, games, overheads, etc. to warrant the higher costs? as software develops, computerized record keeping will 4. Are learners helped to better understand concepts? become an integral part of the teaching process when S. Does the program diagnose student needs and adjust to student scores from computer learning activities and tests meet them? are automatically recorded in a computerized record 6. Is positive reinforcment provided? keeping system. 7. Is the software free of "bugs" or "glitches"? These then are the four basic functions and potentials of It is indeed provocative to note that asking these ques­ the computer as a tool for instruction. Once they are tions of existing software reinforces the view that while understood, the next task is to evaluate available programs some quality software does exist for use in the general and decide if they fit into the educational goals and studies, there is as yet little of worth for Judaic studies. In philosophy of the day school. the day school curriculum, where so little exists even in tra­ ditional materials, the challenge ofdeveloping quality soft­ How Might the Potential of Computen be Realized? ware is ofthe utmost importance. We surely cannot ignore this tremendous opportunity. I. Computer Assisted Instruction The idea ofusing electronic games in the general studies n. Programming area to entice students to do drill practice is attractive to "A computer should be more than a Skinner-type instru­ one headmaster of a midwestern Jewish day school. He ment ofleaming," insists one third-grade Jewish day school looks on these games as "one way to get students to master teacher from a large metropolitan city. "I'm interested in rote memory skills." While this administrator concedes getting my students to control the computer and have it that "electronic drill games are like flashcards," he feels work as a tool for them." This teacher goes on to exlain her that CAl "increases speed and accuracy in a highly vision ofthe computeras an instrument to develop thinking motivating way." skills and create open-ended learning situations to enhance What are the achievement figures of CAl? Do students the general and Judaic curricula. learn more using this technology than using traditional Many teachers and principals insist that the excitement materials? According to a growing body of research, their students show after writing their own programs far including a University of Michigan review of fifty-one outshines earlier enthusiasm for the bleeps and color of research studies (Bracey, 1982), the answer is "Yes." CAl programs. Achieving that programming success, they Studies show that students retain more or learn the same contend, is what computer literacy is all about. amount faster using computers. In addition to the Some day school educators may find it difficult to see the achievement figures, the research also indicates that relevance ofprogramming to theircurriculum. This may be students often find computers more patient than teachers. true in the lower grades, but many oppbrtunities exist for On the other hand, not everyone is convinced that CAl junior and senior high school students. At a simple level, will revolutionize skill building in the classroom, because students can review their own learning by producing games much of the software available today is less than what and quizzes for their peers. At a more demanding level, educators hope for, especially in the Judaic area. "Let's research, for example on the shtetl. can be applied in the face it," said one administrator, "most of the programs creation of a computer simulation. This demands around are worthless pedagogically, especially in theJudaic considerably deeper understanding than the traditional studies." written report, entailing personal response to the culture Software costs are high. If an ordinary workbook costs and Jewish values being studied. $3.60, why should day schools spend $30-$100 for an electronic one? Do the colors and flashing lights make m. Word Processing enough difference in improving skills? Some educators feel Word processing is especially useful in two stages of that students are fascinated with the interactive aspects of the writing process. First, at the outset of writing, the the computer, but others say students lose interest after a word processor helps in getting down "on paper" at least while and that in spite of the attractive colors, buzzing "something• .. the initial step in sorting out thoughts and sounds, and flashing lights, they do not necessarily learn ideas in the head. Because erasure is so easy, the word faster than with traditional materials like worksheets. In processor is a great aid in the risk taking so necessary to addition, CAl generally does not demand higher level most thinking endeavors, especialy creative ones. thinking or problem solving. Secondly, at t~e close of the writing process, the word Looking ahead, what Judaic and general CAl would be procesor is invaluable for final editing. attractive to the day school? The following is a list of Teachers have found the word processor especially evaluative questions generated by a group of teachers and useful for students having difficulty with writing. "I find administrators. the word processor a great motivator in general studies 1. Is information given on how the program is to be in­ for our slower students," said one administrator. He tegrated into the total teaching program which includes added, "I am especially grateful now for our new Hebrew texts, workbooks, manipulatives, A.V., etc.? word processor. There is no doubt in my mind that this 2. Is software open-ended, allowing for varied answers to technology has definitely improved our day school the same question and offering students many different writing program by integrating it into all subject areas ­ avenues for problem solving? general and Judaic."

11 Record Keeping general studies but far more difficult to attain in the Although computerized record keeping has much Judaic area given the economic realities of publishing in Jewish education. l potential, currently there are very few practical software packages for individual teachers. Administrators, however, may well find software to meet their school 2. Teacher training is an important first step. Often day needs. schools first buy computers and software and then plan programs without training teachers and involving them Computers: A Boon To Jewish Day Schools? in the planning process. Knowledge and understanding of both the potential and reality of the computer is Much has been written about the "computer revolution essential to the development of effective computer cur­ in education." What about computers in the day schools? ricula. In addition, we need to recognize that students There are skeptics who warn about computer-phobic already understand a great deal about computers and teachers and poor software in Judaic studies. "There just that teachers need to be helped to accept, cope and isn't enough time for computers in day schools," they say. often adjust their roles to become partners with On the other hand, day schools need to be wary ofthe "too students in the learning process. much, too soon, too fast" bandwagon mistakes that so One result of this lag in training is the common many public schools have already made. Clearly, we must "computer literacy" or introductory course which too avoid the kind of mindlessness that sends seventh grader often stres5es topics such as the lristory of computers or Jonathan to the media center to choose an arcade game or their construction. This factual information is easier to second-grade program on a subject totally unrelated to the teach than meaningful uses of the computer as a classroom curriculum. thinking tool. Needed is a thoughtful questioning process for planning for the future. Why do we want computers? What are our 3. It is important to recognize the constantly evolving philosophical goals? What are our curriculum goals? nature of the computer field when making decisions What can computers do? Based on the needs of day about a computer curriculum. Hardware and software schools and what is available today and likely to be selections made today will quickly be outdated. An ac­ available tomorrow, how can computers help meet our ceptance of these rapid developments and a willingness goals? In considering these questions, we might also bear on the part of the educator to learn and grow with the in mind the following: technology are keys to making the computer an effec­ tive educational tool. 1. Computers should be used in an integrated, rather The potential that the computer brings into the than isolated, manner in the day school curriculum. schools is patently enormous. It is now up to us to bring Like pencils, texts, or overheads, the computer is about a reality that forwards our philosophy and values another tool in the education process. The goal is not to as Jewish educators. use computers as an end in themselves, but to use them as additional means in reaching curriculum goals. What is needed, for example, is software that is inte­ REFERENCE grated with texts, games, worksheets, group and indi­ Bracey, Gerald W., "What the Research Shows." Electronic Learning. vidualized instruction, etc. - a goal possible for Nov.lDec. 1982, pp. 51-54. D ~~'\ fl\~ ~ A Computer Department for Jewish Studies

By Leonard A.~

Goals and accepted medium of instruction in our schools. The "Computers, who needs them? They are just another question facing us today is not, if computers will be passing fad in education." While many educators may integrated in Jewish education, but rather, how and when express this or similar reactions to the introduction of computers will be integrated into Jewish education. computer programs in their schools, nothing can be The purpose of this article is to describe the establish­ further from the truth. By the end of the 1980's one in ment, growth, and future direction of the Morris and Rose every three Americans will have a computer and/or a Goldman Computer Department for Jewish Studies of the computer termin~1. Computers are not a passing fad, and Associated Talmud Torahs of Chicago, in order to assist by the tum of the century (if not sooner) computers will other schools and central agencies to begin to answer the become an integral part of society and as such a necessary crucial questions of when and how they will integrate com­ puter technology into their schools. l Rabbi Matanky is Supervisor, Associated Talmud Torahs Through the joint efforts of Mr. Morris Goldman, of Chicago. Rabbi Raphael S. Schwartzman, Executive Director of the Associated Talmud Torahs of Chicago, and Rabbi the most advanced programs is the Institute for Com­ ~ Irving J. Rosenbaum, Director of the Institute for Com­ puters in Jewish Life of Chicago. Because of the Asso­ puters in Jewish Life, the computer department of the ciated Talmud Torahs of Chicago's relationship with the Associated Talmud Torahs was established early in 1982. Institute for Computers in Jewish Life (many of their It was decided that the long range goal of the department programs were developed and piloted in conjunction with was the complete integration of the computer into Jewish the Associated Talmud Torahs schools), the geographical education. However, its initial goals were three-fold: proximity and software selection (the types of programs 1. To introduce computers as the medium of instruction offered include: tutorial, drill and practice, demonstra­ - This would involve the introduction of computer tion, simulation and instructional games), the decision assisted instruction (CAl) into the affiliated Day was made to purchase all available Institute for Com­ Schools, Hebrew Schools and Hebrew High Schools. puters in Jewish Life programs and to subscribe to all future programs. 2. To introduce computers as the object ofinstruction ­Upon receipt of the hardware and software, I was This would involve the development of computer selected as the Computer Department's coordinator by literary courses for students and teachers. Rabbi Dr. Harvey A. Well, Superintendent of the 3. To introduce computers as the management ofinstruc­Associated Talmud Torahs, and a system was established tion - Since the computers would be available, much whereby schools were able to rquisition computer hard­ of the time-consuming aspects of record keeping, ware and software on long and short term loans. The grading, etc. could be accomplished on the computers, purchase of three APPLE II Plus micro-computers was leaving the supervisors of instruction more time and sufficient for the initial phases of the program, but as i money to devote to the improvement of instruction. more teachers became aware of the potential benefits of computers in the classroom, the Associated Talmud Hardware and Software Torahs purchased additional APPLE computers. However, prior to the achievement of these goals, two Some Observations basic questions remained: (1) Which micro-computers Teacher response has been favorable; however it is still should be purchased? and (2) How should the computers limited to a select group of "pioneers." Many teachers are be introduced into the schools? still hesitant regarding the merits of CAl and as a result Since the initial goal was the introduction of CAl into large-scale teacher training has been unfeasible. Instead, Judaica courses, the answer depended heavily upon what individual instruction and master teacher observations software was available and for which computers it was and demonstrations have been selected as the method of compatible. The micro-computers with compatible soft­ teacher training for CAL Although this hesitation can be ware in Judaica are: the APPLE II PLUS and APPLE lIe, disheartening, it was anticipated; very likely similar the ATARI 400 or ATARI 800, the COMMODORE 64 responses had been experienced in other eras upon the and the TRS-80 Model I. However, since the vast majority introduction of revolutionary instructional aids (e.g., the of Judaica software was (and still is) available exclusively chalkboard, the overhead projector, etc.) for the APPLE microcomputer our choice was the APPLE Another possible cause of hesitation by many teachers is II Plus and later the APPLE lIe. the perception that the software programs are mainly The second question facing the Computer Department instructional games. While this is not true (actually the was more difficult to answer and eventually was answered majority of CAl software are demonstration, and drill and only through a combination of thought and luck. Basi­ practice) some of the most successful programs have been cally, there are three approaches to the introduction of the instructional games. Educationally, whatever computer resources and their management: motivates the students to learn should be desirable and the 1. The Centralized Approach - Where the central school students are definitely motivated to play the instructional board maintains control of the hardware and software, computer games. In addition, this move towards instruc­ requiring the affiliated schools to requisition access to tional computer games may be a favorable trend for the the computers and software. future where according to Marshall McLuhan, work, 2. The Decentralized Approach - Where funding would learning and entertainment will meld and be indistin­ be provided to individual schools to purchase their own guishable from one another. computer hardware and software. Since the initiation of the computer department the initial observations have reaffirmed many current research 3. The Shared Planning Approach - Where decisions are findings. They include: shared between the. affiliated schools through the estab­ 1. Learning of subject matter requiring drill and practice, lishment of sub-committees representing the various (grammar, vocabulary, etc.) has improved (see Johnson interest groups (parents, teachers, etc.). and Jongyan, 1981). j, \"" Since funding was limited to monies donated to the 2. Motivation of students using CAl has increased (see computer department and some federal and state grants, Teachers College, Columbia University, 1982.) the centralized management of resources with input from the schools as to their. needs and their recommendations 3. Motivation of students with low motivation has helped was adopted. In this way, expenses were minimized, them learn what otherwise would have been beyond resource utilization through a computer loan program was their norm of performance. maximized, and the program's initiation was hastened. 4. Individualized instruction and remediation are f The vendor with the largest selection of software and possible. , S. The review of annual material (e.g. holidays) was Nol The demand, need, and challenge of computers in presented in a new and novel manner, aiding in its Jewish education exist today. As responsible educators, acceptance by the students, and served as a motivator those needs must be addressed today and not postponed for the students. until tomorrow. At the same time, it is necessary to t I In general, the introduction of CAl has improved establish a long-range plan that will incorporate the use of learning in classrooms (see Ragosta-ETS 1982). Part of its present hardware and software. One suggestion (Grady) is success can be attributed to the novelty of computers, but that today's computers be used in areas that would not schools which have had CAl for ten years report that the require the technologies of future developments such as computer's effect of enhanced learning has not worn off. record keeping. Perhaps the answer to this increased motivation lies in Finally, what are those developments of the future? three factors discovered by Malone (1980): (a) the chal­ What can be expected from computers in ten years? lenge of computers; (b) the fantasy; and (c) the curiosity of Twenty years and more? What role will they play in the changing situations and seemingly endless possibilities. classroom? Futurists agree that computers will become as common as calculators are today. Their uses are indefin­ able, for as McLuhan explained, computers are open­ '. ;:.tj The Future ended, non-linear extensions of our central nervous >. f~ For the Morris and Rose Goldman Computer Depart­ ment for Jewish Studies, the future holds in store many systems and as such the uses of computers can produce exciting new possibilities. Already, two-day schools of the non-linear results. Any attempt to define the use of com­ Associated Talmud Torahs of Chicago have made major puters in the future would be an attempt to place an commitments to the establishment this year of their own unrestricted, non-linear mechanism into a defmition computer departments - offshoots and extensions of the which is by nature restrictive and linear in format. What Goldman Computer Department. These two new depart­ we can be sure of is, as White exclaimed, that "schools ments will serve to realize the goal of computer literacy will never be the same; learning will never be the same; courses, and hopefully will expand to include all of the day teaching will never be the same." schools in the Associated Talmud Torahs' system. BIBLIOGRAPHY Just this summer, the third immediate goal has begun Coburn, Peter, Practical Guide to Computers in Education. Reading, to be realized, with the organization of computer manage­ Mass., Addison Wesley Publishing Co., 1982. ment of instruction systems in some Day Schools, Hebrew Grady, M. Tim and Gawronski, lane D., eds. Computers in Cu"ic­ Schools and Hebrew High Schools. This element of the ulum and Instruction. Assoc. for Supervision and Curriculum computer department utilizes the computers during the Development, 1983. summer months to. program information to be used McLuhan, Marshall and Fiore, Q., War and Peace in the Global Village, New York, N.Y., Bantam Books. 1968. during the coming academic year. , The complete integration of computers into the educa­ Dammeyer, lohn W., "Computer-Assisted Learning - or Financial Disaster." Educational Leadership, Feb. 1983, p.7. tional process is the long-range goal of the Associated White, Mary Alice, "Synthesis of Research on Electronic .Learning." Talmud Torahs of Chicago's Computer Department. >r Educational Leadership. May 1983, p. 13-15. ! During the span of time until that integration is reached, Grady, M. Tim, "Long Range Planning for Computer Use." Educa­ I computer technologies and available software will tional Leadership. May 1983, p. 16-19 defmitely improve and cause the present hardware and Baker, lusting, "Microcomputers in the Classroom." Phi Delta Kappa software to become outmoded. Should we have waited? Fastback, number 179,1982. 0

Some Further Guidelines for Computer Departments ':;'1, 0?J5'\ By Paula M. Ja

Advantages and Difficulties Recognition of computers as an important educa­ We should applaud the efforts of the Associated tional tool, Talmud Torahs of Chicago to set up a computer program Development of the long-range goal of the total within the schools by establishing the Morris and Rose integration of computers within Jewish education, Goldman Computer Department for Jewish Studies. Their Establishment of achievable short-range goals, efforts are noteworthy for the following reasons: .i;; Determination of available software and its cor­ responding lrardware compatibility, Paula M. Jacob. teaches computer science and word Gradual introduction of Computer-Aided Instruc­ processing at Central New England College and is tion (CAl), Outreach Coordinator at (Boston) Hebrew College Prozdor. Clear planning and coordination efforts. As Rabbi Matanky explained, Computer-Aided 3) Hardware Evaluation. After evaluating the merits of Instruction (CAl) can provide opportunities for individ­ the various computer software packages, the team ualized instruction, the reinforcement of material with the should evaluate systems on which the programs run. At drill-and-practice approach, and opportunities for addi­ this point, team members may choose to confer with tional motivation. Unfortunately, CAl, particularly Jewish the administrators of local school systems. CAl, still faces these difficulties: Obvious, but important considerations in selecting Limited number of software packages available, computer equipment for a school environment include: Resistance on the part of educators and school - Durability committees, - Keyboard construction and special features Lack of available personnel to develop new - Service records and repair costs packages, - Monitor features Few opportunities to evaluate software prior to - Disk drives vs. cassettes purchase, 4) Hidden Costs and Other Factors. It is important to Expense in integrating computers within the school inquire of software manufacturers and distributors system. about costs and possible add-on features such as com­ puter graphics, extra disk drive and/or memory re­ ! The Associated Talmud Torahs of Chicago, because of the size oftheir organization, were able to adopt a central­ quirements, special printers, and other ways to make ized approach, thus apparently benefiting affiliated the system as multi-functional as possible. For Talmud Torahs which would not need to outlay funds for example, can faculty members use a Hebrew word capital equipment purchase. However, most small com­ processing system to generate Hebrew reports, write munities and unaffiliated synagogue schools lack the articles, and develop lesson plans? Does the word appropriate means to establish a large computer depart­ processing require special graphics capabilities, inter­ ment and make significant purchases, particularly in faces, printer, and additional cable requirements? Is current ecomomic times. Schools without access to a large the word processing limited to a text-editor or does it network of affiliates can still implement computers within offer the same features available in English? Is the their schools, but on a lesser scale than that undertaken by system useful only for drill-and-practice or can it be the Computer Department of the Associated Talmud used to introduce new material, graphics and/or Torahs of Chicago. computer music? Suggestions for Independent Schools With the introduction of computers and Computer­ Independent schools may find the following guidelines Aided Instruction (CAl) to Jewish afternoon and day helpful to observe prior to purchasing computers: schools, come a new set of issues and challenges to Jewish educators. Important areas of concern include: The need 1) Definition of Need. This should include a careful for quality software, software evaluation methods, soft­ investigation of the needs for a computer, the grade ware material reviews, software media banks, computers levels that would use it, and how it would be used. A in resource centers, and teacher training by those versed in proposal should define exactly how each grade and both Jewish pedagogy and computer science. Will the subject level would benefit from computer use, with a Jewish educator/computer specialist become a new matrix chart weighing the various factors involved in profession? the purchase. As computers become more widespread within the 2) Software Evaluation. A team of professional Jewish Jewish school, they will open new doors to teachers, educators and computer literate lay leaders should students, administrators, and parents. Computers can, as study carefully the Jewish software available for dif­ Rabbi Matanky suggests, offer "management of instruc­ ferent systems and how this software could benefit tion" with computers delegated to record-keeping tasks. In various grade levels. A major goal should be to pur­ addition, as Hebrew word processing (currently available chase computer programs that are educationally sound opn the Apple, IBM and computers systems sold in Israel) and compatible with curriculum requirements. become sophisticated, teachers can use word processing to Evaluators should test the programs at Jewish educa­ prepare class materials and students can use it to improve tional conferences and request from software manu­ their writing and for specialied work. Another future facturers and vendors the names of references who dimension to the use of computers in Jewish education is could be contacted about their satisfaction. An the use of computers to access data bases, such as those important consideration, of course, is how easy the pro­ provided by The Source and CompuServe, to retrieve gram is to use. To ltssist in the evaluation, a chart can information for Jewish research reports and library be used that includes major features and educational searches. concerns. The integration of computers within Jewish education offers many exciting possibilities. However, Hebrew OJ all the institutional arrangements Teacher Training Colleges, Bureaus of Jewish Education, Talmud Torahs, and Day Schools would be well advised to developed in the American Jewish follow the cautious approach adopted by the Associated community none is more important for Talmud Torahs of Chicago by establishing long-range Jewish identity than the Jewish goals, short-range planning, and implementing computers educational system. Marshall Sklare gradually. Teachers and administrators do not need Ph.d's in Computer Science to use computers effectively. 0

1:1\ / :tHJ'3,d- . I The VAHe Television and FDiJ(Institute By Daniel B. ~me

In December of 1981, Rabbi Alexander Schindler, Isaac Bashevis Singer and Ruth Kaminska star in the President of the Union of American Hebrew Congre­ remarkable story of 1000 years of Polish Jewish history and gations, announced the formation of a new UAHC the UAHC's role in reclaiming our Jewish Past. TI Television and Film Institute. Its ultimate purpose is to 3. To See the World Through Jewish Eyes. take the entire corpus ofthat which must be transmitted to A light-hearted introduction to Jewish learning and D Jews and non-Jews about Judaism, whether youth or experience for pre-school youngsters, with puppets, music Tc adults, and commit it to the medium of video tape. In the and a delightful cast of four-year olds. i de electronic age in which we live, this is an important 4. Choosing Judaism: Some Personal Perspectives. ! ot mandate. Over 50% of all Jews in the United States are Four Jews-By-Choice discuss their personal reasons for ~ 11 unaffiliated with any synagogue. This means that a vast conversion to Judaism, their most joyous and most painful pi number of Jewish children do not have access to formal I ell moments, their Jewish goals and aspirations. r Jewish instruction. The growing presence of video cassette t- ed 5. Uprooting Terror. f players in the home, while no substitute for classroom in­ t struction, therefore potentially makes this group a central A graphic historical treatment of PLO Terrorism in ! in client audience. Israel from 1970-1980, with actual newsreel footage. be We have a whole generation of Jewish adults whose 6. A Conversation With Menachem Begin. t, tb Jewish education was less than satisfactory. Very often Topics range from Mr. Begin's early childhood to his lif these adults either cannot or will not enroll in formal activities as leader ofthe Irgun to his dreams for the future \ ra !• classes in synagogues and centers. Still, they would like to of the Jewish people. f re know more about their Jewish heritage. A television library 7. A Conversation with Yitzchak Navon. tel on basic Jewish issues, Hebrew customs and rituals would The President ofthe State ofIsrael shares the story ofhis de: enable them to study in the privacy oftheir own homes and life, his relationshp with David Ben Gurion, his beliefs and at their convenience. dreams for the future. 1ft The world of cable television, and indeed of network ~ television, is almost devoid of high quality Jewish program­ 8. A Conversation with Isaac Bashevis Singer. ming. Stations across the country are open to the The Nobel Prize Winning author discusses his l •be possibility of utilizing programs on Jewish themes for the childhood, the roots ofhis Jewish identity, the nature ofhis entire community to view. writing, his beliefs and his advice to the current generation wi But above all, the UAHC Television and Film Institute of Jewish young people and adults. was formed because we believe that we can create the sort 9. George Burns: A Jewish Commedian. .­ of timeless programming that will enhance and enrich A humorous but often moving treatment of life on the •..~ Jewish education in the home, in the camp, in the school, Lower East Side at the turn of the century, the rise of the strengthening the efforts of the devoted Rabbis, educators Jewish comedian and the story of how Burns, from a poor II and teachers who give so much of themselves in pursuit of immigrant background, became one of America's most 4 educational excellence. beloved celebrities. In the very brief span of time since the inception of the 10. You Can Go Home Again: Jewish Youth and Cults. program, a distinguished board of figures from the tele­ Six Jews, all former members of cults, discuss their vision and film industry have devotedly guided our work. experiences, the vulnerability that made them targets, and As ofJune 1983, ten shows have been completed with 20·30 the inner and family strengths that enabled them to -, hours in various stages of reproduction. extricate themselves. Parents of a former cult member also Completed programs include: participate. . i Many otthe shows have been seen on cable and network 1. Emmy ... A Journey from the Past. outlets throughout the country. The interest generated A Holocaust survivor journeys from America to Jeru­ thereby has led to many talented Jewish producers and salem to attend the World Gathering of Holocaust writers offering to lend their time, talent and skill to the Survivors. There she tells her story and confronts her past. enterprise. 2. Fragments of Greatness: The Recovery of Polish Weare, of course, always cognizant of the .fact that no Judaica. single Jewish institution can hope to fill the void that cur­ rently exists for quality Jewish programming. We hope to play a small but significant role in helping to move the Jewish community toward the realization that television is Rabbi Syme is National Director of Education, Union of an essential teaching medium, a powerful reenforcer of American Hebrew Congregations. Jewish identity and values. 0 J1 fl3 5""2

The Mystery of a Sealed Crate: ~/ Teaching with Objects By Andrew 1Ck~nnan

The Jewish Museum with tulips, a secular Dutch motif borrowed by the Jews In March 1980, the exhibition "Danzig: Treasures of a and incorporated onto the ceremonial object. Here, then, Destroyed Community" opened at The Jewish Museum. was an object made for a Jewish holiday using a secular To interpret this important exhibition for children we motif, an indication of the assimilation of a Dutch Jewish decided to simulate the events of 1939 when a crate of family. objects from the city of Danzig arrived at The Jewish Objects, like people, have personal stories of trials and Theological Seminary. Ten ceremonial objects were tribulations. An extreme example is a Torah crown that packed in a crate and set in the middle of the Museum's came to The Jewish Museum as part of the above­ classroom, ready to be removed one by one by a Museum mentioned Danzig collection. The crown was made in educator as the Danzig legacy was told. Bolzano, Italy and somehow made its way to Russia. As Director of Education I taught the first school group During a pogrom it was "rescued" and brought to in order to test the program and to sug~est revisions. I sat Germany where it was added to a private collection. There behind the crate, my class of 30 children arrayed around it remained until 1939 when it was packed with other the front. After introducing the subject, I slowly began to objects from the Great Synagogue in Danzig and shipped lift the end of the crate's lid closest to me. As the lid was to the United States. In this one object one finds a raised only I could see inside. Before the entire lid was microcosm of Jewish travels and immigration. How· many removed, however, I remembered that I had inadvertently hands this one crown must have pased throughl To hold it, left out part ofthe introduction-I let the lid drop back is to span centuries of Jewish life and to touch the down. individual lives of Jews from centuries ago. What a commotionI The children had been breathless For Jewish education, objects have special meaning. waiting to see what was inside. Parents had begun to elbow Hiddur mitzvah, the commandment to beautify our cere­ their way through the children to get a better look. This, I monial objects, has resulted in a long tradition of pro­ realized, was going to be a great class: the kids were ducing beautiful and unusual ceremonial objects. Such hooked. objects are easily availabnle to almost every day school or We all seem to be mesmerized by "things," especially afternoon school affiliated with a syngogue. Many of the when they're myterious or unknown. Sometimes even objects will be beautifully designed and of great value to familiar objects, when placed in a mysterious alluring con­ the congregation; some may even be many generations old text, are just as exciting as the exotic. Teaching with objects or the product of a special commission. More ordinary is the mainstay of museum education, since all of our objects can be found in the home, and your students will be programs are based on exhibitions. This method, the best resource for objects used in family celebration. however, is perhaps just as effective in the classroom where children are most accustomed to learning from textbooks or verbal explanations. Although many new teaching Strategies for Teaching with Objects methodologies, e.g. visual aids, have been used more 1. As a Motivation widely in recent years, teaching with objects is an edu~a­ The mystery of unwrapping and uncovering the un­ tional method mostly limited to museum education circles. known (as described above) is something to be used to the Despite this unfortunate limitation, there is tremendous teacher's advantage. When'facing a unit that you fear will potential that teaching with objects has for Jewish be boring or has been covered in previous years (example: educators. This brief article will outline some ofthe theory "But we studied Hanukkah last yearl"), try introducing f underlying the philosophy of using objects and offer a few the unit with a mystery object. brief examples of their use in a Jewish educational setting. There are a number ofways to approach this. To use the Objects have an inherent power. Each artifact contains example of Hanukkah, try putting birthday candles, a not one, but many stories. Objects are made by people for sparkler, and a Hanukkah menorah in a box (this is for specific functions and sometimes a close study of the form grades 2-6). Wrap each object in newspaper or in cloth. of an object can tell us a great deal about the culture that Either unwrap each one by yourself to build up a sense of produced it. As an example, let's use an object pertinent to anticipation or have students unwrap them. With each Jewish education. In the collection of The Jewish Museum object discuss its function; only after all three have been is a Hanukkah lamp from Holland. The lamp is decorated unwrapped will the connection become apparent. Each of the objects uses light to celebrate a holiday (a birthday, the Andrew Ackerman is Director ofEducation, The Jewish Fourth of July and Hanukkah) by creating a special con­ Museum, New York. dition that is out ofthe norm. Light, ofcourse, has special f 17 4. Knowledge, Skills and Values Both museum educators and classroom teachers are concerned with disseminating knowledge. Clearly, objects Objects have an inherent power. Each can be used as an effective motivational and research tool. artifact contains not one, but many However, it is on another educational front that museum stories. Objects are made by people for people have experimented with the use of objects. In the specific functions and sometimes a close present environment ofback to basics, we are familiar with the attempts to place greater emphasis on skills. Wherever study oftheform ofan object can tell us a one stands on the ongoing debate, the teaching of skills great deal about the culture that produced remains an accepted mandate for all schools - but one it. that is difficult to achieve. Working with children in museums, we have noticed the power of the object or work of art to attract children. It is easy to focus their attention on an object of special importance or unusual features. Once focused, such motivation is the perfect vehicle for significance for the Jewish sanctification of time. But developing skills of observation and analysis. Jewish culture is not the only one to use light to separate the Have children really look at an object and lead them ordinary and the special. The opportunity to discuss the with a series of questions to learn how to observe. Start specialness of a holiday and its traditional celebration has with questions that deal with easy-to-note aspects of the now been introduced. object, such as color or size. Then proceed to greater 2. For Research detail, such as decoration or the use of symbols. Further Older students sometimes need motivation or in­ observation can yield special attributes of a particular spiration for their research. Students can be assigned symbol, such as a group of three pomegrantes. From objects (either real ones or pictures) to serve as the organ­ observation proceed to analysis. Why is the object a certain izing principle for a paper. For example, a student might shape? What was its function? The answers to these be assigned a photograph of a Hanukkah lamp from India questions lead to information about a hypothesis which can that is distinguished by its decorative use of peacocks. The then be tested 'against research about known objects that lamp can be the window to research on the Jews of Cochin the students can look up in the library. and their relationship to Indian culture. Or, the student Using objects to teach skills can work for grades K-12. could pursue a more art historical approach and compare Kindergarten children can excavate replicas of ancient the style of his/her Indian lamp with those from other artifacts in a sandbox, being careful to look and listen for Asian countries. things underground as they dig. As they uncover bits and pieces of the past, they can be asked to match pieces of Sometimes a familiar object can be the catalyst for pottery by color or shape (two pieces of a jar handle, for studying a specific perod of Jewish history. Most of us example). High school students will naturally need very recognize the blue and white tzedakah boxes distributed to challenging tasks, usually those that parallel the type of Jews in the United States during the early 20th Century. work curators do in researching an object. These inexpensive metal boxes are symbolic of the Jewish The final issue to be considered here is the teaching of concern for charitable causes even among many ofthe poor values. Many ofthe objects created by Jews are the result of immigrants. a special world view. Some objects can be easily used to 3. Artifacts as Curriculum teach values. They may reflect Jewish philosophy, such as Many Jewish educators feel a sense of frustration when the tzedakah box for charity. Spice boxes for the Havdalah teaching Bible. The remoteness of ancient Jewish history service reflect the joyousnes of the weekly Shabbat cel­ for students whose developmental stage prohibits them ebration. Each of these objects embodies a certain spirit from really understanding the passage of time is a constant that carries with it Jewish social and religious values. thorn. Other objects connect us to our immediate past and How to make children understand Biblical society as a reflect the life ofprevious generations; many ofour present real, human culture is a difficult chore. The closest we can well-accepted lifeways are a continuation of the traditions come to touching Biblical personages is to touch artifacts our families brought with them when they came to they have made - artifacts uncovered and interpreted America. A set ofcandlesticks, for example, may have sur­ through the skill of archeologists. Archeology cannot prove vived the move from Eastern Europe to America a century the Bible, but it can make more real the lives ofpeople who ago. Those candlesticks carry with them a family tradition seem so distant. A museum visit can introduce children to and are a link between the Old World and the New World. real artifacts and sensitize them to the fragility of ancient They represent the value of a powerful tradition that remains. Although children cannot handle such artifacts, underwent great changes but managed to survive and they can make replicas back at school. These replicas can adapt to new environments. 0 be further used as the basis for a simulated archeological excavation. Such activities can provide a different dimen­ Hiddur mitzvah, the commandment to sion to Bible studies. Because archeology focuses on the beautify our ceremonial objects, has study of society, it can be the key to understanding the ~ beginning of Judaism as a culture distinct from sur­ resulted in a long tradition of producing . rounding peoples, strong enough to survive both time and beautiful and unusual ceremonial objects. exile.

18 [$1(Jl{11

(....-" What Is the Key to a Quali1J School Library? v r BYBarbam~ -, I

The human element is the key to a quality school to make decisions, supervise the library operations and library. Even poor collections contain usable information services, and be accountable to the institution and school. that a good resource person can extract. The prerequisite for planning and implementing quality Thus, my premise: a library is only as good as the hard library services is an analysis of users' potential needs. work, knowledge and creativity of the library personnel. i This article will describe library services and rationale and Principals' Needs suggest ways to obtain and utilize good library people in Principals can utilize the library and its personnel for , religious schools and day schools. library services and human resources, e.g.: , 1. Principals have many responsibilities, including the Introduction need to be aware of new materials relating to the Library success depends more upon accessibility and curriculum - adult and children's books, reference use than on size. It is the library personnel who provide works, audiovisual and teacher materials. Principals the access and promote the use. An unstaffed collection is generally maintain knowledge of the latter materials but static, and requires knowledgeable users to initiate not of the former books and reference works. The resource strategy and search through the card catalog and collec­ person, on the other hand, concentrates mainly on tion to find what they need. (How many schools have materials and use, including books and reference works. active and knowledgeable users - either teachers or Therefore, it is logical for principal and resource person to students - who will invest the time to search?) work as a team in this area. The resource person can keep The most successful libraries are those that make the an eye on the principal's needs while reading reviews, connection (shiddukh) between the collection and the visiting book stores, attending educational conferences users. Smaller schools have as much potential for success and exhibits, and maintaining personal contact with other as larger ones. Budget committees are usually interested community resource people. Also, by interacting with the ., in funding successful projects; when library use is teachers regularly, the resource person should become quite helpful in making recommendations to the principal 2 documented and library visibility is obvious, budget increases frequently follow. about curricular and supplemental student materials. Because synagogue and Jewish day school library The principal should receive from the library, on a personnel are so often a team effort of dedicated people regular basis, lists of new acquisitions, which could also be with varying levels of education, background and experi­ posted for teachers. These lists could be in the form of ence, I shall use the following terms when referring to photocopies of invoices if time and staff are limited, typed library people: "Resource person" refers to one or more lists of author and full titles, or computer-generated lists professional librarians, para-professionals, or librarians­ when a microcomputer is used for ordering purposes as in-training, who select and classify matepals, provide well to save time. information and resources, conduct library classes as Other useful library acquisition notices are photocopies librarian-teacher, and administer the library operations. of tables of contents of Jewish periodicals to which the "Library personnel" or "library staff" refer to people library subscribes. This saves the principal trips to the (professional or non-professional, salaried or volunteer) library to keep up-to-date on the current literature. who work in or with the library in various capacities. 2. Principals need to provide teacher in-service training. I A school library must have, at the very minimum, one Library personnel have areas of expertise and can teach resource person and a library support staff of one or more storytelling techniques, research skills, creative material " clerks and typists to function properly and take care of utilization, audiovisual equipment (AV) operation, etc., #1,-'I faculty/student activities as well as behind-the-scenes as well as show new books and materials from time to .'1; work. (Outsiders usually consider librarian duties as: time. A survey of library personnel may reveal other Joi' checking out books, processing materials, ordering, talents and expertise. :.[ taking reserves, shelving, etc. These are non-professional tasks that should be performed by clerks and/or typists.) Teachers' Needs ~: A viable library can respond easily to many teacher ;~,;'I One person must be designated the "head" or "director," ) needs. Here are some examples: 1. Teachers need help to find the right materials. Some ::1 Barbara Left is Library Director. Stephen S. Wise teachers ask for help; many do not. A resource person, fi Temple. Los Angeles. Instructor in Judaica Library who knows the school curriculum and interacts with the Services at Hebrew Union College, and past president. faculty, will have no difficulty in initiating contact, National Association ofJewish Librarians. matching materials with teacher needs, and/or arranging r 19 to borrow from other libraries. Of course, the school e.g., a short story index annotated with story synopsis and principal's support in encouraging communication, grade level, a student periodical index to current topics on .d supplying library with copy of written curriculum, and various reading levels, etc. These could more easily be l .j inviting the resource person to teachers' meetings is prepared on a microcomputer, which could then auto­ 1 essential to this process. matically produce print copies as needed. 2. Teachers, particularly part-time teachers, need to Although bibliographies and book lists are considered select the best resources with a minimum of physical the stock and trade of libraries, I do not recommend their effort. When teachers need books from the library, preparation unless the library has plenty of typists to teacher aids from the principal, AV materials from the update and revise regularly. Bibliographies are out-of­ school office, and AV equipment from a locked storage date almost as soon as the page is removed from the closet for each of their lessons, they tend to choose what is typewriter. Non-current bibliographies have limited value. most expedient rather than what is best. The solution is to I feel that schools must insist that their teachers form the gather all resources into one place by expanding the book habit of coming into the library where bibliographies library into a multi-media educational resource center, already exist in the form of the subject card catalog. Also, with adequate library staff for maintenance and control of being in the library makes it easier for teachers to evaluate this expanded operation. With a resource person on hand and select materials at that time, instead of blindly for suggestions and consultation, this one-stop selection depending upon lists and someone else's choice. center will handle the resources in the most efficient and If, however, schools insist on bibliographies, then they effective manner - both educationally and economically. should give the library a microcomputer and an easy data If a single facility is impossible, then an alternative is management or word processor software (e.g., PFS by for the resource person to develop a single central index to Software Publishing Corporation) that require minimum all school resources on (and oft) premises - a combined work in updating and printing current bibliographies. library card catalog with item locations designated on Computers can print all kinds of useful book and material each card. lists geared to different audiences - and the data is typed into the machine only once. A microcomputer is a wise 3. Teachers need short cuts to finding usable informa­ library investment because it handles many other time­ tion because their preparation time is so limited. They consuming library operations. need small bits of information and ideas - chapters, S. Teachers need to use AV equipment and materials. sections, short stories, articles, illustrations, etc. - for An AV specialist on the library staff can instruct in proper plugging into a lesson plan. Teachers rarely read whole equipment operation and maintain equipment and books when preparing for a lesson. Thus, the library card materials in good working order. catalog with usual subject heading access to whole books may be of limited value to a teacher; but subject analytic cards could provide some very valuable access. Students' Needs "Subject analytics" are subject catalog cards that refer The library personnel can supplement student needs user to parts of books on a specific subject. A resource very well, e.g., person analyzes the book cont~nts, and a typist prepares 1. Students need familiarity to be comfortable in any cards for filing in the subject card catalog. Needless to say, school setting. The library, as a physical entity, can this is a very time-consuming operation and should be provide that for a student because the library remains limited to really useful works. "constant." Classrooms and teachers change, and with As an example, let's use the 3-volume set of The Jewish the changes go the associations that make students feel Catalog, compiled and edited by the Strassfelds and Siegel comfortable each semester. In the library, however, (Phila.: Jewish Publication Society of America, students associate with books· - "friends" that make 1973-1980). This set would probably be assigned the them feel "at home." (Put a student in a foreign language general subject heading of JUDAISM - a cataloger's library, and if there is a World Book Encyclopedia on the umbrella word for books covering many Judaic subjects. shelves, student will not feel totally alien.) Books become JUDAISM, however, is not a common search term for a "friends" through reading and use; but few students are teacher looking for background infurmation or creative able to select easily from among the hundreds or ways to teach holidays, life cycle, Israel, medical ethics, thousands of books on the shelves, without kashrut, community, genealogy, ecology, tzedakah, recommendations by library staff - the human element prayer, synagogue, crafts, symbols, etc. Therefore, a - who know the collection. teacher would not be able to retrieve The Jewish Catalog, 2. Students need to be motivated to think, care, and act which covers all of these topics extremely well. Ifanalytics beyond the Jewish school assignment. The library book is were available, however, a teacher looking in the card a prime example of personal student involvement in the catalog for SHABBAT, as an example, would find The learning process because students select, borrow, and Jewish Catalog card with page number references to carry a library book home ~ voluntarily. The existence of chapters on "Shabbat," "Hallah," "Candles," and an a library and a teacher telling them to "check out some additional note to "see Volume 3 Index for Shabbat books," is not much motivation for reading. Again, references throughout all 3 volumes." trained library personnel learn quickly how to reach Subject analytic cards expand the collection without potentially interested students as well as the recalcitrant spending any of the book budgetl ones. The bonus is that motivated readers become more 4. Teachers need other kinds of information in the form Jewishly informed, which may well improve classroom of indexes and book lists. A resource person could prepare performance. special 3xS cards, filed by subject, to serve as an index; 3. Students need a variety of learning experiences. Library lessons frequently involve more resoarce use than Special Note to New Libraries In Smaller Schools a classroom lesson - because the resource .person is more Smaller libraries can have as much success as larger ~~ familiar with the collection and the materials &,re close at libraries - but it requires more careful planning, hand. For example. library story sessions can be prioritizing school needs, imagination, and patience. supplemented with related illustrations and brief read­ You would have to maintain a large volunteer group ­ aloud selections from adult or reference works - exposing the path that most new libraries follow because of funding students to non-child-oriented materials. Exposure to limitations. Encourage people to volunteer a minimum of adult materials lays the foundation for grown-up use of a 2-4 hours regularly, either at the library or at home, to do Jewish library. Also, illustrations and readings from tasks that you have divided into their component parts. For adults materials tend to authenticate the information for example, the cataloging process requires a resource students. For example, the Hanukkah story becomes person, a typist, and a non-typist. The process could be set "real" when 3rd and 4th graders see illustrations in Moshe up in assembly line fashion, using shelves or market bags Pearlman's The Maccabees (New York, Macmillan, to hold books in each processing stage, and volunteers 1973), showing the Maccabees' caves, the battleground, could be responsible for whatever is in their assigned bag J' the terrain where they tilled the soil between battles, when they come in to work. sculptures of people and altars that were once real, sling Other examples of tasks are: typing subject analytic "buller" artifacts, Maccabean coins proving a free people, cards based upon resource person's notes; clipping articles etc. from magazines and newspapers by home volunteers; ftIing ,. Transferring general research skills to Jewish reference in library vertical ftIes by on-premises volunteers. Former works is not an automatic process for )'vung people. teachel'S could volunteer as librarian-teachers assigned to a Again, it takes library personnel to help translate the skills grade level or a class and teach library'lessons monthly. A and to introduce students to the many Jewish works that carpool could be responsible for a few tasks, taking turns are unique and ,require special orientation. each time they drive. Volunteer researchers could prepare Examples of library lessons on different grade levels are bibliographies by subject. Several volunteer "experts" .r enumerated in my chapter entitled, "Creative Use of the could team-teach a lesson, eg., a storyteller could tell a Library," The Jewish Teachers Handbook, volume 1, story and a researcher could supplement the story with edited by Audrey Friedman Marcus (Denver: Alternatives background material and illustrations. A former AV in Religious Education, 1980). person could do routine maintenance on AV equipment and teach the library staff how to operate equipment. 4. Students need a place to fmd information for Jewish Even your resource person could be a volunteer, a retired school assignments and research projects. Once research librarian or Jewish teacher who has skills and experience, skills are learned, the school library should try to supply and makes a long-term commitment to serve. An books and materials needed for school research or have a alternative is a dedicated untrained volunteer who takes referral service to other community resources. When library classes and Jewish studies classes and some teachers give advance notice to the library, the resource education classes along with on-the-job training and person can survey the collection and determine whether the eventually gains the expertise. assignment will be a learning experience or a lesson in fru­ Most important, you must have a champion within the stration for lack of suitable materials on that grade level. school - the Rabbi, educational director, principal ­ t 5. Students need a Jewish information source when people who have clout and who strongly support the library ) formal Jewish school education is completed. If students' program and personnel. Without this support, the library only exposure to Jewish informatioin is through reading I can never develop fully. j class textbooks or listening to tetl.chers and Rabbis, then Concluion students will lack an information source after graduation/ The library improves the quality of Jewish education. confl1'Jl1ation. Few public library collections can compare The library provides a unique dimension to the learning with a Jewish library - even a small one. Students with fre­ process. The library promotes independent learners. The quent successful Jewish library experiences, planned by library has a lasting effect upon Jewish children who are trained library personnel, are more likely to ... select our Jewish future. Jewish topics for public school and college No one has ever argued with these statements; however, reports . . . seek answers to Jewish questions of few schools give this more than lip service. interest . . . become Jewishly-informed by reading Jewish In this information age, Jewish schools have a responsi­ books and periodicals. . . consider careers in Jewish bility with regard to library support. Somehow, they must scholarship . . . return again and again to a Jewish provide adequate library personnel who can implement library. quality library programs and services. We all know that Because of space limitations, this article has barely libraries are a beautiful showplace for promoting a school. touched on the endless variety of library programs and Blit what a better showplace it would be ifthe program and services that can be made available for faculty and services, not the books neatly cataloged and arranged on students. Creative library personnel must work in their shelves, were the library's claim to fame. This can only be own settings to determine needs and priorities. For more accomplished through wonderfully dedicated library details on library-media school services, see The Jewish people - the human element. D Principals Handbook, edited by Audrey Friedman Marcus and Raymond A. Zwerin (Denver: Alternatives in I A school without a computer is like a school without I Religious Education, 1983) and specifically my two a library; a school without a library is like a school chapters, i.e., "The Library-Media Center" and (with without a computer. N.Y.Times Anita Wenner) "Audiovisual Equipment." rt '" 11 ~1J /. 31f/\ 6~J­ y 11 '\' ''i 7A Bilingual Library Program J BY~h

An Extra Dimension strips, I realize4 that the use of some advanced language A/V + Hebrew Books = An added dimension to must be included to avoid the dreaded "See Spot run" Hebrew learning in the Iibraryl syndrome. Fluid use of the language was to be a priority in "There are just not enough hours in the dayl" How the program. familiar that phrase is to us, especially to those of us Since students are often enthralled with the showing of involved in Hebrew Day School education. The number of mm strips I decided to concentrate my efforts in this area. hours that we are involved with students is limited and the At the beginning of the school year I had begun reading number of subjects to be covered seems endless. translations of various stories to the students using the With this problem in mind and armed with the following method: read the story in English the ftrst week philosophy that a school library should service teachers as and the following week present the same story in Hebrew. well as students - curriculum as well as enjoyment reading These presentations were accepted by the students but with - I plunged into the establishment ofa bilingual library in varied amounts of groans and sighs. The first mm strips my new position as librarian for the Solomon Schechter presented in this manner were greeted with much more Day School of East Brunswick. Here was a marvelous op­ enthusiasm. The premier selection was a translation of portunity to help the teaching staff in areas other than Bernard Waber's "Lyle, Lyle Crocodile," and was shown to reference and research. Each class was to have a half hour the second grade. to three-quarters of an hour library period on a weekly The selection of this particular story was important. basis. With this type ofconstant contact I felt that through First, the hero of the story is a crocodile, and children, the library program I couJd reinforce units being taught especially in the lower grades, are delighted with animal with stories and mm strips. stories. Secondly, the hero faced problems children very However, the best opportunity seemed to be adding an often struggle with and conquered. Thirdly, the story of extra dimension to the Hebrew language program. By Lyle was in series form, thereby assuring continuity. Lastly, adding Hebrew as a mode of communication in and the character of Lyle and his adventures were familiar to through the library program, the children would many of the children thereby helping to create a relaxed experience the use of the language in fields other than atmosphere for the introduction of the Hebrew text. The classroom subjects. The easiest way to augment such a adventures of Lyle Ha-Tanin were warmly accepted. program would be to use existing stores or A/V available in It must be noted that certain concepts or ideas were Hebrew. I felt, however, that such prepackaged materials presented in the story for which the students lacked the did not always meet the needs of the various grade levels. necessary vocabulary. When these ideas were crucial to the The level oflanguage used was at times too advanced or not understanding and flow of the story, a very rapid, yet advanced enough for a given grade. In addition the subject clearly pronounced translation of the word in English wfis matter covered in much ofthe existing A/V was limited. A given. Whenever possible these words were repeated a happy medium had to be reached and after much thought I second and third time but without the English translation. realized with some dismay that in order to reach that The question now arises: What about stories with a medium it would mean many hours of translating, Jewish theme? The materials available in printed form are coordinating, taping and often missing the mark. becoming less and less of a problem. And, as of late some I have always felt that a school librarian should be an titles are being made available in both Hebrew and English active part of the school's teachng staff. This means editions. Unfortunately I the A/V area has yet to be keeping abreast of units being taught so as to insure an extensively developed for such a bilingual library program. adequate selection of books for student usage. To achieve The limited market for such Hebrew translations makes the maximum from a bilingual program I would now need the lack of such A/V understandable. But this does not to know the language capabilities of each class so as to mean that such a need or such a market does not exist. tailor the story translations to their needs. This would also There are, however, several books by Jewish authors with entail a familiarity with the class frustration level. After Jewish themes that have been adapted to ftIm strips. The attempting some low-level translations of various film students greatly enjoyed a translation of Marilyn Hirsh's "Could Anything Be Worse?" Some ofI.B . Singer's works have been packed on mm strips and cassettes as well as Rae Ehrllehis Librarian, Solomon SchechterDaySchool of several novels with Jewish themes by other authors for East Brunswick, New Jersey. young adults. A project for future consideration is the translation ofone ofthese novels to be produced and taped ~~ablish cooperati()ll be.tween the librarj~_31!Lthe by students in upper classes. At present the majority of ~~..:.Theteachers;Tortneir'part, welcomed this , these books on film deal mainly with the Holocaust: source of reinforcement. Johanna Reis' "The Upstairs Room," Betty Greene's Another important component for the bilingual library is "Summer ofMy German Soldier," and the "DiaryofAnne access to reference materials in Hebrew as well as English. Frank" are the best ofthis group. Such a project could be Dictionaries, encyclopedias and texts on various subjects used as the culmination for a Holocaust unit, and ties in for research should be provided for those students capable with the basic theory that the library should be an of using them. integrated part of the school's curriculum. Perhaps the last and most important part of a bilingual library is the ability of the librarian to function easily and i Hebrew Books fluently in both languages. Itwould be possible for a person The complete bilingual library should go further than who is non-fluent in Hebrew to present the pre-taped stories r the presentation offilni programs in Hebrew. There should along with the film strip, but without the ability to I be a sufficient availability of Hebrew language books on reenforce and enhance the programs through a fluent use , many reading levels. Ideally, when a program in Hebrew is of the language on a conversational level the impact of the , planned the librarian should call for a "Rak !vrit" Day bilingual influence would be lost. when only Hebrew is to be spoken and books in Hebrew are This has been an outline for establishing a bilingual

I to be borrowed by the students. For the younger students or library using A/V and books as the main modes of those not yet proficient enough in the language to deal with expression. As I stated earlier, implementation of such a , reading a Hebrew book, English books on a Jewish theme program calls for much staff cooperation, patience for could be substituted. translating and taping and the ability to withstand the One of my pet methods is to have on hand a supply of failure of some of your work. Children can be very cruel crossword puzzles, word fmds and rebus puzzles for those critics. With the bilingual library a new and broad base for students who need something to occupy their time with the study and enjoyment of Hebrew can be opened. There is until the end of the library period. The subjects of these room for student involvement to keep interest on a high puzzles have been as varied as the subjects studied by the level and for faculty participation to insure an added students and are in Hebrew as well as English. Weekly avenue of reinforcement and learning. Our program is still Hebrew vocabulary lists provided by the teachers aid in the in the process ofgrowing and developing. And this is one of preparation ofthe puzzles and there are also several holiday the beauties of having a bilingual library - the materials puzzle books on the market. Your book supplier will have a which one can draw upon are almost limitless and are list of those currently available. The students at all grade constantly being renewed. The only limits one has are the levels devoured the puzzles (yes, even the ones in Hebrew) amounts of time and energy that one is willing to devote to and very often created timed competitions to see who would the creation and continuation of such a program. complete the puzzle first. Here again, it was necessary to Hazak ve-ematz to all who are willingl 0

1JJr ?3 ;1 The Librarian and a Bar/Bat Mitzvah l3t Jp,tl 'J, Program By Sylvialmer

A Broader Leamlng Experience child's seventh-grade year in public school. While seventh It is not news to educators involved in afternoon grade may not be considered an illness, there are those who elementary religious schools that the year approaching would argue that it is not a wellness either. Eighth grade Bar/Bat Mitzvah is a difficult year for students and must be endured before ninth grade comes along to teachers alike. The same child who was adorable in Aleph, improve the condition. Since we who prepare children for beautiful in Bet, great in Gimel, and darling in Dalet, is Bar/Bat Mitzvah can do nothing about moving the day up now facing a difficult time in his/her life and may not know to an easier, or more appropriate age, we must do whatever how to deal with it this year. The Bar/Bat Mitzvah year is a we can to make the experience, along with the year-long time of great social, physical, and emotional changes. It is preparation, as positive an experience as we can. also a time of rebellion against parents, a time of At Temple B'nai Sholom in Rockville Centre, New York, conformity to peers. a Bar/Bat Mitzvah program has evolved, not in the class­ Bar/Bat Mitzvah usually takes place somewhere in the room but in the library. The library program at Temple B'nai Sholom is an integral part of the school. Children begin their association with the library in the first year in Sylvia Avner is the Librarian, Temple B'nai Sholom, school, whether that year be the kindergarten, primary, or Rockville Centre, New York. aleph religious school year. For those children who attend

23 the synagogue's nursery school, the association begins as in depth. Many ceremonies which the children may early as age two-and-a-half. Each class spends a regularly never have seen, such as Pidyon Ha-Ben and Hanukkat scheduled half-hour period in the library every week. The Ha-Bayit, are acted out. Stress is placed on the concepts Bar/Bat Mitzvah program, then, developed as a natural of ethical Judaism, and lively discussions occur at each extension of a total library service to the children of the study session. When they are acted out, such concepts as school. By the time a child approaches the Bar/Bat teshuvah and derekh eretz become real. Groups consist Mitzvah year, the librarian/teacher and the student have of no more than eight students at one time, so that egch had an ongoing relationship for many years. It is on that member of the group can participate fully. The groups relationship, based on mutual respect and friendship, that are fluid, with students moving in and out according to the Bar/Bat Mitzvah program has been built. their needs. When the program originated in 1971 the librarian and 4. One-to-one review of prayers. The student reviews 18 the principal sought to change Bar/Bat Mitzvah prayers from a prepared list. The goals are for the preparation from the rote chanting of a Haftarah to a student to read fluently, to understand the meaning of broader learning experience. It did not burst forth in one the prayers and their place in the service. "big bang" but developed in stages until it reached its 5. Creation of an individual project. Projects may be present form. The program is still undergoing a continuous written studies, art projects, craft creations, media process of evaluation and change. presentations, or any form of expression of interest to At the beginning of each school year, the parents of the the student. Projects range from the very simple to the children who will be entering the Bar/Bat Mitzvah pro­ very elaborate, depending on the student's talent and gram that year are invited to a Sunday morning meeting. At maturity. Projects are frequently, but not necessarily, this meeting, the parents are addressed by the Rabbi, the related to the student's Sidrah or Haftarah. Written cantor, the school board chairman, the principal, a repre­ projects have included papers on such topics as sentative of the administration, and the librarian/teacher. occupations in the Bible, women in the Bible, the All administrative and educational procedures are development ofJoseph as a person, simulated first-hand outlined. The parents have an opportunity to ask ques­ accounts of the Six-Day War, and many more diverse tions, thus avoiding any misunderstandings later. (Second­ topics. Artistic students have painted many beautiful time parents are a great help.) scenes, including Moses descending with the Ten Approximately one year before Bar/Bat Mitzvah, each commandments, costumes of past eras used in Jewish child makes an individual appointment with the librarian. religious ceremonies, and scenes of modern and ancient During this first formal meeting the child is told, "Today is Jerusalem. The crafts projects are the most visible and the beginning of your Bar/Bat Mitzvah," and the mood is attract the most attention. set for working together for the next several months. The At anyone time, twenty or thirty projects may adorn parts of the program are explained in detail, again so that the top shelves in the library. Children have created no misunderstandings arise about what will be expected beautiful ceremonial objects such as etrog boxes and and accomplished. Since the program has been in tallitot. Hanukkiot abound and Shabbat candelabra operation'for so many years, many of the youngsters are and hallah covers are favorites. Models of Noah's ark very familiar with it because their older siblings have been appear, sometimes in pairs. Needlework and woodwork through it. Everyone is aware of certain aspects of the ofevery kind have been executed beautifully. Puppets of program because of the displays in the library which show Isaac, Rebecca, Jacob and Esau together with an off the work of the Bar/Bat Mitzvah students. accurate script, created by one student, have told the story of the birthright and the blessing to every class in the school. Classes attend the performances in the The Bar/Bat MItzvah Program library. The program, as developed to date, consists of: Three marionettes, Manoah, "Mrs. Manoah," and the 1. One-to-one study of the Sidrah. The librarian and the Messenger, act out Haftarah Naso, the preparation for student study together, in English, the pupil's Sidrah at the birth of Samson. The creators ofthese shows are in­ the individual child's level. S/he is taught how to study vited to return from Hebrew High School to present and how to summarize one's own portion and shown them to new classes as they come along. Every object in how' this method can be applied to studying any other the Tabernacle, as well as the Tabernacle itself, has been part of the Torah. A written summary is prepared at built to scale; these objects are used for teaching at the home and reviewed by the librarian/teacher. Classroom appropriate time. teachers are encouraged to have each child discuss the One student created a "Holiday-go-round," a hoop Sidrah with the entire class. covered in fabric with soft sculptures of symbols of each 2. One-to-one study of the Haftarah. The librarian and holiday dangling from the hoop around Shabbat in the student study together, in English, the Haftarah. To­ center of the hoop. This project has helped younger gether, during this meeting, a summary ofthe Haftarah students grasp the idea of the cycle of holidays and the is written, to be used as the introduction to the chanting youngest children delight in recognizing the symbols of the Haftarah from the bimah. At this point, the and identifying the holidays as they occur. Masada is a cantor reads and approves or amends the summary. great favorite. Students have created styrofoam 3. Group study ofcustoms and ceremonies, holidays. daily Masadas, charts in color that could guide tourists living, and life cycle. These are all presented in terms of through the ancient fortress, and replicas of archeo­ celebrating Judaism with love and understanding. logical finds at Masada. In the years since 1971, literally Hebrew vocabulary needed for Jewish living is discussed hundreds of projects, created by youngsters, have been

24 displayed in the library. Many were recently displayed at the appropriate time, with the cantor. Frequently, students a region-wide Keter Torah awards program. Projects enjoy returning to the group as "grads" and many usually remain in the library for approximately one year volunteer to help those students just coming into the group. , after Bar/Bat Mitzvah. They are then taken home or, if The entire Bar/Bat Mitzvah program is conducted they can be used for teaching purposes, they may be outside ofschool time, in the one-and-a-halfhours between donated to the library. Home ceremonial objects are public school dismissal andthe beginnng ofreligious school I usually taken immediately so they may be used by the hours. On Tuesdays and Thursdays (not their religious child or perhaps by the entire family. school days), students come in for individual appointments Sometimes there is a complete follow-through of a to study Sidrot and Haftarot, discuss projects, review theme from Sidrah to Bar/Bat Mitzvah. For instance, a prayers, or anything else that requires private time. On youngster whose Sidrah was Be-haalotekha in which the Mondays and Wednesdays we have the group discussions J menorah is described, created a mosaic of a golden and the children then stay on for their religious school r menorah on a blue background. Itwas framed and hung classes. (Snacks, normally not permitted in the library, are at home as a work of art, but it was also used as a picture allowed around the table as we work, as long as it is not 1 on the cover of the Bat Mitzvah invitation. Similarly, a distracting.) This has the effect of adding at least three picture of the puppets of Isaac and family, mentioned hours a week to their schooling during those months in above, was also used as the invitation cover with the which they participate in the program. In twelve years there appropriate quote from the Sidrah. has been only one parent who has complained, "My child The week preceding the student's Bar/Bat Mitzvah, cannot give that much time to Bar Mitzvah preparation; the project is put on display in a special showcase. Ithas my commitment begins and ends with class time." ! • become a weekly ritual to prepare the showcase together Generally, parents and students alike respond positively to with the student and sometimes a helping parent. the program. Of course, there are days when other Parents frequently take pictures of their child with the appointments must take precedence, but by and large there project displayed in the showcase. Congregants and is almost no absence. guests cannot miss the project as they enter to attend the The success of the program depends on the smallness of simhah. the group, the availability of a comfortable setting, and the 6. Conference. Approximately six months before Bar/Bat creation of a relaxed atmosphere. The students must feel Mitzvah, depending on the time of the year and on that they are accepted for what they are, encouraged in whether there is a summer intervening, a conference is what they do, and valued for their successes. At B'nai held attended by the child, the parents, the principal, Sholom the special place for the program is the library. two school board members" and the librarian. At the (Other synagogues may find other special places which conference the student discusses all the subjects outlined meet their needs better.) The one-to-one relationship above. With few exceptions, it is a day of pleasure and permits the individual child's potential to be explored and pride for the entire family. realized. The special relationship helps to motivate even A Doorway to Adult Judaism those children considered unmotivatable. Mutual respect It should be noted that since the entire family has been in this informal setting helps the child to bring forth his/her encouraged to participate in the process from the best. Resource material on the open shelves is right at hand beginning, the conference is more,than just a meeting with to help students find answers to questions and bring them school personnel; it is an important doorway to adult to the gtOUP immediately, while the interest is high. Judaism. We expect and encourage parental help with the For some children this will be our "last chance." For studying of the Sidrah, reviewing prayers, studying others, the program serves as an enticement to go on to the vocabulary, and preparing the project. This is one time Hebrew High School. The awakened interest and when students do not have to prove that their parents did involvement of parents has been as much an indication of not help them - quite the contrary. Parents need not feel the program's success as the enthusiasm of the children. that their only concern in the Bar/Bat Mitzvah is the party. The program is flexible and should, of course, be Parents frequently attend, with their children, the first adapted to the needs and facilities of each school. It does meeting with the librarian and are welcome to sit in on the not require a large financial investment. Existing group discussions. Progress, and occasionally lack of equipment, plus a few specific books, is all that is required, progress, is reported to the parents. Each child is given a once a person is found who will implement a program with progress sheet, along with a prayer list and the vocabulary enthusiasm and dedication. The expense is small, but the for study and discussion. The progress sheet is marked each return is great. step along the way so both the child and the parents are To summarize the timetable of the program: never in doubt about what has been completed and what is 1. Meeting with parents: Beginning of school year; yet to be done. Each check on the progress sheet is an eighteen to twelve months before Bar/Bat Mitzvah. occasion for encouragement and approval. 2. Initial individual meeting: Twelve months before Bar/ School board members do not come to the conference Bat Mitzvah. unprepared. They are given copies of the Sidrah and 3. Group sessio~s: Ongoing - twice weekly; twelve Haftarah summaries one week before the conference so through six months before Bar/Bat Mitavah. they may discuss them intelligently with the student. They 4. One-to-one meetings for prayers, summaries, project. are also given some background information which may be As needed; twelve through six months before Bar/Bat important for them to know before meeting the student. Mitzvah. After the conference, the pupil then goes on to study the 5. Conference: Six months before Bar/Bat Mitzvah. D chanting ofthe Haftarah with the Haftarah teacher and, at

25 1\ ~~rv 1. Our heh students are reaching adolescence, which Bar and Bat Mitzvah really is a new stage of life involving major physical and mental changes, new challenges, new Workshops awareness. 2. This is the time of Bar and Bat Mitzvah, which in J By Michael Jewish tradition means the change from child to tarttz adult, and the imposition of great responsibility. The occasion of a child's Bar Mitzvah or Bat Mitzvah The ceremony itself can also be a very stressful has become a focal point for celebration in the family and period, when expectations of performance and in the congregation. This "rite of passage" into Jewish interpersonal issues related to family and friends can adulthood has assumed a far more prominent and public weigh heavily on the young person. role among contemporary American Jews than used to be ascribed to the occasion. Adolescence is a difficult and sometimes awkward The synagogue, through the religious school, the period. The adjustment from child to adolescent, while cantor, the Rabbi, the ritual director, is most often sometimes smooth, is frequently a disorienting process. responsible for Bar/Bat Mitzvah preparation. This Physical and emotional change occurs quickly. Self­ usually consists of training in ritual skills, such as Torah awareness, physical and otherwise, is acute. Added to this and Haftarah cantillation and Aliyah blessings. lhe is the pressure to perform at the ceremony. Hopefully the appropriate Nusach is taught along with sections of the ceremony has more meaning than a "performance" for Shabbat liturgy. A Bar/Bat Mitzvah "speech" is usually the child and the family, but nevertheless this component part of the preparation. Frequently a study or discussion is usually a major factor at a time when accepttmce by of the child's Torah portion is included. Boys, and others and self-image are becoming increasingly sometimes girls, learn the how-to and why of Tallit and dominating issues in the child's psyche. Teftllin. An additional dynamic is the range of issues that often There are variations on the theme, but most of us in emerge whenever families are brought together for happy synagogue educational structures are familiar with the or sad occasions, usually life-cycle events. The role of basic theme and participate in its orchestration and parents and siblings, questions of whom to invite and who realization. Some synagogues have different goals for the sits with whom: whether complex or seemingly simple, Bar Mitzvah and the Bat Mitzvah, while others are issues such as these frequently elicit conflict among family egalitarian. The personnel participating in this process members. These questions can be bantered about in the vary from one congregation to the other, as does the healthiest and most in-tact of families, where they can be specific role of the educator. Each synagogue has its own resolved without much difficulty. But in oth~r families, set of standards and expectations, minimum dealing with these issues can create tension and anxiety or requirements, and specific dynamics of seeing a child cause preexisting negative feelings to surface. This is most through this process. prevalent in single-parent or remarried-parent situations, There is an entire set of issues that revolve around the but is not exclusive to them. Bar/Bat Mitzvah child that are virtually ignored by the There is also the paradox that when the children reach overwhelming majority of our congregational the time of Bar/Bat Mitzvah, we tell them that they are educational programs. There are serious psychological and adults according to Jewish law. But they are not adults by social factors operating that we frequently overlook any barometer of their immediate day-to-day experience. because of lack of awareness (or perhaps sensitivity), lack They are not allowed to drive, drink alcohol, vote, or see of time, qualified staff, or structure to deal with these certain ftlms. They are still under the supervison and concerns. control of authority figures at home and in school. What impact does counting in a Minyan have for most of our The Problem and the Need students? Ironically the only major decision many of the The purpose of this article is not to polemicize, but B'nai Mitzvah now get to make and act upon is whether or rather to describe the problem and the need, and to share not to continue in Hebrew school. Whatever change of a program that we initiated at Germantown Jewish Centre status that occurs is not experienced or felt by the majority this past year which addresses some of these issues. The of those undergoing the change. Unfortunately this is too four-week program which will be described barely often the reality. . scratches the surface of what needs to be confronted. It is, however, a start, and hopefully a step in the right "Teen Yean" Workshops direction. We felt that our Heh students, who were involved in The target group for this workshop series was the Heh Bar/Bat Mitzvah preparation, needed a structured class of our synagogue religious school, a group of 15 opportunity to express some of their concerns and students. A series of discussions among the Rabbi, a anxieties. We designed a series of workshops for the Heh school parent (who is a social worker and counselor class entitled "My Teen Years: The Pains and Pleasures." professionally), and myself helped us to articulate some of These were facilitated by two of our school parents, both our concerns and formulate a program to address these social workers, one of whom was involved in our initial issues. deliberations. They were both employed by a secular social service agency, Family Service of Philadelphia, which Rabbi Swarttz is Educational Director, Germantown helped to support this project. Needless to say, neither one Jewish Centre, Philadelphia. had children in the heh class.

26 The workshops were designed to deal with the following The last session dealt with peer pressure. There was areas, couched in terms of the students' perspective: some resistance to the chosen activity, as it had recently , 1. My relationship to my family been utilized in a similar fashion in secular school by ! 2. My feelings around Bar/Bat Mitzvah many of the students. As a result the facilitators switched 3. Who am I? (including Jewish identity) to a review of past sessions and a wrap-up. In this context I 4. Decision making: What are my values? Where do the students shared some very personal feelings about they come from? relationships with parents and did some supportive work S. How do I feel about entering adolescence? with each other regarding Bar/Bat Mitzvah anxiety. Issues such as sibling rivalry, performance needs, and The workshops were held with the class during school approval needs surfaced during the discussion. Moreover, I time for one hour per week for four weeks. We felt that it most students expressed anxiety resulting from parental .. ,r I was important enough to sacrifice teaching time in order disagreement on party plans. They agreed that family i I to enable the students to discuss these issues among tension, either overt or subtle, was increasing as the event I themselves, facilitated by the two social workers. The class approached. teacher was not present during the workshops as it was felt that, despite a good student-teacher rapport, his presence The Response might inhibit free discussion. What emerged from all this was a realization that there Not surprisingly, the facilitators found that the students are a number of interrelated concerns that weigh heavily had a lot to say, a variety of issues to discuss, and a real upon our pre-adolescents. Some of these are related to need to express their feelings about these issues. There their age; others to their approaching Bar/Bat Mitzvah. had been no outlet for almost all these children prior to Some of our children derive support from their family in these workshops. Once a trust relationship was estab­ dealing with these areas, while for others the family is an lished between the students and facilitators, and it was additional factor contributing to their anxiety. It was clear that all discussion was confidential, the structured apparent that their primary focus was. on approval and activities and exercises led easily to free and open dis­ acceptance by parents and peers. This is true of this age cussion. group in general, and is augmented by the Bar/Bat The activities were structured with a variety of goals in Mitzvah experience. mind. In the first session the students were asked to rank One of the major advantages of this workshop series is order a series of adolescent concerns as to the degree of that it afforded our students the opportunity to discuss intensity these concerns have for them. In a list that these issues with their peers. Prior to these workshops included peer pressure, grades, physical appearance, sex, these areas would emerge only on a one-to-one basis with drug and alcohol use, siblings, parents' approval, and the Rabbi as he met with the individual child and the Bar/Bat Mitzvah, the last two emerged as the two greatest family. The workshops made the students feel less sources of concern or worry. This realization helped to isolated, as they realized that their classmates were having ';.break the ice" and demonstrated the commonality of similar experiences. The norms established by the facil­ their concerns. itators allowed for the group members to share their In another session the students were asked to draw a frustrations and feelings in a supportive peer environ­ coat of arms describing what they liked best in life and the ment. things that best depicted their personalities and life styles. The other message that is implicit in conducting these They also were asked to draw a second one representing workshops is that the synagogue and the religious school their projection of what their parents would draw for care about our students. Weare aware of the psycho­ them. The goal was to point out similarities and differ­ social factors operating in their lives, and we created an ences between their values and life-style choices and those opportunity for them to discuss these factors with each of their parents. (One example was what they viewed as other. On several occasiohs since the series students have desirable relaxation contrasted to their projection of what informally approached the facilitators in the hall ot after their parents preferred them to do for relaxation. While services in order to share a concern, a feeling, or report on the students expressed a desire to "do nothing" or watch a new accomplishment, knowing that there was interest in television they projected their parents as wanting them to them as individuals. We are concerned not only with the read more as a form of relaxation. They understood this as quality of the performance, but with the quality of their a parental "message" about their school motivation and lives as well. performance.) This led to a series of role plays which The response to these workshops has been most showed the frustrations and often powerlessness felt by enthusiastic from the students involved as well as their children and parents. parents. We hope to expand to a six-week series with our The next session dealt with assertiveness and effective new heh class. The facilitators' evaluation has indicated communication within families. The students were given some other possible structures worth considering, such as family conflict situations which they acted out and then a support group for children in divorced or stressful family resolved, first by argument, then by effective communi­ situations. cations. Situations that were presented included: custody Our concern for our congregants and students needs to and visitation problems, severe (at times almost violent) be translated into programs, of which the "Teen Years" sibling rivalry, dealing with authoritarian, rigid parents or workshops is but an example. The synagogue and its with docile, non-directive parents. Playing the roles of religious school can thus be a real source of support with both adult and child allowed them the opportunity to see which to deal with the psychological and spiritual the situations from a broader perspective; and, we believe, concerns our members are facing with increasing with greater sensitivity. frequency. D

27 l'\~~\I}, in its own fashion, has also tried to follow the logic of its • own argument, and the past few years have seen an r{» \ Perspectives on increase in the number of programs and projects which address themselves to the Jewish family. 3 Jewish Famlly Education Yet the problems remain. Jewish schools are not I accomplishing much of what both educators and parents / By Michael ~If expect of them. Many families do not support or V demonstrate Jewish commitment. Of course the problem The continuing perception that Jewish education in is actually much deeper than this. Families are not simply general and Jewish schools in particular are ineffective has having difficulty with Jewish commitment - families are led to numerous "solutions" or explanations. Based on the having difficulty in all areas. literature of the field (I use the term literature loosely because there is little serious writing on Jewish education) Helping the FamUy Cope we may safely conclude that the situation could be In trying to develop or outline a serious policy program remedied by better materials, new curricula, better for Jewish education in regard to family issues we should teachers and teacher training, more hours of Jewish begin with some of the findings and ideas of Urie schooling, more money, and so forth. In the schools and Bronfenbrenner. Bronfenbrenner would be appalled at among Jewish teachers one hears all of these comments. the notion of "winning" the family. He has written However, as time passes and the hoped for reforms or persuasively about the beleagured situation of the family improvements fail to materialize teachers and other in American society. educators must still find some explanation for the I suggest that what has been taking place over persistent sense of failure which they experience. It. is in recent years in our nation has been an unraveling of this context which one must understand the persistent the social fabric - the progressive isolation of assertion that a major reason for the failure of Jewish families, schools, neighborhoods, communities - a schools is the Jewish parentI breakdown within and between the social contexts The argument behind holding the Jewish parent or the that make up the human environment. In sum we Jewish family responsible for the deficiences of Jewish have been destroying the human ecology. 4 education" is simple and elegant. Parents, who are not Whatever the sources for this stress on the social fabric themselves committed to Jewish education, send their (financial imperatives, corporate personnel policy, children to school to learn about being Jewish. The government policy, etc.) it is ridiculous for Jewish teacher teaches tefillah or Shabbat successfully but education to ignore the problems or to assume that instruction is not reinforced in the home. Without this parents are to blame for our social situatio~. A ~~re reinforcement the child can never preserve what (s)he has appropriate and constructive response for Jewish famlh~s learned. The school wants to teach more but the home has and for Jewish schools is to begin to think about ways m prevented the child from learning the basics. Thus the which Jewish educational institutions can help families task of the school is doomed to failure by the limited cope with the stresses and problems of living in our post­ commitment of the parents. industrial society. Instead of blaming parents for the poor Of course, there are flaws to this argument. Most state ofJewish education we should be looking for ways to obviously it fails to explain the limited success schools support family structures within the Jewish community ­ have had even with children coming from more committed and if we care about Jewish learning we want these homes. However, the argument has a certain appeal and is supports to come within the scope of the Jewis~ .scho~l. supported by similar themes outside the Jewish world. The goal is to redesign schools so that famlhes wdl Why do children of the poor do poorly in school? perceive them as places which help them solve problems Obviously because they come from culturally deprived rather than create more problems for them. homes. No one reads at home, so these children have One area of policy concern for the Jewish educator is the trouble learning to read. The failure of the schools can be relationship between the school and other agencies of the explained (away) by the concept of the "culture of Jewish community serving children and families. As the poverty" and the deprived child. I Al ahat kamah vekamah situation of the Jewish family becomes more of an issue in the Jewish child from the Jewishly deprived home. the community there will be more pressures to serve the Of course, public education developed a response to family. Bronfenbrenner suggests, that most social policy this problem. Operation Head Start was only the largest 2 has been based on a "deficit model" in thinking about and most prominent of such responses. Jewish education, families and their needs. In addition to further isolating and demeaning Michael Wolf is Principal, Abraham Joshua Heschel the victims of environmental stress, it has led to the School, New York. development of counteractive strategies that ironically exacerbate the very difficulties they are The Hearts of Parents and ChUdren intended to abate. The definition of a multiplicity of (Ve-heshiv lev avot al banim) problems generates a multiplicity of uncoordinated But as we begin to think seriously about these structural programs, each addressed to an allegedly separate questions raised by a concern for families, we must do so segment of the person or his family. 5 in the context of some curricular notions. We must have some sense of what we can and should do with families as As awareness of this problem grows, Jewish education part of Jewish education. Is it worth all the fuss if it does must either be ready with a response or again be pushed to not enhance the educational effort? What experiences are the fringes of the Jewish community's agenda. And Jewish going to provide for families that further the interests of communal service agencies have begun to react already. the family and Jewish learning. Goldsmith and Lang describe the process and results of I wish to suggest that this question can be answered at merging the Jewish Family Service of New York and the two important levels. Bronfenbrenner makes a critically Jewish Board of Guardians into a new agency called the important point when he points out. that "the growing Jewish Board of Family and Child Services. The rationale separation between home, school, work place, and com­ for the merger (at least ostensibly) was to avoid the munity was creating a situation in which children were problems of uncoordinated or arbitrary servicing for being deprived of close contact not only with parents, but family problems. 6 The new agency is better organized and with adults in general . . ."9 Based on this observation more able (supposedly) to meet the needs of the clients ­ Bronfenbrenner asserts "that we need to bring adults and and therefore it has protected its need for communal children back into each other's lives."IQ This the schools funds! can do. Schools can do this by focusing both on values Such reorganization and positioning by communal which are part of our educational agenda and which are service agencies may be benign or beneficial. But the part of the parent's agenda and by focusing on the texts underlying concern is more serious and threatening. and substance of Jewish educational concerns. Bernard Olshansky, "wants us to sit shiva for Jewish Bronfenbrenner articulates some values which are education!'" The already stated reality is that if Jewish important to him and pursues the implications for education doesn't address this problem by an assertion of schools. As Jewish educators we should perhaps be ahead leadership, Federations will simply give the problem to of him in these areas. For example, other agencies. The situation offers a genuine opportunity to Jewish It is now possible for a young person to graduate education. If we can develop models for incorporating a from high school without ever having done wide range of counseling and guidance services within the anything for anyone else, without having cared for a school, we may be better able to provide support to child or an older person, without having learned the families and to attract support from Federation. Can we skills and sensitivities required for that kind of begin to conceptualize Jewish schools as coordinating activity. II agencies for the full range of support services that families For some years I have been advocating the need, or will we let the local Family Service or Federation introduction in our. school, from the earliest grade take the initiative? Ultimately we should plan to involve onward, of what I call a curriculum for caring. The social workers, counselors, etc. in the school program as purpose of such a curriculum would not be to learn resources to our parents, students, and teachers. Again it about caring, but to engage in it; that is, children is perhaps worth noting that such images of schools as would be asked to take responsibility for spending "the locus of responsibility for the coordination of health time with and caring for others - old 'people, and social services needed by families in the rearing of younger children, the sick, and the lonely ...12 their children" have been articulated for schools in the public sector already.8 This can be done in a manner Certainly such projects can and should be on the which enhances the position and program of the Jewish agenda - part of the curriculum - of all Jewish schools. school (rather than detracting from or diluting the pro­ Most of these activities cannot be carried on fully within gram) if we begin planning now. the confines of the classroom. Most of these activities will Perhaps we can begin to think of coordinating the require more supervision than we can ask teachers to give. variety of school formats we have developed in Jewish But surely we can develop such programs: day care on education (day schools, afternoon schools, Sunday Shabbat morning staffed by high school students, hospital schools, nursery schools, high schools, camps, youth visits by small groups or individuals, visits to elderly shut­ groups, etc.) as not only offering a range of different ins, shopping for the elderly, etc. We can solicit help and intensities for children but a range of possible supports for supervision for these activities from the adult community families as well. As we conceptualize systems of Jewish - the parents. These activities which are "good" for education or options within the system we should be children are also supportive of families and allow for thinking less about the ignorance or limited commitment family participation. In our classrooms we can teach the of parents than about the needs of families and the names and Jewish context for these activities, but this will supports we can or should provide. What can families .only take hold if we help structure opportunities for afford (until the day when Jewish education becomes free children and parents to act on these values. In the process for every child)? Can we or should we be meeting needs for we will have helped "to bring adults and children back day care ofyoung children and ofolder children within the into each other's lives." framework of Jewish educational settings - whether Initiative in developing and planning such activities formal or informal? properly rests with the school even though the school will

29 have to develop its linkages with other institutions as well. Perhaps the most complete embodiment of seeing But the notion that it is important to create opportunities Jewish schools as based on family needs and supporting for parents and children to be together need not stop family life (although admittedly in an unusual setting) are simply with social service. We need to also bring parents programs such as those sponsored by the Havurah Schools back into children's lives over such occasions as Jewish Association. In these schools parents serve as teachers and holidays. In the process we may be able to put holidays teachers' aides with professionals. Parents also determine back on the agenda and into the lives of adults. Purim is the curricular focus for the school although only on the not a holiday simply for children - it is a time for adults basis of parents' meetings devoted to studying a topic and and children to be silly together. Building the Sukkah is discussing it before any teaching is done. Over time the best seen as a family project. Even Shabbat in the school has evolved a number of informal formats for synagogue needs family experiences injected into it. Shabbat dinners, annual picnics, holiday celebrations and Frequently we will have children prepare for a Shabbat retreats. As the schools have grown and evolved we service and let them lead the congregation for portions of have had children cease to attend for short or long periods an actual service. How often do we ask their parents to - but parents of thes children continue to attend parent participate in the same way rather than just being in the meetings and the families continue to attend holiday audience? This may mean helping parents to recite celebrations and retreats because of the perception that teftllot, but if the task is presented as another family the school is an important place for the family as a unit occasion it need not be insurmountable. We need to put and each member of the family. While these schools are pressure on Rabbis and ritual committees to make room based on maximum parental involvement the process is for children in services so that davenning can be a viable replicable. Reisman notes the value of incorporating the experience for the family. Again, many of these "Havurah experience" into programs for family suggestions go beyond the confmes of the classroom, but education. 13 viewing the school as an advocate for the family requires such thinking and programming of the educator and the· Of course, most schools and most programs developed other institutions in the community. for Jewish Family Education have not yet adopted such a complete or systematic approach to the school and the family. While it seems clear that most efforts to date are Parent Education simplistic even if well intended, the development of more effective programs will not happen spontaneously. Critical But if the family focus can enhance our effectiveness in to the development of more effective programs will be a teaching certain kinds of values and ritual experiences, serious effort on the part of leaders and teacher training the family focus can also affect and enhance our teaching institutions to retrain teachers and administrators. As of additional Jewish subjects as well within the school. If a long as teachers view their task as exclusively confmed to major objective of our educational planning is to bring the children within the classroom without regard to the adults and children together then there is no excuse for the entire family context there will be little real progress in minimal level of parent or adult education and parent Jewish family education. If, on the other hand, teachers involvement in our school programs. On a Sunday and administrators can accept the idea of the school as a morning while the children are in school we should plan supportive institution for families, they may also begin to programs for parents as well. This can be tangentially think of their teaching role in a broader light. Teachers related to the school program - a series of lectures for shou~d be trained to deal with adults as well as children ­ adults which are held while the children attend their not merely for conferencing purposes but for instructional classes. More ambitiously the program for adults can be purposes as well. Such an attitude would represent a based on or related to the program for the children. While major change in the role ofteacher for the present. Such a six or seven or eight-year olds learn about Shabbat for the change can only occur with carefully and intensively first time, their parents can attend a parent's workshop. developed teacher training and in-service programs. The workshop can discuss themes or concepts associated with Shabbat or teach basic Shabbat skills. When the In conclusion let me review. Jewish schools need to children are ready to bake challah, parents can join them develop a more sophisticated understanding of their in the classroom so that the family has an experience in relationshp to families and other educational (and making hallah together. Such a program has begun in socializing) institutions in American society and in Jewish many nursery schools and kindergartens. As children society. Models for such an understanding are available. grow older, additional opportunities for adults and Jewish schools should abandon the "deficit model" in families emerge. thinking about Jewish parents and -Jewish families. Instead schools should attempt to be supportive of Bar Mitzvah seminars for adults are becoming more families and each of the members of the family. Doing so frequent. Classes for parents and children together to will require coordination with other social service agencies share feelings about Bar/Bat Mitzvah, to study the but a leadership role is available to the schools if they will parashah together, to work on family research projects, exercise it. Finally, programming schools to support etc. can and have been accomplished. Again, we can and family needs and family life need not be trivial nor detract should begin to see such programs (and advertise such from the educational agenda of the schools. On the programs) as positive and supportive experiences for the contrary, there is reason to believe that adopting such an family. Parents do in fact have things to teach children, attitude is essential if the Jewish school is to be an agent but there is no harm or shame in learning with or even for positive change in the level of knowledge in the Jewish from children if Jewish schools support S9ch activity. community. NOTES Response and Reaction'," in Joumal ofJewish Communal Service. 1. Hope Jensen Leichter, "Some Perspectives on the Family as Fall 1979. p. 146. Bennett refers to Olshansky's speech printed in Educator," in The Family as Educator. New York. Teachers the June 1979 issue of the same journal. College Press. 1977. pp. 1-2. 8. Nicholas Hobbs, "Families, Schools, and Communities: An 2. See Urie Bronfenbrenner, "Is Intervention Effective?" in Ecosystem for Children," in Families and Communities as The Family as Educator. Educators. p. 200. 3. Bernard Kelsman, "Jewish Family Education," in Pedagogic 9. Bronfenbrenner, "Beyond the Deficit Model ..." p. 98. Reporter, Spring 1977, p. 4. 10. Ron Brandt, "On Families and Schools: A Conversation with 4. Urie Bronfenbrenner, "Beyond the Deficit Model in Child and Urie Bronfenbrenner," in Educational Leadership. April, 1979. Family Policy," in Teachers College Record. Fall, 1979. pp. p.642. 101-102. 11. Ibid.. p. 642. S. Ibid., p. 102. 12. Urie Bronfenbrenner, "Who Needs Parent Education?" in 6. See Urie Bronfenbrenner, "Is Early Intervent'on Effective?" in Families and Communities as Educators. p. 223. Jewish Communal Service. Winter 1980. 13. A brief description of the Havurah Schools will be found in 7. Alan D. Bennett, "Jewish Education in a Time of Change: Reisman, "Jewish Family Education." 0

e Curren,t, State of the Supplementary School /J D 1711~ rkfOh" j '3 '7 By Simon Cartz

It is indeed an appropriate moment in the history of the educational bodies or central agencies for North American Jewish community to review the Jewish education; and supplementary school system. Although day schools have - the lack of sustained commitment to any of the grown in significant numbers, the majority of Jewish official curricula of the denominational move youngsters between the ages of five and seventeen still ments. receive their basic Jewish education in the supplementary In order for the supplementary school to produce a school. Although enrollment has declined appreciably in minimally knowledgeable Jew, the following factors must the last fifteen years, all indications are that this form of receive serious attention: Jewish education will continue to predominate into the 21st century. 1. Demographic developments have been a two-edged The term "supplementary school" itself is indicative of sword for the institutions providing supplementary the difficulty of properly defining this mode of Jewish education. On the one hand, areas of population education. It has been called at various times "cheder," decline have seen their enrollments shrink without the Talmud Torah, afternoon religious school, Temple school, willingness to merge or consolidate schools whose Sunday school or Hebrew school. For many people, the standards have deteriorated. On the other hand, in effectiveness of these schools remains an open question. areas of population growth, schools have sprung up Nevertheless, there have been some significant virtually overnight without proper planning for their developments since World War II: ideological orientation, curriculum, or admin­ istration. It is essential that a great exchange of The Conservative movement's rejection of the Sun­ information and cooperation on these phenomena day-only school in favor of a multi-hour, multi-day take place on the local and national levels. JESNA is Hebrew school was a major breakthrough; already fulfilling this function, but an even greater The establishment of a five-year (from eight to effort is required. thirteen years of age), six-hour per week minimum of 2. The availabilitY and quality of professional educa­ instruction was also an important step, although not tional personnel continues to plague the supplement"l a maximal one. system. The basic difficulty is that, although the Among the weaknesses of the supplementary system American Jewish community gives verbal allegiance to contributing to its diminished impact, we must count the the importance of Jewish education and has rendered following: substantial fmancial assistance to it, the community has not made the profession attractive enough to - shifting priorities; young people oftalent and quality. Unless we are able - lack of qualified teachers; to upgrade the compensation and the status of the - independence of each synagogue or temple from supplementary school teacher, it is unlikely that there being monitored either by central denominational will 'be any significant improvements in the level of educational attainment of the students. 3. Establishing a uniform curriculum has been im­ Simon Schwartz is a member ofthe Board ofDirectors of possible because of the autonomy of individual JESNA and former President of the United Synagogue. schools, which is unparalleled in general education. This is the text of the keynote address delivered on April Because of this autonomy, it is difficult to place a 13, 1983 in Washington. D.C. at the JESNA Board young person in an appropriate class when moving Institute on "Revitalizing Supplementary Schooling. " from one congregation to another, even within the

31 same ideological movement. Moreover, there has well (music, dance and art). A summer in Israel in an generally been greater emphasis on the teaching of organized educational program should become the ac­ {acts and knowledge - cognitive education - rather cepted norm for every American Jewish teenager. than trying to infuse a feeling and sensitivity for Finally, appropriate ways to increase the impact of Jewishness - affective education. Finally, we have Israeli educators and Israeli educational institutions found it difficult to make those hard decisions as to on our educational system must be explored. precisely what should be taught in those 1,200 hours The commitment and concern of the American Jewish which result from having the children in school six community for Jewish education during the next two hours a week for five years. We must develop a much decades will determine the quality of Jewish education in more focused set of curricular goals and achieve them the 21st century. Major funding will be required. with maximal affective impact. Therefore, Jewish education must maintain its high 4. Shifting social patterns of our times have added addi­ priority for North American Jewry. Furthermore, we tional burdens to the educational system. The impact should seek to reduce the parochialism within the of the growing number of divorces, single parent community while increasing outreach to the unaffiliated households and intermarriages (with and without con­ and the uncommitted. The rockbottom reality we must version) has been greatest in the supplementary face is that only an educated, committed Jew is likely to schools. Teachers need special training in order to deal support general Jewish needs both in Israel and at home. with these family situations constructively. Similarly, Ifthe supplementary school system is to accomplish its family education and parent education need to be task ofcreating educated Jews, all concerned must struggle strengthened. to overcome the inertia of the status quo. We do have the s. Israel is a significant factor in the American Jewish resources - if we choose to marshal them - to develop an community and must be reflected in the supple­ American Jew who is Jewishly knowledgeable, who is mentary curriculum. Our children must become committed to his people and who maintains a personal knowledgeable of and committed to Israel both in Jewish life style. 0 . formal classroom learning and in informal activities as

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• Mosenkis, Rebekah Kohn, A Practical Guide/or TeachiniJ Hebrew. Vol I and II. Jewish Education Press, N.Y.

Synopsis taught the meaning of concepts like "tzedakah." It is Rebekah Kohn Mosenkis, author of A Practical Guide doubtful whether values so taught really retain their for Teachink Hebrew, offers a succinct guide to the Jewish uniqueness. The pupil does not acquire proficiency various methods used in the teaching of Hebrew. She lists in any of the Hebrew language skills. seven methods as follows: 6. Biblical Hebrew. It is argued that the Hebrew of the 1. Translation. Each Hebrew word is translated into Bible is completely different from modern Hebrew. A English. Although apparently direct, this method does not student who masters Biblical Hebrew can later apply lead to fluency in any of the skills. himself to spoken Hebrew. Opponents of this method claim that there is a basic Hebrew vocabulary common to 2. /vrit Be-/vrit. New vocabulary is taught through both the Bible and modern Hebrew so that the pupil need simpler Hebrew words, pictures, gestures, etc. At one time not postpone his study of modern Hebrew. this method was highly popular because of its emphasis on Hebrew as a living language, but it is no longer used very 7. The New Natural Method. All skills are taught in widely. Too much time is required before the learner this sequence: a) hearing; b) speech; c) reading; and grasps the exact meaning of a word or phrase. d) writing. The, child who has heard a Hebrew word or phrase in a natural context can easily repeat the Hebrew 3. Conversational Hebrew. This method is helpful to orally. Reading and writing quickly follow. (Unlike the the tourist ordering felafel in a Tel Aviv restaurant, but aural-oral or the audio-lingual approach, this method does not lead to an understanding of the classical Hebrew emphasizes the need for developing all four skills.) sources. The natural method is preferred by the author to the 4. Aural-Oral Method.' Hearing precedes speech, other methods listed above. Through the use of the reading and writing. Although the method is psycho­ natural method, the child can acquire a knowledge of logically sound, the pupil is seldom given sufficient modern Hebrew and at the same time study our sources in hearing time to permit fluency in any of the skills. the original Hebrew. 5. Functional Hebrew. Since the emphasis is on Jewish This article is reprinted with permission from Sheviley values, instruction is mostly in English. The pupil is Hahinuch. [j ~~. ~',.....------,------. In the Jewish Educational World By Paul Bumin

focus on the elements of Judaism which are common to all JESNA Jews in the community. The academically outstanding students celebrated the 2SOth anniversary of Jews in 1. A two day Management-Training Institute for bureau Georgia by discussions on the history of Atlanta Jewry and directors will be sponsored by IESNA on March 27-28 their own genealogies. They put their newly-acquired at the Jackson Hotel, Long Beach, New York. The pro­ knowledge to use in a game of Jeopardy and entertained in gram will include workshops on financial planning and an original talent show. budgeting for central agencies; the use of computers in Baltimore schools and in central agencies for planning and man­ Home Start, an award-winning program developed by aging; long-range organizational planning and goal the Board of Jewish Education, is now in its sixth year of setting. The Department of Community Services and operation; it is designed for families with children ages Studies, headed by Dr. David Resnick, is arranging the 3-7. The holiday materials and cassettes for the High program. Holidays, Shabbat and Pesah were recently revised. Since 2. The Department of Pedagogic Services, directed by its inception more than 8,500 families have subscribed to Fradle Freidenreich, conducted in-service sessions for the program. teachers in Greater Miami. The Early Childhood Egucation Department of the BIE 3. JESNA is co-sponsoring an ongoing project entitled recently celebrated its 10th anniversary. The Department "Action Research - Changing Classroom Teaching serves 1,400 children and 130 teachers. Rena Rotenberg, Through Intensive In-Service Education," with the part-time director for the past decade, has now assumed Metro West Jewish Education Association of New full-time duties with the department. Jersey. Bergen County, N.J. 4. The Teacher Placement Service, initiated last year, will A values clarification program for students in grades continue to refer teachers to schools throughout the Dalet and Hey will be introduced by the Jewish Educa­ country. The Department of Human Resources, tional Services of: the United Jewish Community. "Life directed by Dr. Hyman Pomerantz, administers this and Values," an informal education experience, is in­ service and the Exchange Visitors Program which tended to stimulate the students to explore Judaism and brings qualified Israeli teachers to our schools. their life values. Each participating school will be visited S. The theme of the Bureau Directors Fellowship Mid­ once every three weeks by a trained team of leaders who winter Conference which was held in December was will conduct the program. "The Bureau Director in a Political Pressure Cooker." Innovative techniques for the classroom featured the JES Professional Enrichment Day. 6. A new research bulletin "Perceptions -of Jewish Educa­ tion," was issued by the Department of Research and Buffalo Educational Information, headed by Dr. George The BJE held an annual Pedagogic Conference with Pollak. The bulletin contains an assessment of Jewish more than 6S teachers in attendance. Workshops on education by close to 1,000 individuals in leadership creating instructional materials and on motivation were positions in the Jewish community. conducted by consultants from the Kohl Jewish Teacher Center. Teachers prepared instructional materials ap­ Atlanta propriate to their grade levels. 33 sixth and seventh graders selected by their supple­ mentary and day schools participated in a Scholar's Chicago Retreat sponsored by the Bureau of Jewish Education. To meet the need for qualified people to fill the vacan­ The weekend retreat brought together young students of cies in the Sunday schools in the community, the BJE of various ideological backgrounds. The purpose was to Metropolitan Chicago established the Institute for the Training of Beginning Religious School Teachers. A year­ Paul Buntin is Educational Consultant in the Department long study/work program, it is designed for new teachers of Community Services and Studies, JESNA. who will participate in classes to be taught by the

3S members of the BJE staff, principals and master teachers Among the Jewish Family Life Education programs for a period of five months. During the second semester, sponsored by the BJE is the Gesher La-Bayit which pro­ participants will be assigned internships with master vides an opportunity for single parents and their children teachers. to discuss the challenges of their family structure and its The Board ofJewish Education and the Hebrew Univer­ impact upon their Jewish home observances and syna­ sity launched an Institute for the Training of Jewish Early gogue/community life. Childhood Educators. The two-year Institute provides an A model "Underground Seder" dramatized for opportunity for Jewish teachers to examine such issues as students in the Jewish schools what it would be like to the acquisition of Jewish values, how to teach prayer, celebrate a Jewish holiday in the Soviet Union. A manual, dealing with the Shoah, concepts of the holidays, etc. The "How to Conduct the Underground Seder," and a project includes a three-week trip to the Hebrew Univer­ children's Haggadah were written by BJE consultants and sity to study Judaica applicable to early childhood. The the Commission on Soviet Jewry. second year of the program will be a practicum which focuses on the development of an ideal curriculum for Miami early childhood Jewish education. This project is under A series of 15 inservice courses was conducted by the the joint guidance of Marvell Ginsburg, Director, BJE De­ Central Agency of Jewish Education during the summer partment of Early Cl].ildhood Jewish Education, and Dr. for teacher professional growth in Bible, history, Rabbinic Nehama Moshieff, Assistant Professor, School of Educa­ literature, Hebrew literature and education. tion of Hebrew University and Director, Department of A conference on the supplementary school entitled Early Childhood Education of Melton Center for Educa­ "Operation Synagogue School: Accepting the Challenge tion in the Diaspora. for Jewish Survival" was held for lay leaders and educators from the state of Florida. The program was co-sponsored A musical cantata, "It's not in the heavens..." (Deut. by CAJE of Miami, JESNA, and the Southeastern 30:12) highlighted the BJE's 60th anniversary dinner held Regional Branches of the Union of American Hebrew in December. An original musical drama, supported by Congregations and the United Synagogue of America. old photographs and historical memorabilia, the drama An institute for the day schools of South Florida related the development and achievement ofJewish educa­ featured the theme of "The Changing Role of the Teacher tion in Chicago through the characters of an impassioned in the Coming Decade." grandfather and his stubborn granddaughter. The cantata was developed from historical materials and tradi­ Montreal tional sources by Charles Herman, the BJE's Media "Tal Sela," a Hebrew language arts curriculum for Director. The music commissioned in honor of the grades 2 to 6, has been developed by the Jewish Education occasion was composed by Cantor Charles Davidson. Per­ Council. It consists of six units, each containing a student forming the music were members of the Halevi Choir and workbook, teacher's manual, supplementary readers and the Solomon Schechter School's Children's Choir. an audio-cassette. Cleveland A conference on supplementary schools is being The Bureau of Jewish Education has received a three­ planned in cooperation with JESNA. year grant from the Endowment Fund Committee of the Students in the day and supplementary schools will Cleveland Jewish Community Federation to initiate new display original art work in honor of Jewish Book Month. programs in· teacher and school director education. A course in radio production for day school students Among the programs projected are year-long intensive (grade 6 and high school) and their teachers is offered by seminars, mini-courses in Judaic subject matter and three­ the Education Resource Centre. The course will enable session skill seminars in methodology. A feature of the the students to run their own school radio station with all program is the funding of stipends for participating programs conducted in Hebrew. teachers. Indianapolis New York Students in the BJE High School receive course credit The BoardofIewish Education and the Masada Youth from three different public school systems and two private Organization of the COA are sponsoring an "Eye on Israel schools. Essay Contest" for students attending supplementary high Two teachers of the BJE staff were chosen to teach schools in Greater New York. Three first prize awards of courses in institutions of higher learning including courses all expense paid trips to Israel will be given. in Hebrew language. The Association of Jewish Special Educators of the BIE held a special education workshop for parents and Los Angeles teachers dealing with "Behavior Management for Home The BJE, in cooperation with several day schools, has and School." initiated a pilot program to train general and Judaic studies teachers to detect and remediate the effects of their San Diego students' learning difficulties. Nursery, kindergarten and The Bureau of Jewish Education has established a first grade teachers are the pilot targets. Jewish Media Center with a grant from the Jewish Com­ A tzedakah teaching kit, including a puzzle, game, munity Foundation of the United Jewish Federation. slides, tzedakah boxes, teacher's manual, student activity 240 students, the highest registration in six years, are book and resource materials was produced by the BJE for enrolled in the High School of Jewish Studies conducted 5th grades. by the BJE.

36 :lms The third Torah Study Weekend for adults within a ::Iro­ year was held at a vegetarian health facility. The topic was PubUcations Iren "The Exodus from Egypt and the Conquest of the Land in I its the Light of History and Archaeology." Unsigned reviews are by members of the rna­ United Synagogue of America Editorial Board or ofthe JESNA staff. The talking book for the Jewish Special Child "Sidduri" for is now available. It introduces the special child to Tefillah, SCHOOL TECH NEWS, Covering New Technology for ~ to providing him with small motor coordination skills as well .lal, Educators, Grades 5-12. Vol. 1, No.1, Sept. 1983. as an appreciation of prayer. Vol. 1, No.2, Oct. 1983. Six issues per year. For sub­ :l a Three new day schools in Tucson, Arizona, Walnut and scription write to Education News Service, 926 J St., Creek, California and Haverhill, Massachusetts joined the Suite 612, Sacramento, Calif. 95814. Solomon Schechter Day School network. The first syllabus of the Adult Education Curriculum A survey of 100 principals indicates that an over­ designed for the teacher of adults and dealing with the whelming majority of principals of secondary schools the area of Jewish History is presently in production and believe that computer-assisted instruction improves ner should be available for distribution by February, 1984. learning and motivates many previously "turned off" inic students. One principal summed up the effects of com­ The Pincus Jewish Education Fund for the Diaspora puter instruction by saying, "Kids are turned on to :led Dedicated to "encourage new and innovative projects of computers." nge significant value to Diaspora Jewish education," the Computers won out significantly over hand-held cal­ :ors Pincus Fund has since March 1977, allocated almost culators and video-cassettes as "the most important :red $9,000,000 for more than 100 projects. technology" used in schools. It was predicted that com­ ern Named after the late Louis Arye Pincus, the former puters would soon ~e as common as chalkboards. Prob­ rew chairman ofthe Executive ofthe Jewish Agency, the Fund lems cited were: teacher fear and ignorance of computers, has approved projects dealing with in-service training of lack of money for hardware and software, and difficulty of ida teachers and other educational personnel; establishment scheduling. :her of educational institutions; intensification of Jewish According to a study by Johns Hopkins University, studies and expansion of educational institutions; devel­ school administrators often buy machines before they opment of curricula and educational materials; outreach know how they are going to use them. As a result, micro­ programs and informal education. computers are frequently underutilized. Appropriate uses for Participants in the Fund are: Jewish Agency for Israel, for large numbers of students are: word processing, :ion Government of Israel, American Joint Distribution Com­ science lab work, and social studies simulations. Teachers _ent mittee, and the World Zionist Organization. who use microcomputers believe that micros have led to :lnd increased student enthusiasm, to greater independent stu­ Jerusalem FeUows Program dent activity, to cooperation among students, and to :ing The Jerusalem Fellows Program, established by the assignments that are more appropriate to each student WZO, was specifically designed to train outstanding achievement level. will young Jewish educators from the Diaspora to assume In a report called "Academic Preparation for College ­ Ith. responsible positions in Jewish education. What Students Need To Know and Be Able To Do," the mts Last year the first group of ten Fellows were selected by College Entrance Examination Board stated that students - by an extensive screening process to undergo three years of entering college should have a basic knowledge of com­ .ble intensive training in Israel, followed by ten others who puter terminology and of how computers work. They all were chosen in 1983. Participants in the program are com­ should also be able to use the machine and software for mited, upon their return to the Diaspora, to work for five self-instruction, retrieval of information, word processing, years in central positions in the field of Jewish education. modeling, simulation, decision making and problem The two groups attend several joint group seminars; solving. Computers, according to the CEEB, are "a basic uth however, the program is tailored for each participant tool for acquiring knowledge, organizing systems and ~ael based on his/her special interests. solving problems." igh Men and women under the age of 40 with at least three Principals have offered the following advice about the 5 of , years of practical experience in the field of Jewish educa­ use of computers: tion are eligible. Although the program does not grant a Contracts with vendors should include a requirement UE degree, it is possible for participants to acquire a higher that the vendors provide inservice training to admin­ :md degree during their stay in Israel. 0 istrators and teachers. tme CORRECTION Bids are essential. The October 1983 issue of The Pedagogic Math teachers first should be trained before instrpc­ Reporter inadvertently included the annual CAJE tors of other areas. :l a conference held in San Antonio in August, 1983 Teachers should be taught to be operators not pro­ lm­ among conferences cosponsored by JESNA. grammers. Although JESNA endorsed and participated in the are conference, it was not a cosponsor. We regret the 76% of junior high schools now use micros for instruc­ :ted error. tion; 86% of high schools use them. One principal com­ mented, "Don't wait; you're already behind."

37 THE PRACTITIONER: A Newsletter for the On-Line Jewish community, Jews of other lands, and Jews from Administrator. Quarterly publication of the Research various periods of history. There is also a section on how to Department of the National Association for Secondary become a Jewish pen pal and another section on Jewish School Principals, 1904 Association Drive, Reston, VA travel in America and Israel. 22091. Children will appreciate the fact that the book is directed at them and will delight in the many pictures by the author. Parents and teachers will also enjoy The The "Practitioner" advises principals to consider the Jewish Kids Catalog's many activities and its positive ap­ following questions before purchasing microcomputers: proach to Jewish life, history, traditions and ritual.

What are the budget implications? JOSHUA IN THE PROMISED LAND. By Miriam Chaikin. 83 pages. Garion Books. 52 Vanderbilt What do you want the computers to do? Avenue, New York, NY 11017. 1982. $11.50. Who will operate them? How are you going to select the software that is best for A beautiful book to hold, look at and read, Joshua in your needs? the Promised Land, by Miriam Chaikin, belongs in school Where will you place the computers? Do you need libraries. special facilities? Printed on creamy paper in clear, bright type, it is illustrated with original woodcuts by David Frampton. These are some of the issues involving curriculum and The illustrations appear elegantly simple at first glance. instruction to be faced by the schools: Yet, they include charming detail~, rhythmic borders that Where in the curriculum will it be most appropriate to seem to move and dance, and a consistent balance offer computer literacy instruction? between strength and restfulness. It is aesthetically satisfying. Will the computer be used to support regular instruc­ The quality of the prose is strong. The text reads tion (drill and practice) or to provide computer smoothly and easily, fulfilling the author's goal of retelling content? the life of Joshua in a. form that is entertaining and educa­ How will software be selected and integrated into the tional. She has created a family for Joshua, written content area? dialogue and described in some detail the life and life-style What central office assistance will be available for of ~he era. She succeeds in giving the reader a sense of the implementing the program? place and time. There is a warmth and humanity in the depiction of the Who decides whether the selection of hardware will be characters who surround the hero, and an absence of the based on budget or on policy? cloying admiration that is frequently written about larger­ What model will work best for evaluation? than-life individuals. What will be your response to emerging curriculum The book is organized into 22 chapters that are titled to expectations (advanced programming, robotics, elec­ identify content. These chapter units would lend tronics, artificial intelligence, pre-engineering, etc.)? themselves to reading aloud at home, or in elementary classes. The dialogue might also lend itself to simple .dramatics projects, with older students acting out the roles THE JEWISH KIDS CATALOG. Written and illustrated of various characters. Costumes could be utilized, as the by Chaya M. Burstein. 224 pages. The Jewish Publica­ author describes the manner in which robes were draped tion Society of America. 1983.$10.95. and worn, The book begins with a chapter called "Introduction" and ends with an "Afterward." These are particularly Borrowing from the formula that made The First, valuable because they serve to set and to close the Second and Third Jewish Catalogs (also from The Jewish historical perspective in a satisfying manner. They place Publication Society) such a success, Chaya Burstein has Joshua into a time line with amazingly spare writing. The created a lively and comprehensive .book for Jewish "Afterward," in a mere 2112 pages, brings the reader, children. . briefly but clearly, up to the creation of the State of Israel. The Jewish Kids Catalog is an ambitious work, pro­ It is possible that some right-wing schools or individuals viding information on everything from Jewish names and would not be comfortable with the conversational style their meanings, Jewish holy books, history and holidays to attributed to Biblical personages, nor with the ensuing reference materials such as a Hebrew mini-dictionary and sense of ordinary life surrounding them. a mini-encyclopedia. With this exception, most schools would find the book a The author - an award-winning author-illustrator of valuable asset to staff and/or student use. many books for Jewish children - has provided a wealth It would make an attractive gift book, as well. of activities throughout the book. These include words and music to Jewish songs, instructions for Jewish dances, recipes, games and crafts. However, what is even more noteworthy is the concept of Klal Yisrael that the book im­ JUDITH M. CLARK parts to its young readers. Throughout its pages, The Review Editor Jewish Kids Catalog connects the reader with his/her Board ofJewish Education ofGreater Washington

38 THERE'S NO SUCH THING AS A CHANUKAH and celebrate Christmas as a "secular American" holiday. BUSH, SANDY GOLDSTEIN. By Susan Sussman, Many devout Christians resent this removal of religion 48 pages. Albert Whitman and Company, Niles, from what they regard as a truly Christian religious holy Illinois. 8-12 years. 1983. $6.95. day. Sharing, as is noted and emphasized in this book, can Concerned Jews are well aware of the feelings that many be potentially harmful, when the concepts and values of Jews, especially children, experience as the holidays of the two holidays are not synonymous. Again, where does Hanukkah and Christmas approach. ,What child is not sharing cease and the desire to imitate begin? impressed with the glitter, the sights and the sounds which Perhaps it is better, as a kindergarten teacher once told pervade the environment at this time of year? Many me, to compare Christmas to a child's birthday party. You Jewish children feel "left out" and wish that they, too, can enjoy the sights and sounds and smells, but only the could actively participate in the preparations for and cele­ birthday child prepares for the party, cuts the cake and bration of Christmas.. receives gifts. So does the Christian child prepare the tree, This is the problem that is faced by the narrator of the wrap the gifts, sit on Santa's lap, etc. story, a nine-year-old Jewish girl, Robin. She is a student The sights, sounds and smells of the Christmas season in a public school where there are preparations for are lovely, but they are not part of the Jewish tradition. To Christmas in her class. Her Christian friend, Heather, is a encourage a Jewish child to participate in holiday prepara­ student at a nearby Catholic parochial school. One day tions, to begin to compare in his own mind, the much Heather tells Robin that Sandy Goldstein, who is Jewish, quieter, subdued holiday of Hanukkah to the festival would have a Hanukkah bush. This revelation causes which is everywhere to be seen is unfair to the Jewish child Robin much anguish, anxiety and jealousy, because she, - and the Christian faith. too, would like to have a Hanukkah bush. However, RENA ROTENBERG Robin's parents remind her that they are Jewish and a Director, Early Childhood Education Department Hanukkah bush is not part of the Jewish tradition. Baltimore Board ofJewish Education Robin's grandfather takes her to his union's Christmas party, so that she should not feel so left out. Her grand­ father tells her, "Christmas may not be a Jewish holiday. But when I see all the trees and lights and hear the carols, THE MYSTERIOUS CUP~ By Esther Adler. 27 pages. why then I must believe it is somebody's holiday." Board of Jewish Education of Greater New York. 1983. What follows is a detailed description of this party, of $1.50 Robin's initial discomfort at being there, to sitting on Santa's lap and expressing her desire for a present. On the way home, Grandpa tells her, "There is a difference be­ "The Mysterious Cup" is a play about a modem tween celebrating something becauseyou believe in it, and Christian family named Mendez, currently living in Santo helping friends celebrate something because they believe Domingo, which becomes aware of its Jewish origins in it." He goes on to say that when non-Jewish friends through a mysterious cup recently rediscovered by the come to their house at Passover time and participate in the family's great-grandfather. The action switches from the holiday rituals, they do not change their practices or family's quest for the origin of the cup to a historical religion, they are just sharing with their friends. The book flashback set in Spain at the time of the Inquisition about ends with Heather's sharing one of the nights of Hanuk­ a Marrano family who are attempting to flee Spain and kah with Robin and her family and, Robin, in tum, find a safe haven for themselves as Jews. It includes spending part of Christmas Day with Heather and partic­ several..scenes of the lives of secret Jews living under the ipating in the family's rituals and customs. Robin then threat of discovery by the Inquisition and decisions about decides..."it wasn't so tough to be Jewish at Christmas if the options open to them. The scenes following the flash­ you had friends who shared with you. And Sandy Gold­ back involve the different ways the members of the stein didn't...which was why she needed a Chanukah Mendez family react to the revelation of their origins. bush." The play is intended to be a "learning experience for This book is very troubling and disquieting. It raises both actors and audience, rather than a polished dramatic many questions in my mind as a Jewish educator. What presentation" says the Introduction by author Esther meaning, what message is Robin receiving when she talks Adler, a teacher herself in an afternoon Hebrew School. to Santa Claus, trims a Christmas tree, and sings carols? In order to facilitate the use of drama as an effective Should a Jewish child participate in the preparations for learning experience for children, Adler has shared her and celebration of Christmas? Is a young child capable of script, which grew out of ideas developed by her students, understanding that sharing with a Christian friend in his as well as a teacher's guide which includes a statement of ·holiday does not mean the changing of attitudes toward purposes, historical background, guidelines for produc­ his religion? Where is the fine line between sharing and tion and staging and -questions for discussion. The stated wanting what is not to be yours? Young children are very purposes of the BJE in publishing and distributing the much influenced and impressed by the sights and sounds guide include providing a sample script to encourage the of the season. Do we want children to actively engage in development of scripts' by students and teachers in the very colorful experiences at this time of the year? I classrooms, to offer an alternative to commercial pub­ think not. They should appreciate the very rich colorful lished plays, to provide guidelines of preparation time and fabric of Jewish tradition and heritage. As it is, many, cost, and to provide an opportunity for greater parent many Jewish children and their families do prepare for involvement.

39 How well "The Mysterious Cup" fulfills its stated pur­ Israel Sings will prove to be a wonderful aid to teachers, poses is an open question. While the script is interesting, cantors, choral directors, club leaders, students and it runs for 21 pages with six different scenes and 25 campers. Dr. Neumann has provided musical notation, characters. Although it looks like an excellent experience chords, Hebrew text, transliteration and English transla­ for the children who wrote and produced it, it seems to me tions. In some cases the lyric is accompanied by a singable more likely to intimidate rather than encourage teachers English paraphrase. who are novice producers to try a similar experience in This booklet in honor of Israel's 35th anniversary is a their own class. It is both too large-scale and too complex valuable birthday present. Koh Ie-hail in scope. While there is a great need for teachers to experiment with approaches that are likely to yield maximum involve­ THE HOME STUDY GROUP: An Adult Education ment on the part of their students, and while dramatic Cluster Program. By Jerome M. Epstein. 16 pages. productions are certainly a prime tool for doing this, there United Synagogue Commission on Jewish Education. is virtually no information in the teacher's guide about the 1983. Free. process of creating a playas a curriculum approach. How Adler generated the play, what teaching she did as a This is an idea whose time has come. The Adult Educa­ prelude to the production, and when and for whom she tion Commission of the United Synagogue proposes that staged it are questions left unanswered by the packet. every synagogue be urged to organize Home Study groups Lastly, the guidelines for production and staging seem for its adult membership. to belie the guide's statement "A simple play that grows Groups of 20-24 people meet for 20 sessions in homes of out of classroom studies, presented before students of the members for study under the guidance of a Rabbi or other classes, is especially valuable because of its sim­ teacher. Each member of the group pays about $35; the plicity and reliance on children's imaginations." synagogue pays a similar amount out of its adult educa­ The BJE's statement of purposes is admirable and tion budget to help defray the cost of the instructor and designed to meet a real need, and Adler's play and materials. teacher's guide are interesting and occasionally thought­ Suggested syllabi covering a five-year period include provoking. Overall, however, one is left with the dis­ history, Halakhah, theology, social responsibility and turbing sense that Adler's script and the BJE's stated pur­ Conservative Judaism. (The Commission might have in­ poses for distributing it are somehow at odds with each cluded a syllabus based on Great Books: Tanakh, other. Apocrypha, Pirke Avot and Mishnah, Midrash, Halevi, Rambam, modern poets such as Bialik and Amihai, JUDITH TUMIN essayists and thinkers like Ahad Ha-Am and Mordecai Educational Director, SAJ Hebrew School Kaplan.) New York, N. Y. Rabbi Epstein has included many excellent suggestions in this informative brochure. "For the Jew," he writes, "the activity of learning never ends." Home study groups, ISRAEL SINGS. By Richard Neumann. 48 pages. Board it is noted, have already enjoyed remarkable success. of Jewish Education of Greater New York. 1983. $6.95 "The effort required is minimal; the results can be truly remarkable. In a word, they can transform the lives of our Dr. Neumann, Director of Music Education for the BJE congregants." of Greater New York, has edited a booklet in honor of the 35th anniversary of the State of Israel which includes "35 To the Editor: songs to sing along with the people of Israel." I understand that material formerly appearing in Safra is now incor­ The subtitle is "Az Yashir Ha-am" (Then the People porated in The Pedagogic Reporter. I should like to reply to a review of Sang), a paraphrase of the Biblical"Az Yashir Mosheh." my Yiddish workbook Arele which appeared in the Spring 1982 issue of Safra. The birth and rebirth of our people have been marked by The reviewer did not realize that Arele is a workbook not a text. My the creation of stirring and inspiring songs. As Dr. Alvin purpose was to give the teacher an aid, a tool to be used in conjunction Schiff points out in the foreword, "In a sense they capture with other textbooks and pedagogical materials. I didn't pretend to cover the spirit of Moshe Rabenu, when he led the children of the full material that has to be presented to the children like Jewish Israel to their homeland." holidays and traditions, or to use it as a tool for enriching their apprecia­ tion and identification with Yiddishkeit. Dr. Neumann has chosen well. Some of the songs are I am enclosing some enthusiastic reviews ofArele from educators in the old favorites like Naomi ·Shemer's "Yerushalayim Shel United States, Mexico, Canada, France and Australia, and am happy to Zahav." Others are recent like "Nolad'ti L'Shalom" (I report that it was so popular that a second edition was published for the was born for peace): current school year. Frida G. de Cielak The day is coming Techamalco, Mexico The good time is coming The time of peace Dear Ms. Cielak: We were pleased to learn of the enthusiastic reception of Arele. In Congregations and schools will welcome, in addition to preparing a third edition of the workbook, however, you might give the songs of Eretz Yisrael, liturgical and Biblical selec­ serious consideration to the reviewer's recommendation to stress the con­ tions such as "Sim Shalom," "Shomer Yisrael," "Ki Mi­ nection between Yiddish and Yiddishkeit. Tziyon," and "Tzaddik Ka-Tamar." MHL