JEWISH EDUCATION IN Historic Precedents and New Observations

JONATHAN ROSENBAUM, PH.D.

President, Gratz College, Melrose Park,

and HELENE Z. TIGAY Executive Director, Auerbach Central Agency for Jewish Education, Melrose Park, Pennsylvania

Philadelphia's Jewish community reflects the history of Jewish life in America. With the second oldest Jewish congregation in the United States and the country's oldest Askenazic congregation, both founded in the eighteenth century, Philadelphia has witnessed the unprecedented opportunities and the challenges of acceptance that America has embodied for Jews and other minorities who seek to preserve their heritage and transmit it to each new generation. This article examines some key elements of Philadelphia's role in American Jewish education. It begins with an historical survey of Jewish education in Philadelphia, followed by a statistical picture of the student population in Jewish schools. New data are then presented regarding the backgrounds of supplementary and day school teachers. Analysis of the data, suggestions for action, and proposals for further research conclude the article.

JEWISH EDUCATION the establishment of a communal cemetery in IN PHILADELPHIA 1740, but it really blossomed in the 1770s IN HISTORICAL PERSPECTIVE (Marcus, 1989; Morals, 1893). In 1782, the congregation elected to build both a syna­ With a Jewish population estimated at gogue and a schoolhouse (King, 1983). 210,000 and its influendal history as one of While this acknowledgment of the need for America's most innovadve Jewish commu­ Jewish education indicates an early sensitiv­ nities, Philadelphia represents a vital source ity to an ongoing challenge, it did not lead to for long-range studies of Jewish communal a successful solution. The chazan of Mikveh life. In the specific area of Jewish education, Israel was paid directly by parents to provide Philadelphia has set a series of precedents Jewish learning, a system that invariably left that have national significance. Challenges, success in instilling both commitment and solved or ongoing; trends in day or supple­ knowledge dependent on the pedagogic qual­ mentary school educadon; the role of higher ities of the individual occupying that role. Jewish education at the undergraduate and No systematic curriculum, pedagogic infra­ graduate levels; successes in transmitdng structure, or oversight existed. This lack re­ Jewish knowledge and commitment or fail­ sulted in a haphazard delivery of critical ures to do so—all represent a useful model religious information and skills to early for further study. American Jews. Philadelphia's import in Jewish educadon is clearly linked to its long history. It is the In 1838, the Female Hebrew Benevolent only American city where two Jewish con­ Society addressed this challenge by estab­ gregations were founded in the eighteenth lishing the Hebrew Sunday School Society century. Philadelphia's senior Jewish con­ of Philadelphia. With the support of Isaac gregation, Mikveh Israel, is America's sec­ Lesser (1806-1868), the chazan of Mikveh ond oldest synagogue. Spanish-Portuguese Israel and one of the most influential Jewish since its inception, it traces its founding to leaders of nineteenth-century Jewry, Re-

187 Journal of Jewish Communal Service I 188 becca Gratz (1781-1869) played a leading 1983). He used the pages of his Jewish in­ role in establishing the new school. Gratz, tellectual periodical, The Occident, to em­ the scion of one of Philadelphia's founding phasize the need for such intensive educa­ Jewish families and an intellectual and cul­ don. Under his encouragement, the Hebrew tural leader, was deeply involved in the so­ Education Society was founded in 1848 and cial issues of her time, and thus the Hebrew chartered in the Commonwealth of Pennsyl­ Sunday School differed from the congrega­ vania in 1849 to teach "the elementary tional school that Mikveh Israel had estab­ branches of education, together with the sci­ lished in the late eighteenth century. The ences, modern and ancient languages, always latter was dedicated exclusively to educating in combinadon with instruction in Hebrew the children of members of the congregation; language, Hterature and religion" {Fifty the Hebrew Sunday School was open to all. Years Work, 1899). Yet, while biblical history and religion were The Society's first purpose was to estab­ important parts of its curriculum, Hebrew lish an elementary day school, which pro­ was rarely taught. vided the full range of secular educadon as The challenge of providing Jewish learn­ well as intensive Jewish learning. With com­ ing also affected the Ashkenazic immigrants munal support and a $20,000 gift from Judah who arrived in large numbers from central Touro, the leading American Jewish philan­ Europe (mostly Germany) between 1840 and thropist of the day, the school opened in 1880. By 1860, many German-Jewish fami­ 1851. At its height, it attracted as many as lies had hired tutors to instruct their children 170 students, but while its secular studies in Hebrew. The families were largely mem­ were strong enough to be accredited, en­ bers of Rodeph Shalom. In 1795, Rodeph abling its students to gain admission to pub­ Shalom was formed as the first Ashkenazic lic high schools, its Jewish studies were congregation in the Western Hemisphere and weaker. By the 1870s the school, like other the second Jewish congregation established such early efforts at day schools in the in Philadelphia. As the German Jews pros­ United States, had clo,sed (King, 1983). pered, they utilized the Hebrew Sunday In 1854, the Hebrew Sunday School So­ School Society of Philadelphia or private ciety of Philadelphia that Rebecca Gratz and tutors. the Female Hebrew Benevolent Society had With the East European immigration that founded was moved to the lower floor of the began in 1881, the heder emerged. A well- Hebrew Education Society (King, 1983). known sy.stem of Jewish education immor­ While the more intensive day school wob­ talized in Henry Roth's 1935 novel, Call It bled and eventually fallen, the Hebrew Sun­ Sleep, the heder provided classes for boys day School Society prospered. Indeed, na­ several times a week with a rabbi or mel- tionally, Jewish Sunday schools in the amed who focused on teaching rote reading nineteenth century remained successful, de­ of Hebrew and a limited introduction to the spite or perhaps because of the extremely Pentateuch with Rashi's commentary. limited level of their curricula. The pivotal figure in many early innova­ In contrast to the limited level of elemen­ tions in Jewish education was tary Jewish education that typified most (Sussman, 1995), a traditionalist but an in­ American communities, Philadelphia early novator who wrote schoolbooks for children, established institutions of Jewish higher ed­ prayer books for his congregation, and a ucation. That enterprise first reached fruition loose translation of the Bible, all of which briefly with the founding of Maimonides represented an important step forward at a College in 1868. At the urging of Leeser, time when Jewish education in America was Moses Dropsie, and others, Maimonides limited (Sussman, 1995). Leeser was an College was founded to combine study ofthe early proponent of Jewish day schools (King, classical languages, German and French,

SUMMER 2002 Jewish Education in Philadelphia: Historic Precedents and New Observations I 189 belle lettres, homiletics, and comparative conferences, and through intensive immer­ theology with Jewish studies. In the latter, sion courses offered on its campus during the students immersed themselves in Hebrew summer or at other American venues as and , Bible, Mishnah, and Gemara needed. (For a full descripdon of Gratz's as well as Jewish history, literature, and phi­ offerings, see http://www.gratzcollege.edu.) losophy. The faculty included Leeser, who While many Gratz graduates choose to re­ died three months after Maimonides' open­ main in Philadelphia, they can be found in ing in 1868, , Rabbi Albert roles of educational and communal leader­ (Aaron) Siegfried Bettelheim, and Moses A. ship throughout the Jewish world. Thus, Dropsie as President. For all their efforts, the Gratz's purpose remains as the Trustees of commitment of dme that students had to Mikveh Israel intended, primarily to train make and the challenges of a linguistically Jewish teachers and other communal leaders intense curriculum led Maimonides to close rather than traditional academicians. in 1873. The latter responsibility was taken up by Nonetheless, the ideal of Jewi.sh higher Dropsie College for Hebrew and Cognate education in Philadelphia condnued. Well Learning, named for Moses Aaron Dropsie before Leeser's passing, Hyman Gratz, one and founded two years after his death in of his most eminent congregants at Mikveh 1907. By the time it became the Annenberg Israel, had laid the foundation. In 1856, Research Institute in 1986, Dropsie College Gratz established a deed of trust that stipu­ had awarded more than 200 Ph.D. degrees lated his three heirs who were to receive and had become a primary educator for the funds from the estate. A month later, he died, country's Judaic scholars. As Judaic studies and by 1893 his three heirs had all died became part of the curriculum of mainstream without issue. According to the terms of the American academic institudons in the 1960s trust, in that case Mikveh Israel was to use and thereafter, Dropsie's raison d'etre was the remaining funds to establish "a college absorbed by other institutions with greater for the education of Jews residing in city and resources. county of Philadelphia" (King, 1983; Kut- Hebrew was first taught at the University nick, 1998). Limited funds led Mikveh Israel of Pennsylvania in approximately 1780, at a to establish Gratz College for a more specific time when the institution had only seven mission: to educate Jewish teachers. Gratz's full-time members of the faculty. However, establishment in 1895 made it the oldest this early commitment to teaching Hebrew non-denominational college of Jewish learn­ addressed the interests of Christian rather ing in the Western Hemisphere. In 1928, the than Jewish students. A century later, in­ boards of Gratz and the Hebrew Education creasing interest in the ancient Near East led Society united both institudons. Penn to establish a comprehensive program In the postwar era, Gratz came to grant in Judaic and ancient Near Eastern studies in formal, fully accredited degrees at both the conjunction with the founding of the Univer­ undergraduate and graduate level and cur­ sity Museum and the Department of Semitic rently offers a wide variety of programs in Languages, now the Department of Asian Jewish studies, education, music, and com­ and Middle Eastern Studies. The University munal service. Today, most students pursue Museum houses one of the largest collection graduate degrees with Gratz's respected fac­ of objects from ancient Israel outside of Is­ ulty and utilize the vast resources of its rael itself Jewish Studies formally became a Tuttleman Library. They originate from program at Penn in 1982, which some ten communities throughout the United States, professors in five different departments now as well as from Israel, Europe, and even a coordinate. Undergraduate and graduate few from the Pacific Rim. Increasingly, degrees in various areas of Judaic Studies Gratz offers courses online, through video include an undergraduate minor in Jewish

SUMMER 2002 Journal of Jewish Communal Service I 190 education. Like other major academic com­ gion. In 1968, with that goal in mind, the munities, Philadelphia's college and univer- founders of the Reconstructionist Rabbinical sides offer many courses in general Jewish College (RRC) announced the alliance be­ studies. tween their new institution and Temple Uni­ Nevertheless, Dropsie's legacy continues versity's distinguished Department of Reh­ today as the University of Pennsylvania's gion. Through this partnership, all RRC- Center for Judaic Studies, an internationally trained rabbis would receive not only renowned post-doctoral fellowship program rabbinical training but also a Ph.D. in reli­ that attracts preeminent scholars from around gion. Though the latter requirement was later the world to shape a new scholarly discourse dropped, the Reconstructionist movement's on a wide range of themes critical to the commitment to Philadelphia only grew in study of Jewish culture. Unique in North later years. In addition to the seminary, the America, the Center's research effort is a congregational and rabbinic arms of Recon­ supported by a vast library that houses over structionism also reside in Philadelphia. In 150,000 titles on Judaica, and a collection of the case of the former, the Jewish Recon­ manuscripts, rare early prints, and Genizah structionist Federation, the movement actu­ fragments. A sophisticated computer system ally transferred its home from New York to offers instant access to the latest scholarly Philadelphia in 1987 (Hirsh, 2002). tools of contemporary Judaic research. Philadelphia's role in higher Jewish edu­ Philadelphia's role in higher Jewish edu­ cation has thus set precedents that have been cation extended to the movement-oriented followed in other North American commu­ institutions for training rabbis. In 1887, Sa- nities. However, in terms of primary and bato Morals, the chazan of Mikveh Israel, secondary Jewish education, Philadelphia was the prime mover in the establishment of has faced the same challenges as other major the Jewish Theological Seminary. He saw American Jewish communities. the seminary as a response to the Reform In 1892, the first in Phila­ movement's 1885 adoption of the Pittsburgh delphia was organized. Between the end of Platform. Until that time. Morals had first the nineteenth century and the 1940s, a series thought it possible to support Hebrew Union of such schools emerged in Philadelphia, College, which had generally independent of synagogues. Dif­ founded in 1875 as a seminary for training ferent from the traditional rabbi-led heder or all of America's rabbis. With the Pittsburgh the Sunday schools, the Talmud Torah in­ Platform's emphasis on radical Reform, Mo- cluded classrooms and graded classes. In rais felt that such cooperation was no longer 1919, the Talmud were united, and possible and espoused the need for a semi­ Philadelphia's Jewish federation recognized nary that would train traditional rabbis and the Associated Talmud Torahs as a constit­ teachers. Though opened in New York, the uent agency. By the 1930s, ten schools— Jewish Theological Seminary received its eight elementary and two secondary insti­ initial impetus from Philadelphia (Werthei­ tutions—were a part of Philadelphia's mer, 1997), but it would not be the last such Associated Talmud Torahs. institution to do so. The false starts that characterized late Eight decades later, the nascent Recon­ nineteenth-century efforts to establish Jewish structionist movement consciously chose to day schools did not ultimately doom the ef­ avoid New York as it established its own fort. By 1943, the Orthodox community of seminary. It embraced Philadelphia, but not East European origin had established two before its leaders also considered Boston as yeshivot, Ohel Moshe and Mishkan Israel, in its new center. Those leaders decided that Philadelphia, each using an associated ele­ their rabbis needed advanced credentials in mentary Talmud Torah as a preparatory both and the general study of reli­ feeder.

SUMMER 2002 Jewish Education in Philadelphia: Historic Precedents and New Observations I 191

Ideological movements also sponsored play major roles on the Jewish and general Jewish education in Philadelphia. Founded scene, both in Philadelphia and nationally. in 1900 to provide mutual aid for its mem­ During the postwar period, movement- bers and to promote labor and socialist oriented day schools emerged as well. In movements in an atmosphere of Yiddish cul­ addition to the two yeshivot established in ture, by 1916 the Workman's Circle had also the early 1940s, five Orthodox day schools embraced the furtherance of Jewish identity were founded in this period (Beth Jacob, and participation in Jewish life. Schools 1946; the Talmudical Academy, 1952; Torah sponsored by the Workman's Circle empha­ Academy, 1964; Abrams Hebrew Academy, 1981'; Politz Academy, 1982). With one ex­ sized Yiddish language and literature and ception, these schools continue their growth. Jewish history as well as the movement's The Talmudical Academy has gained na­ social ideology, but avoided religious educa­ tional renown as a center for advanced rab­ tion. By the 1940s, the Workman's Circle binic studies. sponsored 12 schools in Philadelphia with Nevertheless, Philadelphia was rare if not almost 400 students, one of which was a high unique among major American Jewish com­ school. A similarly ideological school sys­ munities in the willingness of significant tem emerged in Philadelphia in the 1940s. numbers of Orthodox parents to send their The Folkshulen, motivated by labor ideology children to other communities, particularly and Zionism, had some 240 students in that , Northem New Jersey, and New period and offered classes on such topics as York, for intensive Jewish secondary learn­ Jewish history, Hebrew, Yiddish, Zionism, ing. This trend can be explained in part by and Bible in Hebrew (Drachler, 1996; King, the relatively small percentage of Orthodox 1983). Jews in the Greater Philadelphia community Between 1946 and 1980, at least seven and the small number of yeshivot and day day schools opened in Philadelphia. Al­ schools compared to cities like Cleveland though most were movement oriented, one and Baltimore. A significant response to this established a national standard for transde- tendency emerged in 2000 with the estabhsh­ nominational Jewish education. In 1946, 20 ment of the Stern Hebrew High School, a boys and girls, a principal, and five teachers Centrist Orthodox institution that grew from assembled in a room at the YMHA at Broad 15 in that initial year to 37 in 2001. Projec­ and Pine Streets, and thus began Akiba He­ tions for its third year, beginning in the fall brew Academy. Within two years, the space of 2002, suggest a student body of 65 or and equipment had become inadequate, and more. the school moved to larger quarters at B'nai Conservative day schools also took hold Jeshurun Synagogue in Strawberry Mansion. in Philadelphia. The movement's Solomon By the time the first class of 13 students was Schechter school first emerged in Philadel­ graduated from Akiba in 1951, the student phia in 1956. With strong rabbinic and lay leadership from Har Zion Temple on Phila­ body had grown to 100. In 1954, when still delphia's Main Line, the Solomon Schechter larger facilities were needed, a third home School grew and prospered. Because Phila­ was found for the school at Har Zion Temple delphia's Jewish community resides in dis­ in Wynnefield, in northwestern Philadelphia. parate neighborhoods separated by signifi­ In 1956, Akiba moved to its present site in cant distances, the need for additional Merion Station on the Main Line in Phila­ delphia's western suburbs. Like Gratz Col­ lege, Akiba's transdenominational approach 'Founded in a Trenton synagogue in 1903, has attracted students from all movements. the Abrams Hebrew Academy moved to Yard- ley, PA, a Philadelphia suburb in Bucks County Its academic program encompasses both north of the city, in 1981. See http://www. middle and high schools, and its graduates abramsonline.org/about/history/history.html.

SUMMER 2002 Joumal of Jewish Communal Service I 192

Schechter schools arose. In the northern sub­ funded elementary, supplementary schools: urb of Elkins Park, under the impetus of Beth the Folkshul, the United Hebrew Schools, Sholom Congregation, the Forman Hebrew and the Hebrew Sunday School Society. In Day School was established in 1973. It the fall of 1992, the United Hebrew Schools merged with the Northeast branch of the and the Hebrew Sunday School Society Solomon Schechter School in 1985. These merged (after an intensive study and recom­ schools received dramatic advancement in mendation by the Jewish Federation of the 1990s through the vision of philanthro­ Greater Philadelphia) to become the Com­ pists devoted to Jewish education. Major munity Hebrew Schools. Later, in June, charitable initiatives led to the Raymond and 1999, the schools became known as the Jew­ Ruth Perelman , the re­ ish Outreach Partnership (JOP). JOP pro­ named Solomon Schechter-affiliated day vides the Community Hebrew Schools as a school in Greater Philadelphia. By 2002, Jewish educational opportunity to families the Perelman Jewish Day School comprised unaffiliated with a synagogue. However, it four branches—three elementary (on the does so as a bridge to synagogue affiliation Main Line, Melrose Park, and Bucks through a program called STEP (Synagogue County) and a new middle branch that Education Transition Program). JOP also of­ opened in a wing of Gratz College in 2001 fers home study and programs of consulta­ with 95 students, a national record for a tion for synagogues. Jewish middle school. A key reason for early reductions in the In 1997, the Reform movement sought to enrollment of community schools was the establish its own Jewish day school, Rimon. rise of synagogue schools affiliated with Though well run with a solid administration movements. As schools represented an on­ and highly qualified teachers, the effort only going appeal that attracted new members, lasted for several years, closing due to insuf­ the synagogues superseded the communal ficient support in 2000. school system. In 1937, the local region of In addition to day schools, Philadelphia 's United Synagogue has substantial systems of supplementary ed­ established the Board of Jewish Education, a ucation, both communal and congregational. semi-autonomous division that oversaw such Despite the community's strong tradition of schools. This Board set a precedent for the communal or non-congregational supple­ Conservative movement's national Commis­ mentary education that continues to this day, sion of Jewish Education of United Syna­ that system has faced an ongoing decline for gogue by providing in-service programs for decades. In 1942-43, some 7,600 students, teachers and principals and helping guide the more than half of the 14,000 enrolled in establishment of sophisticated synagogue Jewish schools, were in community schools. schools. It also established a regional He­ By 1982-83, fewer than 1,300 students re­ brew high-school system. mained in the communal system, and of Long known as a bastion of the Conser­ those, over half were attending the one-day vative movement, Philadelphia benefited classes of the Hebrew Sunday School Soci­ from the community's Conservative congre­ ety (King et al., 1983). The major Hebrew gations, which established intensive after­ school system, the United Hebrew Schools noon and Sunday programs with a minimum and Yeshivos, had declined to 360 students of six hours of study per week. In addition, by the early 1980s. The curricular commit­ these congregations saw Jewish education as ments had dropped from ten hours in the a centerpiece of their mission, and several Talmud Torahs and 17 hours in the yeshivot gained national recognition. Some were par­ to 6 hours in both. By 2002, those require­ ticularly acknowledged for their capacity to ments had been further reduced. keep students long beyond the age of Bar or Before 1992 there were three community- Bat Mitzvah through the high school years.

SUMMER 2002 Jewish Education in Philadelphia: Historic Precedents and New Observations / 193

The Reform movement did much the Though New York's Board of Jewish Edu­ same thing. Its individual synagogues estab­ cation had been founded in 1910, Philadel­ lished curricula utilizing standards set by the phia resisted such a city-wide institution. In Union of American Hebrew Congregations. fact, it was in response to that possibility that In 1942-43, the Reform movement estab­ the community's Conservative movement lished the Council of Reform Synagogues. established its Board of Jewish Education in This insdtution paralleled the Board of Jew­ 1937. In 1943, a loosely organized Council ish Education of the Conservative movement on Jewish Education was organized to over­ and assisted Reform congregations. In 1969, see cooperative programs among supplemen­ in cooperation with Gratz College, the Re­ tary schools. However, its role as a consul­ form movement in the region established a tative body was firmly resisted, and it lacked secondary education program with a teacher both authority and sufficient funding (King training component that eventually became et al, 1983). Finally, in 1958, the Jewish an integral part of the Jewish Community Federation transferred the functions of the High School of Gratz College. Council on Jewish Education to Gratz Col­ In Philadelphia as in other communides, lege as the latter's Division of Community the decision of the Union of Orthodox Jew­ Services (DCS). The DCS was Philadel­ ish Congregations in the 1980s to require all phia's first true central agency for Jewish its member synagogues to have mechitsot education. However, it was not until 1987 (separate seating for men and women) led to that the Jewish Federation established an the establishment of a new category of reli­ independent Central Agency for Jewish giously orthodox synagogues that lacked this Education (now the Auerbach Central defining requirement. Under the rubric of Agency for Jewish Education or ACAJE), "Tradidonal," one congregation, Shaare and the Conservative Board of Jewish Edu­ Shamayim-Beth Jacob, in Philadelphia's cation was finally subsumed in the commu­ Northeast section, has remained a center for nal agency. observant families who wish to sit together Since its founding ACAJE has provided during services. Shaare Shamayim has many in-service programs to teachers, also continued to sponsor a supplementary mainly in supplementary and early childhood school, though the preference of its rabbinic schools. Its offerings include programs of and most lay leaders is to encourage day professional development; grants for con­ school attendance. Shaare Shamayim is also tinuing teacher education; consultation and exceptional in Philadelphia where Orthodox licensure for teachers in those institutions; congregations tend to be at the "right" wing the Seidman Educational Resource Center, a of that community. major center for pedagogic materials; a pro­ Reconstructionist Judaism's previously gram on family education emphasizing hol­ noted commitment to Philadelphia as its iday observances; specialized resources in spiritual center has also spawned a number Hebrew, Holocaust, Israel, and moral educa­ of vibrant congregations that in turn spon­ tion; teen education; and a sophisticated con­ sor growing supplementary schools. In the sultative structure for organizational devel­ area covered by the Jewish Federadon of opment and special education. It also Greater Philadelphia, ten Reconstructionist sponsors teacher conferences, surveys com­ congregations of varying sizes have munity teachers, and offers Gibborim, a pro­ emerged. Their supplementary schools gram to recruit new teachers for supplemen­ have attracted growing numbers of fami­ tary schools. lies. Greater Philadelphia has had a long his­ Like other American cities, Philadelphia tory of day care of infants and preschool understood the need to provide in-service children (see article by Finkel in this is­ training to teachers in Jewish schools. sue). However, in the last 30 years its

SUMMER 2002 Journal of Jewish Communal Service / 194 synagogues have individually established Figure 1: K-12 Students In Phlladelplila Jewish preschools for the early Jewish training of Schools, 1980-2001 sDay Schools children. These synagogue-sponsored 14,000- early childhood programs play an impor­ 12.000' • Community-Funded tant role in advancing synagogue member­ 10.000J"— Suppl. Elementary 8.000'— Schools ship at a critical period in a family's reli­ 6,000-. jHHj •B Q Community-Funded 4,000-|'-^ Suppl. High Schools gious life. Because many American Jewish 2.000---- B. ti- • Synagogue Schools young adults do not affiliate formally with 1980 1990 '2000 '2001 synagogues until they have children, a syn­ agogue's strong preschool can serve to commence a relationship that may last de­ cades. More scholarly surveys of this phe­ STATISTICS AND TRENDS IN nomenon and its quality are needed PHILADELPHIA'S JEWISH SCHOOLS (Jacoby, 1988; Livingston, 1989), but pre­ Numbers of K-12 Students liminary data in Philadelphia suggest a in Jewish Schools growing trend of a consistent commitment to high quality and well-trained teachers. It is instructive to note the distribution of K-12 students in Philadelphia's Jewish Some Philadelphia supplementary schools schools, including day schools, community- guided by other than communal breadth or funded supplementary elementary schools, ideologies of movement remain active in community-funded supplementary high Philadelphia. In the 1940s tiie Workman's schools, and synagogue schools (see Figure Circle had a dozen schools witii some 390 1). These statistics are compiled annually by smdents, 328 of whom were elementary stu­ the Auerbach Central Agency for Jewish Ed­ dents, and the Folkshul system attracted 320 ucation. smdents. These instimtions remain small but active and stable. Trends The Jewish Community High School of Gratz College is now the largest supplemen­ The total number of K-12 students has tary secondary institution in the United declined since 1980. The decline, however, States. It takes students from all movements, has not been steady. The total number of students decreased by 19% (2,954 students) although the vast majority come from non- between 1980 and 1990. The number of stu­ Orthodox institutions. Its I. M. Wise Pro­ dents increased by 18% (2,268 students) be­ gram continues to educate Reform students tween 1990 and 2001, partly reflecting an to be teachers in synagogue schools. High- increase in the population of the United school seniors can receive college credit in States under 18 years of age between 1990- the high-school program. 2000 of 13.6%. The larger increase in the Supplementary elementary education in Jewish population may be due to the increase Philadelphia is thus substantial and is over­ in national attention and expressed commit­ seen increasingly by individual synagogues. ment to Jewish education. The total number Supplementary secondary education, how­ of students again decreased by 3% (459 stu­ ever, remains a communal enterprise with dents) between 2000 and 2001. some larger synagogues sponsoring their The number of day school students has own high schools. In the sections that follow, risen since 1980 by 62% (800 students); be­ specific data regarding the size and popula­ tween 1990 and 2000 that number rose fur­ tions of synagogue schools are cited to note ther by 10% (190 students). The percentage this ongoing trend toward synagogue and of day school students increased from 8.4% movement-affiliated elementary religious of the total number of students in 1980 to schools. 14.6% in 2001.

SUMMER 2002 Jewish Education in Philadelphia: Historic Precedents and New Observations I 195

The number of synagogue school students numbers of excellent public and private between 1980 and 2001 declined by 10% schools in the area. Further, since, 4 to 5% of (from 12,459 to 11,173 students). This sta­ Philadelphia's population is Orthodox, as tistic reflects a decline from 1980 to 1990 of compared to the 10% that the Orthodox pop­ 26.1%. However, as in the case of day ulation comprises in comparably sized schools, there was an increase between 1990 American cities, there are fewer Orthodox and 2000: the number of synagogue school day schools and yeshivot. Additionally, Phil­ students rose by 21% (1,972 students). Since adelphia is atypical in that a significant num­ 2000, the number of synagogue school stu­ ber of Orthodox families send their children dents has decreased by 4% (442 students). to yeshivot outside the city. The Talmudical Within the category of supplementary Yeshiva High School in Philadelphia, recog­ schools, the percentage of synagogue school nized nationally for its intensive course of students has decreased from 80.4% of the study as well as its highly selective entrance total number of students in 1980 to 77.8% in requirements, has a student body of 100, 2001. only 15% of whom are Philadelphians. The The number of community-funded supple­ Torah Academy Boys High School (in the mentary, elementary school students de­ Western suburbs) announced its closure in clined precipitously by 68% (869) between 2002, maintaining a final graduating class 1980 and 2000. This number decreased fur­ through the 2002-2003 academic year; a ther between 2000 and 2001, by 25% (163 number of those students attend and will students). Of the two community-funded attend yeshivot outside Philadelphia. How­ schools, the enrollment in the Folkshul in­ ever, the new Orthodox day high school, the creased, whereas that of the Community He­ Stern Hebrew High School in Northeast Phil­ brew Schools dropped significantly. This de­ adelphia, established in 2000-01, has grown crease has been attributed, in part, to the 10% significantly, from 15 students in 2000 to 65 of students who leave annually to join syna­ or more students in 2002. gogues and their associated schools. The per­ Philadelphia's first Conservative day centage of community-funded supplementary school was founded in 1956, later than in school students has decreased from 8.3% of many other cities. Since then, the number of the total number of students in 1980 to 2.2% Conservative day school campuses has in­ in 2001. (Within this drop, however, the creased from one to four, and the student Folkshul numbers have remained constant.) body condnues to grow. This progress is due The number of community-funded supple­ in great measure to the recent involvement of mentary high school students, (i.e.. the Jew­ leading philanthropists. Their gifts substan­ ish Community High School of Gratz Col­ tially increase the dollars available for schol­ lege) has increased dramatically by 69% arships and, assumedly, will result in the (315 students) since 1980. The percentage continued expansion of the student body. of community-funded supplementary high- These major gifts have begun to move Phil­ school students has increased from 2.9% of adelphia to a position comparable or even the total number of students to 5.4% in 2001. superior to other large American cities. As noted above, an elementary Reform Day Schools versus Jewish day school, Rimon, was established Supplementary Schools in 1997 but closed in 2000 due to lack of financial support. As of 2000, Philadelphia's percentage of students attending day schools was signifi­ Supplementary Schools by Movements cantly lower than the national statistics: 15% compared to 27% ("Central Agencies Count," The number of students in supplementary 2000). There are a variety of reasons for this schools in every movement, except for Tra­ lower percentage. One reason is the large ditional, increased from 1993 to 2001. The

SUMMER 2002 Journal of Jewish Communal Service / 196 total number of students grew from 9,952 to over six years. The percentage of the Feder­ 11,173. adon's budget allocated to formal Jewish The number of students in Conservative education increased from 26% in 1996-97 to supplementary schools increased signifi­ 30% in 2001-02. candy, 28.19%, between 1993 and 2000; however, this number dropped 7.61% from 2002 SURVEY OF TEACHERS IN 2000 to 2001. PHILADELPHIA SUPPLEMENTARY The number of students in Reform supple­ AND DAY SCHOOLS mentary schools increased by 10.3% be­ tween 1993 and 2000; however, it dropped The purpose of this survey was to learn by 3.8% between 2000-01. about the backgrounds of the teachers in The number of students in Reconstruc­ Philadelphia Jewish schools so that commu­ tionist supplementary schools increased by nal leaders could better plan for their profes­ 29.3% between 1993 and 2000 and contin­ sional development and that of their schools. ued to increase by 4.2% in 2001. This survey yielded meaningful results in The number of students in the one Tradi­ many areas. Of the 893 supplementary tional supplementary school decreased by school teachers from K-12, 24.5% (219) re­ 67.3% from 1993 to 2000; however, the sponded. Of the 108 Jewish studies day number increased by 93% from 2000-01. school teachers, 51% (55) responded. This represents a net decrease of 133 stu­ Profile of Supplementary School dents. Teachers in Greater Philadelphia

Jewish Preschools Three other surveys that provide compa­ rable recent or historical data receive refer­ There was an 8% reducfion (315) in the ence in this secfion. In the mid-1990s, the numbers of students attending preschool be­ Council for Inidatives in Jewish Education tween 1991-2001 (4,009 versus 3,694). This surveyed the backgrounds and professional is in contrast to the national statistics for the training of teachers from Atlanta, Baltimore, general population for religious preschools, and Milwaukee. This survey {Policy Brief, which saw a 26% increase during the same 1994), hereafter the CUE Study, is a useful period (Neugebauer, 2000). source for comparing trends nationally. Two The Conservative movement has, by far, other studies of Philadelphia supplementary the greatest percentage (46.1 %) of preschool school teachers provide comparisons and children. The Reform movement has approx­ historical context: (1) a 1986 survey ofboth imately the same percentage (26.6% of stu­ day school and supplementary school teach­ dents) as that of community preschools/child ers, hereafter the 1986 Philadelphia Study care insdtutions (23.3% of students, which (Lakritz, 1986) and (2) a 2000 study of sup­ includes the Jewish Community Centers and plemental school teachers conducted by the Federation Day Care Services). Only one Auerbach Central Agency for Jewish Educa­ Reconstructionist synagogue had established tion, hereafter SST2000 (Messinger, 2000). a preschool by September, 2001. Correlation between Teachers' Allocations from the Jewish Affiliations and the Affiliations Federation of Greater Philadelphia of Their Schools to Formal Jewish Education One of the telling facts that emerged from From 1996-97 to 2001-02, the allocation this survey regards the correspondence be­ to formal Jewish education provided by the tween the affiliation of the schools in which Jewish Federation of Greater Philadelphia the teachers teach and their personal move­ increased by 21.2%, an average of 3.54% ment affiliadons. As would be expected,

SUMMER 2002 Jewish Education in Philadelphia: Historic Precedents and New Observations I 197

66% of teachers who profess Conservative Community schools as compared to 36% in affiHation teach in Conservative schools, the 1986 Philadelphia Study. 68% of those who identify themself as Re­ form teach in Reform supplementary FuU-Time and Part-Time Work schools, and 66.7% of teachers who identify in Addition to Supplementary themselves as Reconstructionists teach in School Teaching Reconstructionist schools. However, 16.5% Less than a fifth (17.4%) of teachers sur­ of those teaching in Conservative schools are veyed teach in a public or private school in Orthodox, and 26% of teachers in Reform sup­ addition to their supplemental school teach­ plementary schools are Conservative. Statisti­ ing as compared to 35% according to cally insignificant data exist for Reconstruc­ SST2000'; 38.8% have a full-time job other tionist teachers. than teaching as compared to 38% in the SST2000. Thus, 56% of surveyed teachers Number of Years in the Jewish work full time (either as teachers or in some Teaching Profession other profession/occupation as compared to 38% according to SST2000). In addition, Some 23.4% of all teachers surveyed in 21.5% have a part-time position in addition supplementary schools have been teaching to their supplementary school teaching (as for just one to three years, 13.8% have been compared to 17% in the SST2000). Thus, teaching 4 to 6 years, and 13.8% have been 77.5% of surveyed teachers work full or part teaching 6 to 10 years. Most interesting, time in addition to their supplementary the greatest number of teachers, 49.1%, school teaching. These statistics have impli­ have been teaching 10 years or longer. Sim­ cations for professional development, such ilarly SST2000 found that 62% of teachers as in-service training and those who seek to have been teaching 6 or more years. Thus, pursue formal course work. Philadelphia's supplementary school teach­ ers remain at their posts for significant peri­ ods of time. Supplementary School Teachers as Professionals

Licensure and Teaching Permits Slightiy less than two thirds (62.6%) of the surveyed teachers consider themselves to Licensure is a means of certifying aca­ be professional educators as compared to demic preparation, pedagogic, and other re­ 66% according to SST2000. The remaining lated experience in the field. Twenty-six 32.9% consider themselves to be avocational (26%) of those supplemental school teachers educators. This may be the case because who were surveyed have some form of licen­ those teachers who work futi time most prob­ sure (as compared to 40.8% of those supple­ ably apply the model of professionalism to mentary school teachers surveyed in the their part-time supplementary work as well. 1986 Philadelphia Study and 20% of the teachers in SST2000). Of the licensed teach­ Jewish Education Background ers, 28% have the lowest level (Permit E) and 24.6% have the highest levels of licen­ Approximately half (52.1%) of the sur­ sure (A and B). By movement, 26.6% of veyed teachers have taken college courses in those who teach in Reform-affiliated supple­ Judaica (as compared to 43% according to mentary schools have either permits or li­ SST2000). According to the SST2000,40% of censes as compared to 28% in the 1986 Phil­ adelphia Study; 26.6% in Conservative schools as compared to 41% of teachers in 'This stibstantial variance is unexplained and exceptional. Most comparisons between the Conservative and Traditional schools in the current survey and earlier studies generally 1986 Philadelphia Study; and 34.6% in coincide.

SUMMER 2002 Journal of Jewish Communal Service / 198 surveyed teachers attended supplementary encourage them to pursue graduate studies in Jewish high schools, 23% attended Jewish el­ Jewish education. ementary day schools, and 19% attended Jew­ ish day high schools. A total of 11.4% of the Israel Experience surveyed supplementary school teachers have Over two-thirds (68.9%) of the respon­ earned master's degrees in either Jewish smd­ dents have taken a trip to Israel. Of those, ies (6.8%) or Jewish education (4.6%). 49.7% have studied formally in Israel, either for a semester, year, or summer. Thus, 34% Secular Academic Background of surveyed supplementary school teachers Regarding secular academic training in have studied formally in Israel. It is interest­ general education, 79% of the surveyed ing to note that in the 1986 Philadelphia teachers reported having taken at least some study, 15.1% of supplementary school teach­ courses in general education, whereas 21% ers had spent a year of study in Israel. These lacked any formal training in general educa­ statistics suggest a strong connection be­ tion. Of those who did have training, 19.6% tween those who travel and study in Israel have a bachelor's degree in general educa­ and those who teach in supplementary tion (as compared to 32% according to schools. SST2000), 31.1% have a master's degree (as compared to 38% according to SST2000), Fluency and 1% have a doctorate. Almost all of the and Comprehension respondents (94.1 %) plan to continue teach­ Of all the surveyed supplementary school ing in a supplementary school. For purposes teachers, 19.7% describe themselves as be­ of comparison, the CUE Study showed that ginners in Hebrew comprehension, 33.8% 46% of supplementary school teachers have describe themselves as intermediate in com­ degrees in education from either a university prehension, 14.2% describe themselves as (41%) or teachers institute (5%). advanced in comprehension, and 18.7% de­ scribe themselves as fluent. Regarding spoken Interest in Continuing Formal Hebrew fluency, the statistics are virmally the Academic Training same as those for Hebrew comprehension.

A significant number of the surveyed A Profile of Jewish Studies Day School teachers are interested in continuing their Teachers in Greater Philadelphia formal academic training. More than two- thirds expressed interest in taking college Of the 55 surveyed day school teachers courses, and 13.7% expressed an interest in almost half are Conservative, 20% are Or­ pursuing an advanced degree in Jewish stud­ thodox, 2% are Reconstructionist, and 5% ies or Jewish education. Thus, only 18.7% are "Other."^ Nine percent have been teach­ were uninterested in further study. In a sep­ ing between 1-3 years, 13% between 4-6 arate survey conducted in January 2001 by years, 11% between 6 and 10 years, and the the AC AJE, 31 of 105 new recruits to the majority (66.7%) have 10 or more years of field of Jewish education expressed an inter­ experience. Nine percent had a supplemen­ est in or have taken a workshop to provide tary high-school background, 40% had a day them with an introduction to Jewish supple­ high school background, and 18% were mentary school teaching and have demon­ strated interest in pursuing further formal 'Statistics for Orthodox schools are incom­ academic courses. plete. One large Orthodox day school did not Financial support is a significant factor in respond to this survey. The remaining data reflect all other day schools in Philadelphia, allowing teachers to continue their academic though not all teachers responded in every education: 69.9% stated that a stipend would school.

SUMMER 2002 Jewish Education in Philadelphia: Historic Precedents and New Observations I 199 graduates of elementary day school and sup­ Almost all (53 of 55) of the day school plementary high schools. teachers who responded stated that they in­ For the sake of comparison, the CUE smdy tended to continue teaching. reports that 62% of day school teachers had an In addition, almost all (49 of 55) have elementary day school education, 33% had a taken a trip to Israel. Of those, 69% (34) supplementary school education, and 6% had have studied formally in Israel. Of those who none. In terms of secondary education, 67% studied formally, 3 studied for a summer, 3 attended day high schools and 19% attended for a semester, 13 for a year, 14 received an supplementary high schools. undergraduate degree, and 4 earned a grad­ Ofthe responding day school teachers, 12 uate degree. had taken some college courses in Jewish The native language of 23 of the 55 teach­ studies, 7 had earned a teacher's certificate, ers is English, 27 is Hebrew, and 5 is neither. 12 had a B.A. in Jewish studies, 6 had a B.A. This implies that a substantial number of day in Jewish education, and 7 had a B.A. in both school teachers of Jewish studies are Israeli. Jewish studies and Jewish education. Thus Of those surveyed day school teachers 32 (58.2%) have certification or undergrad­ whose nadve language is not Hebrew, 3 re­ uate degrees in Jewish studies and/or Jewish port an intermediate level of comprehension, education. 11 an advanced level, and 12 fluency. For In addition, 6 had a master's degree in these same teachers, one reports a beginning Jewish studies, 3 had a master's degree in level of speaking fluency, 4 an intermediate level, 9 an advanced level, and 13 reported Jewish education, 4 had master's degree in fluency in speaking. Jewish studies and Jewish education, 2 had a doctorate in Jewish studies. Eight of the 55 teachers had rabbinical ordination and 2 had IMPLICATIONS AND rabbinical ordination and doctorates. Thus, RECOMMENDATIONS 25 (45.4%) of the 55 have graduate degrees Supplementary Schools in fields related to their work as Jewish ed­ ucators. In Philadelphia, 85% of Jewish students Seventeen of the day school teachers were receive their religious education via supple­ interested in pursuing additional college mentary schools. The obvious import of such courses, and 24 expressed interest in pursu­ institutions for the present and future life of ing an advanced degree. Financial consider­ Philadelphia Jewry requires the following. ations are pertinent here. Of the 55 surveyed, 38 reported that financial aid would facilitate • There is a need for intensified recruitment their studies. and training of teachers. The Auerbach Regarding secular academic training in Central Agency for Jewish Education has general education, 20 of the surveyed teach­ inaugurated Gibborim, a program spon­ ers reported having taken at least some sored by the Jewish Federation of Greater courses in general education, and 10 lacked Philadelphia and the Covenant Founda­ any formal training in general education. Of tion of New York, to attract and provide those who did have training, 29% of day an introduction to Jewish education for school teachers surveyed have a bachelor's people who are interested in teaching in degree in general education, and 16% have a synagogue schools. By design, none of master's degree. Five are studying for a de­ the prospective teachers was included in gree in a field other than Jewish education. the current survey. For purposes of comparison, the CUE Study . Since a large percentage of teachers work showed that 43% of day school teachers re­ full or part time in addition to their sup­ ceived a degree in education from a univer­ plementary school assignments, profes­ sity and 17% from a teachers seminary. sional development must be made avail-

SUMMER 2002 Journal of Jewish Communal Service I 200 able at times that fit their schedules. pected, stands in contrast to the general Further, teachers must be reimbursed and backgrounds in teaching that many pos­ formally recognized for the time which sess and represents a level of Jewish would otherwise be devoted to competing knowledge that is less than ideal. How­ personal or professional responsibilities. ever, given financial support, more than Such training, however, is insufficient two thirds would like to continue their without accompanying supervision that formal Jewish educadon with specific col­ will make it more likely that the strategies lege courses, and an additional 13.7% and subject matter learned will be imple­ would like to complete graduate degrees mented properly. in Jewish education or a related field. Only 21% of the surveyed supplementary Clearly, additional funds are needed to school teachers have no formal academic facilitate this increase in qualifications. training in general education. Indeed, Gratz College has recendy received some some 40% have degrees in that area. additional scholarship funds for this pur­ However, their formal training in Jewish pose for Philadelphia teachers. Further, in studies or Jewish education is far more December 2001 the Covenant Foundation limited. Given the formal pedagogic awarded a major grant to the Minneapolis backgrounds of these teachers, one would Jewish Federation in association with expect supplementary schools to be suc­ Gratz to provide needed financial support cessful in the eyes of students. However, for that city's teachers as part of a new according to a recent study (see Ravitch program meant to serve as a national 2002 in this issue), students often do not model for increasing the credentials of perceive the schools in this way. Since supplementary as well as day school supplementary schools are different by teachers with graduate certificates in Jew­ their very nature from full-time public or ish education. private schools, in that they are voluntary, Whether or not they are earning a for­ take place after a long school day, and do mal degree, almost all supplementary not always receive the respect due them, school teachers in Greater Philadelphia teachers need significant training specifi­ receive in-service training in Jewish ped­ cally in Jewish studies and Jewish peda­ agogy through the Auerbach Central gogy to deal with these unique challenges. Agency for Jewish Education. The Jewish There is a dearth of fully qualified teach­ Federation of Greater Philadelphia has ers of Jewish studies throughout the provided stipends for this in-service train­ United States. According to the present ing as well as for graduate studies at Gratz study, over 60% of Philadelphia's Jewish College and other institutions. supplementary teachers consider them­ Philadelphia has not been particularly selves professionals. However, only 26% successful at keeping students involved in have some form of Jewish pedagogic li­ formal Jewish education after Bar or Bat censure, and only 11.4% have master's Mitzvah. Elementary curricula need to be degrees in Jewish studies or Jewish edu­ more engaging to attract those students cation. In contrast, over half of the sup­ and encourage them to continue Jewish plementary teachers surveyed have either learning in their secondary school years. bachelor's or master's degrees in general Such continuation of learning will not education. only enhance the Jewish identity of indi­ Jewishly, a significant number at­ vidual students but will also provide pre­ tended day schools or supplementary high liminary background for future Jewish schools, and over half have taken college teachers and can encourage high-school courses in Judaica. This Jewish training, students to share their knowledge in Jew­ though perhaps greater than might be ex­ ish schools, youth groups, and camps.

SUMMER 2002 Jewish Education in Pliiladelphia: Historic Precedents and New Observations I 201

The combination of Philadelphia's in­ Ruth Perelman Jewish Day School, Phila­ dependent synagogue high schools that delphia's Conservative day school, has al­ draw students from a number of Conser­ ready set national precedents. Its middle vative and Reform congregations and school began in 2001 with the largest open­ community-sponsored programs like ing student body for such an instimrion in Gratz College's Jewish Community High American Jewish history. Its recent receipt School, the largest of its kind in the na­ of a gift of $1,000,000 per year, together tion, have already attracted the more mo­ with a commitment of $20,000,000 in tes­ tivated students and begun to address tamentary endowment from Sidney Kim­ these issues for those on the periphery. mel, is allowing the school to provide schol­ Further study is clearly necessary to de­ arships that are permitfing students who termine the most effective means of at­ could not otherwise attend to do so. This tracting and retaining the Jewish students use of funds constitutes an innovation that at the secondary level in both formal and can apply to Jewish federations and private informal programs. donors nationally. • Orthodox day schools continue to grow, Day Schools but until 2000 at a lower rate than typical nationally. The establishment of the Stern As the number of Philadelphia's Jewish Hebrew High School has begun to stem day schools and the availability of scholar­ the tendency for some Orthodox parents ships have increased and as their good rep­ to send their children to yeshivot and day utations have become better publicized, high schools in other cities. This trend more families have opted to send their chil­ suggests that Centrist Orthodox schools dren to day schools rather than to synagogue are meeting the needs of a broad spectrum schools. The ongoing increase in the number of traditional families. of day school students (62% since 1980) . The current survey suggests an especially suggests opportunities and challenges. high level of professional preparation and commitment among Jewish day school . There is an ongoing need to provide teachers in Greater Philadelphia. In addi­ scholarship resources so that the trend tion, well over 90% (53 of 55) intend to toward such intense but inherently expen­ continue teaching, and a majority hope to sive education can be maintained. Despite enhance their formal academic training the significant increase in Philadelphia's subject to the availabihty of stipends and rate of day school participation, it is still fellowships. Such support is vital to main­ below the national average (15% to the taining the demonstrated quahty of the national 27%). cun-ent cohort of day school teachers. . While day school teachers are generally well trained, they need to receive continu­ Early Childhood Education ing professional education that will en­ hance their skills and keep them attuned Given the importance of preschools in to key developments in their profession. encouraging synagogue membership, involv­ Further, assessments of deficiencies in ing families in Jewish learning, and increas­ pedagogic and Judaic preparation should ing the number of students who continue on be made to allow teachers to fill in gaps in in the synagogue afternoon school, and day necessary knowledge. Cooperative pro­ schools, the Jewish community must study grams between day schools and institu­ the recent reduction in the number of Jewish tions of higher learning or those engaged preschool students. One factor that could in-service training may address this need have a significant negative impact of Jewish systematically. preschool enrollment is the trend for private . With four campuses, the Raymond and schools to give entrance preference to those

SUMMER 2002 Joumal of Jewish Communal Service I 202 families that enroll their youngsters in the school participation. Philadelphia's historic schools' preschools. Many of the private program for formally training teachers has schools in Philadelphia remain affiliated with grown, and the community has sponsored Christian denominations, and their early initiatives for recruiting new teachers. The childhood programs will deprive Jewish pre­ overall quality and experience of day school schoolers and their families of a structure for teachers has been shown to be extensive, but Jewish learning and living. Communities they themselves report a strong interest in should respond to this trend by encouraging pursuing further academic training. As might and supporting the proliferation of Jewish be expected, supplementary school teachers preschools and the Jewish professional train­ clearly require extensive additional academic ing of preschool teachers. and in-service training in Jewish topics. The Philadelphia Jewish community thus The Israel Experience needs to acknowledge and celebrate the dem­ onstrated achievements and commitments of A key factor connecdng both supplemen­ its Jewish educators and institutions, both tary and day school teachers has been sub­ historically and in recent years. Simulta­ stantive learning experiences in Israel. Al­ neously, it must increase support to the Jew­ most half of the surveyed supplementary ish educational enterprise to meet the signif­ school teachers and some 70% of the day icant challenges and opportunities that now school teachers have studied formally in Is­ face Jewish life. rael. Further, two-thirds of the surveyed sup­ Philadelphia's experience in Jewish edu­ plementary teachers and 90% of the day cation can be used to inform other North school teachers have visited Israel. While not American communities. Its long and con­ surprising, these facts seem significant for tinuing record of pedagogic innovation, its answering the shortage of fully qualified wide variety of Jewish schools of all types, teachers that exists both in Philadelphia and and its active institutions of secondary Jew­ nationally. Those who study in Israel consti­ ish education and college-level and in-ser­ tute an obvious cohort of potential teachers. vice teacher training have provided useful In addition, those who are traveling there, approaches to the ongoing challenges that including the thousands who have partici­ the contemporary American Jewish commu­ pated in birthright Israel since the late nity faces in its efforts to transmit Jewish 1990s, represent a potential source of sup­ leaming and culture to future generations. plementary and day school teachers. More work and resources are necessary, but In a related vein, the current survey shows Philadelphia can serve as one source for fur­ that more than half the day school Jewish ther study and a successful model for im­ studies teachers are native speakers of He­ proving Jewish schools nationally. brew and, thus, presumably Israelis by back­ ground. This finding suggests the need for REFERENCES special components of academic programs that meet the needs of this population. Central Agencies Count. (2000). New York: As­ sociation of Directors of Central Agencies. CONCLUSION Drachler, N. (Ed.). (1996). A bibliography of Jew­ ish education in the United States, (pp. 503- Philadelphia has played a critical role as 504). Detroit: Wayne State University Press. an innovator in Jewish education from the Fifty years work ofthe Hebrew Education Society inception of the American Jewish commu­ of Philadelphia, 1848-1898. (1899). (pp. nity in the late eighteenth century through 20-22). Philadelphia: Hebrew Education So- the twentieth century. The last quarter cen­ ciety/Levytype Co. tury has seen a major strengthening of day Finkel, N. (2002). The development of child day school enrollment and supplementary high care under Jewish auspices in the Greater

SUMMER 2002 Jewish Education in Philadelphia: Historic Precedents and New Observations I 203

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