THE JACOB RADER MARCUS CENTER OF THE AMERICAN JEWISH ARCHIVES

MS-831: Jack, Joseph and Morton Mandel Foundation Records, 1980–2008. Series C: Council for Initiatives in Jewish Education (CIJE). 1988–2003. Subseries 5: Communication, Publications, and Research Papers, 1991–2003.

Box Folder 46 7

Press clippings, 1995-1996.

For more information on this collection, please see the finding aid on the American Jewish Archives website.

3101 Clifton Ave, Cincinnati, Ohio 45220 513.487.3000 AmericanJewishArchives.org UA5HINGTO H JEUISH UEEK WASHINGTON, DC WEEKLY 21, GOO

JAN 5 1995

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J()H 6 1995 B @(.J.€.l,,..f£ff 1.:.0 ( .:.;." ....,______,. I . I If They Could See Us Now Hebrew school educators at White Plains conference say·the wonderful strides they're making are going unnoticed. '1-"01 1.p . - JUDITH NAOMI FISH JEWISH WEEK CORRESPONDENT oolcie MarkhofI has a ready response for those who cla~ple­ mentaiy Hebrew schools arcn \.ful­ filling .the needs of the Jewjh population. , C"'They ought to come here and see wha s going on," said the president of the Westch­ ester Association of Temple Educators, or WA1E. Markhofl was referring to the recent annual in-service conference for 380 Jewish educa­ tors that she co-chaired. For the second consecutive year, the Westchester Asoociation of Hebrew Schools. or WAHS, which represents Conservative, Or­ thodox and Reconstrudionist synagogues, and the ~form's WATEjoinyd with the New York Board of Jewish Edud!tion to present an as­ sortment of workshops for ,professional growth. From Art to prarer, values; to learning the- . .. , ...... _ .... _ CIJE: FEATURE Cl£'l8.N

MARCY OSTER Staff Reponer and figures 10 1011 him abou1 the s1ate of Jewish educa- auended some fonn or fonnalized Jewish education·nl 1ion here when he co-chaired a s1udy on behalf or the some point in 1heir lives, 1post found 1he experience iule Jcrcmcy can'I read - Hebrew, 1ha1 is. And join1 Fedcra1ion/Congregationnl Plenum Commission "poor" or were simply borc-d, he says. Rachel is so bored 1ha1 she can '1 wail un1il 1he on Jewish Continuily_ Released in December 1988, the The Cleveland s1udy als,o found 1ha1 in I 988 as in day af1er her ba1 mitzva so 1ha1 she cun qui! s1udy acknowledged officially lhe problems tha1 Jew­ Sunday school. the lhree cities in the recenl CUE study, most s~pple­ ish communi1y leaders and parenls already knew abou1 mcn1ary schools were s1affed with "avocalional 1cach­ £One reaso n for lhese dis1urbing trends can be found onecdo1ally. crs," and only lhrce of 11,e ihen-15 congregational in a l 994 survey conduc1ed by lhc .Council for lni1ia- "Our produc1 wasn'I adequale," RalnGr told the 19h09I$ emp!9ycd fyJJ-timc $Choo! dJrmors, Parents 1ives in Jewish Educa1ion (CIJE). The survey found CJN. Even !hough 80% of Jewish children in Cleveland did not gel involved in 1he.ir children's suppleme!llary 1ha1 80% of Jewish educaiors lack professional train­ Jewish educ11ions and loc• I day schools were half the ing in ei1hcr educa1ion or Jewish sludies or bolh, and size they are loday. they receive liulc in-service training 10 overcome 1his Seven years ago Cleveland embarked on a long-lenn, lack of background. three-pronged plan 10 improve Jewish education here . . When lhe_policy brief on 1hc background and profes­ Their goals were to build the profession; involve the sional 1r>1mng of 1eachers in Jewish schools was re­ whole family in Jewish education; and provide more in­ leased lasl November. Jewish communal professionals fonnal Jewish educa1ional experiences. ond lay people across lhe counlry raised 1heir eyebrows This was not lhe fim lime Cleveland tri"2 to im­ al 1h_e Cinclings in the three ciiies surveyed (A1lan1a, prove its Jewish educa1ion, nor the first time inade• Oalt,more and Milwaukee). They also raised 1heir commi1mc n1 10 s1udy and improve the quality of Jewish educators in their communities. "We would never stand for this Bui parc-nlS of Jewish children in religious and day schools do n'1 need a cosily study to 1ell them 1hat kind of teacher profile In our lhcir children arc 1uning ou1 or daydreaming their Jew­ children's secular education," ish education away. The s1udy confirmed wha1 1hey al­ - Charles A. Ratner, presldeat, JECC ready knew from ialking wi1h t.heilr sons and daugh1ers and watchiing the lack of enthusiasm in 1heir s1ep when ii is 1ime for religious schooling. quuc !cacher training has been identified as a problem. Jewish leaders in Cleveland were not surprised by Indeed, Rainer carries wilh him the minu1es of a I 925 1hc CIJE s1udy's findings, eilher. Nearly seven years meeting of the Bureau of Jewish Educalion (forerunner ago, a loca.l sludy poin1cd oul lhe problems of Jewish of IECC) headed by Rabbi Abba Hillel Silver. n ad­ cduca1ion in Cleveland, and Jc.wis.h educators here bc­ dresses issues sue~ as !cacher !raining, reaching lhe un­ g3n making plans 10 tackle 1hese issues. Today, pro­ affil ia1ed and improving congrega1ional religious schools. More recent reports can be found in lhc CJN's grams are sending veteran cduca1ors back 10 1hc class­ room for ~ddi1ional 1raining and iraining young new files. The years may differ. bu1 lhe issues and the prob­ educators. as well. lems art stlll the same. Cleveland hos come • long way in upgrading Jewish Rat~er hopes !he CUE educalors study will be a call education here, say local and nalional Jewish educa1ion lo acuon on behalf of Jewish educalion, much like 1he professionals. Out un1il 1he impacl- is fell uniformly in 1990 ~ati~nal Jewish Population Survey was. (The the 1renChC$ - by s1uden1S and parcnls in lhe classroom survey 1nd1ca1cd lhat more 1han 50% of American Jews and a1 home - 1his communi1y sii II has a long way 10 were in1ermarrying.) go. The Teacl1er Resource Cenlet at the Jewish Educatlon ~ler "We hope ii will wake up 1hc communily 10 1hc foci Charles A. Ratner, president of 1he Jewish Educa­ ol Cleveland provides creative leactwlg tools IOI area educators.· that:lhcre is • crisis in Jewish education," Rainer soys: We:,would never s1and for lhis kind or 1eachcr profile tion Center of Cleveland (JE:CC); did not need ram Pictured are·centei'ilirec!~ ~ Cahall and Rabbi Joel Chazin. ~.E'M$HNEWS/FaRWl\'17,1• 13 COVER

in our giiJdren's scailar education, he- pginll out. mu1cr's degrees in education or Jewish SIUdi"- head of the schools, but as innovators in informal and Today, mor,c than six years after lhc release or the The Executive Educators Program (at the Cleveland family education. Continuity Commission study, the piaurc is "rar from College of Jewish Scudies) identifies educators with The Fellows were recruited nationally, and were e><• rosy," says Ratner, as be recites a: litany or woes. leadership potential and offers them an opportunity 10 pected 10 move on after their two-year, post-graduat.c "There is a crisis (with) Hebrew school teachers," he pursue individual courses of srudy while they remain in commitment was up, says Schacter. However, many of assertS. Older teachers are leaving and few knowledge­ their jobs. Some of these educators also meet in high­ the Fellows come from Cleveland, or have decided to able young people are available to take their places. De­ level communily seminars to discuss how to funhcr scnle in Cleveland. spite allempts to increase their salary base, "our day the goals of Jewish education here. The guaranteed positions, al "good salaries for t.h.e school teachers arc still underpaid." Jewish students in Rabbi Alan Berkowitz, assistant educational direc­ field" of $35,000 annually, were, i.n most cases, higher congrcga1Jonal schools "still find their religious edu­ tor of the Fuchs Bet Scfer Mfarachi day school, is cur­ than the existing salaries of school administrators, 0x, cation to be a tum-off' and, vinually everywhere, par­ rently pursuing a master's degree in educational admin­ plains Schachter. Th.is has caused some resentment of ents arc "marginally involved." istration al Cleveland State University through the the Fellows by co-workers, and has caused som.e To change this bleak scenario, the Jewish Community POP. The program helps him pay his luition and pro­ schools to raise the salaries of principals and other Federation in 1989 allocated more than $4 million over vides financial incentives at the halfway mark and teachers. four years to the Continuity Commission's Fund for when he completes his course of study. Rabbi ha program has also set new communal standards the Jewish fu1ure. The goal was 10 esLablish new pro­ Berkowitz, who has a bachelor's degree in Hebrew and for professional leadership, she says. II has en• grams 10 improve Jewish education in Cleveland. fam­ philosophy from Hunter College, and smlcha (rabbinic J cou.raged olhers to make a c:ommi1mcn1 to profes­ ily phila.nthropic funds, endowment funds and Jewish ordination), believes lhe extn schooling "helps make sional growth. However ii cannot continue in its Welfare fund campaign dollars were tapped for this me a stronger professional." present form, because there is :not unlimited funding to ambitious undcnaking. Several Bet Sofer teachers have also returned 10 create positions for the fellows. o 1993, a new four-year, $8.1 million plan was es­ school. "Whal I have seen in the last six years is a Mark. Ourvis, managing director of JECC, who with tablished for the Fund for the Jewish future, tremendous amount of professional growth," Rabbi Abrams makes up the JECC's Office of the Executive, 9which is now under the stewardship of the JECC. Berkowitz says. "Thc teachers who are taking advan­ says Cleveland is now planning its own edu<:4tors sur­ Rainer believes the new programs have already im­ Lage of Ibis are growing professionally and that has had vey. While some of this data has been coUectcd infor- proved and will continue 10 improve Jewish education in Cleveland. ~clearly, we have at1rac1ed a real critical mass of professionals 10 help make sure this happens," he says, Bui, ~th~se arc things rhat ta.Jee generations 10 change." Things have already begun 10 change not.ic«bly, as­ serts Sylvia Abrams, director of educational services al JECC. The Jewish &luca1or Services Program (JESP), offering teacher in-service mini-oourses, has exploded with new course offerings and partic.ipants. Last school year (1993/94), 381 educators enrolled in the 64 assoned course offerings, and many took more than one course. Twenty-four of JECC's 26 affiliated

JECC offers financial incentives to teachers and Institutions who participate in training seminars.

congregational and day schools, as well as the Jewish Community Qn1cr and area rabbinic, boards, have sent their personnel 10 these programs. In I 987/88, by comp3rison, only 147 educators enrolled in in-service programs. The !ESP program is also co-o,dinated wirh the Cleveland College of Jewish Studies through a joint committee for planning i.n•scrvice education; it is staffed by Abrams and Lifsa Schachter, director for the Cenler of Jewish Education, as the College's Cleveland fellows director. Some or th;s past fall 's course offerings include: "Effoctive Teachers - Effective Alliludes"; "Seminar in Teaching Jewish Texts: Bible"; "Creating Instruc­ tional Aids for Very Young Students"; "Lesson Plan­ ning"; and "Movement and Music: Ingredients to En­ a positive impact on tbc education we offer our stu• mally in the past, a professional survey will establish a hance Reading Readiness." Practice with I Jewish edu­ dents." base lin.e by which to judge the progress of the JECC. cator ..coach" is also available. The rabbi believes it is particularly important for ,u~r to !I!~ ~n!itn,ily W-!M!i~ioq'1 edu~tionLI Last year, anist-in-residence Farry) Hadari taught the day school's Judaic studies teachers to receive some reforms and innovations, he says. "Puppetry and More" in a year-1.ong seminar to 15 lo­ formal education t.raining. "Torah knowledge Is not Cleveland businessman and philanthropist Morton cal educators who learned to use the: medium to pro­ enough to be an educator," he says. Mandel bu been involved in finding ways to improve mote communication around Jewisll issues. She re­ Cleveland has also trained a cadre of Jewish educa­ Jewish education since 1979, and through family phi­ ccntly rerumed for a week of additional training. She is tion professionals to a ssume full-time positions cre­ lanthropic funds be and his brothers have been perhaps one of several national and international Jewish edu• ated just for them 1hro1Dgh the Cleveland Fellows pro­ the largest co.ntrihutors to Jewish education in Cleve.­ cators who have been brought 10 the city. gram. The new positions, mostly al congregational land and in Nonh America. Tbc courses all provide continuing education 1mill, schools, are supported by the Fund for the Jewish Fu­ Mandel, founding chairman of the CUE, says there is recognized by the Ohio Depanment of Education. ture, good and bad news 10 be found in the group's study and JECC offers rmancial incentives to encourage teach­ hen the third class of fellows graduates from what it tells us about Jewish educators here and around ers to allend training sessions. These include comple­ the fully funded, two-year master's progn.m the country. The good news, he says, is that "there are tion stipends for educators. Institutional stipends are Wthis spring. creating 14 professional Jewish some very capable people working in Jewish education, also available, Abrams points out. lf 75% of a supple• educators in lot.al, the program will work solely on its people who sec Jewish edu<:4lion as a career and who menLary school's teachers complete a, minimum of 10 newly created Phase U. This will include the Goals care a lot." The bad news, he: continues, is that "loo hours of continuing education, the school receives as Seminar, the Executive: Educators Program, a f amily many of them are not trained io both edu<:4tion skills much as $7,000, giving the school inc entive 10 make it Education Certificate program, and funding for and in a strong Jewish background." easier for teachers 10 palticipatc. Some supplementary l,eachers to participate in them. Phase II will also offer school, even reqllirc their teachers 10 ancnd the con­ new programs to meet the needs of the community. Mandel expects Cleveland, like most major tinuing education prognms. Last year, 12 of the 18 eli­ Llfsa Schachter, director of the Fellows program al metropolitan areas, to mirror the average of the CIJE gible schools quali.fied for an institutional stipend. the Cleveland College of Jewish Studies, is pleased study, l>ul hopes that the money invested in new pro­ grams here will change that profile. "You always Thiny-one educators are currently enrolled in a Per­ with the results of the program. "The idea was that in want a return on your investment." he quips. sonal Growth Plan, or PGP. Under this program, indi­ order to improve Jewish edu<:4tion, we had to find a good Still, he admits, "the jury is out on how much good we vidual Jewish e ducators and adminislrators are given way to infuse the field with professionally tra.ined stipends for professional development in JESP courses Jewish educators who could lake oo leadership roles," are going to do." at the College and at area universities. .Educat.Ors, for she explains. From where he sits, CJJE executive director Alan example, have gone back 10 school for bachelor's and These leadership roles, for lhe most pan, are not as cont""--d on tonowlng pagei 14 0.E'IB.AHO..EWISHNEWS/F8lflJAR'/17, 18115 COVER

continued f,o,n p,ec.dlng .,.ge tudes adequately, they often need more tools and s:kills He would like 10 • move forward with • study of than their own childhood Jewish education provided high-school-level Jewish education. "That is at a crisis Ho(fmann sees Cleveland as very differe:111 from the them." level," he admits. three cities involved in his organizat.ion•s extensive swvcy. Cleveland, h.e say', has been • "pioneer." Cleveland's concentratfon on family education Toren believes this community is leading the pack in "seems to have made a difference in a lot of congrega­ the cffon to improve Jewish educators and Jewish edu­ "There arc a 101 of things in Jewish education 1hat tions and families," says Toren. He cites the fact that cation, bu1 be 100 thinks it bas a long way 10 go. And communities can leam from Cleveland," he adds. The rabl>is have more rclationsh.ips with families, the in­ some of the change, he says, must be global city is investing more money in Jewish education, pro­ crease in family programming, and the success of the i( ur educational system is only u good as our ponionately and possibly even absolutely, than any family~ducation-oriented Fellows program as exam­ oJewish community," he says philosophically. other communiry in Nonh America, be maintains. ples. "And the American Jewish community is in Hoffmann is impressed tha1 even without a fonnal But between Nintendo, ballet and spons teams ... trouble. study, the ci1y has "plunged in10 raising the level of "we're still competing for students' attention, • says "Effective Jewish education is not going to guaran­ teachers" lhrougb higher salaries, teacher in-service Toren. tee continuity, but without it we do111't have a chance." programs. and the Fellows program. The ci1y is also l·ucky lo have an institution like the Cleveland College of Jewish Studies, he adds. Hoff­ mann envisions Cleveland as a regional training cen1er for Jewish educa1ors in Midwes1em communilies. But Cleveland s1ill has a long way to go, Hoffmann points oul. The community slill has not arrived at a to•

Cleveland is Investing more money In Jewish education than any other community In North America.

ial action plan, he says. In addition, some key senior leadership posi1ions - "gatekeeper positioms" for Jew­ ish education - need to be mled. Hoffmann points ou1 that finding good educators is not a problem unique to the Jewish community. "Educa1ion as a field is grappling with these issues," he says, pointing out that forays into national teacher cenificalion arc jusl beginning. We will know we have succeeded, Hoffmann says, when the young soms and daughters of the leading Jew­ ish families here a:nd across the country consider the field of Jewish education as exciting, rewarding and compelling as other career choices they are contemplat­ Creating qualified educators for congregational schools ing. "That is a long, long way away," he says. "And I don't think the American Jewish communicy has gcner• I isn' 1 easy finding qualified men and women lo tion Enrichment Fund, Retreat Institute and Project 3tions 10 wait." teach in religious school today, adm.ils Loree Curriculum Renewal. Resnik, executive dim:tnr of Suburban Temple, as Cleveland's commitmen1 to Jewish education is like. 9 a .eveland is a model city, says Resnik, who meec.s a marriage, according 10 Daniel Pekarsky, founding di• we!J as principal of the congregation's religious educators u conferences in many U.S. cities. "We arc school. rector of the Cleveland Fellows progr.im, and a C!JE the envy of educators and administrators of congrega­ consultant from 1991 101993. In the past, many women did not work aod welcomed tions around tho country.• lite 10 get the and 1cach a few "There may be hard times, but both panics know opponunity out or house Anshe Chese.d-Fainnount Temple religious school hours a week. Today, when trying 10 attract teachers, director Kyla Epstein is responsible for the Jewish cd· there is a deep commi1men1 to work through the prob• "you arc looking 11 somebody who probably has a job !ems." he explains. ucation of over 800 children. Epstein and her staff have five days a week and asking (that individual) to work taken advantage of many growth programs through the rekllllky, who hM watch~ other CQmmvniti•~ st.ug­ some more," Resnik says. Jewish Education Center of Cleveland and tbe gle to redefine Jewish education, is impressed with And, she add', "If you are looking for $0mcone who Cleveland College of Jewish Studies. Al least two community cffons here. "Thoughtful innova1ions." is ltnowledgeable both Judaically and pedagogically, members of her staff are working toward degrees such as the Retreat Institute, initiatives in family edu­ there a.ren '1 100 many people" to choose from. through the: personal growth program, Staff members cation and the Fellows Program, "break down tndi­ tion.al ideas of what education is," he marvels. Resnik says she has been able 10 find quality staff for her school this year, "but it has been difficult.• rut of But even innovations have t.heir problems. the problem, she explains, is "there is not enough in­ It Isn't easy finding qualified men "Cleveland's efforu are not perfect, but they are come to make it a career." and women to teach In religious willing to revisit things that are not going as well as This is where the Fellows program has been helprul lhey'd like.'' he says. lo Suburban, says Rcsnilc, who is also chairman of the school today. The field of Jewish education is changing, says Jewish Educators Council, a forum where educational Schachter, who worked in general education before directors and heads of agencies involved in cduce,tion pursuing a doctorate in Jewish education. Jewish educa­ address educational issues. are required to pa.rlicipate in continuing education need the tools to help them analyze, reflect and programs and many are taking them through Jewish tors After an extensive application process, Suburban was adapt to meet new challanges and goals, she says. Educators Service Program and the College. Two assigned a graduate of the Fellows program, Lisa Bales, members of the administrative sta.ff are panlclpating Cleveland bas been able to make strides in educating on a pan•time basis. its teachers in large pan because of the College, one of in the Exeaative Educators Program. only five community colleges of Jewish studies in The FeHow has planned family education programs, All facull;y members are required 10 participate in worked on re-evaluation of the religious school's the country, says Schachter. Cleveland is the smallest teacher in•servii» training. city to host such a college. refilfoh (prayer) curriculum and Sunday morning wor• • A commitment of my faculty to Talmud Torah acts ship experience, served as advisor 10 the student leader­ as a model. They arc concerned about their personal and abbi Rob Toren, JECC director of educa1ional ship council and as a mentor 10 first- and second-year professional growth," says Epstein. "II takes them out planning, works with professionals and lay peo­ teachers. of the realm of being just a Sunday School teacher." ple to identify gaps. holes and inadequacies in the n "II is working out abohillely wonderfully for us," The congregation also has a gradluate of the Fellows community's long.,icnn educational goals. At any one Resnik says. "She has added much to our school and to program, Nancy Lurie, as a full-time member of the time, Toren has several srudies running on aspects of our programs." Jewish educa1ion here. These studies can include staff, as well as a Fellow intern, Ma1k Davidson. Ep­ obse.rvations, que.st.fonnaircs and focus groups. But it is Resnik believes funding the positions is "a valuable stein is pleased that her congregation was chosen 10 very difficult, he admits, to find out if efforts to =• of community resources. However, if the prognm help min yOtifig Jewish educators. "We provide an op­ improve the teaching profession arc making a difference funding dries up, the congregation could not continue ponunity for these people to get dilty up to the elbow in the classroom. to s11ppon tho extra staff person. "We would have to in Jewish education," she oxplains. Toren is also a staff member overseeing the Task do without il," Resnik says. Epstein seces in the city's attempts to improve the Force on Family Education. Family education, accord­ Addi1ional dollars from the Fund for the Jewish Fu­ quality of Jewish educators and C;ducation "a resur­ ing 10 1he Continuity Commission report, ture and expanded in-service programs for teachers have gence of energy and revitalization of hope for the fu­ "reinforce(s) the family's role as the pr.imary trans­ been, a boon to both congregational and day schools ture because of people attempting to collaborate in mitter of Jewish values and practices ... In order for here, says Resnik. Her congJegation bas benefilled from waya we have not done before." parents to model and represent Jewish values and atti• such programs as the Institutional Stipend, Congrega- -M.S.O. CIJE; FEATURE ---IATLAr SH l .llVlG...... Atla11ta Jewish Times, February 24, 1995

Memories ;e their eyes, they can still l.

emigration at the tum of the cen• tury reduced the ahtatl popula­ tion with the Holocaust dealing the final death blow. But 50 yeani aft.er the end ofW orld War II, Mr. Wise still remembers. The 84- year-old Holocaust survivor is among Atlanta Jews who have a 1 direct or indirect connection to the shtell. The shtetl, from the Yiddish shtot, or small town, was a , tightknitJewiBhcommunity that developed. in the Polarul-Utln.1.ania area in the 16th century. The mil­ lions ofJews who lived there were 1 SHTETl/page 18

r.., - •• • :, '.';j • :_".' Goals In sight: O,vanlle,s ol I new community high scllool are. from left, Fe Ilda Weber. Michael Rosenzweig and , , .,1 r• •~ . r' ••1 '"f Sleven Berman. --!i·:;:t~.\~:l~i!'i New High Scho~I Push / Intensifies In Atlanta Organizers eye the fall of 1997 as the opening date of their f high school. ~ SUSAN BWISTEJJt SWF WRITER i ,r vocates of a ·second Organizers say a Jewish schools are: the Epstein School ! ewish h!gh school for high school in addition t.o (Conservative), Greenfield tlanta have begun the Orthodox-oriented Yeshiva Hebrew Academy (tradition­ sk of fund raising, Atlanta will increase the over­ al), Torah Day School fonning educational c:onten t all number ofstudents enrolled (Orthodox), and the Davis and staffrea"UitmenL Seventy in Jewish day education. A ma­ Academy (Reform). AUantans, including parenta, jority of stucfents enrolled in rabbis and day school leaders, Jewish day schools do not Eyes on the prize page 22 gathered for a cloaed meeting spend 12 years in a Jewish day National Jewish education on Feb. 12 at Greenfield school environmenl One solu­ experts from the Commission Hebrew Academy to explore tion may be another Jewish for Initiatives in Jewish such topics. high school choice, said Felicia Education (CIJE) and the Their discussions marked Weber who, with Mr. Wexner Heritage Foundation the first step in identifying the Rosenzweig and Stever served as consultants for the 1 Jewish orientation of the Berman, heads the second high Feb. 12 meeting. Organizers i l'i!i )#!ti ■ <· .. · school, which organizers hope school effort. discussed an integrated mod• will open its doors in fo.111997. "There is a need for trus. The el for the school, in which Fear of Hegemony? "Be(ore we proceed with the task of keeping young people Jydaic themes are applied to ' . . . other steps ofthe undertaking, identified with Judaism is general subjects, in contrast to Egypt Is drawing the line at we have to know what we enormous," Mrs. Weber said. a traditional model, in which Israel's "nuclear amblgutty"/47 mean when we say lhia is a "An alternative high school is Judaic end general sllJdies are • <' Jewish high school: said another piece that will rein­ taught separately. Michael Rosenzweig, a school force the effort already being Focus groups d.iscu.ssed five organizer. "It's important sym­ made." areas of Jewish studies: r.nnfP.nl~ nn n.1nP. 5 bolically a~ a s~tcment to?,W": In addition to Yeshiva, Hebrew, Israel, Jewi.sh hi.st.o­ • •' • • •'· ,.._ , .,. ...: '"l' ,l ~ •• Lur.:u trMnnt ,.,.:.n. ?1 HIGH SCHOOL/l1om front page

I LE NEW CI- ry, Jewish text, and prayer and we do?" said Mrs. Diamond, a religious practice. Written eval­ member of Traditional Con­ uations produced by each group gregation B'nai Toral1, who has will serve as the first hard dat.a t.Jiree children enrolled at He­ in fonning the school's Jewish brew Academy. orientation, Mr. Rosenzweig Despite the enthusiasm, said. . achieving consensus wlll bed if­ An open-to-the-public forum licult, Mrs. Diamonq·said. Del­ to discuss the school is planned egates to the organizational· for March 23 at CongTegation meetings represent·a wide·Jew•' B'n'ai Torah. · · ish spectrum; from Refor m to In addition to, an exploration Traditional. of school philosophy, organiz­ "They need to determine ers are t.aking their first fund­ whether the school is.going to raising steps. Last summer, be broad-based, to include Or­ organizers announced they thodox, Conservative and Re· planned to mail fund-raising form students, or more letters. Those letters were nev­ narrow-based, aimed at pri­ er mailed. Now organizers plan marily Conservative and Re­ to raise seed money of form, with Orthodox children moving over to Yeshiva," said Mrs. Diamond. wrt'a the crucial issue, and it has not been de­ cided yet." Carol Nemo, president ofthe Reform Davia Academy, said the new school should offer stu­ dents a distinct alternative to the existing Orthodox-oriented Yeshiva. ""The bottom line to all Jew­ SHOULD B ish day school education is the future of J udaism. For the sake ofJ ewish continuity, a plural­ istic, egalitarian school for high Parents! Continue the tradition. Gi, school-age students is critical," great gift ... a subscription to the Jewi said Mrs. Nemo. started reaching your children ·ar a very young age At the same time, the com­ joys ofJ ewis~ life. And now as your children scare ~ I $350,000-$400,•000 immediate­ munity need not abandon its I ly by approaching members of support for Yeshlva, Mrs. Nemo new life, and eventually a new family, you can kcci I the community personally, Mr. added. wAre there enough peo­ those past lessons alive and growing. A gift sub• Rosenzweig said, adding that ple and resources to support all j an anonymous donation of these schools? Definitely, yes. scription 10 the Jewish Times brings young couple! $150 ,000 already has been re­ AUanta has a wealth of re• a first-hand look ar thc.ircommunity. From the event! ceived. sow-ces.• and happenings o f the day, 10 1he challenges of 1h, Organizers also have taken Many lay leaders ofprimBT)' · 1 steps to hire a .school director, day schools think a n alterna­ furure. We can help add meaning to their lives. And who will lead fund raising, tive high school will bolster ar the same time, serve as a foundation for build I the.ir enrollment. teacher recruit ment and stu­ ing a proud family... jusr like 1heone they came from dent enrollment. Adver tise­ Both Mrs. Nemo a nd Andy ments have appeared in Jewish Ka.uss, vice president ofthe Ep­ Ea educational newsletter s na• stein school believe that there tionwide to aid the search for a is high demand for more JEWISH TIMES director, Mr. Rosenzweig said. schools i'n Atlanta. "There A Publication You Gm Put Your Fait/, In would be a subst.antial market Community watching for a properly constituted Invest rn·continuity. Order a Jewish 1im The Atlanta Jewish Feder· &ci}OQl, with a proper Judaic fo­ today! Call toll-free 1-800-875-6621 stion has not allocated funds cus or alternatives in Judaic ap­ for the proposed new school, proach, to at tract," said Mr. Mr. Rosenzweig said. But Fed· Kauss. 'There is more demand ------· eration education director for day school educa tion than A groot glll • 52 Issues ol the Attonto Jewish Steven Chervin is acting as an is being served.• Times plus six Issues ot Style mogozlne for orJy adviser to the project, Mr. Like other supporters, Rab­ $31.50 ($39.50 out-of-state) Rosenzweig added. bi Juda Mintz of Congregation In 1992-93, the Federation B'nai Torah believes a second O Yes. I woud like to order o wedding git ~ flon sponsored a task force that in­ high school will be beneficial for 0 Poymant !TUI be enctose(I OR 0 Chctge 10 ITTf □ MosletCord O VISA vestigated the feasibility of a the entire community. seaind Jewish high school. Last "The fact that the average summer, Federation President graduate ofday schools has not David Minkin named the de­ chosen to continue in a Jewish velopment ofa community Jew­ h igh school speaks loudly for ish high school as one of his the need ofa Jewish rugh school main concerns. that would attract a large per­ Pleas Day school parent Jill Dia­ centage of these graduates," mond, who attended the Feb. • said Rabbi Mintz. coup 12 meeting, has watched the There is no question that a Al1on process with interest. large pool of potential Jewish Cltcu "This is something we have high school students exists. SIA!( 21P P.O.! been talking about with other Whether they will abandon At­ Soutr young J ewish couples for many tanta'a public school.8 and pres­ orco yellJ'8, knowing [Greenfield) He- tigious private schools remains h .-,,,u At"nrln m v w ill rnml' tn Rn fn hr srPn, n .. ... ~,.. T HE REPORTER ·· :::s·ii.!~-

!Hf WORLD HAS ~£'/'Re off'\CJAUV D 1AKEN "'THE. Fl Rsr ACCUSl~G US OF r REAL ST€P "HOMAN RIGH"TS y TOWARD;; ... \JI0wttlONS" B 0 D e s

Rabbi Yosef enters the global satellite age children get their Jewish edu­ cation from Sunday school. he abbi Ovadlah Yosef caneous translalfons. stand be­ Does Sunday school suggests. are probably the type (below). splrttual mentor tween Yosef and his global boost intermarriage? "where intermaniage is not Rof the ultra-Orthodox screen debut. The major hitch seen as such a terrible th.Ing." SephardJ Shas party. is set to go - broadcasting to places Uke controversial new study Cohen agrees home environ­ global - with his weekly Torah the U.S. where It ls still Shabbat suggests that children ment is a powerful predlctor of lesson beamed via satellite to when Yosef gives his tesson - Awho attend JeWish Sun­ intermarriage. but says he took North and South ,w,;oo has been overcome. day schools ln America may be that into account in his analy­ America. England. "We'll freeze the more likely to Intermarry than sis. He insists his research still France and Spain. transmission in the those who don'L points to the Sunday school The lntemationaJ satellite unlfl It can According to as-yet unpub­ experience as a "mildly counter­ broadcasts are the 1 be relayed," says lished research by sociologist productive" means of buildlng next phase of an Shalom Saadon. the Steven Cohen of Queens Col­ Jewish identity and discoura­ ambitious project. broadcast organtzer. lege. New York. and Hebrew ging intermarriage. which already In­ Even though Saa­ University, one-time-a-week V'mce Beiser I New York volves the rabbi's don Insists the pro­ programs actually increase the Satwday evening jccl':. motives arc probability of the student's Torab lessons - delivered to I purely religious. the electoral Intermarrying by six per cent. Canada's Jews stave hundreds of followers in Jeru­ potential is clear. Instead of though most other Jewish edu­ salem's Bukharan Quarter - flying by hel1copter from. one cation does contrtbute to build­ off assimilation being beamed via fibre-optic exhausting election rally to the ing young people's Jewish Iden­ .S. Jews worried about cable and satellite relays to 70 next. as Yosef has done In the tity. Supplementary programs increased intermarriage s pots around the country. past he can now address a held two or three times a week, U and trying to fight lhe where a total of 30.000 suppor­ much bigger audience through­ for example. lower the rate trend with "continuity" projects ters gather to listen. out Israel without leaving by l l percent. and full-lime mJgbt want to look to Canada. Now. onty a few technical Jerusalem. Jewish day schools by an addi­ where signs are the community hurdles. like the need for simul- Peter Hirschberg tional 9 percent. is proving more successful In "Sunday schools may breed fighting assimilation. ,,...... on average more resentment According to new figures and alienation than attention," obtained byTheJerusalem Re­ Roving Cohen says. leading students port. just 14 percent of Cana­ to associate Judaism \vith un­ da's 360.000 Jews live in inter­ Stones pleasant. unwanted drudgery. married families. as compared 2,000 years ago, they In addition. he poin ts out. the with. close to 25 percent of U.S. formed part of the outer quality of teachers in Sunday Jews. The statistics - in a wall of the Second Tem­ schools is generally lower than study by McGill University and ple. Now, some of !he in more rigorous programs. the Council. of Jewish Federa­ 50-ton limestone blocks Education professionals. tions, shown to The Report a strewn close to the however. are not convinced. few weeks ahead of scheduled Western Wall are being "Education certainly has an im­ publication -also show that in moved aside, to re veal pact on marriage decisions. but Toronto. Canada's largest com­ the Herodlan stone road it's only one of many factors." munity with 165.000 Jews. beneath, The project Is timed for completion by says Dr. Barry Holtz. a senior only 9 percent of Jews Live In the 1996 Jerusalem 3,000 education officer at the Council intermarried households. rrhe celebrations. of Initiatives in JeWish Educa­ overall intermarriage figure in tion. The type of homes whose Canada Is estimated u nder 20

10 THE JERUSALEM REPORT• MARCH 9, 1995 ■ fo~undl ,~·- Initiatives in Jewish Cl Educ.ilion IS East 26th Street. New Yori!. NY 10010-1579

See special supplement on the Jewish teacher: pp. 47 - 64

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...... ~- INS IDE : Jewish Peace Breakers John Paul II on Judaism Focus On: The Jewish OR ATIME TO FEAR?

Teacher ,--- _-,,_ ___ -. ·-r ~J,. \ • t_: . ~ -~-. • r•• I "~'.

·.-•-~·. T H E J E W I S H T EA C H E R

It's a Wonderful, Worriso111e Life

She achieved her childhood dream of rual growth, responding to their needs-these are what I becoming a Jewish teacher. Now she now, above a ll, fi nd truly fulfilling. Thjs thought brings Sarah to mind, a fifth grader in my ponders if her salary can sustain her. class. Following a car accide nt, Sarah's father fe ll into a coma and died. After the shiva, she returned to religious t U1e age of eight, I had the good fortune of being school shaken. but would not rnlk about the rragedy. One utterly captivated by my first Judaic SLUdies afternoon, slhe showed up early for class. Eyes brimm ing. teacher. I would follow her every gesture as she she explained to me Lhac although she knew that her father e ffortlessly gave rise Lo a wondrous flow of still had an existence somewhere, she needed to know more. H ebrew words, bequeathing them Lo me as if by Her voice took on a desperate tone. "Tell me about Olam magic. Vibrant and caring, she caught my fledg­ Haba! .. (The World to Come) she pleaded. ·'T believe my ling Jewish soul and made it soar, lifting it ever higher father is Lhere!'' Surprised, but grateful tha t Sarah had l Lhrough song, story, and dance. The pursuit of knowledge granted me e nlry inlo her grief, we embarked on a prefi m­ and beauty converged in her domain; learning Bible. 1 dis­ i nary investigation of references 10 Olam Haba, expand­ covered, could be breathtaking. ing it into a c lass discussion at our next session. Comforted. ·, I did not know then that the Talmud Sarah drew close to me. A year later. she regards "one who teaches anoilier's child asked me 10 help her prepare 10 become Torah ... as one who gave birth to Ulechild." a bat mitzvah. (Sanhedrin 19b) Nonetheless, Lh rough her We teachers can Sarah deepened my understanding of speech and act.i ons, my morah (teacher) what it means to be a Jewish educator. imbued the act of teaching wilh creation be a ladder to Guiding my students through the intri­ and empowerment. By age nine, I aspired cacies of prayer and precepts, holidays to "possess" our heritage as she did, to transcendence. and history, r encourage them to probe stand someday before a class and regale and question their tradition,, to pursue its my students with Torah. most elusive treasures. But Sarah taught Clinging ro my childhood dream and be lieving that no me that teaching involves yet another dimension- pre­ other path could be as meaningful, I chose a career in senting Judaism to my pupils as a morasha (heritage) of Jewish education. Looking back, r am fi lled with profound forti tude and hope that will sustain them, even in their most appreciation for my fi rst morah, and for countless other difficu lt moments. To whom can our community turn, if mentors w ho have illuminated my way. From them I not 10 its educato rs. Lo empower our young people to acquired the ski.I ls necessary to tum fou r bare walls, desks. discover tbe deeper truths of Torah? As the strongest con­ and a challkboard into sacred space, where my students and tinuous link between Jewish chi ldren and the rich com­ I together might joyously seek knowled ge and under­ plexities of tradition, we teachers can be a ladder to tran­ standing of God. scendence. My pupils offer lively testimony that teaching Judaism Jewish educators witness many mino r miracles: is not a calling for the self-absorbed. J remember how, as Gershon, a Russian boy who shyly entered school know­ a student, J sequestered myself with Jewish texts for hours. ing little English and no Hebrew, broke through weeks of As a teacher, I waive the luxury of such solitary activity. r silence by throwing his arms around me a nd shouting still fi nd time to happily engage in study, but connecting "A nee ohev Torah!" (T love Torah!); eight-year-old Leah with my pupils. challenging them, sharing in their s piri- reconciled two bitterl y feuding classmates by devising a contract ti tled "Na'ase h Shalom" ("We Wi II M ake Peace"), CARMELA INGW ER inducing the belligerent parties to sign it; and Tiana. sweet

SPRING 1995 REFORM JUDAISM 4 7 and intense, a child of a broken home, posilions in order Lo make ends meet. then, at long last, have come of age. found solace in my classroom, confid­ Most of all, I dream of a Lime when the Talmudic wisdom reveals that "'the ing to me, "Hebrew, it's my life!" upgraded status of Jewish educators world exists only because of the inno­ Would I relinquish any of th is? results in increased num bers of our cent breath of schoolchildren" Never! I cherish Jewish children and youth choosi ng advanced Judaic (Shabbat 119b). In the spirit of these wish to always be t here for them. Yet, Studies and careers in Jewish schools. words, l call upo111 all who understand for all the satisfaction my work brings Proficient in Judaica and possessing a that children are our precious hope for me, I am frustrated because qualified native grasp of the multifaceted char­ the future to actively support the edu­ Jewish educators are denied the pro­ acter of American society, they could cators who nurture them. May our fessional status we deserve. I recall a generate the unique integrated curric­ combined efforts be for a b l essing. □ well-intentioned o lder colleague who ula and classroom dialogue necessary approached me at the outset of my to optimally motivate the ir students. Cormela lngwer is a Jewish educator ond writer living in career, saying: " [ admire your com­ The American Jewis h ed!ucator will NewY ork City. mitment, but be aware that if you remain a classroom teacher, you will have next lo nothing." I must confess 2Teache,<- that she was right ~ u~ It hurts to know that so few Jews by SEYMOUR ROSS EL recognize the intrinsic worth of a pro­ fession that cultivates Jewish identity have been fortunate to learn thought it meant. in the young, when it counts the most, from many great teachers, After bearing our individuaJ especially since our community is so among them Cyrus Gordon, interpretations, he smiled and said, distre.ssed about assimilation and inter­ IJoseph Campbell, Eugene B. "ken'' ("yes") twice. ([n Hebrew, marriage. Though pleased to avail itself Borowitz, Chaim Stem, and Jacob this doubling of a word can be of our expertise, the Jewish community Behrman. Yet the teaching moment taken in two ways. It can be foir nonethless has relegated us to the bot­ I treasure most was my encounter emphasis, meaning "absolutely.'' tom of its professio nal totem pole both w:ith Martin Buber. It came about Or, as we understood it then, it can in status and salary. The predominant in this way: While s tudents in simply be taken Lo mean yes, infer­ view is that those who Leach Judaica to Jerusalem, a friend and l prepared ring that each of our interpretations chjldren faJI far sho rt of their counter­ for a class dis­ was correct.) parts in the prestig ious world of acad­ cussion on / and Buber went on emia. Only the "unambilious" educa­ Thou. Try as we to say that each tor, I have been told, would "settle" for might, there was of us had such a downscale career. a passage neither glimpsed the In the currency of American culture, of us could com­ meaning. Then status and salary go hand in hand. When prehend. After he s uccinctly I once let down my guard and divulged an hour, my explained the my salary to a fri end, she gazed at me friend looked at Seymour Rossel, Martin Buber, intent of the incredulously. She considered me fool­ me and said, half student. teacher. passage. ish for employing my talents in a voca­ in jest. "Well, Buber's here in I have no memory of Buber's tion that substitutes low cost expedi­ Jerusalem. Why don't we just ask interpretation or the room in which ency for a professional pay scale. him?" The chances of arranging we met. I remember ooJ y his eyes Sometimes I lie awake at nighl, try ing such a meeting, I realized, were and the eloquence of his cornfort­ to figure out how I will be able to pay remote, but I decided to give it a try. i ng words. To this day [ feel his my bills and provide for my retirement. To my a mazement, Buber agreed encompassing presence and am With a heavy heart, I ask myself w hy and we set up an appointment. humbled by Buber's respect and my degree in Hebrew Literature and my My friend and I sat with Buber concern for two s tudents who had Hebrew Teacher's diploma carry such for half an hour. First, he checked no claim to his attention. little monetary weight. if we could speak Hebrew, which A few years later, when I heard the 1 dream of an era when elevating the we could, though haltingly. Next, news of Buber's death, I felt a great status of Jewish teachers wi II be the be asked about our background and sense of loss. Yet, be remains my overriding issue on every communal the curriculum we were studying. teacher. I still read his writings, clos­ agenda. I yearn for a genuinely chiJd­ Then, he inquired about the prob­ irng my eyes and confidently seeking centered Jewish milieu, where recog­ lematic passage that occasioned my own understamding of the text. nition of the importance of Jewish edu­ our visi t. We read the paragraph And when I think I've discovered its cation is an inviolable constant, and to him. He contemplated it for a true meaning, I hear his unspoken wl:Jiere, as a resuh . no Jewish teacher moment, then asked what we Hebrew phrase, "ken, ken." □ will have to juggle several low-paying

48 REFORM JUDAISM SPRING 1995 T H E JEWISH TEACHER

Rethinking Jewish Education

Three widely-held assumptions about experiences with other Jews. Subsequently. all of these Jewish education may be more adults become part of a pool of potential teachers for con­ misleading than enlightening. gregational education programs.

few years ago, l attended a meeting to plan a Jewish Educating Jews in Congregational Schools teacher-training program. lo the course of our dis­ The second questionable assumption is that Sunday cussions, a professor of Education from a local uni­ schools and Hebrew schools wi ll remain the primary for­ versity warned us not to introduce teachers to any mat for Jew ish education. Most Jewish schooling today complex ideas. ''After all," she said. ·' they're only does take place in settings specifically desigDed to teach schoolteachers!" When the meeting ended, a Judaism, but this is likely to change. The disaffection shocked graduate student complained Lo me. "When my with Sunday schools and Hebrew schools experienced mother used the term 'schoolteacher.' she meant it with rev­ by many baby boomers has etched itself on the psyche erence. But this professor denigrates the profession, and she of the Ame rican Jewish community. The magnetism of devotes her life to training teachers!" The studen1 knew that bar and bat mitzvah, for which school attendance is a the professor's comment made a mockery of prerequisite, has kept these schools our sages, who taught: "Let the reverence for Everyone who alive, but few professio nal educators your teacher be as great as your reverence and lay leaders curre ntly be lieve for God" (Pirke Avot4: 15). sets foot inside a that supplementary schools alone Clearly, a disparity exists between the tra­ will be s ufficient to prepare youDg ditional Jewish ideal of the teacher and the synagogue is Jews for a life-long commitment to contemporary reality. Before addressing the Judaism. question of teacher status in our North potentially a teacher Expanded educational programming American Jewish community, three widely­ is rapidly becoming the norm in held but questionable assumptio ns about of Judaism. Reform and Conservative temples. Jewish education need to be addressed. New programs include performing Tbe first of these assumptions is that educatio n takes arts, community service, and adult learning circles. Most place solely in schools. In fact, Jewish education encom­ Reform religious schools have added a family education passes everything that happens when people interact withi.D component in an effort to transfom1 themselves into Jewish our community- the stories they tell, the skills they share, learning communities. Many congregatio ns urge their the way they discuss current events or temple politics, the young people to participate in youth programs, ummer way they treat one anotl1er. Everyone who sets foot inside camps, and, particularly. Israel trips, alJ considered vital a te mple or who participates in a congregationaJ program to Jewish continuity. is potentially a teacher of Judaism. To be an effectE ve Unlike those working in the current paradigm of a Jewish teacher, one must be sensitive to the educational classroom with a dozen or so students, tomorrow's teach­ potential inherent in every moment. be open to life-lo,ng ers will be called upon to teach children and adults, and learning, and be aware of the power of one's behavior as a to plan and implement programs for large numbers of model for others. The challenge to the Jewish community people with different learning needs. They will need skills is to empower adults to view themselves as teachers. and to move learnjng out of the classroom and into the com­ to provide opportunities for them to learn and share their munity, utilizing a diverse range of resources. And they will need to be able to to uch people's hearts as wel.l as MI CHAEL ZELDIN inform their minds.

50 REFORM JUDAISM SPRING 1995 D·ay Schools education program; if Hebrew school students don' t have Since the I 970s day schools have provided an increas­ positive feelings about going to services, ins titute a new in gly popular allernative among all branches of North prayer program; if children in a re ligious school don' t form A rnerican Judais m. Because day schools assume responsi­ friends hips. begin a retreat program. All these may be bility for the totality of children's education, they require important steps in addressing problems, but programmatic professionally trained teachers. w!ho, in addition to teach­ changes alone are unlikely to enhance Jewish education and ing secular studies, are responsible for teaching Judais m make it a more positive experience for students. and modeling Jewish commitment. To accomplis h these To improve Jewish education, we must focus not only on multiple tasks. they must bring a trong personal connec­ programs but on teachers. As Abraham Joshua Heschel tio n to Judaism, a naturalness about their own Jewis h iden­ noted, the Jewish people does not need more textbooks but ti ty, and skills in teaching Judaic subjects within a broader more '·textpeople" so that others may learn from the rich curricular context. The challenge Lo the Jewish community texture of their Jewisln li ves and souls. is to find teachers with the necessary mix o r pedagogic The challenge Lo the Jewish com munity is to nurture expertise, Jewish knowledge, and commiunenL. Where they Jewis h li ves and souls, so that people can teach each other. cannot be found in sufficient numbers, the community must This responsibility falls mainly on educational leaders (direc­ provide in-service tTaining. tors of education, rabbis, cantors, etc.), who must encourage Jewish preschools are the "growth industry" of Jewish teacher to realize their human and Jewish potentiaJ, and to life. Their enrollments are s welling as young parents, guide them as they share themselves with others. Their pri­ returning to the organized Jewish community after estab­ mary responsibility is more interpersonal than administra­ lishing famjJies, wisb to nurture their children's Jewish iden­ tive. As mentors to their staff, they must be given the o rga­ tity. Our preschools mus t auract the very best teacher and nizational and material support necessary to nurture those di rectors by providing attractive salaries. sufficient bene­ wbo have direct contact with student . They must provide fits, and sound professional conditions; otherwise, success­ teachers with a vision of what is possible when Jews engage oriented parents will forego Jewish identity development. each other in learning and growing as Jews. fnvesting in the "human capital'' of the congregation-its teache rs­ Investing in People, Not Programs will go a long way in fostering commitment to a vibrant A third questio nable assumption currently guiding the Jewish future. 0 Jewish community's educati onal agenda i. that in tituting new programs will solve educational probleml:>. Thus, if par­ Or. Michael Zeldin is professor of Jewish Education at Hebrew Union College-Jewish ents don' t s upport their children's education. start a parent Institute of Religion in Los Angeles, CA. Wl,anh :!Jo-tt_, 9Teacher- by MARGIE SPRITZ ER

hen 1 began to study eight years ago, I regarded personal gift I had been searching for. the Torah as a rich, yet elusive source of knowl­ I now make up my own midrashim. which Ts hare edge. I enjoyed my Torah studjes, but something with my children, first g iving them the traditional inter­ Wwas missing; it wasn' t an integral part of my life. pretation of a text or ritual, then telling them what it One evening, Dr. Norman Cohen, professor of means to me. A very simple example is my lighting the Midras h and dean of the New York Shabbat candles. I wave my arms campus of Hebrew Union College­ inward toward me. bringing in all the Jewish Institute of Religion, spoke at good of the past week so as not 10 lose our local federation. His lecture that happiness and joy. Then I close changed my relationship with the my eyes, putting these memories Torah, and my life. Dr. Cohen spoke aside and clearing my head for a day of the human pathos very often hidden of rest and contemµlation of God's in the brief words of Torah; how after blessings. Margie Spritzer, Dr. Norman the Akeda, Isaac never again saw his student. Cohen, teacher. Dr. Norman Cohen showed me how father. What words were left unspo- to i nterpret Torah for myself. God ken, what dreams unshared? Dr. Cohen filled in the gaps bless him and all our scholars who bring the sacred wis­ with midrash. He related his own last telephone con­ dom of Judaism into our daily lives. D versation witb bis father and how he hadn't fulfilled a last request, not realizing that it would be the last thing Margie Spritzer is o member ofTe mple Judea, Coral Gobles, Fl, o member of the his father would ever ask of him. Through Dr. Cohen's UAHC Boord of Trustees, o governor of Hebrew Union College-Jewish Institute of presentation, t!he Torah became th.e living, breathing. Religion, and o member of the Boord of Ove~rs of the HUC-JIR, NY campus.

SPRING 1995 REFORM JUDAISM 51 T H E JEWISH TEACH ER

The lewwish Teacher De1111ystif ied

A statistical profile of Jewish teachers and pre-schools. in three cities yields some surprising The study's initial results serve as a catalyst for reex­ results. amining the personnel of Jewish educatioo throughout No.rth America. Despite the differences among these com­ he Jewish community ofN orth America is f acing munities, the profiles of the ir Jewish educators, as pre­ a crisis ofmajor proportions. Large numbers of sented here in a question and ans wer format, are similar Jews have lost interest in Jewish va1ues, ideals, and likely to resemble those of many other communities. and behavior. The responsibility f or developing Jewish identity and instilling a commitment to Are teachers in Jewish schools trained as Judaism ... now rests primarily with education. Jewish educators? -A Time to Act Most are not. Over 80% of the teachers surveyed lacked professional training either in education or in Judaica-or In November 1990, the Commission on Jewish in both. (lo the study, training in education is defined as a Education in North America released A Time to Act, a report university or teacher's institute degree in education; train­ calling for dramatic change in the scope, standards, and ing in Jewis h studies is defined as a college or seminary quality of Jewish edu- degree in Jewish stud­ cation on this conti­ ; ies, or, alternatively, PROFESSIONAL TRAINING OF nent. It concluded that Q certification in Jewish TEACHERS IN JEWISH EDUCATION the revitalization of ~ education.) Jewish education will g In supplementary depend on building "" schools, close to 80% the profession of Trained 1n of the teachers have ---"<-- Education 35% Jewish education and neither a degree in mobilizing commu­ Trained in Jewish studies nor cer­ nity support on its Both 19% tification as Jewish behalf. educators. Pre-school T he Council for Trained in teachers are lhe least Initiatives in Jewish Neither 34% prepared in Jewis h Education (CUE), Trained in content when they established to imple­ Jewish Studies 12 % enter their positions. ment the Commis­ Moreover, LO% of sion's .recommen- these teachers are not dations, has been Jewish; i n one com­ working since 1992 with three communities-Atlanta, munity the figure is as high as 21 %. Even in day schools, Bal timore, and Milwaukee-to create mod!els of systemic 40% ofJudai ca teachers have neither a degree irn Jewish stud­ change in Jewish educatio,n. As CIJE believes that policy ies nor certification as Jewish educators. decisions must be informed by solid data, tbe communities engaged in a pioneering, comprehensive study of their edu­ What Jewish education did the teach ers cational personnel in day schools, supplementary schools, receive as children? Almost all the teachers received some Jewish education NESSA RAPOPORT as children, but for many the education was minimal. Before

52 REFORM JUDAISM SPRING 1995 age 13, 25% of supplementary school teachers and 40% of staff development opportunities because of state-mandated pre-school teachers attended re ligious school onJ y once a licensing requirements, these opportunities are not week; 11 % of supplememary school teachers and 22% of pre­ sufficient Lo compensate for the teachers' limited school teachers djd not attend at all. After age l3, even greater backgrounds. proportions received mi njmal or no Jewish education. Even those who teach only a few hours a week can be nurtured to develop as educators through a sustained, Do the present le ve ls of in-service training sequential program of learru ng. Currently, in-service train­ for teache rs compe nsate for their ing Lends tO be infrequent and sporadic, particularly for day bac kground deficien c ies? and supplementary school teachers. Experienced teachers No. Most teachers attend very few in-service programs may be offered the same workshops as novice teachers; each year. Day school teachers attend fewer than 2 in-ser­ teachers with strong backgrounds in Judaica but little train­ vice workshops a year on average-far less than the require­ ing in education are sometimes offered the same opportu­ ment for general studies teachers io the same schools. nities as teachers with strong backgrounds in education but (Jewish day school teachers in Wisconsi n, for example, little Judaica training. engaged in about 29 hours of workshops over a five-year period- less than one-sixth of the 180 hours required for A re tea chers in Je wis h schools committed to stale-licelllsed teachers.) the pro fessio n o f Je wish education? Supplementary school teachers reported an average of Yes. The profession of Jewish Leachi ng is not the "revolv­ 4.4 workshops in a two-year period, with some variations ing door" many have as urned. Rather, the study shows that across communities. But since most supplementary school teachers, boLlt full- and part-lime, are strongly committed teachers had (jttle or no formal Jewish trruning after bar/bat 10 Jewisb education as a career. They are entih usiastic and mitzvah and only about 50% were trained as educators, the devoted to working with children and to contributing to the current status of professional development for these teach­ Jewish people. There is also considerable stability: 38% of ers is of pressing concern. the teachers have taught for more than JO years; only 6% Although early childhood educators have more were teaching in their first year. And only 6% of the leach- r!l7,anh J/m~~ PTeacher by STU ART M. MATLINS s a child I attended an Orthodox Yeshiva. We trans­ At first it seemed disrespectful, almost blasphemous. lated Chumash from Hebrew into Yidrush, then The Jacob he described was not the avenu model ances­ Yiddish into E nglish. As an adult, I remembered tor from my childhood memories. He was a difficult and ATorah study as something dry, boring, irrelevant. not very honorable guy. But in a transformative moment Despite this background, I found myself eagerly of encounter, Jacob became Israel. attending the Shabbat morning Chevrah Torah Our discussion then focussed on trans fo rmative led by Rabbi S heldon Zimmerman at Manhattan's moments. I sat there quietly, despondent. I thought Central Synagogue. J had only intended to try out about my son. Suddenly, I realized that if Jacob, who I this Reform congregation as a place to go for the High now saw with the eyes of an adult, could change Holy Days, but the warmtb and car­ and become Israel, surely there was ing of the Chevra regulars, rangi.ng . ' hope for my chi ld and for our rela­ in age from mid-teens to mid-eight­ t.', ~ , I tionship. The text came alive, speak­ ies, ke pt me coming back. The 1··,···.... .· ...... ·. ·r ing of the need fo r endless patience provocative, gentle , intellectually in the knowledge that " turning" is demanding, and loving spirit o f j always possible. The text said to me Shelly's teachfog inspired and em­ '1 that one 's c haracter can change, that powered us to educate ourselves and Stuart Matlins, Rabbi Sheldon with faiLh everything is possible. each o ther. As we discussed the student. Zimmerman, Shelly emphasized that if God can parasha hashevua, Shelly guided us teacher. forgive us and accept ou_r turning, to talk about ourselves, our day-to- who are we not to forgive one day behavior and, as I came to understand, the ultimate another? My understanding of this wisdom profoundly Jewisbt question: Whal does God want us to do with changed my attitude toward my son and redeemed our our lives? relationship, wbicb has improved ever since. D During that time, I had been in constant conflict with my teenage son and had (jttJe hope for reconciliation. I Stuart M. Molli~. o management co~whont by profession, is founder and began to study the To rah passage about how Jacob publisher of Jewish Lights Publishing in Woodstock, VT. He served as choir of the became Israel after w restlfog with an angel. Shelly Boord of Overseers of HUC-JIR in New York ond is on the Boord of Governors of talked about Jacob jn a way I bad never even imagined. the College-Institute.

SPRING 1995 REFORM JUDAISM 53 7

ers plan to seek positions outside Jewish education in the near future. )ME: ~HE.Nll\ This finding presents a compelling argument for addressing a central prob­ by Malka lem identified by the study: the insuf­ A New Contemporary Sym6o( ficient preparatio n of teachers. Re­ search in the field of education of Jewish Tradition ind icates that carefully crafted in-ser­ ...... vice Lraining can indeed improve the "These are beau ti{u.l pieces that have important religious symbolism and I'd l ove to see everyone wearing one. The profession of Malka has clearly captured the Shema's essence." Rabbi' Merle Singer. Temple Beth El. Boca Ralon. FL .Jewish teaching

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A special and unique pro perty a nd casua lty prog ram This summary of The CUE Policy Brief on the Bockground desig ned especially for synagogues. ond Professional Training of Teachers in Jewish Schook wos prepared by Nessa Rapoport, the Council's leadership • directors and o fficers liability development officer. The study wos conducted by Dr. • daycare/ nursery school coverage Adorn Gomoran, professor of Sociology ond Educotionol • broad po licy terms Poticy Studies of the University of W1SConsin, Madison; Dr. • no inte rest financing Ellen Goldring, professor of Educational Leadership ond ossociate dean of Peabody College of Educotion, Come to the Temple Insurance Mavens! Vonderbi~ University; ond field researchers Roberto Louis Goodmon, RJ.E., president ,of N.A. T.E.; Bill Robinson; ond Felsen Insurance Services, Inc. Dr. Julie Tommivooro. The authors ore grateful for the 3155 Ro ute 10 octive participation of the Jewish communities of Arlonro, Denvill e, NJ 07834 Baltimore, ond Milwaukee. Phone: 201-361- 1901 The Council for lniliolives in Jewish Educotton, To ll Free: 1-800-2-TEMPLE choired by Morton L Mondel, is on independent orgonizatton dedicated to the revitalization of Jewish education through comprehensive, systemic refonn in partnership with loco! ond continental orgonizotions, ------...... ,.0~:0------fo undations, colleges ond universtties, ond denomi• nolionol movements. For copies of the complete policy brief, which includes o pion for action, contact CIJE, 15 E. 26th St., 10th floor, New York, NY 10010, (21:2) 532-2360.

54 REFORM JUDAISM SPRING 1995 T H E JEWISH T E A C H E R

Schools That Succeed

A study of the "best practice" Jewish ln o rder to improve the field of Jewish education, the schools reveals their secrets. Best Practices project of the Council for Initiatives in Jewish Education (CUE) enlisted a team of experts to study magine a congregational school where the children and document the "best practice" institutions, the most suc­ are learning serious Jewish content, where a vast cessful schools and educational programs in North majority of the students continue after their bar or America. Research began with an exploration of exem­ bat mitzvah, where the pupils actually enjoy their plary supplementary schools within congregations. This Hebrew school experience. This is no fantasy. There is what they found. are supplementary religious schools that lit this description. The School/Sy nagogue Partnership A best practice school fits into the overaJI orientation of BARRY W. HOLTZ the congregaLion, reflecting the values of the synagogue;

.\ Ch.tldren's Haggadah " ••• A Sheer Delight"* D~ oniJ A CHILDREN'S HAGGADAH w 1994 Edition Sold Out! " ...I certainly intend to have it in my grandchildren's hands just as soon as they are old enough to sit at our seder table." -*Rabbi Alexander M. Schindler, President, Union of American Hebrew Congregarions Sofcco,,er, 72 pages, Hebrew opening, Hardcover, 72 pages, Hebrew opening, full color illu~trari0ns, 8 L/2" x I I", full color illustrations, 8 1/2" x ll ", 0-88123-059-6, $ 12.95. 0-88 123-060-X, $17.95. A PASSOVER HAGGADAH Still the #1 Judaica Bestseller • Over 750,000 Copies Sold "Restores the old sense of ritual Hebrew opening, Softcover, 123 pages, to the ancient celebration. •. 7" X lQ 1/4", 0-9)6694•05-4, $12.95. copiously and dramatically illustrated. .. Deluxe hardcover art edition, )0" X ) 4", 0,916694-06-2, $)0.0Q. Much of the charm comes from full-page Russian-Hebrew Edition, Hebrew wacereolors by artist Leonard Bask in." opening, Softcover, 123 pages. 7" x 9 1/4" - Time Magazine 0-88123,036-7, $9.95. I s~~l!~~"~~~~!!~~~ . ?o~,d~!!2~o~~-~!~ or fax 212-689-1649. Also available through all major wholesalers.

SPRING 1995 REFORM JUDAISM 55 the synagogue, in turn, confers a sig­ the temp.le leadership in discussions work wi.th rabbis and lay leadership on nificant role and status to the school. A about goals. issues of status and vision. Their pri­ school that is viewed as central to the Finall y, best practice sc hools see mary role is educational, not adminis­ mission of the synagogue has a greater themselves as part of a larger context: trative or organizational. Some focus chance for success. the synagogue as an educating com­ on supervision and in-service educa­ How does the supplementary school munity. Thiey are also more likely to tion; others serve as inspirational or become a valued institution? T he key integTate their formal program (the spiritual models; still others concen­ player is the rabbi of the congregation. "school") with a variety of informal trate on creative programming and cur­ In virtually every best practice site, the programs, such as camps; shabba­ ricular improvements. rabbi invests the congregational school tonim; fami ly retreats; trip•s to Israel; with prestige by demonstrating strong and holiday, tzedakah, or arts pro­ The Successful Classroom inteliest and sustained involvement. grams. Schools ultimately succeed or fail The lay leadership represents a sec­ because of what happens in the indi­ ond critical element in ensuring school The Educational Leaders vidual classroom. The best practice success. The synagogue stakeholders All of the best practice schools have schools aJ I emphasize the key role of must be involved in an ongoing con­ effective educational leaders, usually the teacher in invo lving and inspiring versation about the school's mission. educational di rectors (or occasionally students. Each of the best schools Best practice schools have a clear sense the rabbi), who. among other tasks, res ponds to the three fundamental of their vision and continually involve provide continuity, build morale, and dimensions of school staffing: recruit­ ment, retention, and pro fessional growth. ~ YQll/_, tTeach&-- Many of the best practice schools have no recruitment problems. In gen­ b y JAMIE ROWEN eral, good schools tend to perpetuate themselves because their reputations aving attended Hebrew school blamed for eating the forbidden fruit are well-known in the educational at University Synagogue in and getting them thrown out of Eden. community; when openings appear, Los Angeles, I learned to Ms. Keene said that we didn't have they have no difficulty in attracting H.respect the Jewish holidays. to look at it that way. Instead o f teachers. Other schools have found But when I turned 10, I started feel­ woman being made out of man innovative ways to recruit staff, such ing that Judaism bad no real mean­ meaning that men are higher than us, as training parents to serve as teachers. ing for me, and decided 1 would not we could interpret the story as say­ Finding ways to retain outstanding have a bat mitzvaih. ing that men were not complete with­ teachers is a crucial component of suc­ The Torah troubled me. I didn' t out us. Instead of the woman eating cess. Best practice schools have stable like what it said about women or the forbidden fruit because she was staffs. T he key components in retain­ homosexuals. I discussed this with badl, we could say that she did not ing teachers are fair pay and, more my rabbi, Allen want to accept her importantly, a sense of being appreci­ Freehling, who situation blindly. ated by the educationa l d irector, the told me not to I still don't agree rabbi, and the community as a whole. take it so liter­ with Ms. Keene's In congregaUons where educatio,n is ally, and to come explanation, but it highly valued, teacher esteem tends to up with my own made me realize be high. interpretations. that there are An ethos of professional growth and That helped me, Jamie Rowen, Joelle Keene, many ways to teacher education characterizes all the but it wasn' t student. teQther, understand the best practice schools. Professional enough. I still Torah. growth opportunities advance both the felt that the Torah was sexist and 1 have s ince celebrated my bat quality of teachers and their sense of prejudiced. Also, J thought that rnitzvah a nd have contiaued my being valued. Training areas te nd to there was no way God could have Jewish education. Rabbi Freehling focus on three areas: a) increasing performed all those miracles. and Ms. Keene helped me under­ teachers' subject knowledge with ses­ One day my religious school stand what being Jewish means, and sio ns on Bible, Hebrew, or Jewish hol­ teacher Joelle Keene suggested we because of that, I plan to lead a more idays; b) increasing classroom teach­ diiscuss the week's Torah portion. I committed Jewish life than my par­ ing skills such as d iscussion leading, questioned her about the sexism in ents have. D curricular implementation. or class­ the story ofAdam and Eve. r thought room management; c) raising teachers' it unfair that the woman was made Jamie Rowen is an eighth grade srudent at personal Jewish commitment. out of the man, and that she was Universily Syna:gogue in Los Angeles, CA. The best practice schools use denominational organizations (such as

56 REFORM JUDAISM SPRING 1995 the UAHC), local central agenc ies, and. at times, commercial Jewish text­ Reform Teacher Training Opportunities book publishers for teacher education sessions. Teachers are also sent to con­ '"flie UAHC Education Deportment offers mony troin- such os spousal abuse, AIDS, sensitivity to the disabled, ferences, including those sponsored by 1 ing opportunities for teachers in affiliated Reform Jewish competency development, and Holocoust stud­ the Coalition for Alternatives in Jewi.sh congregations. In 1994 olone, more thon 500 teachers ies. In addition, the Deportment issues classroom man­ Education and those connected to participated in seminors ond workshops held ot UAHC agement ond lirerocy development guides on storytelling, meetings of denominational educa­ regional biennials, ol teocher educolien doys organized lesson plans, defining instructional objectives, student/ tio nal organizations. such as the by local boards ond bureaus of Jewish education, in con­ teacher conlrods, and setting goals for literacy. These National Association of Temple jundion with teacher conferences and conventions, ond materials ore ovoiloble to UAHC congregations upon Educators. at individual congregalions. Workshops ore usually request. To oid teachers with lesson planning, the attended in large cities by os mony os fifty teachers, ond Deportment also prepares teacher guides for oll of its Family Involvement in smaller congregolions by os few os three or four. major textbooks. Family involvement, another impo r­ Severo! UAH( regions also hove engaged professional Educational concerns in the Reform movement ore tant factor in best practice schools, or volunteer educators to organize workshops and con­ oddressed by the UAHC/CCAR/ NATE Commission on helps support the goals of the school sult withcongregational schools. Jewish Education in ossociolion with HUC-JIR. iThe (and probably the quality of discipline The Nolionol Association of Temple Educators Commission publishes Compass magazine, which is cir­ in the school), reinforces what children (NATE), celebroting its 50th anniversary, and the Hebrew culated free of charge lo offilioted congregations, rab­ learn in school in the home, gives chil­ Union College-Jewish lnstitule of Religi(m (HUC-JIR} toke bis, ond educotors. Recent i5-sues hove focussed on Jewish dren a sense that Juda.ism is not "just on adive role in Reform teacher training. HUC-JIR offers literacy, research in Jewish education, lifelong leornfng, for Hebrew school." and empowers odvonced courses for teachers ond M.A.s in Jewish edu• ond !rends in Jewish teaching. The Commission olso spon• colien of both its New York and Los Angeles campuses. ms notional Teacher Cert ificolion and a menlor pro­ NATE provides teacher odvococy, produces guidelines gram in Judaico, Hebrew, and pedagogy, offering teach­ The key for professionalizolion, and conducts cerlificolion pro­ ers growth opportunities through course work and grams for Reform religious S

SPRING 1995 REFORM JUDAISM 57 "

T H E JEW I SH TEACHER

Two Outstanding Refor1111 Educators

wo Reform Jewish educators, Rabbi Richa.rd Levy, 'T orah embodies all the values and truths we need i.n our executive direc10r of rhe Los Angeles Hillel lives. Torah learning will change us and the kind of peo­ Council, and Linda Thal, educatio11al director of ple we are." Leo Baeck Temple, Los Angeles, received the /994 Thus. Levy brings one basic message to his teaching Covenam Award, a $20,000 prize recognizing the and to hi work as director of Hillel of greater Los Angeles: most outstanding Jewish educators in North that Jewish truths and values fit into contemporary life, and America. The CoV'enant Foundation praised Rabbi Levy as can help people fulfill their goals. a "writer. poet, reach.et; model administrator, and coun­ 'Tm always reaching," he says, whether in the c lass­ selor" and credited Linda Thal for effecting enormous room at HUC-JIR, leading a eminar at UCLA, or hold­ changes ar the Leo Baeck Temple religious school. Levy ing a meeting of Hille l directors. Much of bis teaching is and Thal. rhe fir.\'! Reform Jews to win this prestigious by example. He is what the sages call a "whole-hearted award, were interviewed in Los Angeles. man," the same in deed as in word. His humility unfolds in bis manner and his smile. He wears a kipah. He mur- Richard Levy The most striking qualities about Rabbi Richard Levy become apparent right away. Here is a humble man, a reverent man. a true scholar and teacher. l met him several years ago when l was advised to do so by a woman J much admire. " You should drop in at Richard Levy's class on ancient Hebrew texts, Fridays at noon," she insisted. " h 's sensational.'' [ had only a bare smattering of Torah. even less of Hebrew. But the class was only ten min­ utes away, and I have never been able to resist a good teacher. S.o I went. I picked my way through a jumble of collegiate corridors into a cold and barren room where five people clus­ tered together in deep discussion-four mid­ dle-aged women and Rabbi Richard Lc;wy. So it began, th at learni_ng-Leaching magic that Rabbi Levy djspenses with so much grace and humil­ murs blessings over food, checks ingredients for pmity. ity. lmmediate ly he assumes much: the student wants Lo His arms are filled with books, tatlered from use and learn. Students have their own goals, he believes. a nd it i flagged w ith countless markers. Citations roll from his his mission to ferret out those personal goals and help peo­ lips . He says, "I am only a conduit for the teachings of ple achieve them. The wise teacher, says Rabbi Levy, does sages far wiser than l." no t follow only hi s own agenda. Try Lo compliment Levy and he becomes nustered , at a What is his agenda? Basicall y. lo teach Torah. He says, loss for words-he who in lectures gets carried into a depth and n uency that his students find spellbinding. When a stu­ SONIA LEV ITIN dent ventures his or her own opinions on text, Levy listens

58 REFORM JUDAI SM SPRING 1995 hard, extracts a small gem from the comment and leaves the of bantering with close listening. studem feeling wise and potent. A repri rn a111d or a negation Despite his packed schedule of classes and community never follows a recitation; the mos t Levy wall say is, "Well. projects, there is stil I always time for conversation in Levy's that is not exactly within the tradition.'' book-filled office overloobng the UCLA campus. He Levy's personal goal. he says, is "to try to do what God dashes about town, giving a d'var Torah at a 12-step pro­ wants me lo do." How does one know? By lhe opportuni­ gram; teaching a Sunday mo rning seminar for college­ ties presented, the roads taken that lead to Further develop­ bound studenits; helping his oldest daughter, Sarah, choose men1-or to a dead end. "Some years ago I applied to be a a college; discussing lessons with Elizabeth, his younger rabbi in a :synagogue," he says. " It didn't work out. I fig­ daughter. Each aspect of his work and personal life draws ured, God was directing me, telling me it's best to s tay in his full atteJll.i!on. He maintains his own focus, setting goals my position here as Hille.I director." for himself and for Hillel. With a couch of mysticism reminiscent of lsaac Bashevis ''There is always a danger of becoming cri sis oriented, Singer and the prophets he so admires, Levy looks for igns only reacting to emergencies, so that we lose sight of our in daily situations. He believes that a divine plan and divine larger purpose," Levy remarks. "When a crisis comes, we direction shape his life. "Sometimes when I'm teaching my need to use it to help fulfil l our larger goal. For example, in response to the racial strife in Los Angeles, we immediately instituted camp-us dialogues and special programs that had been part of our overall plan all along." O ne of his frustrations is the lack of ·'Jewishness" in Jewish organizations. "When people don' t see themselves in a re lig ious context." Levy says, "they miss opportuni­ ties to help people who come to them as Jews. Jews working in the social service fi elds s hould know what our tradition says about the is ues their clients face. They should tap that tradition to he.Ip people solve their problems." Levy's social concerns go fa:r beyond the people within his immediate circle. Since his s tude nt days, when he was involved in the civil rights movement (and jailed for it), he has manifested a s trong social conscience. Much of his energy is devoted to ecume nical Torah class;' he says, ··1 find myself expJafoing text in ways concerns, and he feels passionately about the need LO pro­ I never thought of before; the words now. and I feel God' mote our diversity. not only o n campus but in our greater presence in the room." society. His meotors and role models span the centuries. He was ·'We live in a Renaissance," he says, "when as Jews we inspired by his teacher. Sheldon Blank at HUC-JIR, who can assert our differences. So. too, we should encourage instilled in hjm a love for the prophets, whom Levy calls others to assert theirs. Don't forget," he adds, "we Jews ''part poets, part models ,of social concern.'' His oldest aren ' t the only ones who have been persecuted. This was friend, David Green tone, chair of po litical science at the emphasized to me while I was participating in the Coolidge University of Chicago, inspired him to become a civil rights Colloquium.'· activist. llis Midrash teacher at H UC-JI R. Eugene Mihaly, The Coolidge Research Co lloquium is exactly the sort encouraged him in liturgical writing. of seminar that fits Levy's expertise and passion- a gath­ Levy has written a High Holy Day machwr and a ering o f leaders sponsored by Associates for Relig ion in Passover haggadah, and is now working on a Shabbat sid­ Intellectual Life. The group meets for a month each sum­ dur. His goal is to translate the tradition in ways that the mer to discuss social and ethical concerns in an inter­ comempor.ary worshiper can apply. denominational seuing. " My bes t teacher,'' he say with a wide s mile, ''is my This garheting refl ects the sort of world that Levy envi­ wife, Carol. She knows how to bring out the best in me with s ions in his loftiest dreams-where people are able to love and humor. She's also made me much more sensitive express Lhe fullness of their own traditions and still be inte­ to women·s concerns." They team-teach a Tuesday evening grated into the larger society. [n essence. he teaches that we class at the University of Judaism, titled ·' Ln the Image of must learn to b lend the truths gleaned from study and schol­ God: A Dialogue Between Men and Women on Spirituality." arship with tbe daily demands of a diverse and changing ln class, the two play ideas back and forth, combining a lot world.

SPRJ G 1995 REFORM JUDAISM 59 Linda Thal To educate means to lead. That is the very essence of Linda That's work in ISRAEL the cause of Jewish education. Inspired by idyllic, stimulating sum­ mers at Camp Swig and a year of study BAR-BAT MITZ\?AH in Jerusalem, steeped in Jewish learn­ &FAMILVTOURS ing by her own continuing efforts, and grounded by her parents in a love of her A Bar or Bat Mitzvah celebrated in Israel is a very special faith, Tha.l brings a unique joy of schol­ experience for the entire family. During my 10 years as an Israeli arship and a masterful precision to her tour guide, it was my pleasure and privilege to pioneer in the work as educatio nal director of Leo development of this program. Baeck Temple in Bel Air, California. Now, as a tour operator for 13 years, I plan every detail, There, she supervises the religious select the guide, arrange the ceremony on Masada, a special school, the Hebrew school, famiJy edu­ service at Yad Va-shem, a beautiful banquet dinner, and much cation, aspects of adult education, and more ... holiday celebrations. For the past four For a vacation you will never forget, come with me to Israel. years, she has been leading groU1ps of congregants thro ugh a process of re­ TOVA GILEAD, INC. imagining congregational education. Her work is motivated by the desire to 938 Port Blvd., Port Washington, NY 11 050 Washington translate her own love of Judaism into Please call 800~242-TOVA rich, daily experiences for everyone. "Linda transforms people," says a EL'7...VAL'7N.r co-worker. "By !her own intense ·1ove The Airhne ot Israel for tradition and by her constant, gen­ t]e persuasion, she shows people bow to extract the joy out of being a Jew." "She leaps to learn," says Dr. William Cutter, a friend and professor of Education at HUC-JIR .in Los EVERYONE CAN AFFORD Angeles, "and she has the unique abil­ ity to inspire others to learn, too. Her intensity is catching." TempleSoft How bas Thal 's devotion translated itself into a model for others? Conscious of her role as guide, she TOTAL COMPREHENSIVE SOFTWARE gathers people together in small groups to help them discover and artic ulate MEMBERSHIP, FINANCIALS, YAHRZEITS their own Jewish needs and yearnings. These task force groups begin with LINKS TO MANY POPULAR GENERAL LEDGER PACKAGES study and reflection so tha.t when each group is ready to make program or pol­ PROVIDES EVERYTHING NECESSARY FOR I.R.S. REPORTING icy decisions, they are well-grounded in both Jewish sources and personal We provide convenient financial arrangements. Let us show you experience. The educational task forces why TernpteSoft belongs on the INCOME side of your budget. have been responsible for creating a Hebrew cultural literacy program, a C.11 for• ftN, tul/-worlclng demo and • COfDRl•t• ll•t of weekJy family education newsletter, a T•mp,.Soft UNIS. SH and hMr for you,..lt why mo,. series of programs to encourage con­ than 100 T•mpl•• with congregation• from 75 to 2800 gregants to build or enrich their home memben •re using TempleSoft. (305) 661-0253 Jewish Libraries, family study chavurot, congregation-wi.de gemilut chasadim Unlimited Software, Inc. days, and fam ily retreats. 6925 SW 65th Ave. In helping a synagogue·become a lllit South Miami, FL. 33143 learni ng community, Thal says one must remember that it is a process,

60 REFORM JUDAISM SPRING 1995 gradual and inleracli ve. 'IL i vi tal to li sten to other and encourage them to understand their own yearning ." She There's no include the congregation in every tep better way BRING of the way. Peopl e need to fi nd thei r own pace and path. obody want to to immerse be pressured; change i low and every­ your family in one goes about it d.ifferentl y." Associates say th at, by her own Jewish culture than to visit Israel. devotion acd steadfast efforts, she ha And created a shi ft in atti tude in nearl y everyone she touches. "Linda i a moti­ there's FAMILY vator," ay a co-worker. 'Nobody no better way to visit Israel works harder, tudi es more or i more thorough. And the marve l i, that he than with B'nai B'rith. can translate her own learning in to There are two unique HOME term everyone can under tand." "I believe that we all have moment B'nai B'rith travel opportunities: the B'nai B'rith of particular receptivity, of opennes Grand Explorers program for grandparents to the way Judaism and Jewi sh tradi­ tion can speak to us " says Thal. "A an and grandchildren, and the B'nai B'rith educator I look fo r tho e. or xam ­ Family Tour for ple a few year ago r noticed a group of parents gathered around the door of TO ISRAEL the entire family. our aleph cla on the fir t day of Hebrew school. I thought that ther mu st be a probl em in the etas and B'NAI B'RITH June 29 - July 9, 1995 headed over to investigate. Parent , GRAND EXPLORERS Dec. 21, 1995 -Jan. 1, 1996 with tears in their eyes, explained, 'We 9 nights in 5-star hotel ; full Israeli breakfasts and 8 dinners; j ust didn t expect lo feel so emotional roundtrip air via El Al with airport tran fer . Visit Jerusalem, about our children starting Hebrew.' I the Dead Sea (grandchildr n pend the night at a Bedouin encampment and spend a day at a water park) and Tel Aviv. reali zed then th at we had mi ed an Take a jeep tour of the Golan; meet with Israeli artists, opportunity to ri tuali ze an important a member of the Koe et and I raeli families. moment and I pro mi sed myself it AIL THIS ONLY $2595 pe-r person double occupancy (subject to change) wouldn' t happen again . We now open Reduced rates for children. Hebrew school with a program for the parents of entering students which B'NAI B'RITH includes an opportunity for th em to FAMILY FUN TOUR July 27 -August 11, 1995 inscribe their child 's first Hebrew book 14 nights; 5-star bot ls; full Israeli breakfasts and 6 dinners; wi th wi shes for sweet tudy and pre- roundtrip air via El Al with airport transfers. Visit Jerusalem, ent it to their child duri ng the opening Tel Aviv and Kibbutz Kfar Blum. Camp out in a Bedouin Hebrew school service.' encampment and spend a day at a water park. Take a jeep Sukkot offers another moment of tour of the Golan; meet with Israeli artists, a member of the receptivity. 'T m not sure," Thal says, Knesset and Israeli families. "that anythi.ng I have done in my years ALL THIS ONLY $2888 per person double occupancy (su bject to change) as a Jewis h educator has brought me Reduced rates for children. more pleasure or made me feel more connected to the sacred nature of th e I TO: B'nai B'rith Center for Jewish Family life work I do than helping congregant I 1640 Rhode Island Ave., NW, Washington, DC 20036-3278 build sukkot at their home . The tart­ or call: 1-800-500-6533 ame ______ing point of this program was my belief 1 Please send me complete details 1 and registration kit for: Daytime Phone ______that bu ildi ng a rnkkah is a gateway to I 8 pouse Name ______experiencing oneself differently as a I □ Grand Explorers Address ______Jew. Wi th this si ngle act, one crosses I June 29 -July 9, 1995 over a threshold. Suddenly, one I O Grand Explorers becomes a Jew who is 'religious,' who I Dec. 21, 1995 - Jan. 1, 1996 ames of children/grandchildren: 'practices Judaism,' who know how to I O Family Tour do Jewish thing , who ha created a L------~------JI July 27 -Aug. 11, 1995 RF-2-95

PRING 1995 REFORM JUDAI M 61 Jewish home-a Jew who says bless­ mother of two daughters, Thal 's life is text study, that created the need for ings and does mitzvot. a Jew who so fu ll that her one concern is finding more intense prayer experiences and knows how lO take personal meaning time for her personal needs. more ritual practice. '''My Jewish from the tradition." In the past three " Ironically," she says with a rueful exploraui on unfolds in ways that are years. Leo Baeck has become a smile, " I see my work as helping oth­ always unanticipated," she says. .rnkkah-building community, and every ers learn to use the tradition 10 find bal­ "Reflecting on my own moments of religious school class spends a Sunday ance in their li ves and to live accord­ readiness to move forward, and on morning in a congregant's sukkah. One ing to their deepest values, and yet, my own points of resistance, has member of her Famil y Education Task that is one of my own most difficult helped me in my role as teacher." Poree developed a pre-fab sukkah kit c hallenges." Another important part of her life now available to everyone. Study is an important part of her has been her family's chavurah. "For Wife of Rabbi Lennard Thal and life. ft was Jewish study, particufarly seventeen years, we have studied, prayed, celebrated, mourned, argued, and performed rzedakah together, nurturing and challenging one DAN HOTELS OF ISRAEL another as we grow Jewishly. In tbe A chavurah I have learned lessons about both the fragility and the tenac­ SUPER ity of Jewish cort1munity life, the EXPERIENCE sacred power of holiday celebrations and rites of passage, the playfulness o f Jewis h study, the joys and com­ plexities of Jewish parenting. The chavurah and its associated women's study group have fostered my exper­ imentarion with ritual .. especially women's ritual." Starting at $63 inper double person rOQm Is she optimistic about the future including breakfast o f Judaism? " Yes," Thal says. "I know many Jews worry about inter­ DAN PANORAMA, TELAVTV - DAN PANORAMA, HAIFA marriage and our losses, but I work DAN PEARL, JERUSALEM* - DAN CAESAREA best when I l.ook at the vision of what we want to create. People are now re­ Any combination of Dan Hotels for a minimum of seven nights. entering Jewish experience with a new vitality. Jewish education needs Rates valid as of Marc h l, 1995 to be about more than perpetuation; (varies by season) it should be about renewal. If we are able to create truly vibrant Jewish communities, the future will take care of itself. l sense from Jews a deep, religious longing to be part of a kehil/ah kedosha, a holy community, a community of meaning. Our tradi­ tion offers us the language, the sto­ ries, the symbols, the practices, the ethical g uidelines, all the vehicles necessary to build that kind of commu­ KING DAVID, JERUSALEM - DAN TEL AVIV - DAN CARMEL, HAIFA DAN ACCADIA, HERZLIYA - DAN EILAT'" nity. We only need to learn to use them." Challenge is the key to Li nda Any combination of Dan Hotels for a minimum of seven nights. That's leadership. S he captures the "01)<'ningJuly 1995 beauty of Jewish tradition and then Rates valid as of March 1, 1995 makes it relevant and exciting for all (varies by season) those she encounters. D

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62 REFORM JUDAISM SPRING 1995 T H E J E W I S H TEACHER

The Concealed Teacher

How can we reconcile the hyperbolic of Eastern Europe. Teachers are often depicted as dis­ ideal of the teacher in Jewish tradition tracted, like Rafael in Agnon's "Legend of the Scribe," who works so ha.rd at his sacred task that he barely sees his wife. w ith the unadorned reality? Jewish They may be noble, like Ana Yezierska's heroine in The literature provides some insights. Bread Givers, for whom teaching is the first step out of the Lower East Side. They may be feckless klutzes, like Philip "Acquire b·oth study parmer and teacher." Roth's "Melamed" in Goodbye Columbus, trapped by the - Pirke Avot ("Ethics ofthe Sages") theological challenge of a disobedient boy wbo threatens to jump off the roof unless bis teacber can answer religion's ewish Lradition is kind to leachers. In the ideal master conundrum. world, Torah study is the ultimate mitzvah and, con­ The poet Yehuda Amichai contrasts our expectations of rrary to our Gates of Prayer; il doesn't really have a teacher and the reality in "A Well Put Together School": to lead lo anything else. This is not surprising. After all. the praise of learning was promoted by teach­ Here is a school well put together ers-the rabbis who created our texts. Who but a Like a little death. Chalk in the eyes Rabbi Akiba could bave coined the expression that a Jew for tears of truth. Ink from the inkwell days without Torah is like a fish out of water? has hardened like time ·s cement. Bulin our real world of Gap and Pop and bright crunchy And an old teacher with sharpened pencils colors. teachers don' l fare as well. Few ofus encourage is at the entryway. You can chat with him. He's 0 11 a long our childre n to take up teaching and learning as a career; break. schools-and especially our universities-are under attack. The sati sfactions o f learning come too slowly for Liule steps he once heard Americans, and the benefits are felt in leisure. The satis­ remain with him, like goldfish, slight and factions fo r teachers are no more immediate. voiceless within waters- There is a slightly different truth, then, behind the rab­ weeping. bi nic phrases we utter: a hidden side. Nadine Gordimer, the South African writer. recently noted that it is a writer's The windmv is square, /Jul memory is round. function to see the concealed side of things. Freed from And awful things happen in the liule com ers. the restrictions of authoritative texts and unconcerned with the obli.gation co pay homage. writers describe their teach­ While Amichai 's critique is melancholy and profoundly ers in terms of conflict normall y reserved for parents. In ironic, "A Visit to a Phy icist" by Dan Pagis takes a whim­ Jewish literature teachers are sometimes funny or foolish, sical approach: sometimes dusty o ld men or he lpless women. They are ambitious. proud, demanding. and deeply human. And stu­ In his office, on the black board, dents, even the best of them, Iik e to gee a lick or two at these Time is reckoned in a le11grhyfor111ula emblems of authority, testing their pedagogic prowess and which seeks out zero. mocking their me111ors' quirky habits. Both modern Hebrew and American Jewish literature He is preoccupied. While offering me coffee emerged, in part, as a critique of the melamdim (teachers) and a few pleasantries, he sneaks a doubtful look and their schools througho ut the Orthodox Jewish world at the solution. to the p rob/en,.

WILLIAM CUTTER He gets up, rakes cm eraser and wipes the board,

SPRING 1995 REFORM JUDAJSM 63 leaving ing.... Holy one, 1 touch your sleeve. them in dark rooms on winter nights. the proper solution: Wake up, Rise up, Take note of me ...." By showing us the concealed s.ide an empty board. In one of the saddest portraits of a of things, writers have allowed us to teacher, Y.H. Brenner renders a question righteous manifestos about With an apologetic smile, Dostoevskyan image of a teacher's the nobility of teachers. The be tter he returns to the desk. moral dilemma. In the tale "The Way poems and stories are decidedly not But both ofu s know Out," an o!d instructor tries to con­ idea lizing. The truth is that most peo­ what happened: vince hi s fellow workers of their ple feel quire COlliflicted about teach­ Time was created and (now) moral obligation to accept a group of ers-resenting those who made their is gone. poor outsiders who may be infected lives difficult and idealizing those with typhus. Bound by rules of the who were generous or heroic. We sir across f rom each other. Jewish settlement in Palestine that We would make great progress in He reads in my eyes strictly prohibit endangering its own education if we confessed our feel­ a story ofstars extinguished, members, the teacher faces the great ings about teachers, regarded the I read his baldpate existentiaJ dilemma. He is saved only a mbiguity of their authority with like a crystal ball. by a trivia.I broken toe, which pre­ humor, and then proceeded to grant a The eccentricities of teachers and vents him from pursuing justice at the realistic homage. In fact, our teach­ public thinkers can be seen in Hayim kibbutz meeting. ers leave us with enormous sense of Leivick's poem, "Wie kttmmt aher? In the la te 19th-century, Eastern obligation- for this is how students ( in krarzken-kammer/ der philosophe, European writers tended to create grow-but it can weigh us down. The die amsterdammer)." Leivick's pic­ more ominous and less nuanced por­ poet Amichai himself reflects the ture of the awesome philosopher traits of teachers and tutors, associ­ wish to "be forsaken": Spinoza emphasizes his rheumy eyes ating them with the general decline and the distant holiness emanating and impoverishmen1 of 1he shtetl. ln Far f rom here, on another from the wasted body of that mighty his story ''Cheder," Mordecai Ze'ev continent oftime spirit: "His sick chest heaves, strain­ Fierberg describes teachers striking The dead rabbis ofm y childhood ing, racked, racked, by fits of cough- children on their hands and locking are clearly seen, Holding the gravestones high above their heads. Their soul is ground in my life's knot. My God, My God, Why have ym1 not forsaken me?

Teachers can be preoccupied like Pagis's physicist, dusty like Amichai's arc haic pedagogue, rheumy like the great Spinoza. or conflicted like the old kibbutz teacher. Nevertheless, those who have taken on the mantle of teacher strive to be worthy of the honor ascribed by fowish tradition, while living in a world more closely described by our modem writers. We can develop true respect for teachers only if we acknowledge the realities our writers reveal. Then we may fi nd ourselves possessing the wisdom to honor our mentors in the spirit of poet Adrienne Rich, who Ei===r-J opens her collection Th e Fact of a Doorframe: "For my teachers, pre­ ■ Donor Walls ■ Yahrieit Tablets sent and gone." That dedication is ■ Trees of Life ■ Plaques and Awards what teachers live for. D ■ Bulletin Boards ■ Fundraising Concepts W. &E.BAUM Call for free catalog Bronze Tablet Corp. Robbi William Cutter i5 professor of Hebrew literoture Outside NYS: l-800-922-73 77 and EdU

64 REFORM JUDAISM SPRING 1995 CIJE: SOURCE

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,·. -;-, .. : Supt:.r..Fun ;...... chem as Jews." Staten Island's Charles Russo, who has moved from minimal observance to a deeply religious lifestyle over the lase de­ cade, offered an answer in sharp contrast to Rubin's uncertainties when asked why he and his wife are raising their four young children as Jews. "Religion makes you in God's image," he said. "Wichouc religion you're a beast. When you haven't read and undcmood, opened your eyes ro che re­ ality of human exisrence - and the only way to do chat is through rdigion - you're dead. You're not what you were mcanr ro be." Amy Hass, a single mocher, said char she has been broughr slowly back to Ju­ daism by her daughters, Rachel, 14, and Dylan, JO, boch ofwhom anend Hebrew school. "We get a very strong sense ofva l­ ues from Judaism. Ra.chel doesn't lie to me, unlike the way some of her friends act. I amibure it 10 moral underscanding i------,.------i ofwhat is right and what is wrong. "Judaism has brought much more un­ As with most things Jewish, there is an "on the other demanding between my children and ll the focus of the past few years mysdf to our household," said Hass. has been on the temptations of hand" to laments about the imminent disappearance of Moishe Rosenfeld and Annette A modern America, luring Jews co the American Jewish family. Harchik, Yiddish-speaking secular Jews, shed their historic identity for religious ralked about how much richer cheir in­ and crhnic anonymity. For the first time Yes, a lot of people are intermarrying-but what about teractions wich modern America are be­ in history, warn observers, a Jewish com­ that new Reform day school in Brooklyn? Yes, there's not cause of their Jewish heritage, and how munity is threatened by its friends rather they wane to pass chat heritage on to their than its enemies as a welcoming non-Jew­ a child to be seen among the aging and dwindling mem­ five-year-old daughter. "Judaism is the ish America spreads its arms wide and says, fabric of our lives," said Harchik. "We "Join us." bers of some venerable old synagogues-but what about want to give Felicia the same benefit." But there is a another way of looking Manhattan's B'nai Jeshurun, whose multi-generational Shance Epstein, a Brooklyn artist, He­ at things. If our generation is the first in brew teacher and mother of two, said, 2,500 years chat has free choice whether membership is growing so fast it can barely keep its mem­ "The world is a very confusing place and co be Jewish, a remarkable number of children need to know who they are. Ju­ families are indeed choosing co be Jew­ bership rolls up to date? And what about that new Jew­ daism is who we are." ish. Hundreds ofthousands ofparents are ish Community Center on the Upper West Side? And the "I was raised Orthodox but gor turned going to the trouble, expense and hassle off to it when I was younger," said Adena of maintaining their Jewish identity and yeshivas all over the metropolitan.area bursting at the Canter, who has returned to Orthodoxy passing it on to their children. And by no seams? And the waiting lists for progressive day schools and lives with her husband, David, and means is ;i.ll this active "Judaism by choice" son, Shmuel, in Bayside, Queens. "Now motivated by che deep faith of religious like Manhattan's Heschel? And the soaring property val- I see how much meaning Judaism gives orthodoxy. your life. I want co pass chat on 10 my Conversations with parents in the five ues in family-,oriented Jewish neighborhoods in Queens? children." boroughs revealed numerous reasons why they arc choosing to raise their children. reasons offaith and chat one because ofhis­ rrict atcorncy who identifies himself as opulation surveys do not lie and as.Jews. The one common response was tory. People are Jews and want to pass their Modern Orthodox. "It enables you co sec sentiments like Epstein's and chat they find in their Judaism cools chat Judaism on for a jumble of reasons, and it's priorities." PCanter's are nor unive.rsal. Many help chem cope with the modern world, not always chc easiest ofdecisions. Samuel Rubin, of Brooklyn, who de­ thousands ofJews are dropping ouc, and and chcywanr to pass these tools on. These scribes himself and his wife as deeply Jew­ taking their children with them. arc not families cbar have walled them­ "THE SPIRITUALIIT THAT Judaism provides ish atheists, said cbey are constantly wres­ "People arc not saying they would pre­ selves off from mod.ernity co shelter their gives you a better understanding of your tling with how to pass their Judaism on to fer not to be Jewish," Barry Hoitt said of faicb, as s~me extreme ultra-Orthodox relationship co time and place," said Ayal their three young children, "and constantly tbe survey data, "but it's not high on their Jews have done here and in Israel. Rather, Shanzer ofForest Hills, the father ofa cwo­ · debating whether we wane to pass on Ju­ priority lisr. Most Jews rhink being Jew­ these families have chosen co be involved year-old son and a new-born baby boy. daism ai all. The answer always comes up ish is a good thing, and when they inter­ with the world as Jews. "Otherwise, we're aimlessly meandering 'yes,' for reasons we're sometimes hard­ marry, they aren't rejecting Judaism. It's Historian and educator Barry Hok1., in through time and terrain. Ir's only spiri­ pressed to articulate. just clue Judaism has lost out io competi­ an essay published by the American Jew­ tual guidance that gives you a purpose, so "Judaism is central co who we are. For tion berween conflicting values." ish Committee char asks "Why Be Jewish?", chat life docs not become an all consum- all the problems we have wi ch the militant Hoitt, who is on leave from the Jew­ offers a list of answers: faith, belonging, ing grasping for things. self-righteousness of some of our fellow ish Theological Seminary co spend a year culture, history, personal meaning, spiri­ "Spiriruality reminds you chat there a.re Jews, and with Judaism as an organized as senior education officer ar the~ tual meaning, political and sociaf meaning, things chat are more important than ma­ religion, we still believe cha.t we are giving for Initiatives in Jewish Education, be­ the meaning ofIsrael . What these conver­ terial gains," said Shanur, an assistant dis- our children an invaluab!e gift by raising lieves that the challenge co Jewish educa­ sations revealed was chat it is impossible co 1------'------i tors is to move Judaism higher up on the draw lines and say chis person is Jewish for B y E Z R A GO LD S TE l ·N priority list, to make it more important flll April/May 1995 Biiit~i'.'!toijq 1 ~l:M"" ( ! ' /, I ,~ l H~,f'rr'i"" ;

I .

co co 1 'A number ofobservers believe "a sense ofbelonging in the world" to their planet--quesrions that some of us put tha,t job is being made easier by a trend children. uSo here you are," Osherson aside when we were young." that runs counter co the temptations of writes of himself in The Pa,siom ofFather­ According co demographer Bcthamie assimilation. There is a spiritual revival hood, "not particularly devout yourself, Horowitz, the "boomlet" in the Ameri­ in America. Attendance is rising in houses waming to provide your children a frame­ can population, coming as baby boomers of worship of all faiths, and such books work of spiritual values and beliefs that have babies, is rdlected in the Jewish as A H,isl()ry ofGodby Karen Armstrong roots them in the world ... population in the metropolitan region. spend months on the best-seller list. "Having a child raises anew unanswered There has been significant growth in die This trend may have less co do with lemma. They rejected organized religion questions about spirituality, faith, and how the political swing to the right in this years ago, but now worry about how to pass we make meaning of our existence on this Continued 011 the next page rootedness, of connection to a historical powerful motivations for Jews to be in­ Why Be context. Judaism gives you a past, present 'Having a child volved in federations and in other kinds an.d future. In our world, with extended of campaigns that give them a sense of Jewish? raises anew working together for a common -cause. "And Jews just like to be with other J~ Contin"'d from the Previous Page unanswered to have a sense ofbelonging. ofbeing part ofsomething bigger than we arc, tha.1 gives questions about us the sense that we're not on our own. You will find lots ofpeople in synagogues who spirituality, faith, are not there for religious reasons. n e c 1c at one !S part o some• and how we make thing greater than oneself is indispensable to parents, said Sebert-especially parents meaning of our sensitive to injustice in the world, and 10 the risks that all humans must Face, in• existence on this eluding children. "Ifyou have a sense ofhigher purpose planet-q~estions in life," said the Conservative rabbi," 'D9 I want to bring children into this world?' that some of us put is not a relevant question. Ifyou're bring­ ing chilclrcn imo a spiritual wodd, a world aside when we offaith-and I don't care how you define faith-man you say, 'I bdicve my chil­ dren and I can make this a better world

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Vol. 8. No. 2

Dear Educators, Shalom: MAZAL TOV TO 1994 Once again we approach the end of another productive school MILKEN DISTINGUISHED year. The nearly 30,000 children in Bureau of Jewish Education EDUCATOR HONOREES affiliated schools have all benefitted from your dedicated and professional input this year, and we are all gratefuf to you for your Five exemplary educators were efforts in developing the future Jewish community of the 21st honored at the Annual Milken century. In this issue o,f Oaf Lamoreh, you will find many items of Foundation Recognitlon Lun­ interest, whether it is professional development opportunities in cheon at the Beverly Hilton on which you may participate, or our reprint of an article on the Best Wednesday, December 14th. Practices Project of the CIJE. As we approach the end of .the Each winner received a$10,000 school year, may we thank you for all your efforts on behalf of the award. The honorees were: children in our schools. Have a wonderful summer! Esther Bar-Shai, third grade Judaica teacher at Adat Ari El Sincerely, Day School. Esther will tell you how much she enjoys teaching: ~_;J "It's my life and joy." But she will also remind you that it's a great Yanaton Shultz responsibility to instill in her stu­ Director of School Personnel dents a love for Israel, the He­ brew language and the Jewish heritage. IN THIS ISSUE . ..

Milken Distinguished Educator Honorees ...... p. 1 Rabbi Abraham Czapnik, Kin­ SchOol Personnel News ...... p. 2 de rgarte n/p re-1 Judaica BJE Youth Programs and Services ...... p. 4 teacher at Yeshiva Rav BJE Curricula Update ...... p. 5 lsacsohn. Rabbi Czapnik can BJE In service Highlights ...... p. 5 be found teaching five-year olds lnservice and Training Opportunities-LA and USA ...... p. 6 lnservice-lsrael ...... p. 8 Hebrew recognition as well as Jewish Educational Issues ...... p. 8 the beginnings of Biblical trans­ BJE Gala Lainer Event ...... p. 10 lation and insight. You will also Jerusalem 3,000 ...... p. 11 find him inspiring adults as the Publications Available ...... p. 13 Director of the Jewish Learning Legal Issues ...... p. 13 In the Interest of our Students ...... p. 14 Exchange where he reaches General Studies-Resources, Materials & Workshops ...... p. 15 out to Jews of varied back­ Of Professional Interest ...... p. 16 grounds. Of Personal Interest ...... p. 17 Valerie Lev, third grade Gen­ eral Studies and Judaic teacher

BUREAU OF JEWISH EDUCATION of Greater Los Angeles 6505 WIishire Blvd., Los Angeles, CA 90048 at Stephen S. Wise Temple Day MEET OUR NEW DEPARTMENT School. The twenty-year veteran said, SECRETARY "I strive through my work to demon­ strate that children can receive the Jillian Ben-Ezra will be joining the BJE highest level education possible: they as Department Secretary and will be can become excellent readers, writ­ in training in the weeks to come. She ers, problem solvers and thiriChabad. As the principal of telephone our office and let us know of a high school yeshiva where a major­ your new telephone number and ad­ August 15 - All official transcripts ity of the students live, Rabbi Thaler dress. Telephone (213) 852-6562 for regarding courses or in-service work­ has the added responsibility of sup­ your change of address or telephone. shops taken must be postmarked no porting his stll.ldents emotionally and Thanks for your cooperation. later than August 15th in order to psychologically outside of the class­ count in your status for the school room. Stated Rabbi Thaler: "We at year beginning in September. Any­ the school.must do the job of teaching, WISHING thing postmarked later than August educating and guiding the students 15th will be "banked" in your file and YAEL GALPERIN will count for the next school year. through the maze of adversity and A FOND FAREWELL! challenges that life has to offer."

The Bureau of Jewish Education's SPECIAL TRAVEL DISCOUNT Personnel Practices Department has PERSONNEL PRACTICES BOOKLET AVAILABLE FOR BJE enjoyed the faithful a.nd efficient ser­ DEPARTMENT CERTIFIED EDUCATORS vices of Yael Galperin as Department AT YOUR SERVICE! Secretary for many years. Yael's ten­ The Personnel Practices Departi:nent ure at the Bureau started 12 years ago LOOKING FOR WORK IN 1995-96? is pleased to offer BJE certified edu­ and her work in the Personnel Prac­ cators the opportunity to save 50% off tices Department started 9 years ago. All educators looking for employment rack rates at over 2,500 hotels and For each moment of her career in the for the 1995-96 school year should let resorts, in the U.S. and around the BJE, Yael gave committed and sin­ us know by sending in the enclosed world. By special arrangement, BJE cere service to all our principals and Data Input Form. You will then be educators can purchase the ITC-50 teachers. Her sense of commitment included in the most extensive Jewish Travel Club membership for only $10. and her dedication to the field was felt educational job referral service avail­ Using the directory only once will save by all who came in contact with her. able in the U.S. This past year, the you far more than the special reduced While we understand her desire to Personnel Practices Department rate. See attached order form. This is retire from full time work, it will be a helped schools fill over 300 available just another way the BJE says "thank great loss to our Department. We vacancies. Let us help you find your you" to our valued educators. wish her only the best in the future. job for 1995-961

3/E OAF LAMOREH rr-n,:', t7.., NEWSLffiER OF THE PERSONNEL PRACTICES DEPARTMENT ~,i,, BUREAU OF JEWISH EDUCAnON 2 UNIVERSITY OF JUDAISM

Summer Institute for Jewish Educators June 25 - June 29, 1995

The following courses will be offered for 2 units of either academic or BJE credit:

Tef/1/ah for Ourselves and Our Students Debbie Friedman, Stuart Kelman and Amy Wallk Katz

The Vocabulary of Jewish Life: Basic Judaism In 5 Daysi · Linda Fife, Luisa Latham

Early Childhood Curriculum for the Jewish School: An In-Depth Exp/oration Bea Chankin, Louise Taubman

The Ideal Youth Community Stan Seiner

Tough Topics in Jewish Thought and Teaching Elliot Dorff, Ed Feinstein

Tuition: $350 per course, plus $25 registration fee

The following courses will be offered for 1 unit of either academic or BJE credit:

Tough Topics (mornings only• philosophical component) Elliot Dorff

Ritual, llfecycle and Jewish Meaning Deborah Orenstein

Tuition: $185, plus $25 registration fee

Groups: We are pleased to announce a 3 for 2 special/ Register three regularly employed professionals from the same Institution for the tuition price of two.

A limited number of BJE subsidies are available. Please contact Or. Ron Reynolds at the BJE for information.

Registration is due by May 22, 1995. For further information, contact Jill Lasker, Registrar, (310)476-9n7 x296 1995 Summer Ulpan in Israel. Pres­ registration deadline is November 1st, BJE YOUTH PROGRAMS I I ently, more than 140 teenagers are I am afraid that we may have to close enrolled in this incomparable program registration early due to the popularity YAO B'YAD COMEBACK IS of travel, study and friendship. The of the program." TRIUMPHANT! Ulpandeparts Los Angeles on July 1st and returns August 23rd. For more information about the 1996 Jewish spirituality went Broadway as March of the Living call Debbie Yad B'Yad, the BJE's performing arts For information, please contact Nurit. Rabinowitz at (213) 852-7748. troupe, made its theatrical comeback Goldman, (213)852-7750. with the original rruslcal, "Lift My Eyes!" Twenty-five talented teens and pre­ REGISTRATION OPENS FOR THE BJE YOUTH SERVICES teens performed to audiences of hun­ 1996 MARCH OF THE LIVING dreds at Adat Ari El in North Holly­ wood and Temple Emanuel in Beverly On April 16, 1996, 5,000 Jewish teens SUPER TEENS RAISE $24,000 AT Hills during two public shows in Janu­ from countries around the world will SUPER SUNDAY ary and February. Additional perfor­ share in a once-in-a-lifetime experi­ mances are being held at University ence when they march two miles from On February 26th, over 300 teens Synagogue, Brentwood; Temple Auschwitz to Bi(1(.enau, retracing the were on the phones calling theirfriends Menorah, Redondo Beach; Camp steps of the "March of Death," the and raising money to provide services Ramah, Ojai; and Temple Ami Sha­ actual route which countless numbers for the elder1y, help AIDS patients, lom, West Covina (through the sup­ of our people were forced to take on support Jewish education, rescue port of the Federation of the San their way to the gas chambers at Jews and others from Sarajevo, ab­ Gabriel and Pomona Valleys). Birkenau. This time, however, there sorb immigrants from Eastern Europe will be a difference. It will be a "March to Israel and many other important "Lift My Eyes," based on a book by of the Living" to commemorate Yorn projects and services that are funded Winnie Hiller with music by Sam HaShoah, Holocaust Remembrance by the Jewish Federation. Glaser, provided an opportunity for Day, reaffirming the strength and vi­ the cast to explore their own spiritual tality of the Jewish people. From Jewish Community Youth Council ties to Judaism while providing 'food Poland, participants will fly to Israel to members pl1ayed a central ro'le in coor­ for thought' for the audiences," said join the entire Jewish community in dinating the campaign. ''Youth are as BJE Head Consultant, Monise celebrating Yorn Ha'Atzmaut, Israel's much a part of this community as Neumann, the show's producer. "The Independence Day. adults ... it is important that we support audience's response to the show was it today as we become its central so enthusiastic that an audio cassette A participant in the 1994 March writes: leaders tomorrow" said Micah is now being produced and should be "The March taught me that the oppo­ Grossman, Youth Campaign City available at Jewish music stores and site of love is not hate, but rather Chair. 'We are very proud of the fact gift shops in the near future." indifference ... we must all speak out that we raised over 30% more in against injustices; Judaism demands pledges than last year!" added Lisa For more information call (213)852· it, those who perished are entitled to Ehrens, Valley Chair. Kol HaKavod to 6567. itl" all of the youth groups and individuals that contributed to this success! Zvi Weiss, BJE Director of Programs s u M M E' H and Western Regional Director of the March has announced the opening of registration for the 11996 March: "The BJE'S WORLD REPAIR MANUAL: March of the Living makes a state­ VOLUNTEER OPPORTUNITIES ULPA~~ ment to the world about Jewish sur­ FOR TEENS vival, it is an important symbol for those who survived, has a profound Teens who want to make a difference Impact on its participants and on the in the world can now get some help ISRAEL comrrunities to which they return. I through the new Volunteer Opportuni­ look forward to a growing number of ties Guide. "There are many Jewish SPACES STILL AVAILABLE FOR participants from Los Angeles." Due organizations that could really use help," says Debbie Rabinowitz, who SUMMER ULPAN IN ISRAEL to the national and international de­ mand for the program, space is ex­ compiled the guide. "Just call me at Enrollment is still open for the BJE's tremely limited. "While the official (213) 852-7748 and I'll be happy to pop a guide in the mall to you!" 3/E OAF L.AIIOREH ;-r-,,,.,a, 1:7-, NEWSLErrER OF THE PERSONNEL PRACTICES DEPARTIIENT ..rj-,i,, BUREAU OF JEWISH EDUCATION 4 CALL TO FIND OUT WHAT'S disability awareness. This acclaimed geared for 10-12 year-olds, is in GOING ON: JEWISH YOUTH curriculum is being used around the progress. Please call Dr. Kenneth INFORMATION HOTLINE world. If your school does not have a Schaefler, BJE Director of Psycho­ copy of the curriculum, please call logical Services and Special Educa­ The BJE Youth Information Hotline is BJE Director of Psychological Ser­ tion, to order the curriculum or for up and running. For information about vices and Special Education Dr. Ken­ mrmaoon reganhJ ~ ea cabt youth groups or youth events in your neth Schaefler at (213)852-7749. area call (213)852-6581. BJE INSERVICE HIGHLIGHTS "A TIME TO REJOICE" I I SPECIAL EDUCATION BJE CURRICULA UPDATE CURRICULUM NOW AVAILABLE DR. RON WOLFSON KEYNOTES BJE CONFERENCE FOR RELI­ "JUSTICE, JUSTICE FOR ALL" A new Department project will serve GIOUS SCHOOL EDUCATORS CURRICULUM TEA.CHES as a legacy to the pream of Mr. Harold DISABILITY AWARENESS Ziff (of blessed memory) that ev{#ry Nearly 400 Reform and Conservative THROUGH A JEWISH CONTEXT Jewish child be able to participate in religious school teachers and princi­ Jewish learning and Jewish living. The pals heard Dr. Ron Wolfson, Director Just as quality instruction is vital to 265-page Jewish Special EducaUon of the Whizin Institute for Jewish Fam­ educational success, social life is criti­ Holiday Curriculum, "A Time to Re­ ily Life, present his keynote address, cal to the emotional development of joice," is designed to help Jewish "Why Won't They Get Out of the Car? our kids. Disability awareness educa­ schools, camps and youth groups bring - The Challenge of Reaching and tion programs can help students be­ Jewish holidays and festivals 10 l'ife for Teaching the Jewish Family," at the come more sensitive to peers (and 7-9 year old children with special Religious School Educators Confer­ adults) who might be a little different. needs. As the first large-scale cur­ ence sponsored by the BJE, In col­ The BJE's "Justice, Justice for All" riculum of Its kind in the Englis~-speak­ laborationwiththe Whizin Institute, on curriculum serves as a powerful tool ing Jewish world, it has an interna­ January 15th, at the University of Ju~ to teach Judaic concepts relating lo tional audience. The next vollume, daism.

HEBREW LANGUAGE COURSE

. lt')i?l :IVi?iJ , ',Joq:, . 12 ;r;l!IJ I j The Learnables I i j Forei,gn Language Programs ' I• I • ~ • teaches rapid understanding I -tl~ • cassettes teach the meaning of i j ffi"',c, c:§:> ~ ~ I• 3 2 1 pictures I I I . ,,.,.,., ',g :,¥•~::i . 3 ;:,--.11 ;:,wi,.-:; . 2 ,:1¥':1 ;:;:,• .I • no grammar drills and no I :1¥' :i:::: ! I .:,~":v nk ntt c•c;, memorization I • .· ni,';,:m .,¥ • appropriate for students age 7 ~ • i and up I i I i • used successfully for over 15 years I by schools and home educators j I I -fla- I ~ • students are attentive and learn 5 I ! n

~IE OAF LAMOREH i"T.,'7~? 1:7-, NEWSLETTER OF THE PERSONNEL PRACTICES DEPARTIIENT 'TS'l~ BUREAU OF JEWISH EDUCATION 5 With the goal of "Educating the Jewish School: An In-Depth Exploration." you will be attending CAJE and we will Family," "teams" of lay leaders and The 15-hourintensives include: "Tough verify your attendance after the con­ rabbis from twenty congregations Topics in Jewish Thought and Teach­ ference. joined their schools' educators at the ing." Fees are $185.00 per 15-hour conference to plan family education course, $350.00 per 30-hour course, BJE STIPENDS AVAILABLE FOR programs for the coming year. plus a non-refundable registration fee U.J. SUMMER INSTITUTE of $25.00. ANDCAJE The conference was supported In part by a grant from the Jewish Commu­ It is also possible to audit these courses The BJE is providing stipends de­ nity Foundation. and receive L.A. Bureau of Jewish signed to help local Jewish educators Education inservice credit based on benefit frorm participation in two out­ DAY SCHOOL EDUCATORS full attendance and class participa.- standing professional development CONFERENCE tion. · programs to take place this summer.

Adat Ari El was host to the BJ E's Day For more details and a registration Stipends in the amount of $75 are School Educators Conference on Feb­ form, please contact Jill Lasker, Reg,­ available to qualifying educators wish­ ruary 17th. Almost 70 individual work­ istrar, University of-Judaism, 15600 ing to attend the University of shops were presented for 500 Judaica Mulholland Dr., Los Angeles, phone: Judaism's Summer lnstitutewhichwill and general studies educators from (310)476-9777 and fax: (310)471- take place from June 25-29 at the U.J. Conservative, Reform and Commu­ 1278. campus on Mulholland Drive. nity day schools across Greater Los Angeles. Topics covered math, sci­ 2(}TH CAJE CONFERENCE Stipends in the amount of $100 are ence, language arts, meeting various available to qualifying educators wish­ ing to participate in the CAJE Confer­ student needs, prayer, intermarriage, The Conference on Alternatives in Hebrew and Jewish studies. Jewish Education will mark its 20th ence which Is scheduled for August 13-17 at the University of Massachu­ year at the University of Massachu­ setts in Amherst, August 13 - August setts, Amherst. INSERVICE AND TRAINING 17, 1995. A pre-conference Shabbat OPPORTUNITIES weekend will be conducted August The number of stipends is limited and will be granted on· a first-come--first­ IN L.A. AND THE U.S.A 10-13. The conference will cover the full range of Jewish educational top­ served basis. To qualify, educators ics, organized into four content areas: must be employed in a BJE-affiliated Torah and Tradition; Am Yisrael; Cre­ school and have a completed person­ ative/Cultural Arts; and Techniques nel file on record at the BJE. To obtain a stipend, please contact Dr. Ron and Technology. Special focus will be on AIDS education, arts education, Reynolds at (213) 852-7746. computers and internet, environment, healing, in-depth text study, Jerusa­ SPECIAL BJE UNIVERSITY OF JUDAISM lem3000, language acquisition, learn­ IN-SERVICE SEMINAR: SUMMER INSTITUTE ing environments, spirituality. The FOR EDUCATORS Co111ference wilt also include exhibits, an •educational resource center, me­ FACING HISTORY AND OUR· SELVES: THE HOLOCAUST AND The University of Judaism is sponsor­ dia center, evening programs, family HUMAN BEHAVIOR ing its Summer Institute for Jewish education and more. For detailed Educators June 25 - June 29, 1995. information and a registration form, With Jan Darsa Educators may earn 1 unit (15-hour please contact Hope Berger, at the courses) or 2 units (30-hour courses) CAJE 20 Conference office at P.O. The BJE will conduct a special one­ of academic credit. The 30-hour Box 70, Shrewsbury, MA 01545. day seminar on the teachiing of the intensives i:nclude: "Reaching and PhQne: (508)754-9017, the fax: Holocaust on Tuesday, May 16, 1995, Teaching the Jewish Family: A Whizin (508)754-9018 and Email: 9:00 a.m. to 3:30 p.m. at Valley Beth Institute for Jewish Family Life Semi­ [email protected]. Shalom, 15739VenturaBlvd., Encino. nar," ''Tefillah for Ourselves and Our Eligible participants will receive 1/2 unit of BJE in-service credit. The semi­ Students," "The Vocabulary of Jewish If you would like to receive one unit of Life: Basic Judaism in 5 Daysi" "The in-service credit for your attendance nar is appropriate for teachers of stu­ dents in grades 7 and higher. Ideal Youth Community," and "Early at CAJE, (credit to apply to the followa Childhood Curriculum for the Jewish ing 1996-97 year), please write us that

~ DAF LAMOREH :-T-r,,.,', l7-r NEWSLmER OF THE PERSONNEL PRACTICES DEPARJMENT ,J; BUREAU OF JEWISH EDUCATION 6 Participants will explore new materi­ HOLIDAY MAGIC SERIES tuition of $130forthe 1O week semes­ als specifically designed ·for use in ter. This is,a great opportunity to learn Jewish day and afternoon religious Miriam Alperin will teach a four-ses­ to communicate in Hebrew! For more schools. The material utilizes a case­ sion course dealing with holiday and information please telephone Ofra study approach, focusing upon the general hands-on activities in the arts. Weinberg at (213) 852-3255 or (213) Jewish community of Warsaw as a The course is open to all teachers. 852-7892. vehicle for understanding pre-Holo­ Tlhe classes will meet at Valley Beth caust Jewish life in Eastern Europe. Shalom from 10:00 a.m. to 12:00 noon The curriculum also examines many on Wednesdays, May 10, 17, 24, and BJE SUMMER INSTITUTE SET of the larger issues and dilemmas 31. Teachers will learn how to inte­ FOR AUGUST 23 faced by Jews, not only during the grate simple, successful, inexpensive Shoah, but ever since. projects into the classroom for all age This year's BJE Summer Institute will levels. To enroll in the in-service, take place·on Wednesday, August 23, Jan Darsa is a staff member at (the please telephone Dr. Ron Reynolds at from 9:00 a.m. to 2:45 p.m. at the Boston-based) Facing History and (213) 852-7746. Abraham J. Heschel Day School, Ourselves who is involved in staff 17701 Devonshire St., Northridge. As development and curriculum writing. is our custom, the day will feature an She is the project director of a Cov­ HEBREW LANGUAGE ULPAN outstanding lineup of instructors and enant Foundation grant project sup­ OFFERED sessions previewing the slate of BJE porting the publication and dissemi­ in-service seminars and courses to be nation of the Warsaw materials, which The Summer semester of the Israeli offered du ring the coming fall semes­ she authored. Ms. Darsa is also a Hebrew Ulpan will begin the week of ter. Those participating in the program Jerusalem Fellow. June 11 , 1995. There are a variety of will be eligible for receipt of 1/2 unit of class levels and locations. BJE certi­ BJE in-service credit. Additional infor­ To register for this outstanding pro­ fied educators can receive in-service mation and registration forms will be gram, please contact Dr. Ron credit and a 10% discount on the mailed shortly. Reynolds at (213) 852-7746.

,, ,:,, 7u1n1, nnn1t1oi1 n,~.,:, The Joint Authority For Jewish Zionist Education :,',uJ cn,,;i, n1Jin1,, 7u,n, i1i'Sno;i The Department of Jewish Education and Culture in the Diaspora

Invites you to Join MATAN INTERNATIONAL ISRAEL A Summer International Camp SEMINAR FOR TEACHERS for English-Speaking Young Musicians and Dancers (ages 14-18) TEXTS AND CONTEXTS; IN SEARCH OF IPENTmES This year on Kibbutz Kfar Menachem July 10- 27, 1995

Dates: Arrival in Israel, Sunday, July 23. 1995 This seminar will be run Jointly by the Deportment Camp: Monday, July 24 - Friday, August 4, 1995 for Education and Culture in the Diaspora and Melitz. It is aimed at teachers and other educa­ Excursions and Educational Program by the De­ tors from the English speaking world, as well as partment of Jewish Education and Culture in the from Europe and Israel. Diaspora: August 4 - August 10, 1995 Cost: $1,715, which includes Cost: Camp and Educational Program, • Accommodation and half board $1A30.00 • All tours and programs (Does not Include air fare. Tickets should be bought by the participants).

FOil MOllE INFOIIMA1ION, UOCHUllES AND APPUCAnON! FOllMS, Pl.EASE CONT.ACT SIMA HARuv AT {213) 1162-57IKJ.

3/e OAF LAMOREH iT"17~? f1"1 NEWSLETT'ER OF THE PERSONNEL PRACTICES DEPARTMENT 7o/,i,, BUREAU OF JEWISH EDUCATION 7 DR. HAIM LICHT TO TEACH! become acquainted with Israeli The­ specific theme chosen by the group. ater in all its aspects - educational, Popular Israeli scholar and teacher comrrunity, professional, and thera­ In addition to the seminars, the Insti­ Dr. Haim Licht will conduct sessions peutic; (2) to understand how the so­ tute offers a series of limijed enroll­ on ''The Holidays of Tishrei" at the cial, political and ideological dilem­ ment short term workshops. These BJE Summer Institute, August 23, mas of Israeli society are expressed workshops provide individual educa­ 1995, and will present a special, two­ and reflected in its theatrical produc­ tors with an opportunity to explore day (haH-unit) seminar, August 24-25, tions and activities; (3) to meet lead­ areas of personal interest and to meet 9:00 a.m. to 12:30 p.m. at Valley Beth ing Israeli theater artists, educators, educators from around the world. Shalom, 15739 Ventura Blvd, Encino. producers. and therapists: (4) to tour Some workshops are designed for The seminar will explore texts associ­ theater centers arnd cultural sites participants to develop their own ated with Rosh Hashanah and Yorn throughout the country. For program Judaica knowledge through the inten­ Kippur. Register for the special semi­ and cost information please contact sive study of selected Jewish texts nar by phoning Dr. Ron Reynolds at Peg Wherry, Academic Outreach, and literature. Others focus on issues (213) 852-TT46. (913)532-5687; (800)-622-2KSU; 221 such as philosophy and curriculum College Ct., Kansas State University, development, methodological ques­ Manhattan, KS 66506-2304. tions, teaching Israel, or the use of arts, drama and films in the class­ I IN ISRAEL I room. BEZALEL ACADEMY INTERNATIONAL ISRAEL For information about the July, 1995 SEMINAR FOR TEACHERS The Bezalel Academy of Arts and programs please contact Dr. Howard Design in Jerusalem will host a sum­ Deitcher, The Jewish Educators' Train­ The Department of Jewish Education mer programJuly 16-August4, 1995. ing Institute, The Melton Centre, The and Culture in the Diaspora and Melitz: Two courses are being offered: Hebrew University of Jerusalem, Mt. The Center for Jewish Zionist Educa­ "Jerusalem Through the Ages" and Scopus, Jerusalem 91905, Israel. tion is conducting an International Is­ "Introduction to Fine Arts." The cost Phone: 02-882033/4; fax: 972-2- rael Seminar for Teachers July 10 - for the three-week program. including 32211. July 17, 1995. The purpose of the coursework, bed, breakfast, dinner, seminar is to examine the impact of hotel accommodations, day tours and IJEWISH EDUCATIONAL ISSUES the new realities in Israel and the field trips is $1 ,750 plus aill'fare. I Middle East on school curriculum as well as to create new and improved For more information and an applica­ SCHOOLS THAT SUCCEED (by strategies to teach Israel studies in tion form, please contact: Friends of Barry W. Holtz, reprinted with permis­ sion from Reform Judaism Magazine, the various American Jewish commu­ Bezalel Academy of Arts and Design, nities. Inc., 654 Madison Ave., Suite 409, published by UAHC, Spring, 1995). New York, NY 10020. Phone: The price of the seminar is $1 ,715 (212)935-1900; fax: (212)935-2210. A study of the ''best practice" Jewish which includes seminar and educa­ schools reveals their secrets. tional program, accommodations and Imagine a congregational school half-board and tours throughout Is• JEWISH EDUCATORS' rael. For further information, please TRAINING INSTITUTE where the children are learning seri­ contact the Department of Education ous Jewish content, where a vast and Culture office in New York;phone: The Jewish Educators· Training Insti­ majority of the students continue after their bar or bat mitzvah, where the (212)339-6038 and fax: (212)318- tute of the Melton Centre of the He­ pupils actually enjoy their Hebrew 6178. brew University of Jerusalem offers a school experience. This is no fantasy. three-week intensive seminar in There are supplementary religious THE THEATER IN ISRAEL Jerusalem specifically designed for schools that fit this description. the faculties of Jewish day schools Kansas State University's nationally, and focus groups of formal and infor­ In order to improve the field of Jewish recognizect'theaterprogram and Semi­ mal Jewish educators. The staff of education, the Best Practices project nar Hakibbutzim - the State Teachers the Melton Centre works with each College of Israel in Tel Aviv, are spon­ group in a collaborative partnership to of the Council for Initiatives in Jewish Education (CIJE) enlisted a team of soring a summer university program plan a training program designed to including three 3-unit courses July 9 - meet the group's goals and need,s. experts to study and document the July 30, 1995 in Israel. The aims of Each seminar is planned around a "best practice" institutions, the most the program are for participants ( 1) to successful schools and educational 3/e DAF LAMOREH ;-r-,,,.,r, 1:7-, NEWSLffiER OF THE PERSONNEL PRACTICES DEPARTMENT ;_,,;,, BUREAU OF JEWISH EDUCATION 8 programs in North America. Research mary role is educational, not adminis­ sion leading, curricular implementa­ began with an exploration of exem­ trative or organizational. Some focus tion, or classroom manQment; c) plary supplementary schools within on supervision and inservice educa­ raising teachers' personal Jewish com­ congregations. This is what they tion; others serve as inspirational spiri­ mitment. found. tual models; still others concentrate on creative programming and curricu­ The best pr~ctice schools use de­ The SchooVSynagogue Partnership lar improvements. nominational organizations (such as the UAHC), local central agencies, A best practice school fits into the The Successful Classroom and, attimes, commercial Jewish text­ overall orientation of the congrega­ book publishers for teacher education tion, reflecting the values of the syna­ Schools ultimately succeed or fail be­ sessions. Teachers are also sent to gogue; the synagogue, in tum, con­ cause of what happens in the indi­ conferences, including those spon­ fers a significant role and status to the vidual classroom. The best practice sored by the Coalition for Alternatives school. A school that is viewed as schools all emphasize the key role of in Jewish Education and 1hose con­ central to the mission of the syna­ the teacher in involving and inspiring nected to meetings of denominational gogue has a greater chance for suc­ students. Each of the best schools educational organizations, such as the cess. responds to the three fundamental National Association of Tample Edu­ dimensions of school staffing: recruit- cators. How does the supplementary school . ment, retention, and professional become a valued institution? The key growth. Family Involvement player is the rabbi of the congregation. In virtually every best practice site, the Many of the best practice schools Family involvement, another impor­ rabbi invests the congregational school have no recruitment problems. In tant factor in best practice schools, with prestige by demonstrating strong general, good schools tend to per­ helps support the goals of the school interest and sustained involvement. petuate themselves because their (and probably the quality of discipline reputations are well-known in the edu­ in the school), reinforces what chil­ The lay leadership represents a sec­ cational community; whe·n openings dren learn in school in the home, gives ond critical element in ensuring school appear, they have no diffipul1y in at­ children a sense that Judaism is not success. The synagogue stakehold­ tractingteachers. Other schools have "just for Hebrew school," and empow­ ers must be involved in an ongoing found innovative ways to recruit staff, ers parents by assisting them in home­ conversation about the school's mis­ such as training parents to serve as based informal education, which has sion. Best practice schools have a teachers. been a feature of Jewish life for gen­ clear sense of their vision and continu­ erations. Family involvement may ally involve the temple leadership in Finding ways to retain outstanding include adult learning, family retreats, discussions about goals. teachers is a crucial component of school-teaching by parents, and an success. Best practice schools have entire curriculum focuses on family Finally, best practice schools see stable staffs. The key components in education. themselves as part of a larger context: retaining teachers are fair pay, and the synagogue as an educating com­ more importantly, a sense of being The CIJE Best Practice study indi­ munity. They are also more likely to appreciated by the educational direc­ cates that congregational education integrate their formal program (the tor, the rabbi, and the community as a can work, and that studying exem­ "school") with a variety of informal whole. In congregations where edu­ plary practice can help us improve the programs, such as camps; cation is highly valued, teacher es­ educational settings of today and build shabbatonim; family retreats; trips to teem tends to be high. the institutions of tomorrow. Israel; and holiday, tzedakah, or arts .. programs. An ethos of professional growth and (Barry W. Holtz is director of the Best teacher education characterizes all Practi~s Project of the Council for The Educational Leaders the best practice schools. Profes­ Initiatives in Jewish Education (CIJE). sional growth opportunities advance To receive a copy of the 100-page All of the best practice schools have both the quality of teachers and their CIJE report on "Best Practices in the effective educational leaders, usually sense of being valued. Training areas Supplementary School," send a ch~ educational directors (or occasionally, tend to focus on three areas: a) in the amount of $4.00 (for photocopy­ the rabbi), who, among other tasks, increasing teachers· subject knowl­ ing and postage) to the Council for provide continuity, build morale, and edge with sessions on Bible, Hebrew, Initiatives in Jewish Education, 15 East work with rabbis and lay leadership on orJewish holidays; b) increasing class­ 26th Street, 10th Floor, New York, issues of status and vision. Their pri- room teaching skills such as discus- N.Y. 10010.)

,3/€ OAF LAMOREH ;T"'77?,? f7"'7 NEWSLmER OF THE PERSONNEL PRACTICES DEPARTJIENT -.rj.,;,, BUREAU OF JEWISH EDUCATION 9 gre and family programs sponsored Mark, Nahum and Luis. Sara utilized IBJE EVENTS AND HAPPENINGS I by the BJE. her scholarly talents publishing Yid­ dish and Hebrew articles and authoring "The Lainers have demonstrated the award-winning book, "Days of Fes­ throughout their lives that the best tivals and Remembrances." She way to promote Jewisln life is through worked on behalf of Hadassah, Pio­ Jewish education," said event Chair neer Women, General Israel Orphans Linda Goldenberg Mayman. "They rep­ Home, the Yiddish Culture Club, resent what the BJE is_all about." Histradrut lvrit, and Hug Ha-Tanakh. Mrs. Lainer holds the 1985 Deborah Natives of Eastern Europe, the Lainers Award from the L.A. Pioneer Women/ immigrated independently to Mexico Na'amat and an honorary doctorate City where they met and married. from the Hebrew Theological College, Jewish University of America. She BJE GALA PROMISES TO BRING Sara was a Hebrew school teacher continues to lecture in Yiddish and SIMHA ... AND SARA and an instructor of Latin and etymol­ ogy at the Motolinia College. She Hebrew to groups in Los Angeles, taught at the Jewish Teachers' Semi­ Israel and Mexico where Sara's.brother Plans are underway to make the Bu­ Rabbi David Solomon Rafalin (of reau of Jewish Education's 2nd an­ nary and was an active member of WIZO. Simha, a worker in the textile blessed memory) served as Chief nual fundraising dinner on Tuesday Rabbi for forty-six years. evening,June 13, 1995,attheBeverty industry and a passionate Zionist, par­ Hilton Hotel, an evening of simha hon­ ticipated in the Labor Zionist Organi­ Sim ha established himself as a promi­ oring L.A.'s patriarch and matriarch of zation. Both Lainers served as volun­ teers at the Yiddish Day School. nent industrial real estate developer in Jewish continuity, Simha and Sara the San Fernando Valley. He served Lainer. Proceeds from the dinner and on the Board of Directors and aook wtll support the community­ In 1951, the Lainers came to Los Angeles with their three young sons, President's Council of the University wide scholars~. school, youth, emi- KAR-BEN BOOKS A Growing Jewish Library for Young Children

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3~ OAF LAMOREH n·ni,', l7"'1 NEWSLETTER OF THE PERSONNEL PRACTICES DEPAlmlBIT ...iff-,i; BUREAU OF JEWISH EDUCATION 10 of Judaism, of which he and Sara are grandchildren. According to Raslhi's subject of Jerusalem, whether in the founders, the Board of Trustees of the view, Simha and Sara Lainer are also form of books, articles, audiovisuals Jewish Community Foundation, the the parents of thousands more who or posters. Regional Advisory Board of the Anti­ will make their own contributions to Defamation League, the Board of the our Jewish world. ·The Trimillenium affords all Jewish West Coast Friends of Bar llan Uni­ educators a unique opportunity to en­ versity, and as a Founder of the West­ For more information about the BJ E's rich instruction and irmue students ern Friends of the Hebrew University gala celebration honoring the Lainers, with the concept of the centrality of in Jerusalem. please call Susan Witkow at (213)852- Jerusalem in Judaism. For a copy of no2. the catalog ($12.00, including ship­ In 1989, the Lainers established the ping and handling) and for informa­ Simha and Sara Lainer Fund for Jew­ tion regarding the following projects,. ish Education administered by the BJE. JERUSALEM 3000 please write to: Recognizing the critical need to help more children requiring tuition assis­ The Joint Authority for Jewish Zionist GET READY TO CELEBRATE tance, the Lainers have thus far Education THE TRIMILLENIUM OF THE CITY awarded $290,000 in scholarships to Jerusalem 3000 OF JERUSALEM! over 400 •Children at 32 day schools Education Campus and yesh~ot throughout our city. 3, HaAskan Street The Joint Authority for Jewish Zionist Jerusalem 93780 Education has prepared a catalog of Rashi, the great commentator on the Attention: Heddy Swarttz Hebrew Bible, observed: "One who educational materials on Jerusalem, as background for the celebration of enables Torah learning becomes like The phone nurmer is 02-759047/8; the Trimillenium anniversary of Jerusa• a parent to the child who is taught." FAX 02-759133. The Lainers are the parents of sons lem, City of David. and daughters-in-law who are Jewish Jerusalem 3000 Pen-Pal Project for The catalog includes a compilation of comrrunity leaders in their own right Teens Ages 13-15 and the proud grandparents of nine relevant and available material on the ...--- SPECIAL PROGRAMS---~ for Hebrew Schools and Religious Organizations

SIDDUR OT L 'OT A multi-colored Siddur 11834 Flo ral Drive, Suite 27 NEW 'llIIS YFAR! Whittler. CA 90601-2920 GXm MEIR! SYLLABLE BY SYLLABLE P.,hone: 310-908-0136 Workbook and practice book I [ The Cast of Cha.ratters • Abraham the Patriarch THEMITZVAHGUIDES FOR JEWISH LIVING • Sarah the Matriarch ! Give the holidays new meaning • Mo•e• the Lawgiw r ' Mr. Smo/1 Ito, 0 not,uat ab/Ill), ,0 -h OIJI ,0 his-· •nc~ and draw tMM into lhe 'aunt' oltltot Pltrrottafle 1w • Jonah the Prophet Ii n:p,,untin,. HI, obl'llty ,0 n:

3/E OAF LAMOREH if"'77~? t'7"'7 NEWSLETTER OF THE PERSONNEL PRAC11CES DEPARTMENT .,,;_t.,i,, BUREAU OF JEWISH EDUCAT10N 11 LOS ANGELES JUDAIC CLIP ART A crealive, easy to use resource lor the rabbi, ORT TECHNICAL INSTITUTE teacher, temple or school. You'll find these excep­ (A non-profit organization) tional graphics ideal for bulletin1s, flyers and school projecls. Further your skills to further your career! • Camera r,eady clip art printed on paper . Computer Graphics and Computer-Aided Design Collecllon A- $28.00 posl paid Desktop Publishing & Drafting • Compuler clip art tor MAC or IBM Medical Secretary Computerized Accounting on 31/2" disks containing TIFF images Source 1 - $43.00 post paid Electronics Technician English as a 2nd Language Send for I HERITAGE GRAPHICS -1J POSITIVE JEWISH ENVIRONMENT FREE PO Box 139D, Blauvelt, N.Y. 10913 -1J FINANCIAL AID AND SCHOLARSHIPS catalog Tel (914) 359-0761 FOR QUALIFIED APPLICANTS ./fl DAY AND EVENING CLASSES -1J JOB PLACEMENT ASSISTANCE -1J HANDS-ON TRAIN I NG

LOS ANGELES Educator Training Seminars, 1995 ORT TECHNICAL INSTITUTE Ten educalor training seminars, specifically on the subject of Jerusalem, will be conducted in July/August, 1995 for Accredited by A.CCSCT & ACCET North Americans. The seminars will include tours, mu­ seum visits, workshops, lectures, and meetings with MAIN CAMPUS BRANCH CAMPUS 635 S.Harvard Blvd. 15130 Ventura Blvd. Israeli teachers over a two-week period. Additional spe­ Los Angeles, CA 90005 Sherman Oaks, CA 91403 cial seminars will be organized for short-term visiting (213) 387- 4244 (818) 788-7222 groups of educators at other times of the year. Fax or write for more iliormation.

This is a special program which will be conducted with the aid International Jewish Educato:rs Conventions and assistance of the Jerusalem Municipality. The idea of the project is to create an organizational network, which will Four conventions will be scheduled during 1996 for direc­ make the initial contact between children from Jerusalem and tors of pedagogic and haaracha centers, teachers and children from the diaspora so they can be pen-pals. In 1996, principals of Jewish schools, leadership training person­ the children from Jerusalem will host theirr pen-pals, for three nel, Jewish community youth workers, synagogue youth to four days in Jerusalem, at which time they will together directors, camp directors and coordinators of cultural attend special Trimillenium activities. Fax or mail your projects. The conventions will offer Jewish educators request for registration forms. The phone nurTt>er is 02- from around the world an opportunity to be part of the special activities and ambiance of the Trimillenium cel­ 759047/8; IFAX 02-759133. ebrations. Workshops will be presented on the various lntematlonal An Contest aspects of Jerusalem: historical, geographical, cultural, literary, etc. The purpose of the contest is to reflect in art how children around the world see Jerusalem. The contest is open to lnternatlonal Jerusalem Song children ages 7-14, individually or in groups. Suggested Competition topics include: Jerusalem of Gold; Jerusalem, the Holy City; Me in Jerusalem, Jerusalem, City of Peace; People of One of the proj,ects planned for 1996 is an international Jerusalem; etc. Pictures should be 50 x 30 cm. and can be song competition on the subject of Jerusalem. The aim is made using any technique. Schools may submit group to strengthen tine ties and identification of Jewish youth projects; the preferred size for such group projects is 100 x with the holy city through the writing and composing of · 70 cm. Do not send framed pictures. Entries must be songs about Jerusalem. submitted by June 30, 1995. They can be submitted to El Al offices, Zionist Federations, Missions of the Israel Ministry of More information is available and will be forthcoming from Foreign Affairs, and Tourism Ministry offices. Prizes include the Joint Authority for Jewish Zionist Education. trips to Israel (awards for group projects will be made to the school or institution). - 3~ DAF LAMOREH :-J-,72,', t'f-, NEWSLETTER OF THE PERSONNEL PRACTICES DEPARTMENT ...irf-,m BUREAU OF JEWISH EDUCATION 12 Any person who is employed in a LEGAL ISSUES PUBLICATIONS AVAILABLE I I private school on or after Jaooary 1, 1985, roost, prior to commencing his Torah Umesorah Publlcatlons REPORTING OF CHILD ABUSE or her employment, sign a statement on a form provided by the employer to Torah Umesorah offers a variety of Penal Code Section 11166 requires the effect that he or she has knowl­ materials for teachers and adminis­ that private school personnel report edge of the requirements to make trators. Whether it is a workbook on a any observed or suspected instances such a report and that he or she will Parasha, games oriented for primary of child abuse both by telephone and comply with those requirements. Your grades, or a Chumash curriculum for i1n writing to the appropriate public principal should have a copy of the day schools, there is a great deal of authorities within 36 hours. California State booklet on Child material available. For your own copy Abuse. Please review the require­ of their publications list, please write: Child abuse means a physical injury ments with your administrator. which is inflicted on a child by another Torah Umesorah Publications person, by other than accidental 5723 Eighteenth Avenue means. Child abuse also means the Brooklyn, N.Y. 11204 sexual abuse of a child or any act of Tree of Life (718) 259-1223 wilHul cruelty or unjustifiable punish­ ment of a child, including corporal .;r,a punishment or injury ... Child abuse Jewish National Fund Educational also means the neglect of a child or ~~ catalog abuse in out-of-home care as defined 1;~;~~1 in the Penal Code. Book Clubs Book Faus Would you like materials for teaching exciting, enterlaining, about the holidays? What about the The reponing duties under the· Penal Jewish people throughout the ages or Code are incumbent ori individuals, energizing, elegant, the Land of Israel? Write today for the and no supervisor or administrator efficient, economical, Jewish National Fund's most recent may impede or inhibit such reporting. educational & fun educational materials catalog which No person making a report of child CALL FOR CATALOGS includes picture workbooks, posters abuse shall be subject to any sanction Ph:617-558-2700 and booklets on a variety of topics for making the report. However, inter­ Fax: 617-558-7651 which we use in our day and religious nal procedures to facilitate reporting 272R Centre S treet schools. Foryourcatalog, pleasewrite: and to apprise supervisors and ad­ Newton, MA 02158 ministrators of reports may be estab­ [email protected] Jewish National Fund lished provided that they are not in­ Department of Education consistent with the Penal Code provi­ 10% off with this ad 114 East 32nd Street, Suite 1501 sions. New Yorik, N.Y. 10016 (212) 779-0310

Plan Now for Jewish Book Month In the Fall

Each year, the Jewish Book Council sponsors Jewish Book Month in No­ vember and December. It's not too early to write today for material for next year. Materials include posters, children's bookmarks and other pro­ motional materials. Please write:

Jewish Book Council -15 East 26th Street 15600 Mulholland Drive FAX 310-472-7954 New York, N. V. 10010 Los Angeles, CA goon Phone(310)47~772 (212) 532-4949

3/e OAF LAMOREH :'T"'J7?,', f1'i NEWSLEITER OF THE PERSONNEL PRAC'nCES DEPARTIIENT .;_t.,,;,, BUREAU OF JEWISH EDUCATION 13 3. Focus on what the student does consciously fosters sexism. You've IN THE INTEREST OF OUR right. First, recognize the student's seen the data on girls shining aca­ STUDENTS achievements; then offer corrections. . demically in math and science until "Up to this point you are doing a nice they cross the middle-school thresh­ YOUTH SUICIDE PREVENTION • job. However, it looks like you're old, when they inexplicably start fall­ Programs and Resources for getting off the track here." ing behind. You've observed in your congregations students - perhaps in your daughters 4. Plan for success in learning. When - a passivity and reluctance to put Adolescent suicide has become an a student begins a challenging new themselves forward that you may increasing problem. Suicide is a lead­ task or assignment, break the project battle even as you say to yourself, ing cause of death among adoles­ into smaller tasks so that it no longer "it's female nature." cents, second only to accidents. In seems so overwhelming. fact, the number of suicidal deaths Nature or nurture? Genetically or among teens and young adults 15-24 5. Avoid labeling students; they can socially imagined? The gender de­ was12.5per100,000in1984. Recent carry that label into adulthood. Avoid bate among social and behavioral studies indicate that nationwide more saying, "Zak is our slow reader'' or scientists rages on. But for all those than half a million high school stu­ "Arny never reads directions." Labels who don't scan the academic jour­ dents atte~ suicide each year. that are unreallstlcally positlve, how­ nals, who don't have time to keep up ever, can also damage self-esteem with the intellectual think tanks and The Task Force on Youth Suicide of and motivation. who prefer their English plain, Judy the Union of American Hebrew Con­ Mann, a columnist for the Washing­ gregations has published a Suicide ton Post, lays it out for you in "The BE FAIR TO GIRLS Prevention and Self-Esteem Kit con­ Difference: Growing Up Female in taining resource materials and refer­ America." (published by Warner ences which addresses this heart­ A variety of books, pamphlets, papers Books) breaking but very real crisis. Please and flyers addressing such topics as contact the UAHC at 1330 Beacon how to encourage girls to pursue ca­ The portrait Mann paints is a deeply St., Suite 355, Brookline, Massachu­ reers in math and science and how to disturbingone. Mannspenttwoyears setts 02146, (617)277-1655foracom­ eliminate gender bias from the class­ immersed in the studies that have plete kit. "Whoever saves even one room is available from the Women's been trickling out over the past de­ life is considered as though he saves Educational Equity Publishing Cen­ cade, visiting co-ed and single-sex an entire world." ter. Funded through the U.S. Educa­ schools, public and private, and talk­ tion Department's Office of Educa­ ing to girls and women, her own ado­ tional Research and Improvement, the lescent daughter, mothers and edu­ BUILDING SELF-ESTEEM Center also offers training and pre­ cators, psychologists, physical and sentations to educators and commu­ social scientists and, inteirestingly, (adapted from "Building Your Child's nity groups as well as maintaining a theologians. But although she ap­ Self-Esteem," published by the Insti­ large electronic computer network proached her subject as a profes­ tute for Education Research. For through which educators share infor­ sional, and mostteachers may do the more information, write to the IER at mation and converse with others na­ same, the effect is deeply personal. 793 N. Main St., Glen Ellyn, IL 60137.) tionwide. For information and the For data aside, the experiences Mann Center's publications catalog, call describes ring with authenticity and 1. Be patient and tolerant. Let your (800)225-3088 or write: WEEA Pub­ familiarity. students know that it's all right to feel lishing Center, Education Develop­ discouraged occasionally about a task. ment Center Inc., 55 Chapel St., #200, "What would happen," Mann asks, "if "I can see that you're discouraged Newton, MA 02158. boys were raised to respect girls as right now. Let's go over your errors so equals, to nsten to their voices and to that you'll be able to avoid them on the value them as friends? No patriar­ next assignment." chal culture has ever tried to do this." GIRLS, EQUITY, AND GROWING 2. Encourage self-expression and UP IN AMERICA Mann's analysis is devoted to the creativity. Let your students know (from American Teacher, May/June, three institutions in our culiture that that you value their originality. A child 1994) most influence who young people takes a risk to be creative and innova­ become: families, schools and tive; he needs to feel acceptance when You've heard it before: what teachers churches. Her discussion of schools daring to use his imagination. do in the classroom unconsciously or is immensely valuable - she tackles

3/E OAF LAMOREH :'T., ,,.,,, t'1"'1 NEWSLETTER OF THE PERSONNEL PRACTICES DEPARTMENT ;J_;.,, BUREAU OF JEWISH EDUCA110N 14 everything from sexual harassment to eludes product information on more Ing Ideas for Teaching and Leaming math anxiety - for not only does she than 140 titles from Claris, Microsoft, Mathematics· and •Transforming run through the research on practices Broderbund, Maxis and others along Ideas for Teaching and Leaming Sci­ that cripple gir1s, she also documents with Macintosh-based demonstrations ence· - emphasize the Importance of practices that successfully produce of products categorized by school sub­ mastering these subjects and the Im­ an equitable education for girls. ject, software title and grade level. portance of rigorous standards. Single You may order copies at a cost of copies are.free and can be ordered by One of her most interesting discus­ $5.95 each by calling (800)624-2926. writing to: New Orders, Superinten­ sions is about single-sex education, dent of Documents, P .0. Box and she devotes one chapter to how FREE SOFTWARE FROM 3719545, Pittsburgh, PA 1520-7954. students learn math and science at a MICROSOFT CORPORATION private girls' school, noting that aca­ (from American Teacher, September, demically challenging girls' schools 1994) MATH HELP "can teach us a great deal about how (from American Teacher, May/June, to find a new blend of styles that will Microsoft is donating approximately 1994) benefit both boys and girls." Although $2 million offree Microsoft Home soft­ court rulings are ambiguous on the ware to K-12 schools as part of its "Helping Your Child Learn Math" in­ issue, Mann wonders if public school "CoolToolstorSchools"program. The cludes simple activities that parents districts could offer single-sex envi­ company will donate a free Microsoft can use at home to stirrulatechildren's ronments, such as a magnet school Home product to the school of the natural interest and curiosity about for girls sharing a campus with a mag­ customer's choice for every two Home numbers. It Is published by the Ameri­ net school for boys, with joint sponsor­ products purchased. Trtles in the can Federation of Teachers. Book­ ship of clubs and teams,. Another series include Creative Writer, Encarta lets are 40 cents each In quantities of option, she says, would be to offer multimedia encyclopedia, Microsoft 10 or more. Mail prepaid orders to the single-sex classes in math and sci­ Works and Microsoft Fine Artist. A AFT Order Dept., Attn: Helping Your ence. free information kit to educators that Child Booklets, 555 New Jersey Ave., provides specifics on donations is N.W., Washington, DC20001. "Help­ available by calling (800} 508-8459. ing Your Child Learn to Read· is also GENERAL STUDIES available at the same cost. RESOURCES AND MATERIALS SCIENCE AND MATH SAVE OUR SEAS CURRICULUM: CD SAMPLER INSTRUCTION ,(from "American Teacher," Novem­ (from American Teacher, May/June, Bring the·coast to your classroom with ber, 1994) 1994) the curricular program "Save Our Seas." The K-12 supp1emental cur­ You can preview more than 100 dem­ The U.S. Department of Education's riculum to engage your students in onstration versions of educational and Office of Educational Research has science and math-based hands-on ac­ productivity software with Educational recently published two new reports on tivities that really make a difference. It Resources' new CD-ROM release, effective math and scle·nce instruc­ is designed to correlate with the Cali­ The K-12 Preview CD. The disk in- tion. The two booklets - "Transform- fornia Science Framework and other state frameworks. "Save Our Seas• is available FREE to teachers through the California Coast Commission. Call (800)COAST 4U - (800)262-7848. c;:;lf-f,/ ~ :J,,daiaa & §ift~ WJ Abi Mottahedeh • GENERAL STUDIES ♦ l ;ift~ ♦ Oriµin;1 I Kctubot WORKSHOPS ♦ Stl·rlin): Silver ♦ Imprinted Yarmulkas ♦ l\·r~,,mili:l' Artw,,rk TEACHER PROGRAM AT L.A. COUNTY MUSEUM OF ART IX ~{)9 \ ·entura Bin i. (818) 705 .. 4573 Tar:,mJ, C A 9 I 1 51i NI X'i' Ttl The Los Angeles County Museum of \ 'j• i\'l I'll .~ 1'0\111• 11 ~IEA 1 ~ Art is sponsoring a (¥0fesslonal de-

3~ OAF LAMOREH if"'71?,', :J"'7 NEWSLETTER OF THE PERSONNEL PRACT1CES DEPAR711ENT 7'l,i; BUREAU OF JEWISH EDUCATION 15 velopment program for elementary and Credit is available from Cal State Uni­ beaches, and the ocean, round out secondary teachers which focuses on versity, Fresno, for an additional fee the presentation. classroom applications for the visual of $38. The workshop is designed to arts. The sessions include gallery introduce classroom teachers to some The follow-up from this ass.embly is to tours, lectures, hands-on art work­ of the principles and practices in envi­ involve the school in a recycle-a-thon shops, films, and more. Participants ronmental education. If you have to help earn money to pay for a beach receive resource packets containing questions or would like to receive reg­ clean up trip. For information, call color slides, introductory essays with istration materials, call the Yosem:ite Michael Klubock of the Malibu Foun­ comprehensive slide descriptions, film Institute at (209)372-9300. dation, (310)788-0008. notes, bibliographies, and suggestions for classroom activities. BALLONA LAGOON: Ballona La­ goon is the only natural tidal wetland in The next session will take place on student opportunities the City of Los Angeles. It is located Tuesday evening, 5:30 - 10:00 PM, in Marina Del Rey, just north of the June 13, 1995, at the L.A. County ADOPT A BEACH ASSEMBLIES: Marina Channel, making it convenient Museum of Art, 5905 Wilshire Blvd., Sponsored by the Malibu Foundation, to many schools. Ballona is a teeming Los Angeles. The subject is "The Use the California Department of Conser­ natural ecosystem in a very urban of Perspective in the Art of Diverse vation, and the California Coastal area of the city. It is a stop-over for Cultures." Tickets are $10.00 each. Commission, \his assembly program migratory shorebirds as well as a sum­ For ticket information, please call has recycling challenge grants avail­ mer feeding ground of the endan­ (213)857-6010. For more information able to schools throughout Los Ange­ gered Ca1lifomia Least Tern. Free about the Education Department at les County. There are four parts to docent-led field trips of the Ballona the museum, please call (213)857- this environmental education effort that Lagoonarebeingscheduled. Allteach­ 6512. shows K-9 students the way to clearer ers bringing a class on one of the trips beaches and oceans through: *an will receive a copy of the "Teacher's Assembly, •written curriculum, • a re­ Guide to Ballona Lagoon - A Unique YOSEMITE INSTITUTE - WORK­ cycle-a-then, *beach cleanup. During Urban Wetland: The guide includes SHOPS IN ENVIRONMENTAL EDU· the 45 minute assembly, studerts lleam scientific and historical background CATION: A July 7-9, 1995 weekend and earn their way to a cleaner marine as well as hands-on activities and a workshop for middle and secondary environment Students t>ring allumi­ copy page. For information regarding teachers is intended to introduce class­ num cans to the assembly which be­ these field trips, contact Myrna Dubin room teachers to some principles of gins by introducing the why's, facts, at (313)306-6744. The mailing ad­ environmental education and is being and benefits of recycling. A slide dress is P.O. Box 9244, Marine Del offered at the Yosemite lnstitute's show from the Center for Marine Con­ Rey, CA 90295. Crane Flat Campus at 6,200 feet el­ servation shows how the increasing evation, 17 miles from Yosemite Val­ amounts of plastics and debris in the ley. world's oceans entangles and kills birds, dolphins, turtles and fish. An IOF PROFESSIONAL INTEREST I The cost is $115 for teachers and $75 explanation of the LA. Basin's storm for each additional family member. drain system showing the connec­ tions between city neighborhoods, NEW TEACHERS ARE OFTEN UNQUALIFIED ~' A new report by the National Commis­ ~mott sion on Teaching and America's Fu­ HOTELS•RESORTS•SUITES ture indicates that more than one­ fourth of all newly hired teachers are not qualif1ed for their positions. Each Steven G. Cohen year, more than 50,000 people with Director of Social Catering Soles emergency or temporary certificates enter the classroom. While these Warner Center Marriott Hotel instructors fill shortages pa·rticu larly in 21 850 Oxnard Street the areas of math, science, social Woodland HIiis. CA 91367 818/887-4800 studies and special education, many 818/347-0907 Fax have never taught these subjects and are not eligible tor certification in these

~IE DAF LAMOREH rr,,2,', t:1-r NEWSLETTER OF THE PERSONNEL PRACTICES DEPARTMENT ,,,;'j.,i,, BUREAU OF JEWISH EDUCATION 16 areas. The problem is particularly I OF PERSONAL INTEREST I 800 533-3973 prevalent in the inner-city schools. • • Custom Direct $4.95 NO ✓ CHECK IT OUT 800 272-5432 THE GOOD OLD DAYS (from American Educator) Ordering checks through your bank Designer Checks may not be the cheapest way to order $4.95 NO The following rules were posted by a them. The following is an alphabetical 800 239-9222 Manhattan school principal one hun­ lfsting of the mail-order suppliers dred years ago: "checked out" by "Consumer Reports,· Image Checks in October, 1994. The price is for an $4.95 NO • Teachers each day will fill lamps, initial order of 200 checks, the states 800 562-8768 clean chimneys, and trim wicks; where residents must pay sales tax, • Each teacher will bring a bucket of and a phone number for more infor­ water and a scuttle of coal for each mation. Check suppliers won't take day's session; initial orders by phone. Shipping and • Make your pens carefully. You may handling typically add $1 .00 to the whittle nibs for the individual tastes of cost, and reorders may cost more. children; Every company supplied satisfactory • Men teachers may take one evening checks. ~ ISRAEL LINE OFFERS NEWS each week for courting purposes, or Company FROM ISRAEL two evenings a week if they go to Ptlce/200 CA Sales Tax church regular1y; Phone The Consulate General of Israel of­ • After ten hours in school, the teach­ fers a free daily news service of infor­ ers should spend the remaining time Artistic Checks mation about Israel, available 24 hours reading the Bible or other good books; $4.95 NO a day from your own telephone. Call • Women teachers who marry or en­ 800 224-7621 (213) 651-211 0 and you will hear trans­ gage in other unseemly conduct will lations of daily headlines and summa­ be dismissed; Check-It-Out ries of major news stories from Israel. • Every teacher should lay aside from $4.95 NO You may want to share this number each pay a goodly sum of his earnings 800 972-4325 with the parents and chiktren in your for his declining years so that he will classes. not become a burden on society; Checks in the Mail • Any teacher who smokes, uses li­ $4.95 YES quor in any form, frequents pool or 800 733-4443 public halls, or gets shaved in a barber shop will have his intentions, integrity, The Check Store and honesty questioned; $4.95 NO Published by the • The teacher who works faithfully and 800 424-3257 BUREAU OF JEWISH EDUCATION of Greater Los Angeles withoutfault for five years will be given Current an increase of 25 cents per week, Phalen G. Hurewitz, providing the Board of Education ap­ $4.95 YES President proves. Dr. Gil Graff Ex9CUtive Director A Friend of the Family... Jan Zakowski, Chairp9rson Personnel Practices Committee Yanaton Shultz, Oir9Ctor Yael Galperin, Secretary M~1Jrtiid§1ti1J Personnel Practices Department n Los Angeles Mir:iam Goldman Arnold Saltzman, Ge ne ral Manager Harriet Weinreich Betty Zaisl (213) 469-6000 • (800) 600-0076 Layout Dedicated to the urtire Jewish community as a service of Sinai Temple

3/E oAF LAMOREH ;,-,,~~ rr-r NEWSLETTER OF THE PERSONNEL PRACTICES DEPARTMENT ry.,;.,, BUREAU OF JEWISH EDUCATION 17 THE PERSONNEL PRACTICES DEPARTMENT of the BUREAU OF JEWISH EDUCATION OF GREATER LOS ANGELES is proud to offsr BJE CBrtifiBd educators of Hsbrsw/Judaica and Gsnsral Studiss tss·chsrs ...

• BJE certified educators eligible to join Los Angeles Teachers Credit Union • $900 discount for courses for Jewish educators in the joint BJE/ University of Judaism program • Special discount for courses in the joint BJE/Yeshiva of Los Angeles program • 50% discount to selected courses in the Department of Continuing Education of the University of Judaism • Special discounts (up to 80% off!) for BJE educators to more than 300 magazine • Discounts to Disneyland and Disney World, discounts at Hilton Hotels, Disney stores and National Car Rental • 50% discount for membership at Westside Jewish Community Center • Special discounts for Alamo Rent-a-Car • Up to 40% disrount for General Cinema and Cineplex Odeon Movie Theaters • Eligible for PriceCostco membership • Discounts at Sea World and special rates at San Diego area hotels • Disrounts to Universal Studios, at Universal Studios Hollywood shops, at Sheraton-Universal Hotel, at Universal City Hilton and Towers and at Hertz Car Rental • Discounts at Knotts Berry Farm and at selected Orange County hotels • Discounts at Magic Mountain • Discounts at San Diego Z.00 . • Discounts at San Diego Wild Animal Park • Discounts at Los Angeles Zoo • Discounts at IMAX Theater, California Museum of Science and Industry • Discounts at Gene Autry Western Heritage Museum • Discounts at Palm Springs Aerial Tramway • Discounts at Palm Springs Oasis Waterpark • Discounts at Wild Rivers Waterpark • 50% discount for concerts of Friends of Jewish Music

For your discount cards, send a Yonaton Shultz BUSINESS-SIZE, Bureau of Jewish Education STAMPED, SELF-ADDRESSED of Greater Los Angeles ENVELOPE TO: 6505 Wilshire Blvd., #71 o Los Angeles, CA 90048 (213) 852-1234 or (818) 990-8640, ext. 2209 Continue Your Heritage for Generations.

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LOS ANGELES To open an account NOW call: TEACHERS 800/334-8788 and ask for an 1~ N£UAoij•----1 CREDIT UNION Account Services Representative JUN 2 '95 8: 10 TO CIJE- NY PRGE.00 1 ~1•~ UCllOII IS IICCC81:ltil'Y UV\ UUt\iUb W U.U U l U01 \..lUC~ JUUU!.L HUV\11 .i..1. 11111 11011 a yi::.u 1u1 uuu· .I. .&VU.::,~ "'-'.I.Ji..:> U II.Ji ".nust move rapidly," moving, he has told Cleveland be · night baskcthall in Cleveland and d. "I know this won't he must have a stadium that is com­ extracurricular activities for the on 1-',etuses aft~ universal approval, but petitive with more modern NFL public schools. 11 • tpromise." venues by the end ofthe 1998 sea­ By linking the two taxes, for a son. percent, it 10 is full of financial un­ total levy of 12 White ~ BENJAMIN MARRISON ,s, whict\._ Whitl:l ac­ White and others at a news con­ said he hoped to make the tax PLAIN Jl£AW IJUMAl/ n ference yesterda1y were unable to more palatable than the 15 per­ ·ed. provide such details as a fin11l COLUMBUS -The Ohio cent one proposed last month by House yesterday approved a ban D literally putting one cost estimate for Stadium ren·ova­ the task ro,rce he appointed to ta time," he said. ti.on - preliminary estimates on aborting fetuses capable of study ways of financing renova­ surviving outside the womb un­ s: insisted the city must range from $154 million to· Sl72 tion•. ,ad and work out the de- million - or how much money SEE WHITE/ 12-A less the birth would endanger the a mother's health. e b The controversial legislation, t, passed 82-15 and headed for the Senate, would also make it a 8 crime for a doctor to abort a fet\ls Business leader using the so-called "brain suc­ i~ tion" method unJe:i:s the physician B determines the mothe.r'a health is C jeopardized. Ii Max Ratner dies Much of yesterday's two-hour debate focused on banning the a Benefactor to Israel relativ:ely uncommon abortion C and arts. chainnan of method known as "dilation and s. extraction" or ''d and x." Oppo• c. Forest City Enterprises nents refer to the procedure as h ~ MARCUS GI.EISmt "brajn suction abortion" because PW!ittilAftlroll:l'EII the fetal skull ia emptied to ease Max Ratner delighted in telling bis family how b.e arrived at tllis Island on Jan. 1!, starting a oew year and a new life. He came in 1920 from the city of Bialystok, in old Russia, a terri­ tory that later became part ot Po­ land. He would describe the pa­ rade he saw marking the 300th PIAIN D£AI.BII PflotOGIW'Hta CMHA chief is candid2 anniversary of the Russian king­ Claire E. Freeman, nationally touted f dom of Peter tlJe Great and what sat the housing chief, is the only candidate fo­ .:h break yesterday. · it was like when. electricity came to his house in 1911. Authority. l ·B Family memories and patri­ otism were vezy unportant to Mr. News from around the ;ts Ratner, patriarch of the Ratner Looking for news from your neck of tb family. Mr. Ratner died of heart Max Ratner. The patriarch of the rounds up the latest fr-0m area towns c: failure Wednesday evening in.his Ratner family., Exp If .th Shaker Heights home. He WH 87. ------. r~ss yourse WI • nde Publicly, he was best known as. · The Plain Dealer now receives Lener. impressive sense of values about ch'4irman of the board of Forest Our e-mail address is: letters@plaind me like it; City Eoterpri$CS Inc.., a benefac• life and about people." tor to Israel, and a major arts con­ Mr. Ratner was a remarkable .1emoratlve tributor and scholarship sup­ man, said Morry Weiss, chlef ex­ Editorials ...... ecutive of American Greetings Classified..... ·-········l•F 1f the flirtatious Hol­ porter. To his family and friends, Comics ...... 10-F ·Gardens ...... he was a man of warmth, humor, Inc. arlet, batting her eye- "Whenever I visited with blm, I Crossword ······-····11-F Mary, Mary -·· 1ckering her lips in a enthusiasm and energy. Dear Abby ...... 4-E Movies in Frit "With Max Ratner went a piece could spend hours listening to his t and electrifying an phHosophy of life, where strong Deaths ...... 8 -B News summai >Ublic - who in many of everything good that was ever done by this company any place family ties werebasic and aware­ l merely stopped by to ness or world affairs was impor­ ter, only to be dauled in the entire world," said Sam H. tant. He had a vision and an in­ duction worthy of a Miller, Fo~st City Enterprises· sight of the needs of society that Quickline · 9 iepremicr. chairm~n, who is related by mar- were year-, shead ofus . ·oks real good," said a riage. · "When Ile was 10 or 11 years Free, fast news updates: The Plain Dt 1sted philatelist, For many, it was the values Mr. old, he wrote some papers in He­ Ratner stood for that they re­ news all day. Call for the latest on the Delgado, past pres1- brew on the issues ofZionism and Reeve. Ext. 1203, and the O.J. Simpso. 1e Black River Stamp member. the Jewish people that were the o came to buy a few "Max was a giant in many ways most remarkable writing I have ets of Marilyn stamps - businessman, human being, seen for their clarity, depth of receive cancellation philanthropist and a wonderful thought and fluency in th,e He­ : several first-day en- family man," said Scott Cowan, brew language at that age." WeatJ dean of the Weatherhead School Mr. Ratner was deeply com­ SEE Sl'AMP/&A of Management at Case Western mitted to Israel. Considerable clouds; showers. Hi; Reserve University. "He had an SEE BENEFACTOR/12·A. says 1119 mpaa Oil t'IIAIS una!> rd>er than lnvolwig IIOler&. prudent and appropriate. without authoriunion from the cepleble, and Com:nisslooer Yesterday':s announcement \'8S legislature. State Senate Presi, 11mofly F. Hagan says he woni And the downlown paridng lo! and only the latest in a series of pro­ dent Stanley Aronoff said he fa­ side agalnst lelow C>erriwal Boyle bullding owners won~ lllew a 12 posals to emerge about how to vored legislation that would allow (am wllh Republkan polllical rival percent petklng l8JC as much of a fund the Stadium renovation. different ~ions to find local * On May 3, White's first task * C\J Weingart, who slarrrned him In comproomlse from lhe t 5 peroenc funding soluuoos for sports facru: (S) recent campaign melol'lc). The recommended bV lh8 mayor's force recommended a 20-year, 15 ties, and White plaru; to meet witli (S) percent parlc:lng lax, raising Boyle/Hagan roadblock cotJd be Sladium task kltce; count or:i Gov. Geo~e Y. Yoinovich to dis­ about $13.3 million a year. as well cuss such legislati on on Monday: w in(;yllllQ!Jfl!!lbk,, ~yeg QppQSill0fl from them. UJ I!) as annual oontributions of Sl.8 Y.'hlte said he hoped to have Jegis: (!' (I m!Uion a year f'rom Cuyahoga lative approval by Sept. I. . a:: a.. Finally, VOleri. ll­z millioo, and pro putting the city. Any cost O'relTllllS would * I parking tu on November ba). ba.ve W be v«i4 by ttie COIIIPD.IIY• .": * UJ., .. u 0 r- Business. leader, arts benefactor Max Ratner die~·"-' . • h community, across th.ls country "At l'inlt, Charlie worked for cost of $549 paid off in three and Brook Park. ,;; QENEFACTOR Fll()N 1 ·A and abroad. General M!otorS - IOf' the Fl:sber years. Another deep interest was •~ 'Max was one of the "On behatr of myself and The Body division - on an assembly In 1939, the company boughl state of Israel, which Mr. Ratnr;{ "Max wa6 one of lbe gianls of Plain Dealer, 1 want to apres:1 line," Mr. Ratner said. "Titen he Rockport Lumber Co. and, two visited more tnan !SO times. :. the North American Jewish rom- giants of the North my condolences to the Ratner went to work for the Cuyahoga years late.i-, Forest City started In 1964; Mr. Ratner beaded!j 01unlty with a very widespread family on their loss." Wrect:ing Co., demolishing tbe making prefabricated homes. trade mission lbat was grant~ Interest in Jewiab life as well as American Jewish Mr. Ratner was born Dec. 7, Maso1Uc Building In downtown During World War ·n. the com­ official status by tile U.S. Depart, the genen.l community.'' said 1907, the seventh of nine chil­ Clevcland. Leonard worked as a pany produced boxes for muni­ ment of Commerce. In 1967, b1 Morton L. Mandel, chairman and colDIIlUJlit;y with a very dren. His parents were Moishe timekeeper 8Jld HAJTY as a water­ tions and military equipment. toured the battle zones of ; chiefexecutive ofPremier lndus­ boy on the, same demol.ition proj­ After tbe Depresalon and Into Arab-lsraeli war and brou tN! Corp., who worked with Mr. and Pesba Ratowczu. Bis father widespread interest in was In the tenile business. ect~" the early 1940&, lbe company was back a story of hope for lsra Ratner on many projects. His older brother, Cllarles, ven­ It was from lhese principles of able to buy Yacant land and de­ Future. "" "He was one of the strong Jewish Hfe as well as the hard work: and family that grew veloped lots lost by the original He held hooorar:y degrees frOQ force$ !bat developed tbe interest tured to the United States in 1905: Mr. Ramer recalled, ''locltlly. we lbegiant f'brest City EffSt City in Mr. Ratner is survived ~ rective way to help [sraeJis bnild Ramer... cided to join his oldu brother in a special al'Tllllgement under son. Charles A., who will beco~ their state." the lumber busineS-1 and, in 1925, wbk:li the land and material were chief executive officer of F~ Former Ambassador Milton A. They settled on Cleveland's joined tbe basiness, 1•bere given to the builder with the un­ Clty Enterprises this moot& East Side, and Mr. Ratner went to Max Wolf, who married Mr. Ratner';& ~MH Ratm:r WU DD uu~ung in· he worked ~ while going to derstanding that he would pay for Other soo.,, J!lllles and Ronala; Glenvill~ High School 1929, be niece, Roslyn, expressed similn 0uence in the Cleveland commu­ In law school at night. it when be sold the house he had are execulive vice presidents ~ prajse. nity. He really cared about his earned a law degree at Cleveland­ Mr. A Mark, Ratner1 lbe lasl of the built. Forest City. fourth son, it ''I think be was one ot tbe fines.I fellow man," said Gov. George V. Marshall Law School, now part oC founding brotnen, recalled that Since tbe company had more a professor of chemistry at NortlC m hnman beings I ever met," he Voinovich. "Be did a greet deal Cleveland Slate Uo.l\lOZ'Sity. in the early 19306, when many land than the customel'6 could western University in Evansto~ said. ''He was a man who was for his communily and didn't seek Remembering his early yean unemployed people were being use, Forest City started bulldlng IlL ·•• If) Identified with every con&tructlve recognition for bis efforts." here, Mr. Ratner said, "All the evicted Crom their homes. the its own sho~iog centers and Re is also survived by bis wit( 01 effort in the life of thIs commu ­ "Mr. Ratner hll3 stood out as family settled into life In their company arranged with local apartment buildings. After World Betty; a sister, Fannye Sba(ra.(!: nity, this count-ry and, certainly, ooe or the talJe&I and strongest new COWltry, and everyone old banks for small loans with which War U, Forest City undertook and 10 grandchildren. .., C\J In the development of Israel. Hi,s trees in the forest,'' said Alex Ma­ en.ough went to work. All the a cottag.e could be built. massive home-building projects The funeral will be al 2 p.m. to; \-irtues as a hwru:111itarian is up­ cbaskee, Plain Dealer president money that came into the Ratner Under the plan, an owner to meet the housing needs ol re­ day al Park Synagogue, 3JOf! z permost in my mind." and publisher. "Through his hard household went to Pa a:od Ma, and would put SlOO dowo and, witb turning servicemen. Its work Mayfield Rd.. Cleveland Helghtfj .,::::> Mr. Ratner, however, had 11 \\'Ork, businell.!I acumen and good everyone lived from the same his own labor constituting much helped trigger Cleveland popula­ Arrangements are by Berkowitz, doo~r commitment to his com- h.eart, he has nourished_ ~thou­ pune. For Y,\:IIB, thel'e was one of the oome price, could baild a tion s)lifts to such suburbs as Ma­ Kumin-Booklltz I.De. Memorial m$nity. ,'\ sands with good deeds in', this joiint bank ac&>unt. oottage for hla family at a total ple #eights, Parma. Wi!Ci>wlck: OIB.pe!. 1'· """ CIJE: SOURCE Jewish Bulletin ofNo rthern California June 30, 1995 Michigan synagogue draws on parents to educate kids LESLEY PEARL participaled in focused on the laner issue. BulleUn Staff According 10 a policy briefissued several months ago by the Cleveland-based Coun- arah was rniscd in what she once called cil for lni1ia1ives in Jewish Educalion:iiios'i 1he mos1 "Christian" Jewish home Jewish educators are dtvoled lo Ihm work sshe'd ever seen. but sorely lacking in Jewish knowledge. Her family viewed assimilation as social The situation al the Lansing synagogue progress and celebrated Christmas. Her exemr1ified 1ha1 trend. Sharon Ft"iman­ religious school education wa.~ "a total Nemser, a member, e.xplaincd lhnt .,,osl or wasteland." the teachers at the Rccons1ruc1ionis1 syna- Yet, today Sarah (not her real name) is gogue were students at nearby, Michig:tn imparling all the lessons she didn't learn to Stale University. They were young and a class of Jewish high-school students each energetic, she said, but mostly lacking in wuk at her synagogue, Congregation Jewish and Mcbrcw knowledge, Kehillat lsrnel, in Lansing, Mich. In addition, their teaching stims tended Following three rears as a participant in to be short, two or three years al best. an innovalive teaching project at the syn a- Fciman-Nem5!r, also a professor ofedu­ goguc, she become both a student and a cation at Michigan State, ched another 1eacher ofJewish learning. problem: Leaders al the 125-family-mem- Pttofos-Phll lfeod Her story, as well as the details of the bcr congregation were burning out. They Gall Ootpl, (left) and Reno Wohl discuss optloM for teacl>er tralnlnc at Stanfo1d University. project, were rccou11ted earlier this month wue the same people who had founded lhc al the 10th Conference on Research in Jew• synagogue 25 years earlier as a chavura/1 ccrned about their children's Jewish educa­ home, reported "increased Jewish knowl­ ish Education at Stanford University. (study group), later turning It into an affili- tion and wanted to give something back to edge, increased Jewish self esteem; said About 60 religious and secular wucators atw congrcgalion. their community. Wohl. and researchers ga1hcrcd to discuss studies "11ie leaders were tired~ she said "There Howevu, in the process, "1 hey gained And Dave, another volun1 ccr teacher on key questions plaguing Jewish cduco- were too many roles and not enough pco• internal gra1i6cation;' she said. said Jewish "text replac~d lthcl rnbbi as tors: Whnl is family education! What uc pie. On top or that, our kids weren't getting After month, of planning, 1hc program's my spiritual connection.• the best methods for teaching Torah and turned on in school." organizers took tht-ir first major step. They Al the S1anford conference, participants Hebrew? Mow can !cacher training be And because or the unorthodox stTUc- used their entire education administration seemed excited by the innovative model improved! ture of the synagogue, which maintained budget and a por1ion of a grant from the presented 10 lhcrn. The Lansing S.:hool Project that Sarah neilher a full-time rabbi nor an wucation Covenant Foundnlion to hire rabbi-educa• The challenge, said Michael Zeldin or ..,...--:r-r~ director, "there were few models lor Wolk Katz. Hebrew Union College in Los Angeles, is for us (lo look Lo for change].• Relying rnostl)' on existing teaching not to replicate the program, b111 to learn With the help of G~il Dorph of materials, Walk Katz and Feiman-Nemscr from it and to disseminate information. the Council for Initiatives in Jewish divided volunlttr teachers into teams and This is aboul "rethinking what ii takes 10 Education, Rabbi Amy Walle IC.a.It, prepared them for the classrooms. bring congregations into teaching" and Michigan State's education depart­ In addition to s1udy and planning ses­ looking at "how we help people grow spiri­ ment and _funding froin the sions with Walk Katz and Feinmn-Nemser, tually as Jews:• he said. Covenant Foundation, Kehillat the volunteer \cachers a11endcd on-site "PrO\•iding knowledge skills to teach eour Israel created a program to solve workshops, out- of-1own ret reals and adults rather than our kids," Zrldin added, the congregation's two problems. courses wi1h other Jewish cduc::itors. is 1he mos1 criti.cal picccofthc program. The project trained a group of vol­ The new teachers discussed stumbling unteer teachers - mainly parcnls blocks in the classroom, including their wilh foll-time jobs who received no limi1cd Hebrew and Judaic knowledge and pay for Iheir many hours of collab­ their lcndcncy to gloss over unfamiliar orative study, planning and I.each• concepts. Dorph. muting periodic.ally ing. with teachers and congregation leaders, Thiriy-fivc congreganls volun• offered no easy solutions to these prob­ tecred for the three-year experi­ lems. Instead, she encouraged 1hem 10 ment, which had some surprising look for. "bigger concepts ... usi ng text­ results. books as springboards," lo understand the While the project fulfilled the concepts oneself" before trying lo teach to goal of providing belier teachers students.· for the sd1ool al no cost 10 the con­ The teacher, who were in1erviewed gregation, it also turned 1he 1each­ yearly duri11g the program developed a ers into more com milled Jews. mor.e personal connection 10 Judaism, Rene Wohl, a doctoral candida1e which led to more aclive participation in in education at Michigan State, told congregational life, Feiman-Nemser said. conference participants 1ha1 the They went -rrom passive 10 active, public parents got involved as volunteer 10 personal Judaism~• Amy Walk Katz teachers because they were con• Sarah~ the- product of an assimilated CIJE: SOURCE Kansas City Jewish Chronicle July 7, 1995 Michigan synagogue draws on parents to .educate ch.ildren

By Lesley Pearl hours of coll~borative study, plan­ Jewish Bulletin ning a ud teaching. of Northern California Thirty-five congregants volun­ teered for the three-year experi­ Sar.th was raised io what she ment, which had some surprising re- once called the ·most "Christian" sults. . J ewish home she'd ever seen. He r While the project fulfilled the family viewed assimilation as social goal of providing better teachers for · prog1·ess and celebrated Christmas. the school at no cost to the congrega­ Her'religious school education was tion, it also turned the teachers into "a total wasteland." more committed Jews. Yet, today Sarah (not her real Rene Wohl, a doctoral candidate name) is imparting all the lessons in education at Michigan State, told she didn't learn to a class of Jewish confere.nce participants that the par­ high-school students each week at ents got involved as volunteer teach­ her synagogue, Congregation Ke­ ers because they were conce rned hillat Israel, in Lansing, Mich. about their children's Jewish educa­ Following three years as a partic­ tion a nd wanted to give something ipant in an innovative teaching pro­ back to their community. ject at the synagogue, she became However, io the process, ~they both a student and a teacher of Jew­ gained inte rnal gratification,'' she ish learniqg. He r story, as well as the said. After months of planning, the details of the project, were recount­ prol,rram's organizers took their first ed earlier last month at the 10th major step. They used the.ir entire Conference on Research in Jewish education administration budget Education at Stanford University. and a portiou of a grant from the About i50 religious and secular Covenant Fbuodatioo to hire rabbi­ educators and researchers gathered educator Walk Katz. Relying mostly to discuss studies on key questions on existing teaching materials, Walk , plaguing Jewish educators: What is Katz and Fei1:oan-Nemser divided family education? ,What are the best volunteer teachers into teams and methods for teaching Torah and He­ prepared them for the classrooms. brew? How can teacher training be Io addition to study and planning improved? sessions with Walk Katz and The Lansing School Project that Feiman-Nemser, the volunteer Sarah participated in focused on the teachers attended on-site work­ latter-issue. shops, out- of-town retreats and According to a policy brief issued courses with other .Jewish educa­ several months ago by the Cleve­ tors. land-based Council for Initiatives in The new teachers discussed Jewish Education, most Jewish edu­ stumbliug blocks in the classroom, catol's are acvoteo to their work but including their limited Hebrew aod sorely lacking in Jewish knowledge. Judaic knowledge and their tenden­ The situation at the Lansing syn­ cy to gloss over unfamiliar concepts. agogue exemplified that tread. Dorph, meeting periodically with . .Sharon Feiman-Nernser,.a member, teachers and congregation leaders, i:. explained that most of the teachers offered no easy solutions to these at the Reconstructionist synagogue problems. Instead, she encouraged were students at nearby Michigan them to look · for "bigger State University. They were young concepts... using textbooks as spring­ · and energetic, she said, but mostly boards," to understand the concepts lacking In Jewish and Hebrew oneself "before trying to tea,ch to knowledg~.. ~·,. . - . . students.': • 1, ln addition, their teachmg strnts The teachers who were inter­ tended to be short, two or three viewed yearly during the program years at best. • \ developed a more personal connec­ Feiman-Nemser, also a'professor tion to Judaism, which led to more of education at Michigan State, cited active participation in congregatiou­ anotl1er problem: Leaders at the al life, Feiman-Nemser said. They 12S-family-member congregation went "from passive to active, public were burning out. They were the to personal Judaism." same people who had founded the Sal'ah, the product of an assimi­ synagogue 2S yQ.tirs earlier l)S a lated home, reported "increased ' chavurah (study group), later turn­ Jewish knowledge, increased Jewish ing it into an affiliated congregation. self-esteem,'' said Wohl. And Dave, "The leade1·s were tired," she said another volunteer teacher said Jew­ "There were too many roles and not ish "text replaced (the) rabbi as my . enough people. On top of that, our spiritual connection." kids weren't getting turned on in At the Stanford conference, par­ school." • ticipants seemed excited by the in­ And because of the unorthodox novative model presented to them. structure of the synagogue, which The challenge, said Michael malntained neither a fuU-time rabbi Zeldin of Hebrew Union College io nor 'an education director, "there Los Angeles, is aot to replicate the were few models for us (to look to program, but to learn from it and to for change)." disseminate information. This is With the help or Gail Dorph of about "rethinking what it takes to ttie Council for Initiatives in Jewish bring congregations into teaching" Education, Rabbi Amy Walk Katz, and looking at "how we help people Michigan State's education depart­ grow spiritually as Jews," he said. ment a nd funding from the Covenant "Providing knowledge skills to Foundation, Kebillat Israel create<\ a teach our adults rather than our program to solve the congregation's kids," Zeldin added, is the most crit­ two problems. The_project trained a ical piece of the program. group of volunteer teachers - main­ ly parents with full-time,jobs who received no pay for their many DAVID CO,NN ASSISIJ\Nf EDIIOR

his fall marks nity to make a lasting con­ the launch of the tribution in an area of ex­ The Associated largest single-is­ pertise," she said. The new sue endowment fund also gives the Associ­ campaign the local ated a chance to target a appeals to single- Jewish communi­ wider audience ofpotential ty has ever pur­ givers, she added, but it's issue givers with a sued: a $20 unlikely the campaign will million fund to be opened to the entire help overhaul Bal­ community. first-ever timore's J ewish The Fund for Jewish education system. Continuity is part of an $20 million Unlike Opera­ overall plan to improve tion Exodus, a na­ Baltimore's Jewish educa­ tional immigrant tion system, not only for endowment resettlement cam­ the 4,100 day school and paign for which 6,400 congregational stu­ Baltimore raised $70 million, the dents, but for families as campaign for new project will leave a perma­ well. The two-year-old nent endowment. Its earnings plan,. which includes 53 Jewish education. could boost spending on J ewish recommendations, will education in Baltimore by at least start with four priorities: $1 million a year. It's being man­ • Education personnel, aged by the Center for the Ad­ from day schools to con­ vancement of J ewish Education gregational programs; from train­ ish community has (CAJE), a two-year-old division of ing to compensation; spent on education rel­ the Associated: Jewish Commu­ • Family education, especially ative t.o olher cities is nity Federation of Baltimore. the need lo involve families in a "an emba,Tassment," The endowment, called t.he child's education, and using syn­ Ms. Hendler said . "I 1 Fund for J ewish Continuity agogues as one agent; Lhink it has indicated Through Education, presages a • Israel, and its potential as an a less than serious "sea change" in non-profit educational tool; and commitment to educa­ fundmising, according to Lee M. • Special education, whfoh is tion." Hendler, a vice chairman ofCA,JE among the fastest growing areas Onre at full funding, who is c,o-chair of the n ew edu­ of need in Baltimore. hopefully '>vithin two or cation fund, along with LeRoy E. "I think what is mosL exciling three yea.rs, according to Ms. Hendler, the (/) Hoffberger. The education en­ about this is the opportunity t.o dowment, which probably will be get se1ious about Lhe issue ofJew ­ new fund could add al­ followed by four or five other sin­ ish continuity, to stop wringing most a third to the $3.4 Associated hopes to receive a $5 Dr. Chaim Botwinick, executive I- gle-issue fu.qds, appeals to an in­ our hands abouLit, and instead t.o million the Associau,'CI spends an­ million matching grant for day director of CA.IE, says the plan Is :c nually on local education. Important, bul "you've 11ot to have (/) creasing number of giv,ers who invest our money in the fi eld school education from the Wein­ the dollars." don't want to leave their money where we know it'll have the best The endowment would replace berg Fowidation, but it is having UJ to somet.hing as broad as the As­ return, and that is Jewish educa­ the $300,000 the Associat.ed's gen­ trouble meeting the condi Lions of ---, eral fund has advanced to CAJE gotiate with the Weinberg Foun­ UJ sociated's general fund, Ms. tion," said Ms. Hendler. the grant: All matching funds ~ Hendler said. (The $70 million She said the five-year delay be-­ in each of the past five years. It must go to Jewish day schools, but dation over the matching re­ ~ "Operation Exodus campaign, tween identifying education as a hasn't been decided when or even none of it can be earmarked for quirements. whether that $1.5 million will be any specific school. "I think that many private I- which spent most of its proceeds strategic priority and launching on international immigration a campaign is the price of the As­ repaid. "We've found it difficult," Ms. donors' sense is that each indi­ needs, did not leave a lasting en­ sociated's desire t.o generate com­ In advance ofi ls official launch, Hendler acknowledged, adding vidual day school has their own dowment.) munity consensus. the education campaign h as that Mr. Hoflberger and the As­ private constituency to which they 20 "They give a donor an opportu- The amount Baltimore's Jew- raisedjusLunder $1 million. The sociated have been trying to ne- can tum for resources," she said. Plus, she said, "Many of the One of the foundations of that J-IIJL 11.IJ II' ·11 J-IIJL ~ wealthier donors are not neces- plan will be enhancing educa­ sarily day school acolytes," al- tional personnel in Baltimore, Dr. though that is gradually changing. Botwinick said. That includes OF SHIRTS, SWEATERS, SPOR It will be several months before training, retention, recruiting and the Associated will know "whether compensation. we'll be able to leverage those do!- "Salary and benefits are sig­ TOPCOATS, RAINCOATS,r lars," said Dr. Chaim Botwinick, nificantly less than in non-Jewish executive director ofCAJE. Wein- education," he explained. One goal SUITS AND TIES - berg hasn't given a deadline to is to add both life insurance and raise the matching funds, "but my health benefits to educators' com­ sense tells me that we need to pensation. move A.SAP." "The [CAJE] is committed to PIERRE CARDIN, NINO CERRU'ITI, PERR\ The $20 million campaign was providing some form of medical GIVENCHY, PORCILLI, BIGAR OF ISRAEL, ADOLI born out of the Associated's 1990 insurance coverage to the educa­ long-term strategic plan, which tional community," Dr. Botwinick SAXONY, LOUIS RAPHAEL AND COUNTES~ placed education at the top of its said. That goal was pursued in priority list. Two years ago, CAJE 1990, but dropped because of a All Wish AHappy Second Anniven was created to begin mapping out conflict between full-time and the specifics of the plan. part-time teachers. He suggested The goal of CAJE, which is · some type of pro-rating system To Baltimores Premier Clotlling Disc chaired by accountant Alvin D. could be enacted to avoid a simi­ Katz, was "to provide a coordi- Jar clash. nated and community-wide ap- CAJE also e,cpects to coordinate proach to financial resource the programs of a variety of agen­ SECOND ANNIVERSARY development-or fundraising- cies to enhance family education, for Jewish education, as well as from early childhood to adult. SPECIAL strategic plan implementation," "Ifour children continue to hear said Dr. Botwinick. •------us haranguing Dr. Botwinick, them and lecturing who wilil this sum- them about Jewish mer was executive The new fund education, and see director ofthe Coun- us doing nothing cil on J ewish Edu- could boost ourselves," Ms. cation Services Hendler said, (CJES), spent half spending on "eventually they'll his time running turn around and CAJE since it was Jewish education ask US, 'What's the created two years point of this?'" ago. When he took in Baltimore by One major tool over CAJE fu11-time for enhancing J ew- in July, CJES Asso- almost a third. ish identity is Is- ciate Director Mar- ______rael. But Dr. The Discounter With The Personal Touch cy Diclcrnan became Botwinick said that its acting director. any trip to the Jew- "Pro bably the single biggest ish State must have a strong ed.­ challenge for myself and for the ucationaJ component. "We can't "FORMERLY OF SAM GlASS" Center for the Advancement of aJford to have kids go to Israel and 303 REISTERSTOWN RD. • BALTIMORE 486· J ewish Education will be to en- come back and it just be viewed 1. 7 Miles Soulll or Beltway E.~it 20 gage in an aggressive well-devel- as an interesting experience to a Hours: Tues.• Wed .. & Thurs. 10 AM-8 PM Mon .. Fri .. & Sal 10 M1·6 PM. Son. I oped campaign," said Dr. foreign land," he said. Most Major Credit Ca~ Honored Botwinick, who comes from a long "What rm hoping it would pro­ line of Orthodox rabbis. His hir- duce, given the rigbt ingredients, ing by the former Board ofJew- is a sense ofJewish identity that ish Education in 1989 represented will encourage a student to leam a return to Baltimore for the more about his or her Jewish iden­ Philadelphia native, who attend- tity." BUTLER ed. the Talmudical Academy here Finally, the initial stages of the from the eighth to the twelfth overhaul will include improving OPTICAL grades. special education programs. SINCE1947 Dr. Botwinick's work in the "We're not talking about estab­ coming years will address a prob- lishing a separate school," Dr. lem common to most federations, Botwinick said, but rather giving be said: bridging the gap between more support to existing pro­ planning for Jewish education, grams, such as Gesher LaTorah, ** * A'ITENTION PAREN1 and financing those plans. "We a special education school. When You Purchase A Complete Pair ~FGlass es, Your Child• could generate all the reports in "When you try to build a foun­ the world, as other cities have dation, you have to make srae you done, and they'll sit on shelves have all the plans, all the specs FI

• ■IOOllU &MT f,l•WMIJPA l'aUI Steven Spielberg, scouting locations at Auschwitz, ls using income from "Schindler's List'' to aid American Jewry: "As a film maker, I've seen h ow a movie can impact someone's life. As a businessman, I've seen how the collaboration of b l'ill.iant minds can create unbelievable things."

SANTA MONICA, CAL expense or the six million Jews who died under Hit­ OC£U:II.RATBTakeOur Daught.ersto Work ler'!> Final Solution. Day in April, the film maker Steven Spiel­ "I could not take what I considered 'blood money' berg brought his 5-ycar-old daughter Sa­ from Schindlels List,"Mr. Spjelberg says. "I wanted T slia to the Universal Pictures lot so she to take that money and use it t.o further the values of Watching could see bothhis.x,bs: making moviesandawa.nti9g love, tolerance, and understanding which are at the grants. heart of the film.• Although Mr. Spielberg has earned worldwide With few exceptio.ns, Mr. Spielberg says, he pre­ recognition 88 the creator of such blockbuster films fers to giv,e privately. But after .the film became a Spielb~erg's ~ Ill! E.T. and Jur'CJS§ic Park, far fewer people are fa. surprise box-office success, earning more than $312- miliar with his work as a philanthropist. million internationally, he decided the best thing to For years· Mr. Spielberg, who is estimated by do with his profits was to set up-a highly visible Forbu magazine to be worth at least $700-million, foundation 'that -would benefit J ewish causes. A List has played a quiet:role 88 a behind;the-soenes donor, foundation would draw more attention to his cause supporting myriad groups through anonymous con­ and enable the message and lessons of the film t.o tributions. ~ ' live.on. . Charif,ah/,e /,eaders wait t,o see how But with his latest philanthropic endeavor, the Thus, Mr. Spielberg's professonal and philan­ Righteous Persons Foundafion, he has stepped into tbropi~ work have completed a cirele. He hopes to the filrp, makers ·new f ourulatum, the lljlOtlight to ~ .mote Jew_wi philanthropy. and to teach children, both his own and the world's, that encourage t.olerance and understanding between differences are reason for celebration, not discrimi­ goes~ah out revitalizing U.S. Jewry Jews and non.Jews. · nation. From his first days ofwork on Schindler'1r List, the And while Sasha Spielberg has seen his grant widely acclaimed 1993 film about a Nazi war pro.fi­ making cloee up, she is not the' only one paying close By MARINADUNDJERSKI t.eel' who rescued 1,100 Jews during World War Il, · attention. Mr. Spielberg.decided he could not pocket any mon• Many people ini,bilanthropy are watclling Mr. ey from the movie, because ~e felt it' cru:_ne at· tho Spielberg's every move in antici~ation what the . of ,f .~......

·, . h;;: November 16, 1995 THE CHRONICLE OF PHILANTHROPY • '9

creative geruus behind.four of tho 10 highest-gross­ ing films ofall time will bring to the grant-making table. Telling Their Stories: S,pielberg Fund Creates "The Righteous Persona Foundation is not just another fund ofmon ey,• says EliN. Evans, president an On-:Line Archive ofH owcaust Memories of the Charles H. Revson Foundation in New Yo.rk. 'Thero is only oneSteven Spielberg, and how he goes about all of this is being watched by all of U8 in pbilant,hwpy with a special fascination because he is a pathfinder., and people like t.Jlat shape this field, which is after all a 1leld where impulse, serendipity, and commitmentmatter." -,;.. Wide-~g Interests Mr. Spielberg's philanthropic involvement, al­ though not well-known, reaches out,to many areas, from helping to s:et policy for Uie Boy Scouts ofAmer­ ica to sitting on the board of Hollywood Supports, which fights discrimination in the film industry againstgiy me!!,_and lesbians. He is alsochairman of the Starbright Foundation, lending his t.echnologi­ cal ~dmoney-t.o tho creation ofan OD• line network co11Decting seriously illltids in hospi- ' tals across the country. With the Righteous Persona Fouiidation, Mr~ Spielberg hopes to revital.ire American Jewry in nu: merous ways. The foundation is supporting maw kinds or'groups,;including ones that educate young Jews about their heritage and those that promote religious and ethnic tolerance. · Mr. Spielberg's fund will ~ot focus on the Holo­ caust. But another project that resulted from , Schindler's Li.st, the Survivors 'or the Shoah Visual

History Foundation, is videotaping the stories of ~ I.DIA. U.0 ;Q« m• Clt~KUI. those who survived Nazi persecution during World Sigi Hart, a Holocaust survivor and volunteer at the Shoah Foundation; "l feel a little easier War ll for an on-line multimedia archive. (See story now that I told my 1tory, and that my family lmow1 and has something to look back on.,. at right.) But the.Righteous Persons Foundation does have LOS ANG,l!LllS gest that there are at least 150,000 and proba­ a connection with th.e Holocaust. 'llie term "Righ­ 'WHY DID I SURVIVE?" Sidonia Lwc bly no more than 325,000. Because most of the teous Among the Nations" is an honor bestowed by has lived with that question ever, survivors are now in their 70s and 80s, officials the Yad Vashem :Remembrance Authority in Jeru­ since she lost 60 family members of the Shoah project. feel they have little time salem on.non.Jews who risked their lives to eave in the Holocaust. Now 68, she says she has only left to gather first-person accounts of the Holo­ Jews during tha Holocaust. Oskar Schindler, the one answer. "Oeath"did not have meon the list caust. The non-profit group plans to tape at. Roman Catholic businessman whose story was told ao that I could tell this story.• least 60,000 int.erviews by July1997. The tapes in Schindler11 List, is one of 12,000 people who has For a time after the war, Mrs. Lax tried to will be digitized, catalogued, and made avail­ been named a righteous person. - leave behind her memories of starvation, mur­ able vio. computer networks for historical pres­ 'The foundation was named using'the theme of der, and other atrocities she witnessed at Nazi ervation, research, and education. So far, Mr. 'what is man's obligation to man?'" says.Margery concentration camps in Auschwitz, Bergen-Bel­ Spielberg and hie staff have ronducted more Tabankin; the fund's executive director. "One ofthe sen, and Plasz6w. than 6,000 interviews. gs thai came out ofth!l Holocaust ie l lesson .. But now sho is telling her story in the. hope. I . 1 some people rose to their. highest eel yes, and that· future generations will never forge_t the Survivors Want Their Stories Told Erved in a way that nobod,y would say was in their horrors of the Nazi Holocaust. Mr. Spielberg came up with the idea· for. the f-interest, and it's really a ~ute to that.• . Mrs. Lax and, thousands of other survivors, project while he was filming Schimller's List, many of whom had not t.old even their families the widely acclaimed 1993 movie abov.t the 13-Mlllion Awarded , of their experiences, ~ coming-forward with Roman Catholi~ Nazi industrialist Oskar The Righteous Persons Foundation wm probably thousands of details that will 'be stored in a Schind.lerwhosaved morethan'l ,lOOJewsdur­ ve $SO-million to $50-million in assets, depending multimedia, on-line archive being created un­ ing World War Il. Survivors visiting the set in t,n how much Schindl.er's Li.st continues to earn in der the direction ofthe film maker and philan­ Cracow, Poland, oll:en approached Mr. Spiel­ rideo rentals and soundtrack sales·internationally, thropist Steven Spielberg. berg and shared their stories of pain and loss IS well as from possible televisi~n broadcasts. In what he calls the most fulfilling project of· with him. Each of the survivors wanted their Already_,the foundation has awarded 41 grants_ his lifetime, Mr. Spielberg has started the Sur­ st.ory oo be the one he told next. otaling more than $13-million. They went t.o groups vivors of the Shoah Visual Hiet.ory Foundation, Atfirst, Mr. Spielberg recalls, he was puzzled. anging from the Boy Scoutso[Americ:a, for scholar• a non-profit orglpliz.ation here that is videotap, Did they all want him to make movies of their hips for Jewish Scouts to attend a regional_Jewish ing eyewitness accounts from Holocaust survi­ experiences? But he soon realized the real mes­ etreat, to Synagogue 2000, a project t.hat·aims to· vors around the globe. (Shoah is the Hebrew sage: find a way for Holocaust survivors to docu­ :a.nsform the Jewish place of worship for the next word for the Holocaust.) . - ment their stories on camera. ~ntury. ,( The thnle-,year projecthas a $60,millio~price 'The survivors were old,• Mr. Spielberg says. Mr. Spielberg had already distributed $10-million tag, $33-million ofwluch has beenraised in its "It became clear that the clock was ticking for rhie profits before-' the foundation was created, in­ , first 1.5 months ofopeMtion. such first-person witn-. It became a rescue .wiing six grants to ·Holocaust-related causes. Nobody knows how many Holocaust survi- . mission to document their testimonies for hi.st.o- =ta have ranged,in size from $440 to a public , vors SG f!till alive, but the best estimat.es sug- - ContinUlid on Page 12 · • • · " Contin'iied on. !?age 10

-----o pe: t AIM I ' THE CHRONICLE OF PHJ.LANTHI!oPY 10 • I GIVING 1-I______N_ o_ve_m_be_r _16"-, 1_99_6

Film Maker Steven Spielberg Turns His·Talent to Philanthropic Causes - eontiniud• -(ro•·,;,..rrr'Page - ·9.:,, ."JI -~ ' ,.,.... , • • r,r, J; . library to replace stolen books on the - · • ~~~~~,::;:~....,,-, - /, Holocaust and Jewish life to $6-million to the Shoah' archive project. Foundation officials expect to_J:IU\k,e about $a-million to $5-million in grants per year until all the money has been exhallSted. That will be in about seven years, o:r possibly sooner iftheii-~t pace continues. - Spielberg Decides A hands;on grant maker, Mr.·Spiel ' berg makes" th" ·.final rought on board Rachel Levill,':.,, the daughter of a rabbi. Ms. Levin• put ..~ rabbinical school on hold to serve.as the s foundati,on's program officer. • ' Rather.than doling out efants once'or twice a· year,, Mr. Spiel~ · plani't.o meet wiith officials ofthe rci"undation' ev­ ery couple of months·to a~'ani gran~. They have plenty of• proppsal.s, to chooseJfyin:' In herfirst three months of working:for Mr. Spielberg,,Ms. Tali'an­

kin fll!Y~;®O 'letters of inquicy:..,..came t"ll.UU(.1,,AWl,&Q acrosa'.:J!~,~ Since ·_it '!.as se( ui'in. The Righteous P &rSOns Foundatio~ gave ~erican Je~ World Services $250,000 to support projects like this one August'19!!,4J the foundation~ logged in H 9nduras, wht:-,;e American JeWB are helping people in small villages dig a trench for a wat.er pipeline. a total· orlr,56;l'J!r0posals;' ,,, · To ~ esure that'.tlie'fund would not American JewishCommittee in Los An­ percen t Latino', says the Spielberg mon­ not a central part of his young life. He be duplJ.4 ~g ~rts• .,. alre_ady "l!lld,er geles, a group that works to fight anti­ ey will I.ell? dissol ve stereotypes. grew up in mostly non.Jewish Scotts. . way-and ~,..t.it ~u!«\-!.'#aro grmi.!:!i in Semitism, prajudice, and racism. ' "Sometimes the kids have the wrong dale, Ariz., and says he was often em• areas. that were essenfuil,:.-Ms'.· Taban: The program, also sponsored by tl:ie' impression of what it is to be Jewish," barrassed about being Jewish. kin an'd; Ms., I:Aivfu,S!)!lil t l:heh'rfi:rst:~,, Los Angeles Roman Catholic Archdio­ l\,fr. Valentino says. "And I feel a ~pon­ He later became more interested in months:fSn:theJ.o.b -~~e~ !~' ~ e cese, sends a nibbi to visit Catholic high sibility as an educ.ator to show them Judaism, however. After his secQ!ld country,.and-.meetingowith leaaers1and·· schools throughoµt-the city, so'Catliolic something e lse. 'fhey'll go back into the • wife,. the actress. Kate Capshaw, con­ experts .in~Jewish philanthropy.· students can learn about Jewish histo­ community; and you know they're going verted to Judajsm, Mr. . Spielberg says, "We got to pick their brains on: Ifthey ry, religion, and the Holocaust. to hear what they've been.hearing-all, he started celebrating Jewish holidays had money wliat'would they do with' it? "For many of the students,lit is' the along, l;!ut then. they'll say, ,Veµ, you. more faithfully, and the couple began to What wasn't.being done? Wliat,waslie'. first J ew they .have met,!and certa1i'ily·· know, wl/Jve exp,i°rienced·something dif. · raise their children in the Jewish faith. ing done but needed more reso~?" ~e first-~bi they have eucounteredt ferent.' And all ofa sudden it's- a differ• · The growing interest in Judaism Ms. Tal>ankin says~"It was like· getting says Rabbi Gary Greenebawn, the com• ent world." seeped into his profess/on.al work as a PhD: in six intense months ·on the' •mittee's Western•regionaJ·director. IV well. Mr. Spielberg held onto the script status of Jewish life in America.» Martin Valentino, a teacher at;St. Many Small Grants . ·of Schindkr's List for 10 years before One of the foundation'/! initial grants Mary's School in the suburb of Ingle­ Another grant, announced last swn-. ' making it into a movie. .. · · was to aninterfaith program run b.l:' the wood,_which is,70 per cent black and 30 mer, will give $250,000 over the next Many people say that Schindler's List three years to ,American Jewish World. was such an important accomplishment At a Glance: The Righteous Persons Foundation Services. The gift will psy for about200 ln itself that Mr. Spielberg would not "J ewish 'Peace- Corps" volunteers- to I· have faced objections if he had put the History: Established in July 1994· by the film maker St.even' Spielberg:. to travel abroad to do social-justice work profits (rum the µIm into things unrelat­ distribute money made from'· Schindler's List, his movie about the Holo­ on behalf of Jewish charities. ed.to J ewish causes. \3ut the fact that he call8t. Many ofthe Right.eo\18 Persons Foun· .is giving all .of his proceeds to Jewish Purpose and areas of support: To revitalfae American Jewish life, help make dation's· grants have been small .;,,d causes is inspirational to many. Judaism relevant to young P,eople, and promote tolerance amoog poople' of have gone to causes or projects that are "Qne would wish that people ,yho different faiths and ethnicity: Grants are made to projec.tsthat use art, com­ not well known'.' One such grant, for make a lot of money on movies would mimicstions mewa, and technology to improve Jewish life and fo~ programs $2,900, went to help' Elizabeth Marvin; invest iD other causes too,• says Rabbi' that help young people learn about Judaism. Money is also given to projects a South. Carolina schoolteacher, im­ Rachel Cowan, who oversees J ewish that build'alliances between Jews an d non.Jews and encourage Jews tp get prove·her -teaching ofth e Holocaust. grant makingat the Nathan Cummings involved·;,; efforts to promote social change. ' • Ms. Marvin wrote to the foundation Foundation. "It would be great if you after she.had just.finished teaching her ·could inspire. Tom Hanks, to invest in As.sets: Estimated between $SO-million and $50-millioo, de~nding Up

* = ·_1_2 _,_TIIE_· _CHR_O_NI_CtE_O_F_P_HILANTHR___O_PY ______-----ilGIVING 11------N_ov_em_b_e_r_16~, 1_9_95 l Spielberg Fund Collects Tcµes of Holocaust SuIVivors . . An On-Line Look Continued from Page 9 bring us greater truth, tolerance, and loguing, and training, according to the ry and fu~ generations so that no one understanding among all people, it will Shoah Foundation's staff. Here is what people who want to C?uld ever say ,t.1¥>t'it did not hapw.p'.• «•"h,aYll)t.s ~test'significancefor ar:iety Some historians, however, feel , that .learn about the Holocaust will see Later, on. the priyate plane re?1ffling• . dn1:!mera1/ ,, ., , , - .the . magnitude . and visibility . of ' the ·· when they use the new on-line multi­ from theJi.l!m's o~g in Cracow¥r. · ··"" •: ,. . $lioa)j'pi:oject~ulddiyertattentionan_d media archive being created by the Spielberg ~ormed•the:idea"iiito a, 'One Minute to 1,Jidnig.bt'' . funds•from,their own work. Survivors of the Shoah Visual Histo­ reality., aaysBrankoLustig, a~prod~ • · Hist.Qrians an1hresearched°.say tlie ' · Geoffrey Hartman, who runs theFor- ry Foundation. The project will allow er of Schindiers List and a Ho1o'caiist Shoah' project could not·have come at a tunoffVideo 4-relrive(or If9locaust Tes- people to retrieve excerpts from swvi-,or himself. • - ~ · niore critical time:' ~. ir ti.monies at Yale University-which has 100;000 hours ofinterviews with Ho­ "He came·to ·us, sat down, and'&aii° · · "We·are the first generation fu live at about 3,500 videotapes-says . he is locaust survivors and supplementary 'There are so many stories. Youremem- a•distaoce; from the·Holocaus( "and we ,·thankful for Mr. Spiel~s work·. But if materials, such as maps, photos, and ber the old~t people who cam.~.. to WI in '. '~ the lqst ge~_!lration ~ . Ii ve -in the the Shoah project continues' at it,, curs .films. Cracow when we were shooting? All. presence ofslll"ll.vors-which means es- • rent pace, the Fortunoff Archives will· The foundation is still malting those-stories· must be told, they,cannot sentially that theiare·doinfit'at 11:59, probably not be able' to atffeact the moo- ' changes in how the material will be just be forgo~n. n, •h ~.; ... one minute ,r;, mi~ght," exiit~ Mi- ey, it needs to_keep its ov~ as opera--: pre:;e11ted, I , f 'Why. d!)n't we find out, ho,w m_"!'Y •chaelB;e~wn,.djrlctoroftli\'.UPltA;d ,tions.oP,en. ,, • , ,, , . Under the current plan, before US• SW'VlVOlS are left and let's,tell th.eir-st.i>-· States1.Holoca~t Research In.stituw m ~ "With' the··, Spielberg organiultion" ers can get to any ofthe materials in ries.' • · · ' "Washing!,on. -~ ~lly ·estab1ishing "ii;self ,in so many the archive, they will see'a list of'all Mr. Lustig remembers a brief discus· . 'Th!) shortage of time:perme_a~ ey:. countries''· and. raising. all those . re- 0 the·· donors who contributed to th.e sion ofmoney next. "We.said this wil1l be ._ erytlµng ~ia¥Jrith the.~ho,ah proj'. 'sources, it does become more difficultfor. project. very expensive,» hesays,.and Mr/ ~piet: ~t. ..; · ':' -~- 'us/' says Mr.·Hartman. "We, 'cim,always . Next they will go to a screen that _berg ~rujed: "No problem. Jusegive . ~ery,oqe f~Js •~e pressure· ev~.l)', · fmake thi ~ ~t-_there is room for allows them to type in key words or me a figure and we' will do it:'•.. ~ minute because ev~ morning when we both of us,lay. But a·philanthrr,pist does general- and "death march." The computer A Record for Family Members• on this earth than there were the day "' ly not give to· two organizations doing will then produce all the interviews Sigi Hart, who turns 70 this ·week, before," says Carol•Aminoff, the (oundao the same ~g." ~ .. that deal with those words. recorded his story after being contacted tion's international director for develop- Mr. Spielberg, however, has done ex- 'l'hen they will be taken.to a third by the Shoah Foundation. "I feel a little ment. "That is a fact of life." -actly that. Last year he i:i:ea!ed the ·screen,. such as th.a one shown here, easiernow that r toldmy story, and t!J.at :'Piere is a set'schedule that cannot be Righteous Persons Foundation 'with his where they will be able to see and my family knows and has something to interrupted. Each ~y volunteers take profits from Schindler'~ List. '.plat fund hear the parts of eac:h interview l!>Ok back on," he says. • dorens of phone calls from Holocaust gave $500,000 to the Yale archive 1;o where the survivor mentio.ns the top­ Mr. Hart, who was held in 10 different ,111.U'Vivors , orfrom theirfri!)nds andrela- devise a' computer system to catalogue ic selected by the u.ser. Here, Henry camps, says that for years he col!ld not tiyes, who' want t.o 1earn about the proj- its. own video .archives. The Righteo!l5 , Rosmarin, a Holocaust swvivor who even tell his children about his experi-- ect. And at least 64 interviews are taped Persons Foundation has also awarded was held in three camp.lr-including ences. They heard bits and pieces,.'he oncameraeveryday-fromLosAngeles $100,000 to the San Francisco Holo-- the Buchenwald concenttation says, but never the whole story'. ~ : to F.rank:fuit, to J erusalem and more. caust Oral. History Project for similar camp-talks about his immigration Now he volunteers at the Shoali than a dot.en other locations. work. · · to the United States after the war. Foundation.'s offices, fielding calls and. Mr. Spielberg says the Shoah project persuading other survivors to·be' inje,;-. Sophisticated Technology does not detract from, liut rather draws viewed. . VideotapingHolocaust survivors' sto- more attention to, efforts 'to reach as Sometimes Mr. Hart ·"get,s the ries is not a 'new conce_pt. Other groups many survivora as possible. Nal]1es and photographs of the shakes• when other.survivors·begin to ha~e gathered an· estimated 7,000 to "Ouraimistoaddtowhatothershave survivors appear- here. When tell him their experiences, he says. Biit .10,00_D viq.~ta~ according to Shoah. been doing, not-take anything away," people _c lick on a survlvo(s name, they can see and hear that is n.ot the0 most difficult~ofhis offi',ials. ~ut no project has ipat(\l,!4,th,!! Mr.' Spielberg says. "l'he~e.is more than, job. He has received anti-Semitic'.... ls U\Cf'l.2!0gy, scal~i,rO!':,,..~ l}!lOO. D,¥ .Mr. eDQqgh work for evei,y_body, and ulti-.', an interview with the, person during his vo.lunteer time: He e Sp1elberg.~4~ .Jitaff- - .mately we will all have access' to the · they have_. chosen.' caJJs.havereinforcedhisfeeling,, ,. Much'ofthe state:of-the-art tecluiol-. ·material." . -!' Shoah Foundation·is-inlportant~ ogy .baa never ,been used ·!,¢ore, Mr: To Be Available at M~ wns ~ .,.r.. "I hope all the people who went, \iipielpergsays. "Thecataloguingand~. • 5 • through lµI!, of the suffering will cqme trieving is atthe hlghest level ofcurrenl By 1997,,Mi:. Spiellie,;g p!ans to make'' out,• Mr. Hart says, ."because the,_re is' .. technology, an.d it's constantly adv!IJlc- •· the high-tech archh'.e available.for pub- such a lot ofhate out there." · ing," he !111.YS, • lie use at five museums in the. U nited . · By clicking .on this part of the Mr:-'Spie lberg believes. that p~, . Some Historian!!, were, skepticahm,d States and Israel. . •• . . screen• . users can move through ing the sw-v:ivors' stories· will h_e_lp en-• even critical of the project_when it first Eventually, the archlve· will probably the digitized videotape of each courage_tolerance among people of dif. startedayear_anda1ialfago.Somewere be-a~ble through the lnte!'llet, the Interview at whatever pace suits ferent backgrounds_. "My main.purpose concerned that Mr. Spielberg would not global amalgam of computer networks. them. in making Schindlers List was for edi.i- take a serious.approach, while others But Shoah project officials are worried cation to serve as a lesson for truth and , were worried about quality controL But that doing.so will make it easy for some- toleranoe,• Mr. Spielberg says.,. "The , many of those 'critics.have nowjoined - one to get into the archive and damage Shoah Foundation is the ultimate ex- 'rorces. with Mr.• Spielberg and his staff. . or_destroY, it. A second concern~ for the tension of that objective." ::i,'hat collaboration has beep vital, espe- · Holocaust survivors themselves. -·•. He adds;"'Ifprojects such"as this!can · •-'cially 'in terms of interviewing, cata-, "Thelnternetisarealdifficultanimal · The content of the interview' Is •· ~.,,.....,..,,,._ · ·--~ ·: at this point," says Karen Kushell, one divided Into various "chapters," ofthe Shoah·project's executive produc- - - which average about two At a Glance: Survivors of the Shomh - ers and.head of special projects for Am­ minutes each. Users can scroll Visual History Foundation blin Entert.ainment'. Mt.: Spi~ll> contribu­ "W~'f!' developing_protocols and sys­ raising faces is also.our greatest plus," tions, such as computer equipment and 'transportation services. _ ~ - tems fol' oral history that could be ap­ says Ms. Aminoff, "which is Steven type Sp.ielberg himself.•. · Key offlcl11ls: Steven Spielberg, founder and chairman; Karen Kushell,_ plied to any of historical science, Branko Lustig, and Gerald R. Molen, executive producers. · not just the Holocaust,• ·says James· Because his name is so clOS!)IY associ­ Moll, ·a .senior prod.acer of' the Shoah ated with hit science-fiction films such . . Address: P.O. Box 3168, Los Angeles 90078-3168; (818) 777-7802 or(800) 661- Foundation. "We're going to change the as Cuise En.counhrs of the Third Kind, 2092. • way that history is being preserved and E.T., and Jurassic Park, Mr. Spielberg taught." s1;1p~~-th~ ~ ' ' - .., .. :~~~~ ~~~ ~':.'°l~?n.~

'· _No_ve_m_be_r_l6-'--,_1D_9 5______--1IG!VING1-J ______THE__ CHR_O _NI_CLE_O_F_PHILANTlrn__-_ O _PY_ • _1~3 atMemaries ofHowcaust Survivors: WhatPeop¼ Will See and Hear

The -"subject'' box

•• "J By cllckiljll on "biography,'.' a The ''.tYPE," : bo~ allows users to. j 4mp user can' get detailed . to eac~ m~ntion of a specific ·topic, lnfo~ation abo~t a11y of- the ll_ke- life In:. concen.~ tlon camps. SUI\IIVOrs. •

.. ., - . own. li'he did,,he says, in the -futtire,the array.of donors, including major !!. 1!!1311\lne" 1,9 !in,t. "I ml! t,; oiie or · As a ,result;•.the ·Shoah projeoct .bas slate,rto last,only three years officials · and Mt:-•S piel.berg for. allowiog·him to the last to give my testimon.y,7 Mr. Lu&- sougbt•'gifts•from 'people' ot ,ill¥kinds.,· ; say' they will ~ntinue the wo~k for as, 'make gQ

J\ssassinatidrrbf Rabin,: Spurs a Flood of ~upport for U.S. Jewish Charities By ,SUSAN GRAY ly with Jewish fund-raising groups Followingithe assassination 'of ~ in the United States-giving Israeli Prime~ Minist.er YiJ.zhak.;', speeches at their annual meetings Rabin, Jewish, charities •in the and writing letters in behalf of Unit.edStates have received a flood. their campaigns--trans)ates into a ofemotional and financial sup119rt . reDewed focus by donors on lsrael for ivork t.h.ey do in lsrael., ~y,.,' . and its vulnerable peace process, Americans have t.old.the cliarities•• say many non-profit leaders who they want to find ways to aici Jsra.' worlc on Jewish concerns. el's fragile peace process. "Tragedies like this also serve to "There is a profound ,sense of unite people, and I think that Jew­ grief and sadness and affi.nity for ish federations feel very much in Israel and the people of Israel,• unity with the,state ofIsrael right said Mark Cohen, a spokesma.u for now," said Frank Strauss, assist­ the 'Jewish National F'und, which ant.executive director'cifthe Coun­ has plante,fmillions.ol'r'trees.and cil of Jewish Fed.erations, .Zbich dug mjles of teseryoirs in·lsra~l's ' · • represents the 189 Jewish' federa­ arid land, even before the nation . tions around the country. 'Tm sure was officially created. · · 0 , that will be retlec~ in, campaign The fund receive,i'inmdred.s .~f efforts" in the fo,:m ofincreased do­ calls after the assassi,na.tion "from. .nations to Israel, be' said · peo~_le who wanted to plant trees in ~el in Yitzhak Rabin's name. A New Pl!lloe Fund.I' • Some groups. have already ~ 'Inundated by·Callers' 1 gun t.o take steps to insure that the "We,!11'8 literally be_ing_iJi;',,,.i,,i;- peace work of.the late:,Prime·Min- ed by ~e!"' l09~g t.o ~OJµ\~ ':'llr. 1st.er stays on course: ';o, morial trees,~ said J:;yntbia 'Bar- The_ New [Brae! Fund,, which mor, nationafpro~'.JX>Oriliiiator: , ..,,.,.,, • • , raiscs.millions'9fd .ollars ear!lyear Donors•give from$10to$18todo- ~l}l~;l.~[Q[; to support peace activists and so- nate a tree. Slie sai_d cal)a. W'T'' cial-servioo charities in. Israel, in- coming "from •a11 corners of the"f tends to create.a newS itzhakRa- country~ews:and'non.Je~· wno :1111i;:;.~;.;;,,_. - bin Fund for.-Education; lllld D& want to show ~il?support~"''"' l _ . . ... ~ ...... ,w,oc WON.O m.ocracy. . r'l" Theattention on Israel is signifi: Yitzliak Rabip was killed moments after this.rally, o1"'anize

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tinu.ing peace process in the Mid­ peace process stands,• said the dle East. foWld11Uo11'3 president, Charle.s Visit Betiefice on-Lir1e: http:J/www.benefice.com Gil Kulick, a spokesman for the Halpern. The trip carri03 mO're sig• Now Israel fund, said the idea for ni.ficance now, he said. the fund developed after il became evident that Mr. Rabin's ossassin Somber 'lnbute was a ri&M-wing extiem.ist Jew - Tho· Prime Miriisw's- death who wanted to prevent Palestinian_ caused several Jewish charities to. 11elf-rule. The aasassin's •support­ cancel fund-raiaing , galas schod­ ersare fully outside the framework uled for this month or to transform ofdemocracy," said.Mr. Kulick-:,*A them into memorial lribuwi. to Mr. greater value of democracy would Rabin. immunl.te otbera from falling into Amoricans for Peace"Now, this.kind oftrap.• • wb.ifo raj.sea mooey in the United Tbe.Nathau, Cwrunings Fow$• S~tea f'!r the ~elicharity Peace I.ion in. New-York ha,.s annoWlced Now, tumcd a long-sclieduled that it will wcrease tbe'amountof fw'id'.rnising dlnnertin Washin&­ monefit gives to .l.sraeli programs, ton last w~k in~ a somber tribute although officials would not, say to Mr. Rabin. (Mr. Rabin was yet by bow much. Last yeu the killed as.he _departed a' rally in Je­ fWld spent'$ 2.4-million on Jewish rusalem spoll90red by Peace Now.) concema, ranging from supporting Gary E. Rubin, executive di.roo­ peace between Israeli Jews and t.or of Americans for Peace· Now, Arabs u, eending American stu• said he hopes the event will spark dents u, larael.Its Board of Trust­ more support for the pesce p rocess. ees is also planning a trip ro Israel, Mr. Rabin, he said, :'let\a legacy in acheduled bewro the as.,a,ssina­ place" and "we need to see that his t:ion, to eee firsthand 'where the peace process is carried out.• Draws current. Spj,e"lhf!7g High Mq,rks senepce on-Line automatically distnbutes your organization's for His Charitabl,e Activiti£s news, fundraising events, and ContinUM. from Page 10 The Stsrbright Network, one of sponsorship opportunities to bus, Ohio, and. baa given millions seven projecta plaanod, is an on.­ Benefice users. of dollars to Jewiab ~wiee, partio­ line compute,-network that will al­ ularly in the area of profeoisional low sick children in bospjtaL, kl leadership. aee, hear, and play with each oth­ Mr. Wexner 1111)'8 be hopes to er. A pilot program that links five work with Mr. Spiclberg'a founda­ U.S. hOl!pital, began operating tion. last week. 'There are a lotof entrepreneurs Mr. Spielberg says the fintquo,t­ searcbin& for strategy and not be­ tion everyone aab him about the ing·very su ccessful at finding-it, Starbright FoWldation is why ho Donations. and I put m.yself In that category, got involved. Hi8 tmBWer: "As & clearly,• Mr. Wexner sa,ys. 'Tm film maker, rvo seennow a movie AS technologies evolve, Benefice sure people nre trying to do things can impact someone's life. As a will enable donations to be that wl?/vo failod at, not even businC68nlan, I've seen how the made directly to your knowing that we've tried." mllaboration of brilliant miJub organization. He adds, "Ifwe 'ro not communi­ can create unbelievable thinp. cating, wl?/re like ships in tho And 1111 a father, l have seo the nlght, well-intended perhaps, but boundle,,s creativity of a child's 1)8Bl!ing.• mind.. ,,,,,_,.. AB a philanthropist, Mr. Spiel­ On-Line Hetiror DI Ch.UdreD berg saya, he will measure the val­ Measurements. Aaide Crom the projects that ue of his donations by looking at Your non-profit will receive f!l'(!W out of Schindler's List, the the success of the groups his phi­ reJJUlar feedback on the usage majorphilanthropicefforttowhich lanthropy supports. of Benefice, so that you can Mr. Spielberg bas devoted bimself ;If the projects ""l support con­ evalut.ite our effectiveness. la the Starbright Foundation. The tinue on after we've given them n ol'g!Ulization is running 'a $60-mil­ start or pusbed them further for­ lioo campajgn to help seriously ill ward, then we'll know we've made children eecape from some oftheir some impact,• Mt. Spielberg says. pain and dl.acomfort through the "If,we can·be an effective catalyst, uae oC-~logy. we'll have achieved the mission'..• Updates. . w,th Benefice on-Line you will be able to update your ~ecord whenev~r you wish. The Benefice CD·ROM is Steven Spielberg and Charities: updated every six months. a Sampling of His Roles ;:, _ flkn ....,_ (Ho1ty,,ood. ca1.1, member, Boanl ofTnl$tees

~ Rlo,ta Foundation (Los Angeles): vice-president lloySooullofAmertca (lrvlng. Tex.): member, NaUonalAO\'lso,yCouncll ClllldNn"aAcllon-(losAngeles): founda,, 'Ille FIim flelY (Pasadena, Cal.): member, Board or Directors -AdofwQc,IJd Foundatloa (tosAngeles):member. MllstilyBoard SlaltNIC)lt Foundation (Los Angeles): chairman UnlYenl.l)' of Calllomla at Loi Angele• : member of Executive Comm! ttee for Medical Sciences • '. ., For More information contacn raq International: Unlveratty of SollU.em Celllomla (Los ,\/lgeles): member ofSchool 101 Federal street, 27th Floor • Boston, Massachusetts • 02110 ofCi nema-Television Board of Cou™,Uors -· (800) 711-0102 • fax (61 7) 523·8667 ·. VANTAGE POINT NESSA RAPOPORT SPECIALTOTIIElEW!Sli \lll!EK Ancestral Voices A reflection on the observance of 'shloshim 'for Yitzchak Rabin. ale al nighl, when I am writing, I see beLieved in words. Scholars, orators, lovers of ican city. Find it at the soccer game of your ther she nor he would bave. The descendants before me the faces ofmy aoceslors. If Hebrew and poetry, they speak 10 me often, son, in bis beautiful, effortless motion. Look who will notbe able to tell their story. The chil­ I lllm, I can look at a pholograpli ofmy especially when I am writing. They say 10 me: for it in groat re.~taurants, in your garden, on dren are saying: "Take back 'warrior! Take il gmodfathe~ as a young man, sitting wilh "Hai:vest our words. Take lhem back in our vacation." Be is saying to me: ''Don't hoard back from lhccartoons and games ofyour chil­ his- parenls, brothers and sisters in own name. Reclaim them for those who will ho)iness. .Don't save it for funerals or Yom Kip­ dren in America. Take it back from lhe wars, LPoland 80 years ago. 1\vo years ago, come after us." pur. Don ·1 dole it out someagerly." whether evil or just. Take il back to Aaron, lhe youngest sister, Bella, died in There is my beautiful greal-aunl He i$ reminding me: "You are the desoen­ brother of Mases, ofwhom lhe rabbis said: 'Be Jerusalem. She was a child in the pic­ Tsippele, in Palestine wi\h her sister dant ofpriests. Honor ).hem by the way you like the students ofAaron, ohev shalom v'roilef ture. She,was the only ooe-J really Bella. There ~e is, returning to Poland speak to tbe overwhelmed clerk when you're shalom - he who loves peace and pursues knew. -in the 1930s-to marry one ofth e rushing home; to lhe pc=n who takes your peace.',, Her family embodied all !he Jew­ many men who loved her. After the parking space; 10 lhe one in the office ne,ct to Why is Aaron not described as simply a lover of peace? Why do the rabbis say ish magoifu:ence and llagedy ofour Shoah, BeUa received avisil from ------­ centuzy. Late a1 nighl, BeUa and l a Cuban diplomat, who stood in in addition: "Who pUISues peace?" From sipped tea as she told me their sto­ her Jerusalem apartment and look (~ fi.ese words are our this we learn thal il is not enough lo love ries. We laughed at the many years between out a letter from the breasl pocket ofhis words: Love. peace. To suslain it, peace needs 1ts war­ us: we were so alike. Aodrometimes we aie4 jacket The letter. creased and refolded, riors, those who will chase after it, who for !hose who died long ago, before they should wai; a love letter written to him by Tsip­ will nol be deterred until lhey can C/lffY ii have. those I would have loved to know. And pele decades earlier. "I will carry this ler­ J-w{iness. <'Peace.' home. so her parents, her brothers and sisters are all ler:' he lold her sister, "until lheday I die." Our ancestors are speaking to us. They wilh me as I grow older, closer 10 their destiny. My gteaL-aunt Tsippele is saying to me: yours who drives you craey; to the one who is are saying, '"These wards are our words: Love. My 3-year-old daughter is obsessed with "Takeback 'Jove.' Take ii back from all those a member ofyour own family." Holiness. feacc. Don' t save them for otherpeo­ dealh these days; She wanl5 l0 kna.v if the dead who would deny il lo us." She is saying: "Har­ There is my grandmothel: Mattie, for whom ple ata(atdid hour. Use !hem yourselves,~ come back, if Lhey sit up in the hole we have ','CSI the love lhat suffused our childhood house. our daughter is named. She is saying: "Take day,' They are remembering lhe end ofour great dug for them. It is unbearable to her that they Galher the love among us as we argued about back 'peace.' Do not reserve it for places far Book. when Goo says: "The commandmenl I cannoL Jewish fate and what would save us. Shabse from you. Do .not C(mfine il lo governments." command you today is not hidden from you; it "Mommy, whenever I talk about it," sbe said socialism; Tuvyah said Zionism. Shab$e She is saying: "Peace lives ordies in your own is not far away. It is nol in heaven; it is 00100- says to me, "I(!1!t a sad feeling here.'' She poinl5 claimed Yiddish; Tuvye claimed Hebrew. And house." She is saying what she always said yond the sea. No. the word is very dose lo you, to the center ofher chest. I teU her I know ex­ Srulkc, prodigy in Talmud, fled 1he Russian when we were little: "I don't care who started in your mouth and in your heart'' actly wnat she means. army for Canada." iL Don't fighL Shalom bayiJ, peace in the house, In lhe end, we will beacoountable, not orily On both sides ofmy family, my ancestors There is my grandfather Srulkc, grocer, is more important lhan your argumeru!' for the greal lhings we did or failed lo do, but milkman and, al last, the teacher he was meant There is one more voice. Whose is it? 11 is for the smallesl things, the one closest to our Nessu Rftpoporl'snrosir=, booki, "A \Vomm,'s hearts,.{or lhat is where thearclO greatness st:Uts. Booko{Grl~g. • She wrnksfortJieCoww/Jfor l0 be. He is saying lo me: "Take back 'holi­ lhe voice ofchildren, the son of my great-aunt lni1/ati1~in ]cwi,la EduCJJriM. ness."Thke it back to your own life in an Amer- Tsippele, murdered by Nazis. Thechildren nci- Con111J1ie;/"" page 6

GARY ROSENBt,ATT Intermarriage: Reform's Vexing Problem he hottest issue among "E.eform Jew- pies while refusing to do the same forinter­ outsidi: t.llc faith, advocates sug­ spiricual renewal and depressed ish leaders these days is the growing .faith couples. Bue he reasons that the gay cou­ gest that rather than fight a los­ bystatistical dissolution, this is a pressure from congregants for their pies are Jc,ws who nrc seeking to establish ing battle against an im.>versiblc particularly vex_ing issue. rabbis to officialc. at intermarriages. It.wish homes. "One is a Jewish union and one 1m1d - and alienate couples by Traditionalists say il is betler The topic is sure to be discussed is not," lhe rabbi notes. refusing lo participate in their to pre,wrvc lhatwhkh is authen­ Tinformally this week in Allanm al lhe ~----~ The. issue ofRefonn rabbis offi- marriage - it is far wiser on tic lhan 10 water down one's.stan­ annual convention of the Union of Q cial:njgat intcnnamages has not come both a Jewish and personal lev­ dards in the hopes of American Hebrew Coogregalions, Che up for a vole since 1973, when tbc el for rabbis to send aa enc(lur­ accommodating thosowho may main body of !be Refonn movement, .~ ~ cx:AR urged rabbis-not to participate agingm~ lo theoouple by be less than interested in living 1 but will not be acted on, ifal all, until ~... 'C. in such weddings be::ause il is "con- officiating al !heir incermarriagc. Jewish lives. the annual convention of lhe rnovc- trary to the Jewish tradition." A ll could be lhe -first slep toward Rabb.i Simean Maslin, presi­ ment's rabbinic ann, the Central Coo- decade. later, the same body issued an eventual conversion to Ju- Rabbi Simeon Maslin: dent of the CCAR, has resisted ferenceof AmericanRabbis(CCAR), amoreneutral repmt, recognizing lhe daism, they say. "Some ra~bls who ~erform pressures to.officiate at intermar­ in late March. L...---'--""--'--....I right of each rabbi to determine Many rabbis know that their lntermamages don t riages throughout his 38 yearsin At presenl, about one-third of Reform rab- whether or not to participate in intennan:iagcs, refusal to officiate at an inter- realize the lmpllcallon$ ol lhe rabbinate. "Some rabbis who bis officiate at intennarriages where the coo- based on bis or her own,consciencc. marriage is intel'.J)feto:d by both their actions." perform intermarriages don't re­ pl.e has agreed lo raise their child!:en as Jews. Bui much bas changed since then, with the Jewish and non-Jewish partner as a rejec­ alize lhe implications o(their actions,'' be said, Bui many rabbis who have long refused 10 of- more Reform Jews marrying out of the failh cion, making it more difficult to encourage a noling that while most of his congrcgants at ficiale al such weddings admit that the pres- (more lllan 6() percent now) and wilh the IJIOllt> conversion to Judaism. They are also well his Elkins Park, Pa., temple would prefer lhal sure is increasing on them to do so and lhal the menl having broken with Jewish tradition on aware that lhe couple will marry anyway, ei­ he officiate, they respect hJs "rabbinic integri­ rationale for resistance is weakening. olher critical issues, including allowing gay lher withoul a Jewish presence at all or with ty." He said some teeM a~k why they should Rabbi Jerome. Davidson ofTemple Beth- and lesbians inlo the rabbinate and recogniz- a rabbi who will nol make any demands on marry a Jewish girl if !heir rabbi is willing lo ~ 81 of Greal Neck says lhat he and many ofhis ing the children ofa Jewish father in a mixed whether lhc children will be raised as Jews. officiate at an intermaaiage. ~ colleagues are "lortured on lhis i.'>SUe, it's on marriage as Jewish. The issue is particularly difficult oul5ii:le of But lbc grow"ing sense wiibin the move- ~ everyone's mind:' 111ough he has never per- Advocates of change assert lhat s1atis1ics lhe Easl Coast In cities like Denver, Phoenix ment seems to be that a pro-active position, j formed intermarriages, he isconsidcring"wel- are on their side. They cite asmvey by lheJew­ and Los Angeles, the intem1arriage rate is as encouraging ourreach and staving off assimi- o coming interfaith couples in a prayerful way ish Ouu-each lnstitule which found chat more high as 6() l0 75 percent, and CODgTC&/lJllS are latien, would bolster Reform Jewry and help i before marriage" as a way of reaching oul 10 than 75 percent ofReform Jews desire rab­ insistent on having lheir rabbis sanction their reverse a trend where only 28 percenl of in- gi them even ifhe won't perform their marriage. binic officiation at intemiarriagcs where the children's marriage. ierrnarried families raise their children as Jews. :-- He says he knows some congreganfs con- couple has, agreed 10 raise their children as For a Refom1 movemenl seemingly mov­ David Belin, a lay leader of the Reform jjj sider him hypocritical for blessing gay cou- Jews. And with more Reform Jews marrying ing in opposite directions, buoyed by sparlts of C()fltinued on pag~ 6 5 DRASTIC REDUCTIONS WALL TO WAl,.L SAVIN OS NOTHIN O H ELD BACK! IN EVERY DEPARTMENT LETTERS 4 DAYS ONLY! THURSDAY• FRIDAY• SATURDAY• SUNDAY' Continued/ron, page 4 BLO -OUT Sweeping Indictment enry Siegman's at the same time. ADL re­ man piece, The Jewish Week sweeping indictmen1 spects lsrael's democratic sys­ publi.~ed one such example Hof the Orthodox com­ tern, to which vigorous debate -an anguished analyi,is by munity (''Radical Fringe ls and dissent are crucial. Any­ Rabbi Haskel Looks!ein. Now Orthodox Nonn." Nov. one is entiUed to lawfully op­ There are many decent, 17) reflects the very narrow­ pose the government's policy. conscientious Orthodo?' peo­ mindedness and stereoiyping And isn't respect for one's op­ ple who aro troubled by re­ he claims to be criticizing. ponenls part ofthe civil debate cent events and by the need to SALEEVERY SUIT• EVERY SPORTCOAT • EVERY SLACK all sides have called for since mote effectively oounter ex­ EVERY RAINCOAT• EVERY LEATHER• EVERYTHING While there is clearly a sub­ stantial )evelof opposition with­ the awful tragedy ofYitzcbak tr;Cme behavior and intemper­ in theOtiliadoxcommunity to Rabin's assassination? ate rhetoriu What the Oslo accords, it i~ wifuir RD!I Indeed, Mr. Siegman constructive pul])Ose is unhelpful 10 disparage such a rightly deplores the "demo­ served by ignoring them in a political position as illegitimate. nization ofall Palestinians as rush to stereotype, and by en­ Large numbers of,Israelis and terrorists." But wliat of his de­ gaging in vague, ominbus M!fii=ii;f.W supporter.; oflsrne~ both.reli­ monization of the Orthodex warnings that Jewish leaders MENS & LADIES LAMISllll gioo.is and secular, bold such as a monoliihic radical fringe? must "deal with" an entire BOMIEllS Anllall~ 11 b:'31 $89 Clearly, and appropi:iately, community as if irwereall Evel)'(l.afprice up fo '199,. •.• M ..... views based on security, as well as spirilUal, considerations. there is much soul-searching Yigal Amiis? l114:1~144:i0:f,\-I going on in the Onhodox-com-, Mwrou~ The Anti>Defamation no,._ munity in the wake ofYigal OlEGCUSINrR,. m~.. 50~ Le;igue supports the 472.-r,17 compelling challenge ofthe HMUET, H'r A'l•$Sl&~Aom"C11,U~ Heruy Siegman'sarticle heiJ1ous deed deserve expo­ P/l,AAMIU$..ff,I WHI 15;t,--4(20))366+GiCt(). sure, condemnation aildmar­ day. us~,•1.Soocrl&Oi1LMM{'a)~10 ("Radical Fringe Is Now Or­ U~UCV5.HJ"""°'"""""' OOErlllfDl'IMA'" f"(201~~1'4 thodox Nonn," Nov. 17), ginali7.ation, and they include N9C1 rabbis, yeshivot and theid'.ol­ DavidA. Hanir NATIONAL BRANDS OUTLET which can only be described N,wYorfc,N.Y as a frontal assault on the en­ lower.,. But they do not add The wrlt~r i.r executive d.ir«t()T ofthe tire Orthodox community, is up to an entire Orthooox oom- 1orn,ri,;anJ,wW,C:cmmilr«. For The Record In the article "No Regrets From Rabbis ...'' (Nov. l 7), Rabbi Abraham Hecht was incorrectly li.sted as president ofthe Rabbinical Assembly ofAmerica. Rabbi Recht actually is president of ihe Rabbinical Alliance of America. eat breakfast, day by day by day." Our ances­ American Friends of Tel Aviv University toJS say: "Che.ed, lovingkindncss, is !he nar­ ''The word is very close to you," says our rowest, hardest way!' Our ancestors are Office of Planned Giving Book, "in your moulh and in your heart."The reminding us: ''Sayor each moment and find ESTATE AND FINANCIAL PLANNING SEMINAR momentous events ofour lives, the ones we its hol~ because life ishely, and needs pro­ witness that make us say, "From this day, =Y· tection, and can never be rep.Jaced." They say: thing is changed:' begin right here. What we "Love peace and pumie ii wiih all your heart." • Increase retirement i!)come 'Without incurring capital gain tax. say about those we hate and even those we love, Listen. Our ancestors speak to us, with mer­ • Reduce current income tax. and what our words make us and others do. cy, and laughter, and forgi.veness. They say: • Diversify your assets. Whatwe fail to say·until it is too late. The love "We have faith in you. We believe in you. Do • lncreasp the value 0f the assets for your heirs. we enact or. defeat. The holiness we embody not abandon us," O • Provide a significant charitable gift to A.FTAU instead of or deny. The peace wc puisue or stand by. Late ai night, our ancestoJS speak, and this This talk was litefirst ofthre .e artists' pre­ tax. paying capital gain and estate is what they say: "Remember us. Remel)lber se111ations, coordinated by the Natio11al'Fowi­ what wc died for and what we lived fqr so you i,lation for Jewisll Crdiure, aJ theJewisJ1 Fdeillit:y TUESDAY EVENING, DEC. 5 - 7:30 P.M. could live-p.lay tennis, dream, seekjustice, Institute

5 ANALYSIS: Reforming Jewish Education Dr. Walter Ackerman 16 REsPONSE The Role of the Central Agencies • Dr. Cecile B. Jordan 19 PUBLISHER: FORUM: Dr. )lmathan S. Woodier Change in Jewish Education: EXEClTilVE EDITOR: Prescriptions and Paradoxes Rabbi Arthur Vcmon Dr. Isa Aron, Dr. Michael Zeldin MANAGING BOARD: Dr. Norma Ftml 1·1. Rabbi Arthur Vmwn, The Jewish Community Center Co-Chair,;. and the Jewish Continuity Agenda Alan D. Bennett, Daniel Cohen. Grace Ellowit7, Paul A. Rcimc~ Dr. Steven Bayme r>r. Jerome Friedman, Dr. Leora W. lsa.1c.<, The Place oflsrael Caren N. Levine, Dr. John Lhi1~on, Pearl Rcinstcin, Steven Ro;,cnherg, in American Jewish Education Dr.Su.'-ln L Shl."Vll2, Dr. David Shluker. lrvmg N. S1c:1n, Rhea IC Zukerman Michelle Alperin

BOARD OF COllfl'IUBUTING EDITORS: Alan D. Bennett and Susan l. Shevi12. Co-Chairs. Isa Aron. Batia Bc:ttmun, 37 Reader Reaction-tell us what you think Arthur Brody, Barry Clwan, Al)'!.! Davidson, Shc:ldon Dorph. 38 To Learn and To Teach-what to read this fall David Eliach, Shulamilh Elslcr, l~I Grisha1cr, Deis)· Ka11, Ch.11m Lluer. 39 On The Cutting Edge-new ideas from the field Marshall lA'\10, J)anid l'c:karsky, Moshe Sheinbaum, ~ Shulman, Momc Sokolo,,•, Stephen ~cndcr, llem.lrJ Swinbcrg. 7.cn.i Sulk~-s. STATEMENT OF PURPOSE

A~tdn: [l~v1..J1 &l11ratio11 is ~da: lt:Wtsb tducallOD seeks to create a communicy of discourse on issues of Jewish public policy p11hlishoo l\\O times per v,>;Jr dealing with Jewish education and the implications of policy options for the practice of J~h educa­ by 1hc Jewish l:duu1hnn tion. Lay and professional decision-makers in the myriad of institutions and settings involved in Scrvi

This issue deals with perspectives on ning and service delivery if both lay authentic Jewish educational model Jewish education reform, systemic and professional leadership have the programs. Bay.µie recognizes the great change and institutional transforma­ requisite skills and vision and engender strides made bycenters toward becom­ tion. It should come as no surprise that confidence in the leadership of federa­ ing more authentically Jewish and he creating permanent change is extreme­ tions. calls upon the Center movement to ly difficult. In Jewish education, as i.n Ackerman also points out the grow­ undertake even more vigorous efforts general education, the battle must be ing involvement of Jewish family foun­ in strengthening the commitments of fought community by community and Jews already interested inside the corn­ dations over the last decade. Many ini­ school by school. One big difference, munily. Only an intensely committed tiatives in Jewish education have though, between the Jewish commuru­ core Jewish population, argues Bayme, sprung from Jewish family foundations ty and the general community is the can assure the continuity of the Jewish since the World Leadership presence of allied institutions and community in America. Conference in lsrael in 1984 that was agencies, other than schools, that are convened by the Jewish Education In recent years, American Jews have ready and able to support the effort. Committee of the Jewish Agency. become accustomed to hearing lsraeli The major article in this issue by Almost two dozen major Jewish ramily leaders suggest that we pay more Walter Ackerman deals with central foundations are active in the field or attention to Jewish education here. agencies for Jewish education, federa­ Jewish education, some with very , While to some it may appear presum­ tions and private family foundations. focused objectives. These sources of tuous for Israeli leaders to lecture To the ex-tent that communal Jewish American Jews about our priorities, I funding have given impetus lo dozens education is undergoing change, it is believe this message reflects a deep­ of new projects, helped sel the agenda the combined interaction of federa­ seated concern for the future of the for the Jewish community and given tions, central agencies and recent community upon which Israel has birth to new orgaruzations. Many of efforts by Jewish family fow1dations come to depend so significantly for these foundations have only just begun that is responsible for whatever change moral and political support. Perhaps to invest the resources thal are avail­ is occuring. As the Jewish continuity Israeli leaders are familiar with the able to them. The foundations present agenda emerged following the recent fin dings that Israel is not a sig­ a challenge to Jewish educators to be Natio nal Jewish Population Survey, nificant presence in American Jewish creative and innovative a11d a cha"enge federations realized that Jewish educa­ schools, either as a subject of study or to federations to develop fruitful part­ tion had become a central concern of as a focus for celebration. Alperin pre­ nerships and joint ventures. their most active leaders. This concern sents the evidence for concluding that has taken two primary directions, One of the most interesting develop­ Israel is diminishing in the cnrriculun1 increased funding for Jewish educa­ ments is the entry of new partners into and program of American Jewish edu­ tional programs and restructuring the the field of Jewish education, most cation. h1 spite ofthe positi.ve attitudes Jewish education planning and delivery notably Jewis~ community centers. toward Israel expressed by most Jewish system. In the age of}ewish continuity, Since the landmark Report of the educators, teaching of Israel seems to Jewish education has become too Commission on Maximizing the have reached a plateau. Alperin con­ important for the federations to dele­ Jewish Educational Effectiveness of ducted her research p rior t o Oslo, gate all responsibility to central agen­ Centers in the mid-80's, JCCs have when the American Tewish communi­ cies for Jewish education. But, as added specialists in Jewish education to ty was struggling to explain the intifa­ Jordan asserts, central agencies can be their staffs, initiated staff development da and its aftermath to Jewish chil­ an effective agent for communal plan- programs in Israel and created new dren. It appears, however, that the trends identified in her study are accel­ practically sound and should be stud­ erating post Oslo, rather than cli.min­ ied by all those institutions interested ish ing. Is it possible that only an in fostering o r pursuing systemic imperiled Israel is capable of generat­ change. They have disclosed both the ing the enthusiastic support and inter­ environmental preconditions for suc­ est of American Jewish education? cessful change and outlined the princi­ Perhaps the current situation of teach­ ples to be followed in oTga.nizing and ing about Israel is just a transitional implementing an educational change phase from which the community ,,vi.II process. Of course, they have drawn emerge even stronger in its identifica­ upon the expe1ience of the institutions tion with Israel and its desire to learn with which they have been working, more about the land, its people and but also upon the evaluations of other the nat ion. On the other hand, per­ recent projects. haps Israel and American Jewry will The rema inder of this decade is like­ grow further apart. ly to be an tim e of great change in When the only stable factor in our communal Jewfah life. Reorganization lives is constant change, understanding of agencies and structures and trans­ the process of change can provide formation of individual institutions some equilibrium as we attempt to will be on th e agenda . H ow these cope with the situation around us. processes may converge and mutually Aron and Zeldin have been leading reinforce each other will be the subject change in the Reform movem ent in of future analyses. lt remains to be seen both congregational schools and day whether this atmosphere ofchange will schools and have attempted to sum­ result in significant Jewish renewal or marize the most significa nt initial merely a reshuffling of the same deck learnings of these experiments. Their ofcards we have always played. findings are both theoretically and Rabbi Art Vernon

G An elaboration of that statement pattern which·was the model for the Rctonnind which a) describes the traditional func­ work of simila, agencies, subsequently tions of communal agencies for Jewish established in cities all over the United education, b) notes and tries to explain States and Canada.• Jewish the reasons for the current review of These agencies worked mainly with those functions, and c) reports on the schools. Only rarely were they involved Educafion* results of that examination can provide with informal education-camps, a useful framework for detailing devel­ youth groups, weekend retreats, trips opments in Jewish education in the to Israel. The concentration on formal United States since the start of the pre­ schooling is easily explained: the liter­ or. Wauer sent decade. ary character of the Jewish religious Ackennan Communal offices of Jewish educa­ tradition and the centrality of learning tion, variously known as a bureau, in that tradition leads inevitably to board or agency, are an institutional according the school and its "deliber­ (This paper was written is early 1994 expression of the idea that the commu­ ate, systematic and sustained effort" and fimdingwas provided by the nity bears a major responsibility and pride of place among educational set­ Council on Initiatives in Jewish should play a significant role, not tings. Knowledge is the key to practice &Iucation (CIJE). Publication and unlike municipal, state and federal and the avenue ofidentification. reprod11ction rights are reserved) governments in public education, in Over the years central agencies, par­ the complex process of transmitting ticularly those in larger cities, have Jewish culture, however defined, from moved away from direct involvement recent publi­ one generation to another.' The first with schools. Where once they expend­ cation of the such agency- the Bureau of Jewish ed resources on supervision, setting Jewish Educa­ Education of the Kehillah ofNew York standards and evaluation, today they tion Service of City-was established in 1910. Judah see themselves in a supportive role North Ameri­ Magnes and his associates in the lead­ which provides resources and consul­ ca (JESNA) ership of the Kehillah thought the cre­ tations to schools and other education­ reports that ation of the Bureau rather than direct al institutions. While some of them " ...man y communities in recent years grants to existing schools the most conduct schools-communal day have been examining the roles, func­ effective possible use of $50,000 con­ schools or high schools and largely in tions and service, and structure oftheir tributed by Jacob Schiff to the Kehillah smaller communities-most are communal service bodies for Jewish for "the improvement and promoting involved in planning activities, gather­ education. In some communities, of Jewish religious primary education ing data, advocacy, professional growth major changes in the mission, organi­ 3 in the city." The program and activi­ programs, resource dissemination and zation structure and funding of these ties of the New York Bureau forged a services to teachers and principals.' The institutions has been proposed and in some cases already implemented. At • T GW)LY TAKE TitlS OPPORlVNTTY TOntANK COl.l.EAGUES ALI. OVER THE UNITED STATES FOR TIWR GI\AOOUS the same time, other communities are RESPONSE TO MY MANY REQUESTS FOR INFORMATION ANO MATERIAL REGARDING TIIE WORX OF THE INSITIV110NS WTTH WH!Ol THEY AIU; ASSOCIATED. J Ml PAATICULARJ.Y INDEBTED TO MARJ< GURVIS, MANAGING DIRECTOR OF seeking to strengthen their existing THE JEWISH EDUCATION CENTER OF Cl.EVEUNO, FOR HIS PATIENT EXPLANATIONS OF THE WORK OF ntE communal service bodies or to estab­ CONTINUITY Co.\\MISSION OF lliAT COMM\JNTTY ANO FOR SHARING WITH ME HIS INTIMATI: KNOWUDG~ 01' I HE lish'new instrwnentalities."1 PROCESS WH.IOi LEO FROM THE ESTABLISHMENT OF THE CO.\IMJSSION TO THE IMPUMENTATION OF ITS RECOM· MENDATIONS. Association of Central Agencies for tion process. Despite this critical factor, voice to a similar concern when it Education in North Ameiica, a recent federations have only rarely been noted that "The primary motivations attempt at collective organization, involved in any meaningful way in the for the establishment of the Commis­ defined its member bodies as the governance of the educational agency sion were the deeply troubling statis­ " .. .local community's hub for educa­ and even less in the practical aspects of tics as well as ow- awareness and con­ tional advocacy, ce.ntral services, com­ its day to day work. Indeed the two cern that intermarriage is increasing at munication, planning and administra­ often viewed one another, no matter an alarming rate, that ever fewer Jew­ tion ... [they] must work with all the formal Telationship between them, ish children receive a fewish education, interested parties and across denomj­ as belonging to two different, if not [that] affiliation with Jewish religious national and disciplinary lines ... the hostile, worlds. Recent developments and communal/philanthropic organi­ agency [is] the pri.mary focus for the in Jewish education, particularly on the zations is dropping and that the sense synthesis of theory, planning and prac­ level of policy and planning, have of identification with Jewish history, tice in Jewish education." changed the patterns detailed here. tradition, religion and community Communal Talmudei Torah, when diminishes with each generation."' they existed, and later congregational II The Cleveland Commission on mid-week afternoon and one-day-a­ In the last five year'i> the organized Jewish Continuity, generally consid­ week schools have been the core con­ Jewish community has accorded ered the first of its kind, was convened stituency of bureaus, if for no other Jewish education, or perhaps more in 1985 by the lay and professional reason than that tl1ey are the over­ properly the task ofkeeping Jews with­ leadership of the local federation " ... to whelming majority ofJewish schools in in the fold, a prominence quite strengthen Jewish continuity and iden­ the United States. The growth of day unmatched in the history of American tity.''• The primary goals of the com­ schools challenged central agencies to Jewry. The findings of the National mission were, among others, "To raise develop new services and competen­ Jewish Population Survey of 199()6 and the level of consciousness, promote a cies. its dismaying statistics ofintermarriage community dialogue and serve as an Communal education agencies rates are cited by many as the proxi­ advocate for programs that promote around the country are organized in mate cause of the new interest in edu­ Jewish continuity ...To create an atmos­ different ways and occupy different cation. The celebration of Jewish phere conducive to the implementa­ places in the structw-e of the commu­ achievement in the United States, most tion of a sou11d program, including nal apparatus. In some places the edu­ markedly observed in Charles formal/infonnal educational strategy... cational arm of the community is an Silberman's A Certain People,' was nec­ that uses an interdisciplinary, inter­ autonomous agency with its own inde­ essarily muted in the light of the agency approach and. makes the best pendent board. In others it is a func­ increasingly large percentage of young possible use of communal resomces tional committee of the Federation; the Jewish people who chose to marry and expertise ... [and] to help identify degree of autonomy the agency enjoys non-Jews and withdraw from Jewish the financial resources for the imple.­ under this arrangement varies from life. mentation ofthese models." community to commmuty. Neither of The wave of concern which washed The work of the Commission was these models is a considered conclu­ over Jewish Life in this country in the guided by a number of assumptions, sion drawn from the assumptions of first half of the present decade bad the most important of whid1 is " ... that either organizational or educational actually begun its flow several years we must recognize that traditional sup­ theory. By and large they are rooted in earlier. The report of the Joint Federa­ plementary Jewish school education communal history and a skein of per­ tion/ Plenum Commission on Jewish can no longer-approach the unrealistic sonal relationships. There is no evi­ Continuity, published in 1988 at the expectations of the past. Ow- commu­ dence at all which indicates that one conclusion of a process which had nity must refocus its efforts on pattern, or a variant thereof, provides begun three years earlier in Cleveland, strengthening the ability of each school more effective delivery of services than reflects the concern of a major Jewish and congregation to integrate parent the other. community for its future-"Now that and family education into the experi­ Even though some communal edu­ we are free to be Tews, how can we be ence ofeach family that enters its door­ cational agencies raise money on their sure that we will remain Jews, and way. We must integrate proven own, their funding comes almost com­ what kind of Jews wilJ we be." The "beyond the classroom" education pro­ pletely from the local federation and is Conmlission on the Jewish Future of grams into each child's Jewish educa­ subject to the demands of the alloca- Los Angeles, created in 1988, gave tion experience. We must enhance the ability of our day schools to provide education and lead to positive ram­ to develop school-based trips that intensive Jewish educational experi­ ifications beyond Cleveland. go hand-in-hand with IISP enroll­ ences."'0 When translated into the lan­ Fellows Graduate Positions-The ment. This should dramatically guage of practice, that statement was graduates of the Cleveland Fellows increase the number of Cleveland taken to mean that a) "the community program will be hired to fill many youth who will have an Israel expe­ must invest significantly to build a of the new positions in new areas rience. Also, the shares of funding Jewish education profession; b) each mandated by the Commission on by the family, the school, and the child should have opportunities for Jewbh Continuity. The positions community will be increased to educational experiences that provide a will include congregational family reflect the current cost of Israel Jewish living environment ... retreats, educators, retreat specialists, mas­ trips. Israel trips, swnmer camps, and other ter teachers, school directors, and Curriculum Renewal-Many of the 'beyond the classroom' programs and others. communfry's schools operate with because Jewish schooling for children out-dated or ineffective curricu­ can succeed only if supported in the In-Service Education Package--The lum. Also, new family education, home environment, c) parents... need Bureau of Jewish Education and Israel studies, and "beyond the more tools and skills than their own College of Jewish Studies will classroom" education programs childhood Jewish education afforded develop a program of individual­ should be integrated into school them ... if they are to represent Jewish ized professional growth and in­ programs. The Bureau's pilot pro­ values, attitudes and behaviors to their service education to guide teachers gram, Project Curriculum Renewal, children."" already working throughout the should be expanded to work with The major recommendations of the community. each school on this critical concern. report of the Commission were formu­ The Personal Growth Plan starts with lated by three separate task forces­ individual teachers at their various Congregational Enrichment Fund one dedicated to Beyond the levels of experience, knowledge, Expansion-This fund has enabled Oassroom Education, another charged and commitment, and helps lead the congregations to develop with Parent and Family Education, and them to degrees, licensure, or other important new progran,s in recent a third which dealt with personnel. advances in professional prepara­ years in the areas of parent and Conceived as an integrated whole, the tion. In addition, the community family education, and "beyond the proposed initiatives included: .. will implement teacher and institu­ classroom" education. Funding has decreased since the progran1 was Cleveland Fellows-The College of tional stipends to e~courage partic­ initiated in 1982. An expansion of Jewish Studies will develop a grad­ ipation in teacher education pro­ funds is now recommended to uate program in Jewish education grams. enable congregations to increase for students from Cleveland and llSP-The Israel Incentive Savings programming. elsewhere. The faculty and students Plan attracts 100 new enrollments will be engaged in study, teaching, each year. The potential for addi­ The total cost of implementing the and program development, within tional growth is tremendous. The recommended programs over a four congregations, schools, and agen­ community will now approach year period was estimated at cies. They will raise the level and recruitment differently, targeting $5,687,422.'1 quality of the local field of Jewish specific congregations and schools Within a short time, communities all over the country initiated processes "I Gl\fE,ll{EOESCRJl'l10NSOFTiiE PROGAAMSASTilEY APPEAR IN THE REPORT. ( 00SO NOT ONLY FOR TKEIRCON· similar to that followed in Cleveland. TElIT BUT ALSO TO PROVIDE A SENSE OFTIIE RHETORIC, AN IMPORTANT PART OF1llE WORK OF THE CoMMl~ION. Continuity, a term coined by deliberate The inclusionary character of the an agency jointly managed by a profes­ choice*, became a slogan not unlike idea of continuity brought synagogues sional educator and a federation execu­ others used so effectively by federations into the process, both as participants in tive. The new entity was created in in fundraising campaigns. A survey determining policy and in planning order to "i.ristitutionalize the work of conducted in 1993 among 158 Jewish · and as beneficiaries of implementa­ the Commission on Jewish Continuity communities elicited 67 responses; of tions. The Cleveland commission was a in the organizational life of the com­ this nwnber, 42 reported that they " ... coalition of federation professionals munity." More specifically it was had created a community wide plan­ and lay people of the Congregational believed that federation involvement in ning process (whether through a spe­ Plenum, the organization of the city's the day to day details and management cial commission or task force or synagogues. This is a departure from of the community's educational system through the work of an ongoing body) traditional federation practice; the new would keep top leadership involved, on Jewish continuity, identity and/or alliance was a breach in the wall which guarantee the continuation of the plan­ education.''" Among the issues identi­ divided between "drnrch and state." lt ning process begun by the commission fied by respondents we find "[the) abil­ was also a belated recognition of the and facilitate coordination between the ity to identify and reach the unaffiliat­ fact that synagogues are where you find central educational Jewish agencies of ed; avoiding dupliqtion of efforts by people, their children and the schools the city.* It is obvious that the federa­ congregations, agencies and institu­ they attend.•• tion has here taken on an operational tions [and] reaching consensus regard­ While I doubt that there is any direct responsibility for an educational ing priorities and/or special initiatives connection, the documents produced agency-a new and sometimes contro­ (e.g. a community in which there was by the various commissions call to versial role. some feeling that there was too much mind reports dealing with public edu­ The prodding of federations, some­ emphasis 011 the Israel Experience)."14 cation in the United States which times bitterly resisted by long-time lay The reports of the various commis­ appeared in 1983. The best known of and professional supporters of sions and committees are strikingly the these was A Nation at Risk." A consid­ bureaus, has led to the reorganization same, not a surprise considering their eration of the various reports raises of central agencies in several cities. provenance. An analysis of sixteen mis­ issues pertinent to efforts to improve Striving for a more equitable distribu­ sion statements discloses that Jewish Jewish education-a tendency to tion of community funding has led in continuity means different thirngs in underestimate the complexity of the Detroit to the replacement of the different places.'5 In some communities educational process; the failure to United Hebrew Schools, perhaps the continuity was equated with Jewish involve teachers and other professional only real communal system of educa­ education, values and culture; in others educators in the deliberative process; tion in the country, by the Agency for it was comprehended as ensuring the the need to maintain public interest Jewish Education; the Chicago Board vitality of the Jewish community; and avoid disenchantment; the neces­ of Jewish Education is now the another group thought of it as promot­ sity of continual attention to the struc­ Community Foundation for Jewish ing the Jewish identity of individuals. ture of the decision making process." Education; significant structural The content of the various reports is The move from the determination changes-all of them guaranteeing arguably less important than the of policy through planning and finally federation a prominent role-have process of deliberation they reflect. to implementation raises important also taken place in Baltimore and Hundreds of people all over the coun­ questions of governance- who will Atlanta. try were engaged in serious discussions oversee the new programs recom­ The proposal for the reorganization about the maintenance of Jewish life. mended and funded by a Continuity of the Chicago Board of Jewish The participants were by and large Commission? In some cities the task Education, long one of the country's already engaged in communal affairs. was assigned to the already existing leading central agencies, reflects a wide­ They were chosen ad hominem or communal agency for Jewish educa­ ly shared perception- " ... we need a served as institutional/organizational tion. In others the central agency was communal entity with the capacity to: representatives. reorganized and the federation lead a reassessment of the traditional assumed a major role in its operation. 'PRIVATE COMMUNICATION FROM A MEMBER OF THE Cleveland is an example of this 'THE REFERENCE IS TO 1HE CLEVE!AND Col.l.f.GE OF CLEVELAND COMMISSION. IT WAS FE.LT THAT A JEWISH STUDIES AND THE ).EWISH COMMUNITY MORE t-YOC,\TIVE SYMBOUC SIGN THAN EDUCATION approach; the Bureau of Jewish CENTER OF CI.EvEIMID WHICH TOGETIJER WIDf 11-lE WAS NliliDh1) IN ORDER TO MARSHAL TI-!E RF.SOURCJ:S, Education has been replaced by the 8 UI\J;AU (NOW THE JECC) ARE CONSIDERED THE BOTH IN PERSONNEL AND FINANCE, REQUIRED BY THE Jewish Education Center of Cleveland, MA/OR COMMUNAL AGENCIES. N OTE THE PARITI' PROPOSED PROGRAMS. GIVEN 11-lE )CC. supplementary school model; gener<1te gregations. and Havurot, and the Mid­ Hebrew schools for parents and chil­ a sense ofexcitement about Jewish edu­ west Region of the United Synagogue cation in the community; create enthu­ of Conservative Judaism. dren to study Hebrew simultaneously. siasm for Jewish involvement among Yet another model of implementa­ The Commission directs its grants pri­ students and their families; and attract tion is the Jewish Continuity marily toward institutions which serve the "marginally affiliated"-families top leadership and substantial new Commission of the New York UJA­ with children, college students, singles, resources.,,,. A change in structure and Federation established in 1993. An out­ governance was deemed an essential come of a Strategic Piao, the commis­ young adults, and new Americans. It condition for the attainment of these sion administers a Grants Program and plans to develop a design for the assess­ objectives, the difficulty of assessment is engaged in a major effort" ... to ment of the designated projects in notwithstanding. increase the number of teens partici­ order".. . to learn more about what is required to achieve institutional The internal organiz.ation of the new pating in lsrael Experience programs." change." bodies is less important than the func­ During the 1994-95 year the Experience in Boston is also worth tions they are assigned. The example oi Commission, a new entity with no for­ the proposals in Chicago is instructive: m al connection to the New York noting. The Commission on Jewish The new "Community Foundation for Board of Jewish Education, will spend Continuity in that city is an agency of the Combined Jewish Philanthropies Jewish Education will be disassociated over $900,000 for scholarships, from operating responsibilities for strengthening marketing and partner­ which is funded from the income of restricted gifts and the establishment of Jewish education ...it will not be part of ships with 39 congregations which seek endowment funds. The role ofthe com­ a delivery system ... although it may to establish a "Gift of Israel" as the "gift undertake experimental or demonstra­ of dioice" for children and their fami­ mission, a new player on the education­ tion projects." The traditional service lies at Bar/Bal Mitzvah" The total bud­ al seen e, is best described as "enabling"-its funds and support have activities of the Board will be trans­ get for the agency for 1994-95 was 2.2 ferred to other agencies. The new million. Twenty one grants were made possible the Jewish Family certifi­ Foundation will engage i.i1 " .•• coordi­ awarded to enable " ...a number ofinsti­ Education Initiative, a two year nating events, ... planning and priority tutions to undertake initiatives to cate program for training Family setting; constituency building (or strengthen (if not transform) them­ Educators 11.111 by the Hebrew College of advocacy for Jewish education) and selves as settings for Jewish living and Boston. A similar pattern-providing the development of new sources of learning." Among the recipients of the existing agencies with the means neces­ funds for Jewish education."i:o The plan grants were the Hillel Foundation at sary for the development of new pro­ grams-is evident in the Youth of governance of th e foundation Hofstra University for an outreadi ini­ includes a board consisting of repre­ tiative, the Board of Jewish Education Education Initiative Pilot Project, a pro­ sentatives of the Board of Jewish Edu­ of Greater New York for the develop­ gram managed by the Burea u of Jewish cation, Chicago Federation of the ment of a Jewish Family Education Education and the Synagogue Council Union of American Hebrew Congre­ Training Program, the Jewish of Ma$sachusetts, which is intended to gations, the Jewish Federation of Community Center of Staten Island enrich programming for youth and to Chicago, the Midwest Region of the for a five-year plan for varied programs raise the level of expertise of profession­ Federation of Reconstructionist Con- designed to strengthen Jewish content al youth workers in the community. throughout the Center, and the Me'ah, an adult Jewish literary program, ·MucH OF WHAT I 61\lNG IIERE IS BASED ON INTF..R­ National Jewish Outreach Program to likewise utilizes already available vmws Wll 'H EDUCATORS ANO FEDERATION EXECU­ resources. TIVES IN S£V1:AAL QTIES. create opportunities in at least ten bility of fu.U time employment for unable to guarantee an adequate What 1 have brought thus far permits teachers. Ti.raining which prepares the following summary and comments: quality ofJewish life. students for classroom teaching I. Problems and their solutions are Identity fonnation and the nurtu­ only meets neither the future eco­ defined by individuals with particu­ rance of identification are legiti­ nomic needs of the studenl nor the lar perspectives. Training, experi­ mate goals of education, at least demands posed by the increasingly ence and the need to maintain posi­ according to some educational the• variegated pattern of educational tion, condition, perspectives, and ories. It is difficult, if not foolish, to activities in the synagogue. detennine reactions. The programs deny the important role that expe­ Programs of professional prepara­ and shifts in organization I have dis­ rience plays in these developmental tion would more wisely serve their cussed are all first order changes-­ processes. What is less clear, how­ student by thinking in terms of the they deal with what exists and ask ever, is the way in which multiplicity of tasks which gradu­ only how it can be made more effi­ Continuity Commission docu­ ates will be required to perform cient and effective. Just as in public ments perceive the place of "know­ education, this approach draws its upon ent~ng the field. ing" on the road which leads to a understandings from the concern 2. Jewish education in the United sense of self and one's relationship with product in the corporate world. States today enjoys a level of inter­ to the collective. It is not always There is no indication in the hun­ est and funding without parallel in obvious that "beyond the class• dreds of pages of reports, based on the history of the American Jewish room" activities lead back to the countless hours of discussion, that community. Both the interest and kind ofleaming essential to an ade­ anyone questioned the asrumptions the funding are fueled by the statis­ quate understanding of Judaism or principles which guide education­ tics of intermarriage and disaffilia­ and its traditions. al efforts in the Jewish community tion. The data have shaped educa­ There is now a new configuration of today or seriously examined the pos­ tional strategies. The key words are Jewish education; institutions not sibility that the problems of our identity and identification rather previously considered education­ times can be solved, if at all, only by than Talmud Torah. al-or at least not seriously so----ire altering the way all those engaged in 3. Jewish education is now compre­ now part of a network of agencies Jewish education conceive and per­ hended in much broader terms that are expected to interact with form their roles. than has been the case in the past. one another and with the larger There is, for example, a disturbing The peroe1ved failures of the sup­ Jewish community. Within that discrepancy between the laudable plementary school-tte standards broadened framework, school peo· efforts of federations to achieve of measurement are rarely ple and others associated with for­ some degree of coordination defined- and the conviction that mal education are no longer the sole between the various educational its work must be buttressed by educational authorities of the com­ agencies and institutions in the com­ "beyond the classroom" activities munity. That change in status has munity and the absence of any sig­ has raised informal education to a not been easily assimilated. More nificant effort in training institu­ level of parity, if not higher, with than that, the call for "reform" tions-teacher-training, rabbinical formal schooling. One third of the implies that those charged with cer­ seminaries and schools of commu­ grants distributed by the UJA tain educational responsibilities nal service-and in-service pro­ Federation Jewish Continuity have not met communal expecta­ grams to provide students and prac­ Commission of New York were tions. Continuity commissions and titioners with the understandings awarded! to programs in communi­ their counterparts that have not needed for the networking and ty centers. Jewish Family F.ducation involved school people in their interactions with disparate profes­ ranks high on the agenda; invest­ deliberations, as is the case in several sionals and distinct competencies ments in camping and retreat pro­ communities, have done little to which are essential to the implemen­ grams create opportunities for pro­ enhance the status ofthe profession, tation of an embracive communal viding youngsters with the a step considered critical to renewal. educational strategy. experience of "Jewish living" The urge to "reform" always stands On another level, it is a known but unavailable in their homes; and on the thin line which separates for­ little acted upon fact that the struc­ above all, the Israel Experience--,1 mative criticism and the undermin­ ture of the congregational supple­ tacit admission that the American ing of public confidence. The aitique mentary school prevents the possi- Jewish community by itself is strengths of each to create new of the ;,upplcmcntary school, so com­ entirely erased notions which claim opportunities for educating. mon .. feature of Continuity Com­ that federations are more interested miS-)it1n repol1.\ wen if not intended in hospitals than in schools and No matter the relative influence of for that purpose, places personnel that many of the activities they sup­ each of the participating institu­ identified with UlJL kind ofinstitution port contribute little to maintain­ tions-federations, bureaus, in 1n intolerable position. The deda­ ing Jewish life. Indeed some argu­ schools and synagogues-the mtion of failure easily leads to doubt­ ments maintain that the emphasis introduction of change in educa­ ing thl' pos.sibilil}' ofrehabilitation, no on informal education is less an tional 5ystems remains a complic.at­ mauc:r the intensity ofclfun. outcome of empincal evidence of ed matter. Educational programs 4. The reorganiiation of the structure their effectiveness and more an mandated from above-as is the ol )ewish education, as distinct attempt by federations to highlight case in most reported programs-­ from lhe work of line units like the area of their expertise and are rarely as effective as hoped. The schools, communit}' centers and maintain control. links in the chain which connects idea and practice are weak, even in camps, is dri\'en by federations. Federation involvement in educa­ While federation interest, advocacy systems far more formally struc­ tion has aJso given rise to discus­ tured than Jewish education. The and support of Jewish education is sions about "organizational cul­ work of lhe individual assigned the \\'ckomed in all quarter:.--no one tures." There are those who fear task of implementation-class­ would deny the incomparable abili­ that the purposes, attitudes, values, room teacher, youth activities ty of a federation to galvanize an language and behaviors of federa clirector, family educator-is by its entire 1.:ommunity-it;, more active tions dash with those ofeducation­ nature isolated and beyond the cor­ involvement m the day to day al institutions, particularly when recting influence of even enlight­ :-u:ti,~ties ,,f con1111unal educational those are embedded in the life of a ened supervision. agcna.:s bas spawned a literature of synagogue community. TI1ey each concern, and e\·cn complaint. have different goals and serve a dif­ 5. The "continuity process" has, at rbere i.s a hbtory of antagonism ferent kind of clientele (givens least in intention, challenged the hctwern federauon loyalists, pro­ which conclition internal priorities assumption that the communal f,.:s,ion.il and la) alike, and Jewish and external postures). Federations structure, as represented by federa­ cdu,ation professionals, increas­ are primarily concerned with pro­ tions and the synagogue world are ingly .rnd toda) almost completely vicling goods and services for Jews; two separate domains.n The recog­ llssocidted with religious institu­ educational institutions are decli­ nition that " ...Jew ish continuity is tion:.. Together with the feeling of cated to ".. . creating communities ine>.1ricably tied to Jewish religion ncH:r having been adequately of Jewish learning_.,,, The functions and spirituality and that congrega­ appn..·dated and funded by federa­ of federations require compromise tions must be part of tJ1e process tions, Jewish educators remember and consensus; the purpose ofedu­ through which we address chaJ­ tlw agen,ies principled, and often cation in a free, democratic society lenges"11 has gained ground and unreasonable, opposition to day is to motivate autonomy. These dif­ changed the landscape of commu­ ~chuols and Lhc use or communal ferences will neither change nor nal activity in education. The com­ fund;; to support them. Significant disappear; the task is rather that of mission in Cleveland was a joint changes in postures and shifts in forging patterns of contact and effort of federation and the pa}ttns of allocation have not cooperation which use the Congregational Plenum; five con- gregations were among the benefi­ them. whkh permits measurement and ciaries ofgrants in New York. Yitzchak Weinstein (an educator): the identification of the effects ofan Note the emphasis on the The emerging relationship between intervention. word schooling. this is formal federation and synagogues lends education. Then there is also credence to the position which ID communal education. And An account of developments in holds that " ... effective education informal education .. .isn't' Jewish education in the United States takes place in settings where ideo­ Israel a school in itself? All today must consider the increasingly JogicaI references are strongly three--schooling, communal visible role played by private family expressed in practice and life style. and informal-should be foundations. One observer estimates One ca1mot have effective Jewish integrated. Let's deal with that Jewish sponsored foundations in education without denominational these issues by going through this country spin off approximately perspectives which provide a base specific recommendations ... $500 million a year.25 There is even a for induction." At the same time, Jerome Orenstein (a traditional suggestion that '' ... within a few years religious bodies fear that newly religious non-Orthodox the total amount of money given away available funding will be used pri­ leader): I think there is a con­ by endowment funds and family foun­ marily to support Jewish education­ tinuum, formal and infor­ dations will exceed the total dollar al programs sponsored and directed mal. One is not more impor­ amount from the annual campaigns of by federations. ta n l than the other. The federations.u 6. It is not clear that communities valuation here is that all are Private foundations, an expression around the country have devoted equal. of the volunteerism deTocqueville sufficient attention to

dations to re-think Jewish instihitional both corporations and public schools; Chant!cin life. Of all American Jewish institu­ a much smaller, but also growing, body tions, the ones most affected by this of literature on change in Jewish insti­ Jewish groundswell have been those whose tutions; and anecdotal evidence from a mission involves Jewish education. In number of recent projects aimed at the name of the newest goal, continuity, improving some facet of Jewish educa­ Educafion: old institutions are said to be in need of tion. Some ten to twenty effo11s (each transformation. Under this banner, a involving between three and ten sites) wide range of projects have been initi­ whose goal to "transform" Jewish edu­ Prescriptions ated, each holding out the promise of cational institutions are currently change. Tfue projects themselves have underway. This paper represents a and been evaluated elsewhere'; like most rudimentary step to set forth a com­ change efforts they have had Jru)(ed mon framework and a common lan­ 1 results-some have been rema1;kably guage within which different projects Pilradoxcs successful, others dismal failures, while can locate themselves, examine one most fall somewhere in between. another's assumptions, and explain This paper focuses less on the p~o­ both the successes and challenges. Dr. Isa Aron and grammatic content of the different The paper takes as its point of depar­ efforts than on the theories of change Lure a simple observation-that the Dr. Hichacl Zeldin which underlie them. What do we word change" is both a verb and a know about change in Jewish educa­ noun. In its most simple definition (the tion? What distinguishes change efforts first listed in the dictionary), change is a that are successful from those that are verb, the act of "causing [a situation,, is in the air. The less so? If one wanted to be successful state or thing] to be different." When in changing an institution (and who we ask, "what is the best way to change would want to attempt change and not things?" we are invoking the term as a be successful?), how might one go verb. But when we ask, "what changes about it? are really significant?" we are asking Our own interest in change is very about the noun which, as the dictionary immediate; each of us directs a project puts it, is "the result of altering or modi­ non-profit sectors of the economy. The which aim~. to change, in some funda­ fying." title of a recently published book, mental way, an educational institution. Most written accounts of change in Rethinking America, says it all. Both in our initial design of these pro­ Jewish education use the term The impulse to change has found its jects and in our ongoing attempt to "change" as a noun; they posit a set of way into fewish life as well. Data from understand their unfolding, we have desired outcomes, sometimes painting the 1990 National Jewish Population relied heavily on a nwnber of different vivid portraits of institutions in their [3 Study impelled federations and foun- sources: the extensive (and rapidly altered state (Woocher 1992; Aron 19 expanding) literature on change in 1995; Kraus 1995; Abrams, Carr and I I

Cosden 1995). This paper begins with Shabbat away from families; retreats for cant change-the kind of change we change as a noun, and asks: what type celebrating Shabhat with families, and need if we are to meet the challenge of of change is likely to make a difference so on. Some ofthese manges were pro­ Jewish continuity. The crisis of conti­ for the Jewish community? Our main posed in articles and speeches, but nuity is the result of missed connec­ focus, however, is on change as a never found their way into practice. tions between individuals, families, process. We offer five possible explana­ Others were attempted, only to be institutions, and the Jewish communi­ tions for the failure of so many change abandoned a few years later. Still other ty at large. The response to this crisis efforts; when turned around, these changes became permanent fixtures of must be as multi-faceted and far­ explanations yield five prescriptions for their institutions, yet the hoped for reaching as the problem. Jewish educa­ would-be cl1ange efforts, including our improvement in the slate of Jewish tion can only meet this, challenge if it is own. These prescriptions alone, how­ education remained unrealized.> both formal and informal, identity ever, fail to capture the lived experience Today there is renewed talk of building and knowledge-imparting; it of successful change, and the lessons to change in Jewish education, in the con­ must be able to reach people at every be learned from that experience. text ofwhat might be termed the "con­ stage ofthe life cycle; it must offer indi­ Invoking Michael Fullan's maxim that tinuity crisis." fn theory and in princi­ viduals and their families communities change is paradoxical, we set forth six ple, Jewish education is the key to in which to live Jewish Lives. In the paradoxes that have recurred in our Jewish continuity; in practice and in words of Jonathan Woocher: own work. Though paradoxes, by defi­ reality, however, few educational insti­ (F]rom a strategic-as well as an his­ nition, can never be fully resolved, they tutions, as they are currently config­ toric perspective, we would do well can be successfully balanced or juggled. ured, are able to fulfill this potential. to focus not just on individual We conclude the paper with the sug­ Congregational schools (which have choices and actions, but also on the gestion that transformationalchange(as come in for the most criticism) are existence or absence of Jewish distinct from additive or evolutionary limited because they teach knowledge social realities that are likely to change) is the act of balancing these and skills in a vacuum. Day schools, affect the cognitive, affective, and paradoxes. whid1 have many more hours at their behavioral systems of Jewish indi­ Change as a Noun: disposal, can fill this vacuum while viduals.... Today being actively Jewish is no longer natural, and we What Changes are Most their students are still in school, but Significant? rarely conceive of their task in the larg­ cannot make it natural through er context of the students' families and intellectual or even emotional Since the turn of the century, Jewish communities, both present and future. appeals alone. ... educational institutions have been Camps and Israel trips provide power­ [W] hat would be needed in order assessed and found wanting. In each ful experiences, but rarely work sys­ to counter the attenuation of generation a variety of changes have tematically to link participants and Jewish identity are more powerful been prescribed: a panoply of textbooks their families to ongoing Jewish life. Jewish plausibility structures in the and curricula; several contradictory This thumbnail assessment of the contemporary world -effective sur­ approaches to teaching Hebrew; strate­ strengths and limitations of each of rogates for the organic, encompass­ gies for the recruitment and training of these institutions provide a clue to ing, authoritative Jewish communi- teachers; conclaves for celebrating what we mean when we call for signifi- ty that exists no more. [Woocher change in Jewish education (Pilch 1969; documented by Susan Shevitz in an 1995, p.19] Zeldin 1983; 1984; Shevitz 1992). article entided "Communal Responses A tall, seemingly impossible order. Looking back on nearly a century of to the Teacher Shortage." Reviewing Yet we all know fu:st-hand of institu­ change efforts; it was sobering to think of major Jewish publications over the tions have been able to transform how few ofthese took hold in any signif­ span of a quarter of a centwy (1950- themselves to meet this challenge. icant way. Despite Samson Benderly's 1975), Shevitz found scores of articles Synagogues that were once moribun d large urban Talmud Torahs at the tum decrying the shortage of qualified are now vibrant centers for lives devot­ of the century; despite the Jewish teachers in supplementary schools, and ed to torah, avodah and gemilut Teachers' Unions of the 1920's and 30's; containing dozens of ideas about how hasadim. Day schools have served as despite the best efforts of the National to solve the problem. "It was not for the focal point for the revival of neigh­ Board of License in the S0's and 60's, Jack of ideals that widespread inaction borhoods. )CCs have turned Jewish and of CAJE in the ?O's and 80's, Jewish prevailed. Indeed, many ideas-good lecn1res and concerts into major cul­ teaching has never truly become a pro­ and bad, bold and timid, practical and tural events, and themselves into hubs fess ion. The United Synagogue's visionary-were proposed.'' (Shevitz of Jewish activity. Menorah Curriculum and the UAHCs 1988, p.25) Yet few of these ideas were Schuster Curriculwn have come and What distinguishes these legendary ever tried, a11d those that succeeded on gone; even the curricular material~ ofthe instinrtions from the myriad of others, a small scale were never implemented Melton Center, though still in print, are whose attempts to change have result­ on a larger scale. Among ·the reasons vastly underutilized.' lvrit B'ivrit, open ed in more of the same? Pullan (1993) Shevitz offers for the failure to translate classrooms, and cooperative learning distinguishes between "projectitis" d1ese visions into action is the fact that have all been blips on the screen. ("where the latest innovation is taken many of the recommendations would Reviewing this sad history, it was hard to on without either a careful assessment have required religious and communal keep from wondering: would family of its strengths and weaknesses, or of agencies to work together, thereby education and avocational teachers be how or whether it can be integrated intruding on one another's turf, and the next casualties? What could possibly with whatever is going on," (p.51)) and that few educational leaders had both help us succeecl when so many who have change efforts that are infused with the will and the skill to broker such a gone before us have failed? 5 "moral purpose.'' The type of change partnership. 1n other instances, where we need is one that would yield "a Analyzing these attempts at change, political forces were joined together to holistic Jewish education, anchored in both those that have been documented push for change, political will alone the life of real Jewish communities and and those that are only part of the "oral proved insufficient to the task ofbring ­ capable of interpreting and communi­ tradition," we made a list of the reasons ing about significant change. cating the depth and complexity ofthat why these changes failed either to take 2) Advocates ofchange didn't life." (Woocber 1995, p.33) hold or to achieve their desired out­ anticipate and were not prepared to come: handle the resistance they would The Process ofChange encounter because one or more of the l) Those who advocated change had a following factors were at play: If holistic and deeply rooted educa­ vision ofa future state, but little -tion is our goal, how can this goal be understanding of how to translate inertia ("we've always done it this their ideas into concerted and achieved? ls successful change simply a way;" or "we tried that ten years ago effective action. matter ofserendipity, ofthe right person and it didn't work") just happening to be in the right place at Having a vision or an ideal is only resignation ("kids are supposed to the right time? Can the right person go the preliminary step. To have a chance hate Hebrew school") of realizing the vision, one must have about finding the right place and, by dint • fear ofthe unknown ofeffort , make this the right time? Can a an understanding of the social forces aversion to risk place that isn't right find and nurture that might prevent the vision from tak­ people who rise to the occasion? In other ing bold, and a Hypothesis about some • failure to communicate a com­ words, how am one set about to dehber­ appropriate levers for change. One pelling vision in concrete and ately make significant change happen? must also realize the necessity to oper­ accessible terms ate simultaneously on multiple fronts In laying the groundwork for our Fullan writes: "If there is one cardi­ in trying to realize the hoped for result. respective projects, we began by review­ nal rule ofchange in human condition, A classic example of the failure to go ing what we knew about the history of it is that you cannot make people beyond rhetoric to action has been change. You cannot force them to I I

think differently" (Fullan 1993, p.23). only to be resisted or sabotaged by • purchasing a new textbook, cur­ People need to have compelling rea­ those who were supposed to imple­ riculum, or program sons to believe that change will be a ment them. A classic example is the • sending people to a workshop in good thing. In addition, their unhappi­ case of an innovative "open plan" which they would learn how to ness with the current state of affairs junior high school, designed to facili­ make the change must outweigh their feelings of dis­ tate team teaching, in which teachers • bringing in a new staff person comfort and uneasiness in making a built makeshift walls from book­ transition.• shelves, in order to create the self-con­ To quote Fullan again: A host of aphorisms remind us tained classrooms to which they were You can effectively mandate things how i11tegral to human nature accustomed (Smith and Keith 1971). that (i) do not require thinking or resistance to change is: Examples from Jewish education skill in order to implement them; abound as well: curricula and text­ and (ii) can be monitored through from John Kenneth Galbraith: books that languish in the storage dose and constant surveillance .... "Faced with a choice between room; policies ranging from discipline But to accomplish ...important edu­ changing one's mind and proving to the wearing of k-ippot that teachers cational goals .. .you cannot mandate that there is no need to, almost discretely ignore. what really matters, because what everybody gets busy on the really matters for complex goals of proof." (quoted in Bridges I991, There is much talk today about change are skills, creative thinking, p. ix) bringing in a "range" of"stakeholders" to "invest" them in an institution's and committed action. [Fullan from Anatole France: "All change effort. This talk is entirely 1992, p.22, emphasis added] changes, even the most longed for, appropriate, but, in our experience, This explains why a variety of new have their melancholy; for what devolves too often, in practice, into the curricula and teaching methodologies we leave behind is part of our­ inclusion ofthe token teacher, woman, either remain underutilized or appear selves; we must die to one life parent, or community member. At to be ineffective-the teacl1ers who are before we can enter into another." other times, stakeholders are brought supposed to be using them lack the (quoted in B1idges 1991, p.20) in as a tactical maneuver in a plan to skills, creativity and commitment. The When people's felt needs, both intel­ co-opt them into making the decision workshops that are supposed to pre­ lectual and emotional, are not a leader wants. Lasting change requires pare teachers to use these materials are addressed, or when their personal a true sense of investment by a wide usually too short in duration to enable interests are challenged but not out­ range of people, who feel they are being teachers to acquire the skills, and too weighed by institutional interests, resis­ adequately represented in the process removed from the ongoing life of the tance is a most natural outcome. ofdecision -making. school to nurture the requisite creativi­ 3) The decision to change was made 4) People's conception of change was ty and commitment. by too small a group. too simplistic and mechanistic. It was Even when a new staff member assumed that change could be The literature on educational (and (who has these abilities) is brought in, accomplished by either: organizational) change is brimming that staff member's influence remains with accounts of changes that were • telling people what to do (such as limited unless supported by the culture decided upon by a small inner circle, passing a "binding resolution") and policies of the institution. In their formative evaluation of the Sh'arim o f each lesson, we approached our Though all of the pa11icipants bring Family Education Initiative in the own projects, the Experiment in. Con­ their own values, visions and plans ·Boston area, Shevitz and Karpel (1995) gregational Education (EGE) and Day for change to the process, they are found that both the new family educa­ Schools for the 21st Centwy (DS21 ), asked to open themselves up to tors funded by the project and the both launched in 1994, with caution. exploring the alternative values and institutions in which they worked Despite the difference in settings, the visions of their fellow stake-holders. focused their attention primarily on goals of both projects are similar: to The collective vision and plan for the the mounting of programs rather than promote educational efforts with indi­ institution emerges from the deliber­ on the building of an infrastructure to vidual learners and their families that ations of the task force and its con­ promote family involvement. They are holistic and deeply rooted, and to versations with wider circles within question whether this short-term focus foster the development of communi­ the community. will, in and of itself, be sufficient to ties connected by a commitment to The task force works towards change change the way in which families relate Jewish learning. These projects have in two ways: In the short term, it to the institution. been described more fully elsewhere; looks for "low hanging fruit," pro­ What all these examples have in . our focus here is on how the projects grams that are easy to mount and common is that they assumed that all sought to incorporate the prescriptions that give people a taste of the vision change required was a discrete set of derived from the lessons of earlier as it evolves. For the long term, it political actions, or staff development change efforts into the change process. devises a plan for the new structures programs; they underestimated how At each site a deliberative body (a and procedures that will be required difficult it would be to embed the task force) is responsible for leading to infuse the congregation or school change in structural and cultural the change effort. with intensive, widespread, partici­ adjustments.' • Members ofthe task force were cho­ patory learning and living. 5) The institution did not have sen to represent diversity of stake­ • The task force process is labor inten­ enough resources (either human or holders, including those who have sive. The task force must work on material) to support the change. the responsibility and power to several tracks simultaneously: evolv­ Ifone accepts the analysis offered thus make decisions about changes, those ing a vision, getting input from the far, an unavoidable condusion follows: who will be responsible for imple­ constituents at large, instituting Change is a pajnstaking effort, requiring menting the change, and a range of sh o rt-term changes, identifying great human and material resources. potential beneficiaries of the change. goals, structures and issues for the Both the institution and the individuals Among the responsibilities of the long term, and continuing to grow involved in it need patience. A number task force is constant two-way com­ through study. Multiple, overlap­ of change efforts which attempted to m un ication with as many of the ping conversations need to take avoid all of the pitfalls described above constituents as it is feasible to reach. place to keep everyone abreast of this still failed because of a lack of either • The task force is a laboratory in dynamic complexity. At each site, a funding or staffing or the requisite stay­ which to create and test a genuine coordinator is needed to keep track ing-power. The introduction of family se~se ofpartnership between lay and of all the pieces, and in touch with all education into a number of day school professional leaders.. the participants; the national "office" settings, for example, could not be sus­ contributes to this effort by provid­ • The process of deliberation includes tained once outside funding was no ing advisors and consultants, and by both Jewish study and an inquiry longer available.' Conversely, congrega­ holding workshops in which institu­ into cwrent institutional and social tions that have begun to transform their tions work together with their coun­ realities. Study creates community, educational eff011s have found that the terparts around the counny. between the diverse voices in the new plans required an expanded staff, an room, and between the voices of the enlarged space, and p lenty of time. Some Paradoxical Lessons past and the voices of the present (Block 1995; Thal 1995) ofChange (Visotzky 1991). It is a wonderful What have we learned from these model for the deliberative process, in Building the Prescriptions two projects, which are now complet­ which guiding visions and values into the Process ing their second years? If we think of emerge from the confrontation change as a noun,, as a state to be Mindful of these lessons and the between ...traditional ideals and cur­ reached, we have an impressive array prescriptions implied by the converse rent reality. of "low hanging fruit," but only hints I I

of the structural and cultural changes and which perceives its traditions as faced, without denigrating the pro­ that are yet to come. We have yet to ingrained and as making a contribu­ grams, efforts, or people that are cur­ learn if truly significant change can be tion to whatever success the institution rently in place. The promise of living created through this type of concerted has achieved will also have difficulty up to the institution's potential must action. changing. In one of the D521 schools, be constantly held out for all to see. On the other hand, if we think of the process only got off the ground 3) Successful change is both planful once the prevalent mood at the school change as a verb, we have already and emergent. Change won't just hap­ learned a great deal. We have learned changed from "We are already so suc­ pen on its own; it must be carefully cessful; what do we need to change that with time and effo1t " procedures considered, and painstakingly plotted. can be put into place that will allow an for?" to the realization that schools Yet the "itinerary" cannot be adhered institution to work towards significant always need to be growing arid chang­ to rigidly, lest it become a straighjacket. ing. Generalizing from our projects, change in a productive manner, avoid­ DS21 provided schools with what they ing, at least thus far, some of the obvi­ the window of oppo1tunity for change came to call an "islands chart," a ous mistakes of earlier change efforts. seems more a matter of culture than of graphic depiction of the stops along the We have also learned a great deal about chronology; the institution must be route of change. The itinerary has what it feels like to undergo change. stable enough to contemplate the built-in choice points, yet even so, the Pullan writes of change as a journey unsettling journey that change schools found additional ways to into uncharted territory. Though one requires, and flexible enough to wel­ "make the process their own" by intro­ ca1mot obtain, at the outset, a detailed come the opportunity. ducing stops, questions and processes topographical map, one can do many 2) Change must be rooted in tradition that were not set out beforehand. At things to prepare oneself- one can while focused on the future. One way the outset of the ECE, a timetable was hone certain skills and be on the look­ to deal with the emotional resistance to created for the work of the congrega­ out for certain signposts. To conclude change is to rem.ind people of the suc­ tional task forces; not one congregation this paper we want to offer a number cessful changes that have already taken bas adhered to the timetable. Had the of the lessons we have learned on the place in the institution's history. For timetable not existed, however, the first leg of our journey. As we searched example, one congregation in the ECE congregations would have had no for the words to articul ate t hese recounts often the successful transfer benchmarks against which to measure lessons, we found that they had a cer­ of leadership from a retiring rabbi to their progress; nor would they have tain paradoxical quality: his successor; another tells of the bene­ had a sense of what work lay ahead. 1) Readiness for change requires both fits that accrued to the institution from 4) The institution's leaders must be a baseline of stability and a modicum various structw-al changes. One of the must be able to inspire others, even as of dissatisfaction with the current sit­ DS21 schools tells of its recent success they are inspired by them. People's with a values-driven, text-based discus­ uation. Change is difficult to manage investment in the process of change will when the institution is facing a c1isis, sion that led to some limited changes be in direct proportion to their level of wonders how it will survive, or when in school policy. Yet the successes of participation in its planning; yet it is the past must be balanced against the key leaders are thinking about leaving. rare that newcomers to the planning The opposite, however, is equally true: challenges of the future. The limita­ process will have as much to offer as the tions of the current situation must be an institution which is set in its ways institution's leaders. Thus, the leaders must practice tzfrntzum (Borowitz individual catalyst can serve to intro­ You are not required to complete ]974/1992), holding back their own duce analysis to balance the task force's the work, but neither ru·e you at lib­ vision and nurturing others while they natural concern with action. e1-ry to abstain from it. develop theirs. To use Buberian lan­ Dr. Isa Aron and D,: Michael Z~lfiin guage, leaders and their constituents Transformational Change: are both Professors of Jewish must be in dialogic relationship over an When the paradoxes Education at the Rhea Hirsch School extended period of time; not an easy are held in balance of Education, Hebrew Union task amid the day-to-day I-it world of 1n closing, we want to offer a tenta­ College-Jewish Institute of Religion, either ~agogues or schools. tive definition of transformational Los Angeles. For more information 5) Change agents must take the long ·c·hange: Whe~ an institution and its regarding either Day Schools for the view while navigating the short term. leaders pruticipate in this balancing act, 21st Century or the Experiement in The change process has been likened to when they can be self assw-ed and self Congregational Education, contact driving a car while changing the tire, or critical, take the long view while mind­ them at HUC-[IR, 3077 University living in a house while it is being reno­ ing the short, remain at once inspiring Avenue, Los Angeles, CA 90007. vated. The school's discipline policy, for and inspired by their fellow mem­ for example, must be followed, even as bers, act both planfully and flexibly, REfERENCH it is being critiqued and revised. focus on both past and future, feel both Existing committees must continue to stable and open, they are engaged in Abrams, Rick, Kenneth Carr and Susan Cosden, "Higher and Higher: Reflec­ function, even as the entire committee the process of transformational tions on the Sefirot Program." In A Con­ change. This type of change is different structw-e is reconsidered. gregation of Learners, edited by I. Aron, from additive change (Shevitz 1995, 6) Successful change requires both et. al. New York: UAHC Press, 1995. Cuban 1995) because its aims are so action and analysis. What makes it Ackerman, Walter. "The Present Moment an1bitious; it differs from discontinu­ in Jewish Education." Midstream, possible to balance the seeming contra­ ous change as described in the business December, 1972. dictions listed above? Those who seem literature (Nadler et. al. 1995), because Aron, Isa. "Congregational Education at to manage this balancing act best are at Temple Lomdei Torah." In A Congrega­ it is so rooted in iostitutio nal tradi­ once self-assw-ed and self-critical; they tion of Learners, edited by I. Aron, et. al. tions. Il differs from evo]utionary are both participants and observers. As New York: UAHCPress, 1995. anthropologists can attest, this is a sktJl change in that it is planned, and from Aron, Isa and Bruce Phillips, "Findings of mandated change in that its process in the LABJE Teachers Census." Unpub­ that can be learned; it is the skill ofself­ inclusive and participatory. lished manuscript, spring,, 1990. reflection and of action research. Block, Richard. " A Pilgrim's Progress: The goal of this transformation, at (Brookfield 1986; Oja and Smulyan Educational Reform and Institutional 1989; Stringer 1996) Practitioners and least as it applies to the field of)ewisb Transformation at Congregation Beth board members, being people of education, is for the institution to Am." In A Congregation of Lea;ners, edited by I. Aron, et. al. New York: action, do not easily take up the habits become a learning community. This UAHC Press, 1995. of analysis, writing memos, devising term has a double meaning: it is a com­ Bolman, Lee and Terrence Deal. Reframing munity which views learning as a evaluation forms, and setting aside pre­ Organizations. San Prancisco: Jossey cious meeting time for reflection on defining characteristic; integral to its Bass, 1991. the process itself. We have found that it culture is a vision ofthe entire commu­ Borowitz, Eugene. "Tzimtzum: A Mystic helps to have at least one person on the nity as a coordinated network oflearn­ Model for Contemporary Leadership." Originally published in 1974; reprinted task force who is skilled, and even pro­ ers. It is also a community which is in What We Know About Jewish Educa­ fessionally trained, for this task. In continually growing-learning to tion, edited by S. Kelman. Los Angeles: some cases, researchers are pat1 of the become more learned, more respon­ Torah Aura Productions, 1992. task force; in others, psychologists with sive and more cohesive. This is the final Bridges, William. Managing Transitions: facilitation and reflection skills are part element which differentiates transfor­ Making the Most of Change. Reading, MA: Addison-Wesley, 1991. of the deliberative body. And in some mational change-it is a never-ending Brookfield, Stephen. Understanding and cases we have been lucky enough to process. It is also a very Jewish process: Facilitating Adult Learning. San Francis­ have professional leaders who see ln the words of Pirkei Avot; co: )ossey Bass, 1986. process as just as important as product. :il?l? i7JK?l?il 1')l) K? Chai.an, Barry. "The State of Jewish Educa­ Analysis and reflection can also be ilJ)'.JI? Jt)JilJ 1'1ln lJ ilnK K?l tion." New York: Jewish Education Ser­ modeled by outside advisers and con­ vice ofNorth America, 1988. sultants, but whatever the source, an I I

Fullan, Michael. Change Forces. Bristol, PA: gation of Learners, edited by I. Aron, et. evidence comes from the LABJE teacher Taylor and Francis, 1993. al. New York: UAHC Press, 1995. census, which found that only 16% of Kraus, Jonathan. "The Chavurah School." Visotzky, Burton. Reading the Book: Mak­ Conservative supplementary school ln A Congregation ofLearners, edited by ing the Bible a Timeless Text. New York: teachers were given detailed curricular I. Aron, et. al. New York: UAHC Press, Ancnor Doubleday, 1991. guides by their schools (Aron and Phillips 1990). 1995. Woocher, Jonathan. "Jewish Education: Nadler, David, et. al. Discontinuous Crisis and Vision." In Imagining the Jew­ 5. One communal agency that succeeded Change. San Francisco: Jossey Bass, ish Future, edited by D. Teutsch. Albany, in this effort is Omaha (Rosenbaum 1995. NY: State University Press, 1992. 1983). Comparable attempts are under­ way in Boston and in Cleveland. Oja, Sharon and Lisa Smulyan. Collabora­ Woocher, Jonathan. "Toward a 'Unified tive Action Research: A Developmental Field Theory' of Jewish Continuity." In 6. We would like to thank Rob Weinberg Approach. Philadelphia: Taylor and A Congregation ofLearners, edited by I. for reminding us of this tendency when­ Francis, 1989. Aron, et. al. New York: UAHC Press, ever we were in danger of forgetting it, and for suggesting the book, Making Pilch, Judah, editor. A History of Jewish 1995. Transitions, by William Bridges. Education in America. New York: Amer­ 7.eldin, Michael. "A Framework for Under­ ican Association for Jewish Education, standing Change in Jewish Education." 7. 1n our thinking about this we have 1969. In Studies in Jewish Education, volume 2, found Bolman and Deal's Reframing Organizations invaluable. Rosenbawn, Jonathan. "The Community edited by M. Rosenak. Jerusalem: Teacher Concept: A Different Approach Magnes Press, 1984. 8. This is discussed in the Avi Chai Foun­ to Professionalizing Jewish Pedagogues." Zeldin, Michael. ''The Promise of Histori­ dation's Annual Report of 1994. Jewish Education 51 (1983): 27-31. cal Inquiry in Jewish Education." Reli­ Shevitz, Susan. "Communal Responses to gious Education, Summer. 1988. the Teacher Shortage in the North American Supplementary School." In NOTES Studies in Jewish Education, volume 3, edit.:!d by J. Aviad. Jerusalem: Magnes I. We would like to thank Susan Shevitz Press, 1988. for her careful reading of and incisive The projects discussed in this Shevitz, Susan. "What We Know about and helpful comments on an earlier article have been supported, in Changing Jewish Schools." ln What We draft ofthis paper. part, by generous grants from Know About Jewish Education, edited by 2. For example, the Covenant, Koret and the Mandel Associated S. Kelman. Los Angeles: Torah Aura Avi Chai Foundations have done inter­ Productions, 1992. nal evaluations of their grant programs Foundations, the Nathan Shevitz, Susan and Debbie Karpel, in the field of Jewisb_ education; and the Cummings Foundation, the "Sh'arim Family Education Initiative: Boston Bureau of Jewish Education's Covenant Foundation and Mr. An Interim Report of Programs and Center for Educational Research and L. William Populations." Bureau of Jewish Educa­ Evaluation evaluates the education Spear of Miami, tion ofGreater Boston, Spring 1995. grants of the C]P ofBoston. Florida. Smith, L. and P. Keith. Anatomy ofan Edu­ 3. For a good summary of the situation cational Innovation. New York: Wiley, through the 1960's see Ackerman 1972, 1971. and through the 1980's Chazan 1988. Stringer, Ernest. Action Research: A Hand­ 4. Anecdotal evidence of this comes from book for Practitioners. Thousand Oaks, conversations with administrators of the CA: Sage Publications, 1996. Melton Center, who report only a hand­ Thal, Linda. "Reimagining Congregational ful ofschools currently using the Melton Biblical Hebrew curriculum. "Harder" Education: A Case Study." ln A Congre- of common peoplehood that has sus­ new challenges to the Jewish IhtJtWish tained us over the millennia. Community Center: How to address There are two metaphors that cur­ the personal, existential, and religious CommunifY rently describe American Jewry. One needs of Center clientele. More broad­ metaphor is that of the pa radox ly, how can Centers both handle diver­ between our in.'ler and our outer lives. sity within the Jewish community and Center and Our outer Jives as Americans are quite an1ong different types of Jews and at successful. We have the best educated, the same time set boundaries and fun­ fhtJtWish most affluent, most stable and secure its upon what is Jewishly acceptable. Jewish community known to Diaspora First, who are the Jews? In terms of Jewish history. No society has been as size, we remain ,a commw1ity of 5 1/2 ConfinuifY receptive to Jewish involvement as has million American Jews. That number America. The paradox lies in that with has remained 'flat over the past 45 Agenda all our external successes, om internal years. In 1950 we were 5 1/2 million Lives as Jews constitutes our weak point while the general American population ln the privacy of our own homes, we was 150 million. Today there are 260 are unable to define for ourselves the million Americans but still 5½ million Sf even A. Baymc meaning of being a Jew, much less American Jews. transmit it to the ne>..'t generation. Our educational and income attain­ A second metaphor relates to the men ts are considerable. Median (This article is based on a presentation fluid boundary between Jew and American Jewish income is $10-12,000 Gentile .in America. To some extent, to the JGC Associ.ation/Association of higher than the median income of Jewish Center Professionals Biennial that is a reflection of the first image of white Americans geoeraUy. Similarly, Conference on November 5, 1995. ed) Jews being so successful in American American Jews are three times as likely society. Jews today constitute a revered to have attained postgraduate educa­ element within the mosaic of tion as the American Caucasian popu­ American ethnic and religious groups. lation generally. In terms of mobility, e to serve as As a result, the boundary separating 700,000 Jewish adults have changed Jews from Gentiles has become incred­ their state of residence within the past ibly porous. We have Jews practicing five years-usually a barometer of movement. Judaism, and Jews practicing greater economic opportunities. ortunately, I do so on Christianity, Jews practicing no faith, Perhaps the most predictable thing ne ofthe darkest days of and Jews practicing both faiths. of American Jewry remains their con­ modern Jewish history. Conversely, we have born Christians tinued political liberalism. Jews will The Jewish people stands at a moment practicing Judaism, born Christians vote for the most liberal candidate in of tragedy and bereavement on multi­ involved in intimate relations with an election provided that candidate is ple levels-personal, communal, Jews, and born Christians practicing a not perceived as hostile to Israel. national, and a crisis of Jewish values. syncretistic mixture of both faiths. The denominational labels continue The peace process that Prime Minister That fluidity of boundary is testimony to possess salience for American Jews. Rabin spearheaded challenges world to how successful Jews have been in Almost 80 percent of Jews define Jewry to create a unity of the Jewish America- namely that the Jew has themselves as Ortl1odox, Conservative, people around pride in being Jewish become a desirable in-law. Conversely, Reform, or Reconstructionist. To be and identification with the Jewish col­ however, for a minority to survive with sure, that does not mean that 4/5 of lective endeavor. That work of building any measure of distinctiveness within a American Jewry are members of syna­ community which has been the h~­ democratic majority culture, that gogues. If anything, all it means is that mark of the Center movement remains minority requires finner divisions and the synagogue they do not go to is an even more important today. Much will boundary lines between itself and the Orthodox, Conservative, Reform, or have to be done in the days and broader society. Reconstructionist synagogue. More months ahead to restore the bonds Therefore, these two metaphors broadly, it suggests that Jews define between Jews and to create that sense concerning American Jewry present themselves as members of one of these I I

religious movements yet fail to trans­ reach and inclusivity. More concretely, Lastly, the community has been late that self-definition into concrete within the Center movement greater unwilling to issue normative state­ activities and behaviors. emphasis has been placed upon Jewish ments about the meaning of being In short, we are talking about an education particularly under the leader­ Jewish for fear of giving offense to key American Jewry that is secure yet feels ship of the executive staff of the Jewish constituencies. Communal reaction to vulnerable. It has the greatest opportu - Community Centers Association and the crisis of intermarriage is a good nities for Judaic enrichment, yet only a its important COMJEE II plan for max­ barometer of the difficulty we have in minority of American Jews participate, imizing Jewish educational effectiveness articulating a language of norms. let alone maximize, the opportunities in Jewish Community Centers. Lastly, Serious Jewish continuity will require available to them. within the Reform movement a very commitment to Judaism. Of particular important shift .is taking place towards importance is can we learn to be inclu­ Over the last five years Jewish conti­ emphasis upon Judaic literacy for adult sive operationally in terms of being nuity has become the buzzword ofthe Reform Jews. receptive to any Jew interested in lead­ Jewish communal agenda. 1t means a ing a Jewish life while at the same time change in rhetoric in which we state What has not happened is at least as articulating a language of norms and that our challenge for the next genera­ important as what has happened. First, values that many will perceive as being tion is ensuring the future quality of there has been no change in communal ideologically exclusive. Jewish life. New coalitions wiU be nec­ priorities. The budgets of the Jewish essary across institutional lines and community remain severely limited, In addressing this agenda, there are religious movements, for the Jewish and while there has been a general shift currently four strategies that are on the continuity agenda is simply too large in direction towards increased funding communal table. One strategy, often for any one sector to appeal to all Jews. towards Jewish continuity, there has voiced within Orthodox circles, sug­ Different individuals do require plural been no fundamental shift in commu­ gests an all or nothing approach, entry points to Jewish heritage and nal priorities. declaring the bankruptcy and essential Jewish connectedness. Related to this is that little has been paganism of American culture. The fruits of this strategy lie in the much­ Yet much of this agenda has been said about the cost of leading a Jewish heralded "baalei teshuva" phenome­ more rhetoric than reality. The com­ life. We have known for quite some non which has attracted great attention munications barrier has been penetrat­ time that intensive Jewish experiences in the media. My sense is that this type ed so that we do acknowledge the seri­ can be expensive. Yet the social policies of maximal strategy will not work. ous problems we have of assimilation, of the Jews are not targeted towards First, [ have my own ideological doubts erosion, and continuity. What has enabling middle-class Jews to partici­ about the extent to which American actually been accomplished is, howev­ pate in quality Jewish experiences. TI1e culture is "pagan." Conversely, I have er, in reality, far more limited. main complaints about Jewish day schools, for example, relate less to the no doubt whatsoever that if it is a Some have suggested a magic bullet quality of day school instruction and choice between all or nothing, the approach-a quick trip to Israel which more to the capacity of middle-class overwhelming majority of American will miraculously transform our youth parepts to afford them. Jews have already decided to vote for into committed American Jews. Others nothing. articulate a language of broader out- A second type of strategy is known particularly the case with the sensitive his assassination, we are all in mourn­ as the "tikkun olam" strategy, best and vexing issue of mixed-maniage. ing. It is far too soon to engage in articulated by Leonard Fein and others What then are the implications for assessment of what has happened, let on the Jewish political left. This strate­ Jewish Community Centers? Clearly alone prognosti_cate where we are gy enjoins the community to become the Centers have a unique role in pro­ going. Yet his passing means that the truly committed to social justice, and viding a neutral and trans-denomina­ nature of our work towards building a then masses of otherwise unaffiliated tional setting for serious Jewish conti­ stronger Jewish people is all the more American Jews will join in. 1 have my nuity. However, the Centers cannot important. doubts about this strategy as well. First, afford to be neutral regarding Judaism. The rabbis in the Talmud had it tikkun olam has been the agenda for For there can be no Jewish continuity right. In describing the Roman siege of the Jewish community since World without a commitment to serious Jerusalem in the year 70, they told the War TI. It has prevailed precisely at a Judaism. The Centers can and should story of the leader of the rabbis who time when we have become more avoid interdenominational polemic was related by marriage to the leader of assimilated. It has, in effect, brought us but must maximize the Judaic presence the Jewish terrorists. The Talmud to where we are today. Moreover, I am within their programs. claims that the terrorists controlled the by no means convinced that advocates 1n this light, it is clear that some loss­ city. They burned the stores offood and of tikkun olam are actuaUy committing es are inevitable. Many will by defini­ caused massive starvation. When the energies towards a Jewish continuity tion avoid a language that they regard leader of the rabbis approached the agenda when all too often tikku.n olam as threatening. However, we are naive leader of the terrorists, he asked him becomes a code word for Jewish sup­ if we believe that in any case we can how he could support such destructive port for liberal politics. retain all Jews. The pressures of assimi­ activity. The latter responded that were Between these two poles lie two more lation and the broader culture are so he to say anything, the terrorists would centrist strategies. One is the well­ great that we clearly will become a kill him as well. The two then conspired known strategy of outreach emphasiz­ smaller Jewish cornmwlity. The ques­ to "save a little." The rabbinic party ing bringing people into institutions tion is whether a smaller Jewish com­ reached an accommodation with Rome and avoiding language that might be munity can become more intensively by which Judaism and Jewish life could threat ening or off-putting. The out­ involved and identified Jewishly. be rebuilt md reconstructed. The ter­ reach strategy suggests placing minimal rorists opted for Jewish destruction. For there is no mystery to Jewish demands or expectations upon people We, like the rabbis of old, must contin­ continuity. Jewish continuity will be so as to avoid giving offense. ue the work of rebuilding and renewal. attained by those individuals and fami­ By contrast, the in-reach strategy lies who are prepared to comnlit them­ Dr. Steven A. Bayme is Director of urges that we build a commwlity inter­ selves to it and are willing to pay the the Jewish Communal Affairs nally to the point that it is sufficiently price in terms of cultural engagement Division of the American Jewish vibrant and attractive so that others with Judaism as a civilization. To the Committee and is Director of its will join. In-reach suggests that we extent that American Jews are prepared Institute on Israel-Diaspora work with those who express some to say to themselves that the Jewish Relations. interest in leading a Jewish life. Its pro­ heritage is sufficiently attractive to war­ grams are much stronger on content, rant commitments of their resources, more willing to challenge belief sys­ time, and cultural values, to that extent tems, and place greater emphasis upon can Jewish continuity be assured. Judaic literacy and norms. In his last trips to America, Prime Clearly we need both types of strate­ Minister Rabin consistently called for a gies. Theyare not mutually exclusive. But new agenda of Israel-Diaspora rela­ we must pay greater attention to p1io1i­ tions in an era in which Israel will live ties and emphases. In particular, exces­ in peace with her neighbors. That sive outreach may well damage the core agenda, he claimed, should not be built of the Jewish community by broadcast­ upon the traditional foundations of ing messages that undermine a language politics and fundraising but on shared of commitments and obligations. Ths is commitment to the continuity of the Jewish people. Twenty-four hours after I I

dren, the tie to Israel is often very being taught in Jewish schools and Israel and attenuated. Although the experience of camps. Preliminary interviews were the Six Day War strengthened the conducted with national Jewish educa­ bond with Israel for many, today in the tors, followed by interviews with the American wake of the intifada, doubt and uncer­ heads of 25 Jewish day and afternoon tainty have undermined the once near­ schools and 12 Jewish camps, located Jewish ly unanimous support. throughout the United States. The Amid signs of diminishing connec­ schools spanned the gamut of religious tion with Israel, another trend has observance from Refonn to tradilional Educafion appeared in the American Jewish com­ Orthodox, and the camps ranged from munity that may itself be significantly non-religious through religious and affecting the role oflsrael-an increas­ Zionist. Hicbtlc Alperin ing focus on the religious dimension of Jewish identity in America. As partici­ Mixed Support for Israel pation in Jewish study, prayer, and In the American Jewish community, strong positive feelings about Israel (The research and writing of this observance has grown, [srael has exist alongside significant pockets of article were completed prior to become less of a rallying point for the lukewarm and even negative feelings. September 1993 and the signing of American Jewish community. Although the last twenty odd years the first Osl.o Accords. While condi­ Concomitandy, there has been dimin­ have seen movement away from tions have changed, the conclusions ishing interest in teaching Iiebrew as a monolithic support for Israel, Israel's ofthe article remain relevant. Ed.) Uving language. presence in Jewish schools and camps Given these changing attitudes across the religious spectrum has towards Israel and the Hebrew lan­ grown, and the Reform movement as a guage, Jewish educators may be at a movement has increased its involve­ turning point where they need to clari­ or years Isra en almost a ment with lsrael. fy their goals and evaluate their pro­ religion for the modern American grams, both nationally and locally. but that relationship to Israel Confusion, Ambivalence, and Jew, Despite the institutionalization of Lack of Interest ~ g. For the Israel-related activities in Jewish Although the majority of school ~ Jewswho schools a nd camps-with Israeli lived through the H olocaust and directors reported strong support for music, lsrael Independence Day cele­ the subsequent establishment of Israel in their schools and communi­ brations, and Israel days-there is no the State of Israel, the attachment ties, nearly as many described confu­ consensus on why Israel is important. to Israel has indeed been strong sion, ambivalence, and a general lack of In this cUmate of change and uncer­ emotional. For their offspring interest. Open-ended questions about tainty, the American Jewish Commit­ born after World War JI, however, the importance of Israel, for example, tee commissioned this study of how positive attitudes towards Israel are no yielded responses like "the community Israel and Hebrew language were longer a given, and for their grandchil- is more on the defensive," "mixed sup- port has not changed," "vague sup­ Israel, also grating to the American curricula and programs of Jewish port," "less interest," "wondering Jewish community is the rejection of schools and camps, across denomina­ about its significance in [our] lives," liberal Judaism by the powerful reli­ tions. Since the first survey on the and "not as motivated." According to gious establishment in Israel. One teaching of Israel was completed in the educators interviewed, the sow·ces camp director explained that the 1967, indicators of Israel focus in of increasing ambivalence and decreas­ UAHC camps are put in the position Jewish schools have been increasing, ing attachment to Israel included: cur­ of being apologists for the hostility including visual aids about Israel; Israel rent political realities, especially the towards Refmm Judaism in Israel. He Independence Day observance; and intifada; the increasing historical dis­ said, "We must teach the children that universal fundraising for Israel in some tance from the Holocaust and the despite Israel's behavior, Israel is our form. In addition, Jewish camps of all establishment of the state of Israel; and homeland and important to us." types include programming about Israel's disdain ofliberal Judaism. Yet another factor that may heighten Israel. Political events over the last twenty­ any existing ambivalence towards five years have removed some oflsrael's Israel is the presence in America of an Increasing Involvement in messianic glitter. The idealistic vision of Israeli community that isolates itself Israel by the Reform Israel that held sway early on has from the mainstream Jewish corrunu­ Movement undergone a transition to one affected nity. One school director reported that One more positive element in the by current political realities. As one parents in his school viewed Israelis as relationship between American Jews school director expressed this change, freeloaders who did not affiliate with and Israel has lbeen the Reform move­ "Israel used to be a very positive ideal, communal organizations and did not ment's increasing involvement in the but now people are hesitant to openly understand Americans. According to Jewish state. Whereas in 1970 there was support Israel-because of the Pollard this director, this resentment towards virtually no Reform presence u1 Israel, case, the intifada, and press coverage Israelis affected in particular those par­ according to a UAHC camp director, that presents Israel as a monster. ents who were not already strongly today there are Reform synagogues, In Jewish camps as well as Jewish connected to Israel. kibbutzim, settlements, and other -insti­ schools, this generational shift in Jew­ tutions. The Reform movement has ish experiences has affected attitudes Strong Support for Israel also created its own Zionist organiza­ toward Israel, among both campers Yet despite the ambivalence noted, tion: the Association of Reform and camp staff. One director specifi­ strong positive feebngs about Israel Zionists of America. In the Reform cally contrasted images of Israel held were characteristic in the majority of movement's explicitly stated educa­ by members of the post-World War II schools and communities; such feel­ tional goals for Israel programming in generation with those of their children. ings were indicated by phrases like the UAHC camps, it recognizes that He said, "When I was growing up, we "strong bond," "love," «respect," there is an inseparable link between the associated Israel with sabras, reclaim­ "affection," and "important." In addi­ American Jewish community and ing the land, and pioneering. Now the tion, most of the school directors Israel; that Israel is the repository of campers know only Sabra and Shatila, themselves expressed strong support Jewish memory; and that Israel is a intifada, and Israeli soldiers beating up for Israel. The reasons given for this great resource for Jewish inspiration, on poor Arabs; and their e:>q;erience continued commitment to Israel both spiritual and intellectual. with Israelis is limited to poor Hebrew included: Israel's centrality to Jewish One Reform day school director teachers." Paul Reichenbach, NFTY identity and life; Israel's role in talked extensively about positive Director of Israel and College Pro­ strengthening the Jewish community changes he had seen in attitudes grams for the UAHC, agreed, and he in· the United States; and the obliga­ towards Israel within the Reform claimed that the icons ofJewish identi­ tions of Klal Yisrael, which makes us movement. He said, "People see Israel ty for the adult generation-the Holo­ responsible for our fellow Jews. as a more central part of being Jewish caust, the birth of Israel, and the Six than ten or twenty years ago, when Day War- mean nothing to the cur­ Indicators of Israel Focus everyone just wanted to assimilate. rent generation of children. Increasing in Schools and They see contemporary Israel as posi­ Camps Although changing political and tively impacting on the strength of the social realities have been the strongest Another sign of healthy concern for Jewish community in this country. sources of attitude changes vis-a-vis Israel in the American Jewish commu­ There are more congregational trips nity is Israel's firm integration in the and more student trips." Referring to I I

Israel's role in Jewish survival, he said, increasing numbers of Jewish books in ing of Israel's role, Israel education is "Contemporary issues that relate to stores; expansion of Judaic-studies likely to suffer. antisemitism have made kids more programs in universities and formal In fact, lsrael programming has alert to Israel as a home; and, conse­ adult education courses in major com­ diminished in the two JCC camps that quently, there is more identifying with InWJities; the growing number of non­ reported an increase in religious pro­ contemporruy Israel." Orthodox day schools and Orthodox gramming. One director explained, The mix of attitudes towards Israel yeshivot; and the growing commitment "There was a time when anything portrayed by school and camp direc­ of organized philanthropy to Jewish Jewish was identified with Israel in tors suggests movement away from a education. order to appeal to campers from all the one-dimensional idealization of Israel Two signs of this change in Jewish movements, but we have realized that and towards a more realistic assess­ focus noted by our interviewees were is not the answer. Because kids are not ment of Israel's meaning to American an increase in religious programming moving to Israel, we are bringing Jews. In the context of an environment in Jewish Community Center camps as Judaism home." He saw this renewed in which the issues are no longer black well as a new stress on prayerbook and focus on Jewish content as taking some and white, educators may need to textual skills at the expense of modern emphasis away from Israel per se. The reconsider how they want to present Hebrew language education in Jewish other JCC director, referring directly to Israel to the current generation of schools. a decrease in Israel progranuniog, said, Jewish children. "Jewish interest has re-focused on our Consequences for Relationship own Jewish values and Jewish lives." New Focus on Diaspora Between American Jews and Judaism May Be Changing Israel Changes in Hebrew Language Israel's Role Given this increasingly parochial Education Both our interviewees and others focus on Jewish religion in America, Another result of the increasing con­ have documented a greater concern educatoi-s and Jewish leaders are left cern with religious themes in An1erican with the development of Diaspora with a critical dilemma: Does a com­ J,ewish life may be a relative devaluing of Judaism. This increasing interest in the mitment to the strengthening of modern Hebrew language study. As religious elements within American America11 Judaism necessarily imply a educators have focused on enabling stu­ Judaism at the expense of the national diminution in the strength of the rela­ dents to feel comfortable and perform and cultural may be changing Israel's tionship to Israel? Especially given lin1- capably in Jewish religious services, position within the constellation of ited time and resources, educators many are now emphasizing prayerbook American Judaism. must make difficult value judgements skills-including fluency in Hebrew about what to stress and what to mini­ reading and the urnderstanding of key Increasing Interest in Judaism mize. A Reconstructionist afternoon prayer concepts. Over the last five to ten as a Religion school principal felt that when the years, many afternoon schools have In ·rus article "Hebrew ii~ America" focus is on developing Jewish civiliza­ moved from a predominantly modern in the July 1993 Commentary, Alan tion in America, "it is a struggle to orientation to an emphasis on syna­ Mintz cited several examples of grow­ know what the direct connection is to gogue and prayerbook skills, ru1d now ing curiosity about the Jewish religion: Israel." Without a dearer understand- the majority focus entirely or partly on prayerbook skills. At the same time, important for their students to have to a split between synagogue and some day schools have deemphasized some familiarity with modem Hebrew. prayerbook skills on the one hand and modern Hebrew language study in Io contrast to afternoon schools, all simple reading, writing, and conversa­ favor ofJewish text study. but one day school in our sample tion on the other. The director attrib­ Although it may be too strong to included modem Hebrew as at least one uted these changes both to the realiz­ suggest that a deemphasis on modern of their language goals. The tion that students were less well-versed Hebrew language goals is undermining Conservative community and liberal in prayerbook skills as well as to the ties to Israel, certainly such a change Orthodox day schools saw modern fact that aliyah was less of a goal. Even removes one opportunity for convey­ Hebrew language literacy as an impor­ in day schools, then, there is some evi­ ing positive messages about Israel. tant goal, and Reform and traditional dence ofa narrowing focus on religious Interestingly, three school directors Orthodox day schools saw it as a lesser content, even though a majority of the mentioned specifically the value of goal. Nine day schools offered an inten­ day schools in ,our sample remained modern Hebrew language study in sive approach to language study, and of committed to intensive modern lan­ developing a tie to Israel and an under­ these, seven already used or were intro­ guage study. standing oflsraeli life. One ofthe three, ducing the Tai Sela program, an inten­ Whereas the increased emphasis on an Orthodox day school director, has sive whole-language approach to facility with the prayerbook and Tewish introduced an intensive modern Hebrew language study that also texts appears to be reducing the role of Hebrew language cuniculum, because explores both Zionist and Jewish values. modem Hebrew, it is difficult to judge she believes her students must know Despite the relatively strong com­ the effects ofthi s change on the Jewish modern Hebrew if they are to be mitment among day schools to mod­ student's relationship to Israel. At best, involved in Israel. ern llanguage study, there was some an opportunity for teaching about Principals in our sample were asked evidence among Conservative and Israel has been lost; at worst, it will to express their Hebrew language goals Reform day schools of increasing diminish Israel's role in a changing for their students by choosing from the emphasis on text study and synagogue vision ofAmerican Judaism. following: skills at the expense of modern lan­ Emphasizing Religious Themes guage study. One Conservative day 1. Be able to read (but not necessarily in Israel Education- school director claimed that over the understand) tihe prayerbook and A Minority View other Jewish tex:ts last several years at his school, the time devoted to Jewish texts had increased Our interviews also uncovered some 2. Be able to study classical Jewish texts from ten to fifty percent of the total evidence of a change in the nature of in Hebrew time devoted to language study. Israel education itself, wherein reli­ 3. Be able to speak Hebrew as a mod­ Another Conservative director claimed gious rather than secular themes are em language that, for herself, the widerstanding of being highlighted. For example, one In seven of the ten afternoon schools Jewish texts was more important than day school director felt that over the in our sample, prayerbook skills was modern language literacy. preceding ten years, Jewish schools had been increasing their emphasis on our the only language goal and in two oth­ Reform day schools also showed connectedness to Israel as Jews, based ers, it was one of two goals. In just one signs of moving away from teaching on tefilah and Torah, and decreasing Conservative afternoon school-due modem Hebrew and towards treating their treatment of aliyah, contempo­ to the persuasiveness of the Israeli Hebrew as a vehicle fo r conveying rary Israel, and modern politics. principal-the board decided to speci­ Jewish meanings. One Reform day Another day school director explained fy modern Hebrew as the only lan­ school director wanted her students to that his school focused on Israel as a guage goal. comprehend Hebrew as the language of religious ideal rather than as a political Despite their emphasis on prayer­ the Torah, the prayerbook, and Jewish entity-Bretz Yisra.el as opposed to book Hebre:w, however, many after­ literature. B,ecause the content of Medinat Yisrael-emphas.izing the noon schools, particularly in Reform Judaism was her priority, the messages spiritual nature of the relationship congregations, continued to offer a of Torah and prayer were conveyed in bet\-veen Jews and Israel. minimal level of modern Hebrew lan­ English as the children get older. Two findings from the interviews sug­ guage exposure, even if modern Another Reform day school had gest that this more spiritual approach to Hebrew was not a goal. This suggests moved from a completely conversa­ Israel education may exist in a variety of that many educators felt it was still tional, ulpan approach twelve years ago Jewish educational settings. Across our I I

sampl~ school directors judged the goal must clarify exactly why Israel is impor­ schools and in summer camps. School of teaching about lsrael as the Holy Land tant to American Jews and develop their or camp directors were asked to as.~ss to be more important than did directors goals and programs accordingly. the importance of fifteen different in previous studies. In addition, schools In this vein, it is interesting that goals in their educational program; in our sample covered topics about Reform and Conservative educators in the goals fell primarily into four cate­ fsrael concerned with Jewishness more our sample differ to some degree in gories: affective/attitudinal, identity, than any other topics except Arab-Israeli their approaches to Israel. What is not behavioral, and cognitive goals. relations. clear is whether these differences reflect 3. Conservative day schools demon­ Agreeing with evidence from our differences between the major liberal strated a much stronger commit­ sample, David Breakstone noted in his religious movements in current and/or ment to modern Hebrew language in-depth 1986 study of fsrael educa­ historical purpose and goals or facility and fluency than did Reform tional materials, "The Dynamics of whether they result more from the dif­ day schools. Israel iJ1 American Jewish Life," a new, ficulty of clarifying Israel's place in albeit minor, trend wherein teaching American liberal Judaism. What is Educators Trying to Create about Israel is seen as an integral part clear is that Conservative and Reform Emotional Bond with Israel of teaching about being Jewish. In this students are likely to absorb a different Despite these broad differences in view, wrote Breakstone, "Israel has a set of meanings about their relation­ their approaches to Israel education, unique and profound significance for ship to Israel because of these differ­ however, the Reform and Conservative Jew:. wherever they liv~ and the poten­ ences in approach to Israel education. movements do seem to agree that tial to affect the inner life of the com­ The three major differences in every student needs to develop a mean­ munity." In sum, this more tradition­ approach thal emerged among schools ingful bond with the people, land, and ally Jewish approach to Israel and camps in our sample included: history of Israel. A number of educa­ education evident in some circles may tors believed that in order to recreate 1. Conservative schools and camps in be providing an opportunity for edu­ the emotional bond with Israel that our sample appeared to put greater cators to restore a sense of Israel's was more the norm for the World War stress than the Reform on behavioral importance, but in a different way. II generation, every Jewish student goals like encouraging active support must undergo a transforming experi­ for Israel; encouraging study and Israel Education in the Reform ence with respect to Israel. According volunteering in Israel; and encourag­ and Conservative Movements to one Conservative educator, "There ing students and campers to consid­ The current climate ofmixed suppmt must be experience to create an emo­ er aliyah. Interestingly, both move­ for Israel, increasing focus on Diaspora tional connection- not just informa­ ments shared t he goal of Judaism, and decreasmg emphasis on tion." (emphasis added) encouraging visits to Israel. modern Hebrew language may consti­ Educators are currently exploring 2. The Conservative movement tute a turning point in our relationship two avenues to provide their students appeared to attribute importance to a to Israel. If Israel educators can no with an intense personal experience of broader variety ofgoals for Israel edu­ longer depend on the existence of stu­ Israel: encouraging visits to Israel and cation than did the Reform move­ dents with an almost instinctive attach­ creating opportunities for developing ment, particularly in afternoon ment to the state of Israel, then they personal relationships with Israelis in America-particularly with Israeli rep­ week program in the summer before ence of fsraelis improved overall resentatives, sltlichim, at Jewish camps 11th grade to its year-long "workshop" Hebrew language instruction. and Israeli teachers at day and after­ on a Habonim kibbutz. Directors who generally opposed noon schools. Creating Opportunities for hiring Israeli teachers expressed two major problems: the tendency of Israeli According to several educators, an Person-to-Person additional step necessary to create a Relationships teachers to emphasize their own positive link to Israel is to defuse nega­ goals- in particular, modern Israel tive feelings by confronting directly the As another way of developing their and modern Hebrew language---0ver complex relationships between Arabs students' ties to Israel, educators are the school's curricular goals; and the and Jews in the Middle East. This will­ creating opportunities for personal Israelis' lack of sufficient religious ingness to accept the ambiguities relationships between American Jewish knowledge and commitment. One inherent in current political realities is children and Israelis. Such relation­ might surmise that precisely those part of a broader move away from an ships can be facilitated by: school directors who stress the idealistic vision oflsrael to a more real­ hiring vibrant and approachable strengthening of Jewish religious life in istic assessment of its strengths and Israeli school teachers and camp America resent Israeli teachers who weaknesses. shlichim who can communicate a emphasize modem Israel and lack reli­ sense of personal connection to gious commitment. Encouraging VISits to Israel Israel; and Israelis as Camp Shlichim Jewish schools in our sample are creating programs that build con­ increasingly encouraging their students nections ben11een American and For years, Jewish camps have been to visit Israel. Four day schools had in Israeli children, for example, a new sponsoring one or more shlichim to rep­ recent years made mandatory Israel program with Israeli peers designed resent Israel for the summer. Shlid1im trips a part of their school curricula, to promote individual understand­ generally play one or more of the fol­ and twenty schools were encouraging ing and relationships, which was lowing roles: establishing an Israeli pres­ students to participate in community mentioned by one of the Ramah ence; educating campers about Israel; or movement trips to Israel by provid­ directors. and creating personal relationships with ing information about available trips; campers. Given that the three roles sug­ A potential obstacle to creating these by holding informational meetings for gest varying levels of personal interac­ person-to-person relationships is an parents; by developing schemes to save tion with campers and staff, it is sugges­ ambivalence towards Israelis displayed money; and by providing funding. tive that the number of shlichim in by some school and camp directors. Funding sources have included UJA, · camps in our sample appeared to be BJE, and individual synagogues. To be Israelis as Teachers related to the function they served. The most effective, said one interviewee, camps that specified the primary role of Whereas some school directors saw trips to Israel should not focus on pro­ shlichim as establishing an Israeli pres­ in lsraeli teachers the potential to con­ moting the objectives of a religious ence averaged only 2.8 shlichim; those vey a strong personal and emotional movement or a Zionist organization. concerned primarily with slilichim as connection to Israel, others faulted educators averaged 4.3; and those con­ Jewish camps have also increased Israelis for their tendency to emphasi7..e cerned with creating personal relation­ their efforts to encourage direct experi­ Israel over American Jewish life, and ships averaged 15.5. One Zionist camp ences in Israel. The Conservative still others felt that Israeli teachers had director, for example, whose goal was to movement's Ran1ah camps offer the 6 no particular impact one way or the "create an Israeli environment," 1/2 week Ramah Seminar in Israel for other. all campers entering the 12th grade; brought in twenty Israeli staff members: School directors who favored hiring they also sponsor high school semes­ ten in technical positions, hired specifi­ lsraeli teachers saw them as conveying ters-in-Israel and Israel trips for fami- cally to develop relationships with the a strong sense· of Israel to their stu­ 1ies and young adults. All UAHC staff, and ten more in specialist posi­ dents. As one director explained, Israeli camps have been mandated to offer a tions to relate to earnpers. teachers "make Israel come alive in a camp-sponsored trip to Israel after the Given the more ambiguous role of non-academic way, giving the sense sophomore year of high school. Israel at present, Israeli teachers and that Israel is a place people go to, come Habonim, a Zionist camping move­ shlichim may be more important than from, and have aunts and uncles in." ment, has increased its Israel experi­ previously. According to one UAHC These directors also felt that the pres- ences from one to two, adding a 6- camp director, exposure to sltlichim is I I

critical for campers whose experiences without force, educators are both importanL In addition, educators must of Israelis have not been that positive. reducing negative feelings and enabling take specific steps to develop a strong Consequently, be is particularly careful their students to answer questions attachment between Jewish children in his selection of the Israelis who work about Israel knowingly. and Israel, including: at his cam~more so than in the past. The Reform movement, for example, • promoting Israel trip programs that has included in its resource book for are designed specifically to create an Dealing Directly with Difficult NFIY youth leaders a section on Israel emotional bond rather than to pro• Issues that, among other issues, reviews the his mote the objectives of a religious Although the strength of the emo• tory of the Arab-Israeli conflict, includ­ movement or Zionist organization, tional connection to Israel for many in ing the intifada. The book includes both maximizing the number of students the World War 11 generation is indis· qu~tions designed to nurture a Zionist who participate in Israel trip pro­ putable, it bas resulted in an idealiza· consciousness and a chapter entitled grams byestablishing the ~ps asdose tion of Israel that has sometime.<; led to "Supporting Israel in Times ofTroublc" to Bar/Bat Mitzvah age as possible, a denial of difficult issues. The most that provides guidance lo youth leade~ exerting care to hire Israelis in obvious are the issues of Arab-Israeli who are encountering Palestinian schools and camps who are person­ relations that have been so important groups on college campuses. It asks, for able, effective teachers and who can in forming the current generation's ex:imple, "How do we honestly deal serve as true slrlid1im, view oflsrael. Other "unmentionables" with the ambivalence we somctimes feel that came up in the course ofthe inter• about the policies lsrael carries out, • ensuring that the quality of Israeli is high, views were current social problems in while at the same time continuing to scout caravans Israel and emigration from Israel support fsrael?" It also points out that confronting the issues ofArab-Israeli "the non-Jewish groups criticizing Israel relations. Arab-Israeli Relations are many times trying to take away the Because of the Hebrew language's Educators are trying to defuse nega• legitimate right of a Jewish State to exist importance for understanding Judaism tive feelings about Israel in the current and defend itself" through Jewish texts as well as for generation of students by dealing developing a connection with modem directly with issues ofArab-Israeli rela­ CONCLUSIONS Israel, Jewish educators should encour­ tions. Because of the intifada and the The American Jewish community age Hebrew literacy by: changing relationship between may be at a turning point in self· • implementing the Tai Sela program America and Israel, one director said understanding that demands a in day schools, because this program that education about Israel emphasizes reassessment of educational goals vis• combines an excellent whole Ian• current events over ''the creation of the a-vis Israel and the Hebrew language. guage program with Zionistic and state and the dancing of horas." By cre­ As the defining events of Jewish identi­ other Jewish values, ating educational materials and curric• ty have changed and the focus of ula that reflect the complexity of American Jews has been shifting from encouraging exposure to conversa­ tional Hebrew in afternoon schools Israeli-Arab relations and by develop· Israel to Diaspora Judaism, educators ing programs that promote coexistence need to clarify why Israel is important to help students understand the cen• and emphasize conflict resolution to American Jews, not merely that it is trality of Hebrew to the Jewish expe-- rience, both historically and as the living language of the Jewish state. REDER REACIION Although many Reform afternoon schools delay exposure to modem Yow- participation as a conscientious reader is vital to the success of Agenda:Jewish Education. Hebrew language until the 7th grade, Complete this page and either mail or fax to: Agenda:Jewish Educatiou, JESNA, 730 Broadway, a Reconstructionist program sugges­ New York, NY 10003-9540, 212 529-2009. tion was a 10-minute snack session conducted entirely in Hebrew in the How would you rate the format of this issue? Good Pair Poor middle ofeach dass meeting, Comments: ______establishing a program of Hebrew literacy for Jewish communal leaders that teaches a 300-word basic vocab­ How would you rate the interest level of the artides? Good Fair Poor ulary of Jewish conceptual words Comments: ______such as tzedakah, tzedek, tz.adik; and kiddush, kadesh, kedusha, Which feature section is most interesting or useful for you? ______developing a program in association with public junior high and sec­ ondary schools in which Hebrew Comments: ______language taught in Jewish schools can be used to fulfill the modern lan­ What topics/issues would you like Agenda:Jewish Education to address in future issues? guage requirement. Finally, rather than allowing the developing sense of the religious possi­ bilities of Diaspora Jucaism to foredose Thank you for your assistance and support. involvement with Israel, educators must encourage a religious-spiritual approach to Israel that in itself can serve Subscribe fo AGENDA: JEWISH EDUfAJION as a means ofstrengthening Judais1n. SUBSCRIPTION RATES In sum, the changing realities in I OR 2 cor•JES 3 OR MORE TO ONE ADDRESS Israel and in the American Jewish 4 issues $18 each $15 each community demand a reexamination 8 issues $30 each $28 each of the relationship between American 12 issues $45 each $40 each Jews and Israel. Jewish educators must FOREIGN: Add per subscription per·4 issues for postage: Canada $4. All others $10. reach beyond the idealization that per­ All foreign subscription must be payable in US funds drawn on a US Bank. meates our communal understanding of Israel and develop a new relation­ Return to: Agenda: Jewish Education, Circulation, ship that incorporates a realistic assess­ 730 Broadway, 2nd floor, New York, NY 10003-9540 ment of the strengths and weaknesses of both lsrael and the Diaspora and a ___# subscriptions x ____# issues x ___cost each-______delineation ofour mutual needs. Amount Endosed $.______

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The Federation Movement at 100 when a newly fonned governing coali­ Jewish continuity and decide where to appeared as Volwne 7, Nos. 3&4 ofthe tion seem poised to change the Law of aUocate precious resources. Contact Jewish Political Studies Review, Fall Return. American Jewry mobilized to the University of Judaism, 15600 1995. Written largely by Dr. Daniel vehemently oppose this change, and in Mulholland Dr., Los Angeles, CA Elazar, with chapters by Ernie Stock the end, the Knesset took no action. 90077. and Gerry Bubis, the issue reviews the Who Ts A Jew?: A Case Study of history of the federation movement American Jewish Influence on Israeli In Why Should fews Survive?, Rabbi and the challenges it faces in the future. Policy is an analysis of the issues Michael Goldberg challenges the 'sur­ The chapters cover the rise of the fed­ involved and the actions of American vivalism' of contemporary popular eration within the context of the Jewish leadership. Wri.tten by Daniel Jewish thinking arguing that there is no American environment, the forces Landau and published jointly by the intrinsic merit in Judaism continuing which shaped iit and changed it, and institute on American Jewish-Israeli merely to survive. He claims that the the relationship of the American Relations of the American Jewish post Holocaust myth of betrayal and Jewish community to Israel. Published Committee and the Argov Center for suffering which underlies much of by the Jerusalem Center for Public the Study of Israel and the Jewish Jewish life is self-defeating and not Affairs, the issue may be obtained from People of Bar-Ilan University, the authentically Jewish. He admonishes either the Israel office in Jerusalem or monograph explains the history and us to reconnect with the Exodus story the American office, 1616 Walnut St., political context of the Law of Return and reclaim the historic Jewish mission Suite 513, Philadelphia, PA 19103. and the role of Orthodoxy in Israeli of redeeming the world for God's sake life. The recent elections in Israel and and oms. A thoughtful, provocative In the aftermath of the assassination of the presence of 23 me:nbers of reli­ volume about the direction of Jewish Yitzchak Rabin, CLAL, the Center for gious parties in the Kne;set and in the life as we enter the 21st century. Learning and Leadership, published government makes this issue timely Published by Oxford University Prc:ss, two mongraphs attempting to put this once again. Contact the American 1995. event in context, Yitchak Rabin and the Jewish Committee, 165 East 56th Avar ve'Atid--Past and Futw-e, is an Ethic ofJewish Power and Renewing the Street, New York, NY 10022-2746. Covenant in the Face of Unbearable independent journal published by the Pain. The first monograph analyzes the The Winter 1996 issue of University of Joint Authority for Jewish Zionist event in the Israeli political and social Judaism Magazine contains an article Education to promote Jewish educa­ context and posits a role for North reporting recent research on differ­ tion in its broadest terms. In the most American Tews. The second mono­ ences between families of day school recent issue, April 1996, most of the graph sets the event in the context of students and families of synagogue articles are edited reprints or abstracts the eternal stories and values of the school students in two Conservative of items which appeared elsewhere. Jewish peopl.e and projects a patn by synagogues in Los Angeles. Dr. David Some were published in Hebrew and which healing may come to the Jewish Ackerman, Associate Dean of the translated for the first time, others a:re people worldwide. Even though the Fingerhut School of Education fow1d older pieces which the editor claims elections have changed the political that day school and synagogue school have continuing relevance. Contact tl1e environment in Israel, the underlying families have similar levels of Jewish Joint Authority for Jewish Zionist issues addressed by these pamphlets practice and similar educational goals Education, PO Box 92, Jerusalem require continuing thought and atten­ for their children. However, day school 91000, Israel. tion. Contact CLAL, 99 Park Avenue­ families placed a higher value on cer­ Suite C-300, New York, NY 10016. tain subjects in the curriculum than did synagogue school families. "Is The issue of Who Is A Jew in Israel Cheder Better?" is an important state­ came into sharp relief in the late l 980's ment as commwlities address issues of Four communities reorganized their The Bureau of Jewish Education of the guide contains tips for organizing communal Jewish education efforts Greater Boston bas launched Mil/ah, and promoting events. Contact Julia several years ago, as indicated in the an initiative to enhance Hebrew lan­ Bourne, Coordinator, Jerusalem 3000, Ackerman article. While it is probably guage and literacy in the community. Balfour House, 741 H igh Road, too soon to undertake a detailed evalu­ The project includes changing the London Nl2 OBQ, United Kingdom, orJESNA. ation of these efforts, other communi­ institutional and communal environ­ ment, as well as improving teaching, ties may be interested in the self-assess­ Connaught Education Services pub­ increasing access to resources and cre­ ment ofthe four commwuties: Atlanta, lishes a 16 page newsletter five ti.mes ating new opportunities for adults and Baltimore, Chicago and Cleveland. per year, Free Materials for Schools and families to acquire basis Hebrew More recently, Rochester and Seattle Libraries. While most of the listings in knowledge. A broad coalition of com­ reorganized their agencies for commu­ recent issues are of limited Jewish munity agenices and institutions is nal Jewish education. Contact the fed­ interest, day schools in particular may anticipated to involve broad segments erations or central agencies for Jewish find useful materials. Synagogues of the community in planning and education in the communities; engaged in a variety of social action implementation. For information con­ addresses can be found in the issues, including environmental con­ tact: Dr. Daniel Margolis, Bureau of cerns, health and children's services, Directory of Member Federations of Jewish Education, 333 Nahanton St., will also find many interesting items. the Council of Jewish Federations or Newton, MA 02159. the Directory of Central Agencies for Contact Con naught Education Jewish Education published by JESNA. The first national interfaith Conference Services, PO Box 34069- Dept. 349, on nurturing the Spiritual Life of Seattle, WA 98124. "Communities in Transition," Spring Children will be held in November, The Charles R. Bronfman Center for 1996, p u blished by the Susan and 1996 in Minneapolis. Coordinated by the Israel Experience: Mifgashim pub­ David Wilstein Institute of Jewish the Spritiual Life of Children Institute, lishes a newsletter, Mifgash-im Matters, Policy Studies, reviews two innovative Inc., sponsors include a variety of containing useful information and per­ developments in communities and one Christian denominations in the mid­ spectives for commW1ities and profes­ W est and the Jewish Community adult learning project which is being sionals involved in promoting the Israel Relations Council of Minnesota and widely replicated. Taos, New Mexico, a Experience. For example, Volume Ill North and South Dakota. For informa­ small Jewish commwtlty with no fed­ contains an interview with Jane tion and registration forms contact: eration, is home to a minyan of recent Sherman, chair of the Detroit Teen vintage. Brookline, Mass., a suburb of Sprititual Life of Children Institute, PO Miracle Mission and a letter from two Box 249, Loveland, OH 45140, 800 Boston, witnessed the development of participants on the NFfY High School 638-4287. an LL. Peretz School of the Workmen's in Israel program describing their reac­ Circle about ten years ago. The Derekh tions to the terrorist attacks in February Jerusalem 3000 Shabbaton and Marcb. Contact: The Charles R. Torah program, a home study pro­ Programming Guide is a project of Bronfman Centre for the Israel gram for adults interested in learning Jewish Continuity, a foundation estab­ Experien ce: Mifagshim, Kiryat about Judaism in a relaxed setting, is lished for British Jewiy by the Chief HaChinuch, 3 Ha'Askan St., Jerusalem, sponsored by the JCC Assocation and Rabbi, D r. Jonathan Sacks. The Guide 93557. E-mail: [email protected] the 92nd Street Y, its home base since is designed to promote and support 1987. To obtain the Communities in community and congregational events Transition newsletter contact: Susan in celebration of Jerusalem 3000, the Megerman, Wilst ein Institute, 43 tri.millenium of the founding of the Hawes St., Brookline, MA 02146. E­ capital oflsrael by King David. In addi­ mail: [email protected] tion to including extensive resources, FORTHCOMING ISSUES

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