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Ten the 1 ON OUR COVER: A young boy, (T.E Budapest, Hungary, from The Last Edu, Jews of Eastern Europe by Yale Tora Strom and Brian Blue, 1986. the\ Reproduced by permission of and Philosophical Library, Inc. Com Eich an al The purpose of Ten Da'at is to provide a forum for the expression of a wide Dear variety of slimulating and responsible Exec Torah viewpoints. Thus, the views and 500, opinions expressed in the articles of New Ten Da'at are those of the contribu· (212) tors and do nol necessarily reflect, the position of Ten Da'at or that of the Torah Education Network. ~ Ten Da'at ISSN 0892-7359 Copyright, 1987 Torah Education Network Volume II Number I Fayge Safran, Editor CONTENTS Cheshvan 5748 Fall 1987

Da'ati 2 DA'AT Torah: Evolution, A Theory that Failed to Evolve 3 Moshe D. Tend/er Top TEN Profile: An Interview with Adin Steinsaltz 7 Jacob M. Rabinowitz Case Study: A Response Happy Birthdays 9 Stanley Fischman Transmitting Jewish Values to Young Children 10 Rivka Behar Educational Implications of Research in Moral Development 12 Esther M. Shkop Storytelling: Five Steps to Teaching Others 14 Peninnah Schram Bibliography of Jewish Stories 16 '!'fDUo Peninnah Schram c! (Y"') ~~ Health and Sex Education in Our Day School 18 oJ.c.lt o Michael Novogroder Y, 1~N < On Cults and Missionaries 19 1,,trwo0+- Barry Bender Annotated Bibliography of the Writings of Aryeh Kaplan 21 Baruch M. Rabinowitz Ten Da'at, Official Publication of theTorah Education Network Responsive Readers 22 rT.E. N.), is a joint project of Bits of Bytes st Educators Council of America, Giving Wisdom to the Wise 23 Torah Education Department of Joel Saibel the World Zionist Organization, TEN LEV: and ~fax Stern division of The Impact of Divorce on the Child in the Classroom 24 Communal Services of Isaac Marcy and Sylvan Schaffer Elchanan Theological Seminary, an affiliate of Yeshiva University. Torah High School Network 25 ·ovide Stanley Peerless ide Dean Jacob Rabinowitz Executive Officer TENV'KACH: ,sible 27 500 West 185th Street The Great Tzedakah Happening s and Fran Borovetz , of ~ew York, N.Y. 10033 bu- 1212) 960-534 7 On Our Bulletin Board 28 t the he Da'ati

In the beginning there was the Word. clearly saw his task. He too, in his way, And from that beginning emerged must bring the Talmud to the masses. generations of giants who attempted to As a teacher, he knew that on the most explain and translate that Word into basic level his students must attain an everyday living. The Sinaitic expe­ ease and fluency in the reading and rience, content as well as fire, was analyzing of sou rces, progressing to an intended for the masses. But when we independent use of these sources. shrank in fear and shrugged in per­ Indeed, the goal of every teacher mu t plexity G-d responded by sending us be to enable a student to draw conclu· those sages and teachers who could sions from the text, cross-referencing clarify His Word, the source of all to further analyze and understand Jewish knowledge. until, ultimately, new and fresh in· There was Rabbi Judah the Prince sights can be offered. But all must who understood the need not only of emerge from the text and all must the moment, but of the future. Et laasot return to it, for the study of the source~ /'Hashem heferu Toratekha. If the has always been a goal in and of itself. Torah is threatened, he reasoned, then That, ultimately, is what ta/mud Torah it must be preserved. He was the first is all about. It is through the study of to break with halakhic precedent by the sources that we gain the Torah's writing what had been oral. Several perspective and response to every kind !i centuries after the Mishnah was com­ of issue that needs clarification and I piled, Rav Ashi detected the rumblings application. We face today's intrusion d of history once again. The Babylonian of cults and missionaries by reawak· \ Talmud was thus completed while the ening the doubting and confused to an 0 great Yeshivot were still permitted to appreciation of our sources. We con­ 0 function. As persecutions and expul­ front the age-old conflict between sions further depleted our strength, science and religion, as portrayed in p Rav Yitzchak Alfasi condensed the the questionable theory of evolution. e Talmud which was too massive for the not with beliefs and postulates that t masses. He was followed by t he Ram­ change every few decades, but with an e barn who clearly saw the exile and understanding of our timeless text. understood the needs of the exiled. The values that determine our inter· And there were others. Rabbi Yaa­ action with others, the morals that kov ben Asher, Rabbi J oseph Karo, control our ethical conduct and behav· Rabbi Moshe Isserles. Giants, all, who ior, the attitudes and approaches that dearly loved Torat Yisroel and Am shape even our most intimate and t Yisroel and wanted nothing more than personal moments, all have deep root.< that one be entwined with the other. in our sources. And that is how we mu,: Each generation has borne scholars teach our Torah-as experiential dedicated to unravelling the intricacies pulsating, living. Whether we use tht of the Talmud. Each has been commit­ computer or the story as our medium. ted to the single purpose of reintroduc­ or even plan a "happening", as teacheri ing us again and yet again to the Word we must continue our ancient traditior. of G-d. Some have codified and sum­ our very existential imperative, rJ. marized, others elaborated and translating G-d's Word into everda1 analyzed. living. Our students must learn tovalut Having lost so many of our own scho­ the sources-their content and their lars, our orphaned generation sought fire, for only then is our future ensu red. a haven that could soothe our wounds while generating our rebirth. It was FaygeSafr.: in Eretz Yisroel that Adin Steinsaltz DA'ATTORAH

vay, Evolution, A Theory that Failed to Evolve: ;ses. nost Update for Torah Schools 5748 rl an and oan ·ces. nust Moses D. Tendler 1clu­ cing ;, tand l in­ 'YlUSt 'YlUSt irces I. In January 1982 (McLean vs. How should this theory, once again c) We are obligated to teach the truths tself. Arkansas Board of Education 5 Jan­ a source of ferment and controversy in of Hashem's interaction with the ,orah my 1982) the Arkansas Board of educational and legal circles, be taught natural world. Education was enjoined from requir­ in our Yeshivot and Day Schools whose dy of '-, ,r.ii< - .il"Y n:::iw rah's .ig all its schools to teach creation­ students' first exposure is to the kind ..:ience along with the theory of evo­ creationism of sefer Beraishit? ywi;,, i"K 'T!l 7:i 71y1;>v, and ltion. The main thrust of the legal I believe it to be a categorical usion :ecision was that "creation-science imperative of Torah education that K"1!lp ,:::i o,wr.i ,,, 7:i ,ith its belief in creatio ex nihilo based teach we must! We cannot ignore the ,wak­ ni!lipn:i :i~n, y,,,;, ,, to an .n the first eleven chapters of the book ferment nor deny the massive influence ii Genesis is unquestionably a state- : con­ of the theory on the thought processes - :iw,n i J ' K1 ni,r1;>1 ween 1ent of religion ... assuming for the of our society because: 1urposes of argument, however, that ed in a) "Razor-blade" textbook revisions nKi" ,1;>i1< :i,n::i;i ,,,y irnlution is a religion or religious tenet, ution, will not cure the focal infection of doubt :1e remedy is to stop the teaching of , that that the theory inoculates when pres­ i11DYr.l1 iu'::l' K? ', ?Y!l olution, not establish another reli­ ith an ented as a religion of secular huma­ 11 ~•in in opposition to it." .. ,yv,,) 1K"1' K? ,,,, xt. nism. Removing the offending pages inter­ On March 4, 1987, the U.S. Supreme from the textbook, no matter how ,:,iurt declared unconstitutional a •• • (:i1t1t , i1 ; t hat carefully it is done, denigrates the '..Juisiana law requiring that creation­ >ehav­ power of Torah truths to compete in ili~l;)W 7"JI;) 7ln,, "1 11 K ;m be taught along with evolution in :s that the arena of ideas and ideals-an arena .'f public schools. e and in which we have never lost a match ni!lipn :iwn, o,Ki1 ?Y > roots despite an occasional loss of a round! emust II. Is the theory of evolution a o,,:i,) "1r.lKlW ni?Tr.i, b) Evolutionary theory is all pervasive rntial, ·~ular humanism" or is it the con­ 11 in our culture. Can we hide all the cn't1D:9i cn,1;>111, (, ,, 1se the ~uence of scientific methodology? "restorations" of dinosaurs found in our ~dium, museums and publications? Must we c,nl,:ii c,nr.i,n K"i1 ,, achers draw in yarmulkas and peyot on all 11 .dition, ;ir.,,n 1T'K C'r.lYi1 'l'Y? .!BBi DR. TENDLER is a Rosh Yeshi­ artist renditions of prehistoric man? ive, of ~ at Rabbi Isaac Elchanan Theolog­ Even if our students are not yet ver day 'l'Y? K':iiv :,Jy:, l their (:hies, and Professor of Biology at tion of at petach lo to initiate the 1sured. •·eshiva University. He is also the questioning lest the questions burst .n,'?rr.i, ni!l 11ritual leader of the Community forth when we, the teachers of Torah . . . . to refuse to master the science of Safran •magogue of Monsey, New York, and truths, will not be there to provide the astronomy is to refuse to see Hashem member of the RaJ,.binic Advisory answers to satisfy the mind and soul as He interacts with the natural world . 1mmittee of T.E.N. of the questioner. continued

SDA'AT ~ Rav Yochanan added it is a mitzvah the basic construct as follows: "All n"lYn n"iN y"iv, to do so because it fulfills the command­ species have been produced by the ment of Hashem to study and apply development of varieties from common Torah knowledge. This is the wisdom stocks; by the conversion of these, first and the understanding that the other into permanent races, then into species . nations appreciate. by the process of natural selection O;'l"Y7.lW "Jgr.i 7'l9M In ( essentially identical with the artificial wh, III. The Theory of Evolution: in search selection by which man has originated .oiN 'l:J ?W? 0'7)1i of scientific facts. the races of domestic animals." cre4 Much has happened to the theory Is there any evidence that such has "An epidemic of intestinal disew 1 since it was formulated by evolutionists occured in nature without the interven­ amongst pigs requires a declarationo in the late 1800's. Darwinian evolution tion of man? Until a mechanism can a day of fasting because their intestina was quickly rejected when the science be proposed that will enable us to tract resembles that of humans." of genetics burst forth on the world of produce such "races" under scientifi­ "Vestigial organs" most often refler. comp) science. Darwin's lack of knowledge of cally controlled conditions, the evolu­ our ignorance rather than our inve;­ exist, genetics allowed him to propose errone­ tionary theory remains but a theory, tigative skills. The Thymus gland, no evolut ous mechanisms of evolution such as: and one under severe attack from its known to be a major component of our coined inheritance of acquired characteristics former proponents. immune system, was once listed as, is, nol (Lamarkian Inheritance) and the Gradualism, as proposed by Darwin, vestigial organ. The appendix, th• be! P1 blending of inherited characteristics failed to explain species development. classic vestigial organ is now suspeetec evolut rather than their discreet segregation No organism becomes more fit for of playing a role in immune mecha· OmniJ and independent transmission to the survival with one miraculous modifi­ nisms as well. emboc new generation. His reliance on stress cation called a mutation. The light overt as a main evolutionary force and his sensitive eye is advantageous to the IV. The theory collapses The preoccupation with the negative con­ organism, but not the colored spot on The forty year dominance of th­ evolut sequences of inbreeding were quickly the arm of a starfish from which it is modern synthesis ended in Chicago1 Iution ..' rejected by the neo Darwinists. The supposed to have evolved. Why would 1980 at the conference simply entitle,: the [) Synthetic theory was substitued. This a starfish with a small red birthmark "Macroevolution." Gradualism, tr Ernes 'I theory incorporated the new science of be selected for survival? ... A limb for basic tenet of evolutionary theory 111• is the f genetics and introduced the influence locomotion is an asset, but not a bump rejected on the basis of its forme· was.2 ...~ of chance mutations and the "DNA on the streamline shape of an eel-like greatest proof-the fossil record. Th states ( story," to bolster the faltering theory. creature from which it is supposed to summation of the participants, a of th ( The basic construct remained the have evolved .... Why were these leading evolutionists, reads like a playe same: "Life having appeared once upon "sports" or misfits saved for survival? epitaph on the tombstone of the moder indivi t the earth, the various species have or by whom? Such concerns are synthesis nee Darwinism. Evoluti1 were l I • arisen one from the other by a gradual summed up in a poem printed in many according to a near unanimous reana the SJ [ process of modification extended biology texts entitled "Ode to a Star­ ysis of all available data, does not mo acter ' through untold generations." The fish" with a refrain of "Some call it at a stately pace with small chang ogists ' mechanisms of evolution continued to evolution and others call it G-d!" The accumulating over periods of ma elude the scientific search. "Facts" so called "proofs" of evolution are mere millions of years. The principle featu were accumulated based on: records of biological phenomena or of individual species within the fo;., persu areas yet uncharted by scientific record is stasis, not change. The recorr. • the fossil record; biolo methodology. read without bias, reveals that spec" pie ar • the resemblance of organs be­ Our sages who were "observant" remained unchanged and then suddc ofide tween disparate species (homolo­ Jews par excellence, were fully aware ly disappeared to be replaced Th gous organs); of homologous organs and even relied substantially different but rela1 attac • the purported presence of vesti­ on this knowledge to set halakhic species. There are no transition stirri gial organs in "higher" species; directives. forms! All have been postulated theor • evidence from comparative bio­ for n chemistry, immunology, and em­ appea bryology; atom, the h • evidence from artificial selection during animal husbandry and We have the obligation of at petach lo t mass allow• from the "green revolution." initiate the questioning lest the question profu The latter, an application of genetic burst forth when we, the teachers of Tora In principles to plant crops, has given us erron an era of world wide food surpluses, truths, will not be there t;o provic lived and has defused, forever more, the of g demographic time bomb erroneously the answer anim proposed by Malthus. hum Thomas H. Huxley, the great P\lb­ licist of Darwinian evolution, restated 'tJ a hoax) was discovered. The Drush is found (regrettably few find it!) in the 9pn back of the first part of seder nezikim of the "big" mishnayot, Yakhin Boaz. ?( How should this theory . .. be taught In this treatise, he relates to the ynl'.) in our Yeshivot and Day Schools Darwinian evolutionary theory of his time as follows: 7.:), i whose students' first exposure is to the creationism of sefer Beraishit? 't"'f"i" -tnt< :,nyi" isease tion of :,r:, iio:, ,~ ••• ,1:<, estinal -1::211 1l'n1::ll:

HVAN 57 DA'AT I fi TEN ROSH The fossi1 record . . . reveals that species We are pleased to introduce remained unchanged and then suddenly to the TEN leadership: to Executive Officer disappeared be replaced by substantially Dean Jacob Rabinowitz, different but related species. Rabbinic Advisory Comm Rabbi Steven Dworken Rabbi Simcha Krauss Rabbi Aharon Lichtenstein Rabbi Hershel Schachter Neither the age of the earth, the fossil VI. To sum up: In 1987 there is not Rabbi Gedaliah Schwartz finds of strange creatures nor the one piece of scientific evidence for Rabbi Moshe Tendler evolution of man, posed any "threat" macroevolution or the development of Board of Directors to Torah truths as understood by the one species from another. All our work (in formation) Tifereth Yisroel. Indeed, data from in genetics, molecular biology, recom­ Allen Bodner, carbon dating lead/ uranium, and other binant DNA explains variations within Co-chairman, Brooklyn, N. radioactive time clocks affirm the the species but does not offer any Bruce Shoulson, great age of the earth. It is difficult mechanism for the development of new Co-chairman, West Orang, to accept the explanation of some species. Yet the notion of a common Fred Ehrman, "literalists" amongst our rabbinic thread that interconnects the biotic New York City, N.Y. leaders who see the irrefuted facts of world is both utilitarian and elegant. Andy Groveman, science as a test of man's faith. The It does not violate any Torah beliefs. Memphis, TN. Creator purposely placed dinosaur The Talmudic literature refers to prior Dr. Bernard Kosowsky, bones, and other fossil remains where worlds and earlier men before the Brookline, MA. we would find them to test our faith present world that is dated 5748 years Jerome Kamerman, in the teachings of our Sages. As we from the birth of Adam and his wife Westchester County, N.Y. see, one of our great Sages taught us Eve. Some of our great Torah sages Dr. Sidney Peerless, otherwise. The concept of a "testing" accept this literally and see in it a Cincinnati, OH. G-d w ith a flair for the dramatic, is concurrence with the scientific claim Dr. Hershel Rask as, also foreign to Torah theology (except for a very ancient world. No one dare St. Louis, MO. in the "testing" of Abraham). label such a belief heretical, even if Kurt Rothschild, Did Hashem make this last world in personal family tradition is to accept Toronto, Canada six days and rested on the seventh, or that the world was created ex nihilo was it six millenia? Either assumption 5748 years ago. Dr. Jay Solomont, Lowell, MA. can be correct. What is not an assump­ The key to presenting the above tion but an axiom of our faith in discussion to students is to do so without Professional Advisory I Hashem, is that the Creator of the apologetica. If our Torah traditions Rabbi Yochanan Fried world revealed Himself to Adam and were in full opposition to scientific Rabbi Dr. Louis Bernstei Rabbi David Eliach Eve and taught them the truths of the claims, we would not hesitate to reject Dr. Armin Friedman man G-d relationship. These truths the relative truths of science in favor Rabbi Robert Hirt were transmitted to Noah and then to of the absolute truths of our Torah. But Dr. Alvin Schiff Shem who, as King of Jerusalem, if it is possible, through intensive study Dean Jacob Rabinowitz Malki Tzedek, met with Abraham and of both Torah and scientific texts, to Staff refined the truths that Abraham avoid such confrontations it is our duty Mr. Amnon Melitz evolved from his own study of the to do so. There can not be real conflict Dr. Mordechai Schnaidn G-d nature relationship. Shem's daugh­ between Torah and Science, only Dr. Moshe Sokolow ter Tamar married Judah, the son of apparent disagreement. TEN DA'AT Yaacov, and gave rise to the Kingship The Elokim who created the world Fayge Safran, Editor of David and Moshiach. in accord with His laws of nature came An editorial board is bei This evolution of man is what is down on Mt. Sinai to give us the Torah, formed. We welcome ou1 relevant to our lives in the service of and announced to all creation "Anokhie appointments: Hashem. The Torah is not a biology Hashem Elokekha" I am the Hashem, Rabbi Yochanan Fried c text nor even a book of history. It is the personal G-d who designed a Torih Torah Department an instructional book of morals and for you and I am also Elokekha, your Dr. Shimshon Isseroff o' ethics for Jew and non-Jew. All other G-d who put into effect all the laws of E.C.A. lessons learned therefrom may or may nature. • Dean Jacob Rabinowitl not be the true intent of our G-d who T.E.N. ordered every word of our Torah to be 1 Science v.210,21 November 1980 p. 883- Dr. Mordechai Schnaid inscribed by Moshe the great grand 866. D.C.S. nephew of Judah. 2 The Science, April 1981 ~ Top TEN Profile:

1

~e "· An Interview with Adin Steinsaltz

Jacob M. Rabinowitz r.J.

he world of Torah learning is, will allow the entire Babylonian Tal­ an inner explosion, capping an energy by the grace of G-d, burgeoning. mud project to be completed by the well. It has to be thus. How else explain TThere may be more Jews en­ year 2,000. By then other Steinsaltz the chutzpah of the vision, the audacity gaged in serious, regular Torah learn­ projects such as-the Jerusalem Tal­ of the dream to prepare a book, as he ing today than at any time in the last mud, English translation and edition calls it, which would be a radically new five or six centuries. of his Babylonian project, an analogous and different edition of our priceless ThenetworksofYeshivot in America Tanakh work-all of these should be Talmud? and Israel and the focussed passion of well on their way to completion. Why did he do it? Roshei Yeshiva and students for learn­ The scope and magnitude of the Rabbi Steinsaltz-"This book came ing, the ready availability of texts, undertaking becomes more astonish­ from sheurim which I used to give. The duplication material, and tapes, the ing when one is told that Rabbi Stein­ sheurim were offered to a mixed group wphisticated acceptance of learning saltz does virtually all of the important and it turns out that the readership of for its own sake as a culturally accep­ writing-concept clarification, expli­ my book is also heterogeneous. It is thus table goal-all of these are major cation, annotation-by himself. A staff not exactly a beginner's book or a Lrd contributing factors. But a complete of thirty is kept busy editing, verifying, teacher's guide or intended for ad­ and honest review would also note the and following up the work of this one vanced pupils. What we have is a unique contributions of two remarka­ man. volume which can be used at different ble individuals, working independent­ Rabbi Steinsaltz, born in Israel fifty levels but not for the same purpose." ly not only of each other but of years ago to a secular family with For one class or kind of user the established schools and institutions as Chassidic antecedents, is a man of Steinsaltz Talmud (this is what it has well: Pinchas Kehati whose brilliant many rich talents. Had his love for come to be called in a spontaneous and and lucid commentary opened the door Talmud and his conviction that it remarkable tribute) is helpful because ID the Mishnah for many, and yibadel should be open to all not overwhelmed "it cuts out a great part of unnecessary ''chaim Adin Steinsaltz whose awe­ him at an early stage of his life, he hardship. By providing punctuation 1 someTalmud project is uncovering the probably would now be a major con­ and translation, ninety percent of Talmudic world to those who would tributor to the world of painting and needed lower level preparation time is ,eek it and even for those who never sculpture. This background, so differ­ rendered unnecessary, and the time thought they would seek it. ent from that of the regular Talmud saved can be used to achieve a higher Of the two, the as yet incomplete educator or Rosh Yeshiva, may be level." 11itial Steinsaltz work is the more formidable. responsible for his singular dream and But isn't this ultimately a handicap Announced in 1964 to a rather skep­ its realization. to the Talmud student who is denied the ~al group of scholars and publishers, The externals-speech, manner and the opportunity to learn "real" 1he series has produced eighteen appearance of the Rabbi are modest Talmud? he 1\umes to-date. A more rapid pace for and unassuming. So, too, is his office Not at all says Rabbi Steinsaltz. "By f the final twenty or twenty-two volumes and Institute tucked away in one of the jumping this preparation gap the user lesser known side streets of Jerusalem. is given the ability to use the language an of R.48B! RABINOWITZ is Executive But the calm exterior belies a volcanic and rhythm of the Talmud at an earlier OfficerofT.E.N. and Dean of the Isaac interior. His intensity is searing and stage than would be true without it and Breuer College of Yeshiva University. he seems to be perpetually supressing continued

7 :;HVAN 5748 :S DA'AT thus one moves beyond that stage to who used to say a daily sheur in Bayit His unequivocal recommendation is really begin an education." V'Gan, directed to a non-yeshiva au­ "if you cannot reach the needed level This approach is consistent with dience. He once told one of his students don't enter." ideas expressed in other Steinsaltz that he reviews the sheur four times1 Isn't that somewhat harsh? Perhap; works. In The Essential Talmud and before he delivers it. The.fourth review someone could enjoy learning Talmud in his Guide to the Talmud he urges is conducted as a private sheur for his on a very reduced basis? The rep!J students to approach Talmud study by wife. If she has difficulties with it, if remains firm. identifying with its methods and goal­ she can't understand it, then something "Learning Talmud really meani a process of searching for truth. Proper is wrong with it and it must be learning three languages simultane­ preparation and study seeks to remove reexamined. This is the clarity expect­ ously: What is being said, what it all impediments to that process, be they ed of the teacher. And this is the clarity means (thought), and the explication; cognitive or linguistic. found on each page of his "book." and comments by Rashi, Tosefot, etc. This is helpful not only in the Talmud His painstaking preparation and History, even Bible, can be enjoyed b. text but also in Tosefot. "The punctua­ attention have borne fruit. Over fifty reading. Either directly or in transla· tion in Tosefot is also designed to be thousand copies of each volume of the tion. But not so Talmud. Learning that used as a jumping board for real Steinsaltz shas are bought by eager text is like learning philosophy ii interaction with the study of the text. lovers of Torah, an unbelievable figure French. First the language has to~ Clearing away problematics leaves one for a supposedly esoteric text. mastered and then the thought." free to begin to ask intelligent ques­ My next question related to the place What it comes down to is thi, tions and expect intelligent answers." of Talmud in the high school curric­ "Enough time has to be devoted to ti¥ 'Q Rabbis and teachers may also find ulum. It was not unfair to ask this learning of Talmud to make sure tha· his edition useful as they prepare to the exiting student-despite all th, transmit to others a section "which is demands made on his time by col!egl r no longer fresh in their minds." Since prep courses, by sports, by social lifi the Talmud is so vast and there is so and thinking of social life-is able~ much to know the "book" can be very understand and work through a par, helpful in "drawing attention to impor­ of text. Even passive understandingc: tant analyses or derivations which the an intelligent level will do. Rabbi, not studying the masekhet at Some students achieve this. Butm this time, might overlook." those who cannot quite reach this mu; For all who use his text, Rabbi be at least suffici~ntly well prepare Steinsaltz believes, there is the assu­ that they understand a sheur u!)( rance that "there is hardly a page in hearing it. If the curriculum cann which there is not something new." Of produce this minimum then it doesr Adin Steinsaltz Pu u' course, in keeping with his own mo­ pay to include Talmud." r: desty, it is likely that this chidush will teacher, who is also a creative educa­ This formulation will obvious •• i. • .. not always be obvious at first glance. tionist and the founder of the first dati require each principal to assess his,ihl f1~ L It may have to be searched for-but high school in the Negev, to comment school and program in the light ofthi • _ I 2 ' this too is an important part of the on overall curriculum. level of the entering student, and ti to process. The specific question-How many interest and commitments which r. the "Rabbi, you note that your text can hours per week should be devoted to be realistically demanded. Only th! •• 3. be used by teachers and Rabbis as they Talmud in the high school curriculum? can the place of Talmud in the curn gu prepare to teach. Do you have any The answer is not given in numbers. ulum be defined. mu guidelines for the amount of prepara­ Rather, as befits the Talmudist, espe­ I left the unassuming Rabbi. u tion needed by a teacher or, put another cially one who has been exposed to him alone in his unassuming office way, when did you feel satisfied with scientific discipline .and organization continue his monumental work. In your own page of text?" at the university level, it is framed as little while he would be leaving f "The ultimate goal of any one who part of a larger principle. Meah Shearim to the Yeshiva Mek prepares a text, for himself or for "Knowledge has a critical limit Chaim which he recently founded. transmission to others, was best de­ below which it is completely useless. Yeshiva combining the methodok fined by the Brisker Rav z'tl. He said The Sunday school [on the American and approach of the Lithuanian ye; that the highest level of Gemorrah is scene] has proven totally ineffective va with the warmth of a Chass· the ability to learn a smooth page of because the amount of material and environment and the openness oi • 7 · Gemorrah. A smooth page is defined knowledge transmitted is so small that university. But until he had to I~ TA as "learning without gaps, learning it doesn't make sense. Therefore the one he could prepare for his radio progrr; •• iA with complete understanding. At that clear result is that the students come or perhaps dictate a few b/attandhc 9 point you have a text without any rough to hate both the day and the subject. open a few more doors. Because wr TA spots, or a completely smooth text." The same is true for Talmud. Below "sin is forgivable, ignorance is not"a: 10 Now this is not an easy assignment. a certain level of knowledge and one must do everything possible (CA dispel ignorance and permit the It involves not only meticulous prep­ competence it is needless and useless. r I I. aration but hard work and patience. If students cannot enjoy it it is a waste and beauty of our unique heritar (CA Here Rabbi Steinsaltz cites the exam­ of time. Almost any other [Judaic­ the Oral Law-to inspire us all. ple of Rabbi Yecheskel Abramski z'tl Hebraic] subject will do." •• I Transn1itting Jewish Values to Young Children

Rivka Behar

e have been charged with making decisions in any moral situa­ focusing on early childhooc the mission of being a "light tion. They serve as the core around prime formative period fo W unto the nations" and, in­ which we shape the personalities and growth and development of vi deed, we have held ourselves to a high souls of our children. The examples we attitudes. Morality develops i1 standard. Jews have always been set, the roles we present, and the way tial stages; progression from , singled out for achievements in the in which we deal with daily problems to the next is dependent not o general society and have been notably in and out of the classroom, are the ity alone, but rather on interac absent in affairs relating to crime and blocks upon which we build character the environment. To progress corruption. Today, however, we read and transmit values. Through the stages of moral growth, the newspapers with trepidation lest interaction of adults with children and require a nurturing and s1 we come across names of yeshiva children with each other, the class­ adult who serves not only graduates linked to unethical or even room, the home and the community model, but who helps them ir criminal behavior. become the arena for the transmittal moral values. Authoritariar How is it possible that we have failed of ethics and standards. and teachers who control to integrate Jewish ethical values into Researchers, including Jean Piaget, through punishment and r< our daily lives? Why have we not have been virtually unanimous in tard moral growth; adults · prepared our students to deal with the children with respect, fair pressures and moral ambivalence consideration, promote mon which characterize today's society? How can teachers conve How is it possible that those who are tzedek, and rachamim to , taught mipnai saivah takum can sit on A teacher who three, four and five-year ol< a crowded bus while an elderly person reduces Avra­ children often behave self is standing; or that a yeshiva student aggressively with their ~ who learns about genaivat da'at can ham Avinu to a constraint may momenta cheat on a test without feeling guilt? negative behavior but has Why do they fail to see a connection paper doll for on developing values. A COE between Torah teachings and what is children to copy ogy from one child to anothe practiced in every day Hfe? more than a mechanical Jewish values are intended to edu­ or assemble, placate a parent or teacher cate, sensitize and prepare us for trivializes our Traditionally, young chi taught chesed, tzedek and RIVKA BEHAR is an Early Childhood heroic role through formal lessons, sl Specialist at the Board of Jewish model and sheds work sheets and teacher-c Education, Early Childhood Center. projects. Children recit She is on the faculty of Stern College no light on his l'raiakha kamokha witho and co-author of ALEH-a Hebrew hending its meaning or int, language program for young children. moral teachings. lesson. In fact, children , She is chairperson for the C.A.J.E. rience so much stress durir Early Childhood Network. lesson, that they display irr :iehavior contrary to the very words Children learn values through nat­ Whatever the children decide that is they are reciting. A teacher who ural situations rather than formal agreeable to both, is a lesson in conflict '.educes Avraham Avinu to a paper doll presentations. Sensitive teachers pro­ resolution. Children need to build !or children to copy or assemble, vide time and freedom for informal negotiation skills. They need to consid­ trivializes our heroic role model and social interaction in a warm and er possible alternatives and the effect ;heds no light on his moral teachings. accepting classroom environment. The of their behavior on others. When The professional early childhood teacher guides the children at play and parents or teachers decide on resolving teacher who understands how children gently steps in at the "teachable the problem by, for example, having :earn, teaches midot and mitzvot from moment" to make the "Torah connec­ them take turns with the carriage, an 1,eryday experiences. Hakhnasat oh­ tion." In a conflict between children, important learning opportunity is lost. rchim is taught by inviting guests to for example, the teacher helps both They have missed the "teachable the classroom, involving children in victim and aggressor see eachother's moment" and the chance to relate acts of hospitality, engaging them in point of view. Holding the children v'ahavta l'raiakha kamokha to a com­ ,lfering refreshments and making close to one another, the teacher monplace situation. ,:,itors comfortable. During the week clarifies and interprets the children's Young children, even toddlers, often 1: Parshat Vayera, Avraham's exam­ perception of their altercation. The show natural signs of empathy and ple of hospitality and kindness to children learn to listen to each other, compassion. Parents and teachers can ;\rangers is read directly from the and are guided towards awareness and strengthen these tendencies by com­ Torah and associated with the child­ mutual empathy. menting on them. ren's experiences. An important new channel for hos­ Example: Example: Two children are fighting ?itality and kindness is the reception over a doll carriage, each Teacher: You helped Shmuel pick giren to newcomers from Russia, Iran screaming, "I had it first." up all the beads he and Israel. The teacher's example of spilled. That was very as the elcoming them and easing their kind. integration into the new environment Teacher: What happened? How do mor al A spontaneous act of kindness is 1es and ~the model from which children may you feel about that? How imulate Avraham Avinu and learn to do you think he/she feels? verbally labelled a" mitzvah." ,equen­ Many young children (and adults) e stage ive together in a complex world full What can you do to solve 1fhuman diversity. this problem? are oblivious to those around them in matur­ need of help. Parents and teachers can on with sharpen perceptions by articulating , higher their actions. Modelling is not enough. 1ildren 1portive Teacher: Look, Mr. Levy is carry­ a role ing our lunch tray in both ~rnalize his hands. He won't be par ents able to open the door. I'm .hildren going to help him. I'll open rar d re­ the door for him. ho treat ,A r:.DUc D o you know of ess and -"'(¥) '11..,,..\ Example: Look at Mira's face. She growth . someone else who looks upset. Let's find out chesed, 0rl ~

11 The Educational Implications of Research in Moral Development

Second in a two-part series

Esther M. Shkop

n the previous issue we provided particular behavior on the basis of its hold even if G-d had not comman a general description of the major consonance with the individual's fastly it, or whether this rule is binding I tenets of the "Cognitive Develop­ held beliefs and principles and his own non-be! ievers who are not versed in mental Theory of Moral Reasoning" as self-concept. This article will examine Bible, the children readily explain first proposed by Piaget and later the major findings of research testing this is the kind of rule (like Kas developed by Kohlberg. Many readers the validity of the developmental and Shmirat Shabbat) which does surely noted the similarity with Mai­ theory of moral reasoning, and the apply to all people everywhere. monidean prescriptions for education implications for practitioners in Jew­ contrast, the children explain that progresses from learning shelo ish Day Schools and Yeshivot. stealing is wrong because it lishma to the developmnent of Torah Numerous studies by various re­ forbidden by G-d, but that even if lishma. Indeed, what prompts our searchers in several countries have were not specified in the Bible, i attention to the theory and research by tended to lend credence to the idea that the kind of rule which would appl Kohlberg, his colleagues and critics, is individuals progress hierarchically all people everywhere. (The ability not its innovativeness, but rather its from Pre-Conventional to Convention­ make such fine differentiation; confirmation of notions propounded by al, and finally Post-Conventional or tween "religious" and "moral" im our Sages long ago. An analysis of the Principled moral reasoning, and that tives, between social conventions three levels of moral reasoning des­ the progress is sequential and uni­ ethical ru! es are not as apparent a cribed in the previous issue will directional. More recent research, how­ youngsters exposed only to pu indicate that what differentiates the ever, points out that even pre-adoles­ secular education). first two levels from the highest third cent children who have been exposed Such findings alert us to the in level is that moral action is rationalized to intense religious education have the ible complexity of moral thinking on the basis of external inducements­ capability of making the subtle differ­ in young children that are e be they tangible rewards and punish­ entiation between precepts and rules exposed to problems of "right' ments or social approval or ostracism. that are binding only upon members "wrong", and to the efficacy of In either case, the individual deter­ of particular groups, and more funda­ tional intervention in the develop mines what is "right" and "wrong" mental imperatives that are universal of "conscience" and sensitivity to primarily on the basis of consequences and moral in nature. Studies of child­ convention and ethical demands., meted out by someone or something ren in a variety of parochial schools over, theypointoutafactthatisl other than himself. In contrast, Post­ have found that many can make subtle obscured in Kohlberg's writing Conventional moral thought justifies discernments between what we would children and adults can simultan call chok and mishpat that earlier employ various modes of moral r researchers thought to be in the ing; that even individuals who DR. SHKOP is Direcwr of the Anne province of only more sophisticated and progressed to the highest level of Blitstein Teachers Institute of the mature adults. For example, when thought still justify many of Hebrew Theological College, Skokie, asked about proper moral behavior, behavioral choices in the na Illinois. She holds advanced degrees in such children will stress that boys and "fitting in" and "getting along Public Policy Analysis and in Biblical girls should dress differently, explain­ others," recongizing that, thou Studies. She has taught at various ing that the Bible so commands. When as lofty and glorious as the prin secondary schools in Israel and the U.S. probed as to whether this rule would of "justice" and "human dignity from the enforcement of the parochial society. Or more commonly, such an educational system develops Jewish children who can sincerely ask wheth­ The congnitive developmental school of er it is permissible to steal from moral development has provided us with gentiles, and are more likely to judge a person by the external identifier (e.g., tools to assess whether or not our charges garb, language) than by his ethical are internalizing the moral principles of behavior. As Jewish educators most of our the Torah. efforts are directed at developing reverence for the Law, and adherence to the mitzvot, both rational and non­ rational, in our belief in the sanctity pis of social acceptability and peace tests are extreme, and are not available and overarching authority of the are worthwhile. for ready use by the social scientist. Lawgiver. But at the same time, the Not so heartening is the paucity of Nonetheless, there is a body of Ramban has warned us away from mpirical evidence linking moral literature citing indirect and long­ limiting our efforts to the development lhought with moral behavior. Lest this range evidence which strongly sug­ of the naval birshut haTorah-for fict provide fodder for the cynic who gests that the development of moral whom the letter of the law is the only ix,ints out that intellectual genius does reasoning is a necessary if not always reality. Moreover, theTanakh provides Ill increase the chances for "goodness," sufficient condition for moral behavior. us with numerous examples of protag­ should be remembered that empir- There is substantial proof that people onists (e.g. Moshe Rabbenu, Avraham icalresearch of actual human behavior who justify moral choices on the basis Avinu) who dare question the ways of 1nder natural conditions is often of commitment to principles of tzedek the Almighty in the name of justice and manded methodologically impossible. More­ ding on or v'asita hatov v'hayashar will more righteousness. While the beginning of trer, it is commonly the case that we )din the firmly persist in the ethical behavior Wisdom is reverence and fear, the h ill observe identical behavior in lain that in which they believe even in the face unobscured goal is devotion and love. people motivated by very different of social disapproval and even when While adherence to law is expected, it Kashrut mucements. We may find generous does not such behavior leads to significant is chesed and behavior l'fnim m'shurat sifts of charity among individuals 1ere. In sacrifice and pain. In contrast, people hadin that are always aspired to. If eking a tax break, and those seeking who abide by certain codes of behavior nothing else, the congnitive develop­ Lin that ,nor, and even those committed it was mainly because they seek contingent mental school of moral development ;IDcerely and solely to the social good. rewards such as approval from their has provided us with tools to assess ven if it The linkage between human action and ole, it is peers, or because of their reliance on whether or not our charges are inter­ underlying motivations must be authority figures (those empowered to nalizing the moral principles of the apply to ilher inferred or indirectly observed. Lhility to reward or punish), will readily change Torah. Moreover, this school has pro­ :ftus, the case for genuine moral their choices when social norms alter ions be- vided guidelines and methods by which -.Omitment is made in the Book ofJob or when ordered to do so by "legiti­ we can render our lessons in Torah and the severance of good deeds from mate" rule-makers. Thus, an educa­ Mishna as vehicles for developing more 1,orable consequences. Job is tional system which expediently relies advanced moral reasoning. • r,oved" to be a tzaddik by his .per­ on social conformity alone in fostering lllence and perseverance in the face moral behavior runs a great risk of all evidence that being "good" is not raising adults who can radically Suggested Readings: (Useful Anthologies e incred­ summarizing theory, research and appli­ ~rtunistically worthwhile. But such change their behavior once removed ,ingeven cation methodology) re early Arbuthnot, J.B. and D. Faust, Teaching ~ht" and Moral Reasoning: Theory and Practice (New York: Harper and Row, 1981) of educa­ elopment An educational system which expediently Berkowitz M.W. and F.Oser, Moral Edu­ cation: Theory and Application (Hillsdale, , to social relies on social conformity alone in N.J.: Lawrence Erlbaum Associates, 1985) ds. More­ Lickona T., Moral Development and Behav­ is largely fostering moral behavior . .. develops ior: Theory, Research and Social Issues ing-that Jewish children who can sincerely ask (New York: Holt, Rinehart and Winston, t.aneously 1976) :1.l reason· whether it is permissible t:o steal from Mosher, R., Moral Education: A First vho have Generation of Research and Development gentiles, and are more likely t:o judge a (New York: Praeger, 1980) 1of moral Piaget, J., The Moral Judgment ofthe Child of their person by the external identifier than by (New York: Free Press, 1965) name of his ethical behavior. ong with Ed's Note: Please look for a classroom 1ough not application of the principles of moral )rinciples education in our next issue of Ten nity," the Da'at.

HVAIII IA'AT 1 Q own wen hear and, to thi as w, stori, we o· STORYTELLING: to ad Be of or love, citati namE Five Steps to Teaching Others marj infor detai the s< down Peninnah Schram Go storiE loud. story. wear tooth you a here are days, even years of our teller is offering a gift- a gift of self, know lives that have faded into our of time, of heritage. I teller t memories because, perhaps, so The educational process is not res· I T be. 'll many of them were uneventful. So too, tricted to the classroom, but include, reme1 f have many school experiences inter­ the home as well. Actually, anywhere over ' mingled one with another, and as a t and anytime can be a time for learning. story t result, specific information, dates, Thus, storytelling should be an ongoing me, a l facts, lectures, are soon forgotten. activity, both in the classroom and in I rec2 But this is not the case with stories! the home, during a walk in the park silenc Stories use images, metaphor, charac­ and around the Shabbat table. Storie, especi ters, dialogue, plot, riddles, questions, are all around us and within us. We print, exaggeration, fantasy, conflict. Inter­ therefore need to begin with ourse!l'e; to tell weaving these unusual elements, along them. Perhaps it is far easier to recall to find and prepare stories to tell. We helpe< with ethical lessons and ideas in a a story than a lecture because of two must be ready for that special momen myne beautiful "short-hand" way, the stories main interrelationships: the relation­ that begs a story. We must be able u we hear remain in our memories for ship between the story and the listener; recognize those subjects and lessolli easy recall when we need to extract the and the relationship between the teller that are best introduced or reinforce< 2. We necessary wisdom and knowledge from and listener. with a story. But realizing the oppor· selves A story offers an opportunity for tunity for a story is one ability, tellint and i1 PENINNAH SCHRAM is Associate dialogue in the mind of the listener. it effectively is yet another. for COi Professor of Speech and Drama at We can perhaps better understand this Solomon Ibn Gabirol, the eleventr just h Stern College. She is also a professional statement through a paradox: I tell you century Spanish poet and philosopher teller~ storyteller, recording artist and au­ a story, you are the storyteller. When wrote: weca thor. Her most recent book is Jewish we hear a story, we use our imagination In seeking knowledge, and t< Stories One Generation Tells Another to complete images, we create our own part o published by Jason Aronson Inc., 1987. mental pictures, add our perceptions the first step is silence, with She has written The Big Sukkah, to the experience, we identify with the the second listening, storie1 published by Kar-Ben Copies, Inc., hero/heroine as a role model, see new the third remembering, music 1986 and has recorded three cassettes; possibilities and options for solutions, the fourth practicing, lume, Storyteller's Journey I and II, and and discover for ourselves the meaning and the fifth-teaching others. with< Elijah's Violin & Other Jewish Fairy of the story (although not always on Not only is this sound advice f · you hE Tales, and is one of the featured first hearing). acquiring knowledge but it is alsi, you m storytellers on the videotape The Sharing a story creates a bond valid sequence to be followed in ma, in you Rooster Who Would Be King. She is between teller and listener. The tering the art of storytelling. exprei Director of The Jewish Storytelling listener trusts the teller, enjoys the HaveJ Network (CAJE) and The Jewish direct, personal contact between 1. In order to retrieve the stories kind "1 Storytelling Center (92nd Street Y, them-regardless of how many listen­ already know, stories we have readar ing), I NYC). ers there are, and feels as though the temporarily forgotten, stories of c.. your ,wn personal experiences, and so on, meaning you wish to convey? Along 4. Practicing the story often by your­ .e need silence so we can listen to our with listening, work on all your senses self, with friends, with students helps learts. We need to discover who we are to observe, taste, touch, smell and hear you to "own" the story. That is when and what values we hold. We need time the world around you. Thus when you a story comes alive. The caution is to •nthink and search through our minds, tell a story about birds in a forest, or beware of memorizing-by-rote because as well as through our books, for those a spice box, or matzah crumbling, or of repetition, or of "setting the story ;wries. Besides retrieving "old" stories, about Shlomo or Shmerl, etc., you will in stone," so to speak. Practice with ,·e of course might find "new" stories not just be talking, but rather creating flexibility in imagination and in words. :o add to our repertoire. Think as you tell-knowing that each Begin a card file. When you think time you tell the story there will be 1! or come across a story you recal I and changes, both in yourself and in your ove, note it on a 3x5 card, with C listeners. The story never stays the -::] :itations, the theme, the moral, values, " same. My experience tells me that it iames of places and characters, sum­ is only on the twentieth telling that the s :nary of story, variants, and other story really becomes mine. So give 1nformation for future need. (Many Stories are a link yourself practice and time to help the jetails evaporate with time, especially story grow and change. And with each the sources of the story. So write them between generations. telling, the storyteller discovers new iown). They are a natural layers of meaning, new insights, new Go into your own head and read the wisdoms in the story. And that is why ,wries silently before you try them out part of the we must all hear the same stories many 1ud. Sense how you respond to the times, whether by telling them or -wry. Try to understand why. After all, educational process as listening to others tell them. ,·earedrawn to some stories more than :oothers-and knowing why can give a celebration of our 5. By sharing our stories, we are you a key to yourself. The more you teaching others. When we become of self, mow about yourself, the better story­ memories and our excited about an idea or an experience, :eller/teacher/communicator you can we want to tell someone else, to share ot res­ lives. :~. Think about the first story you what we have learned or discovered. tcludes ~member- the story you asked to hear That's storytelling! It is a sharing and ,where ..er and over. That is an important L_ an exchange of what is important to irning. ;wry to discover (or rediscover). For us in a narrative that contributes form ngoing '.!le, an Elijah story was the first story and meaning to our lives. We have our and in : recall my father telling me. And in traditional stories to share as well as e park ;ilence I reconstructed that story, our personal experiences and family Stories ;,pecially since I could not find it in the mental images first. Then through stories. Through these stories our us. We print, and my father is no longer alive your voice you will transmit what you students and children learn about rselves :Otell it to me again. This "discovery" "see" and "hear" to those listening. Jewish life, with its hopes and miracles, ell. We 1elped me understand my love of, and Listening is part of the dialogue that its history and religion, its values and 1.oment my need to tell, Elijah stories. goes on within the teller as well as customs, its joys and sorrows. Within able to between the teller and audience. It our clasroom studies, our home discus­ lessons makes the story come alive and the sions, at any time, we need to have those 1.forced 2. We need to learn to listen, to our­ stories to serve as springboards for ;elves and to others. Listening actively teller remains present at each moment oppor­ of the story. developing a way of life, options, a right telling and imaginatively is an art that calls way to act, good deeds, understanding !irconcentration and work. It does not 3. Remembering a story is easily done others, and empathy. leventh :1st happen. As teachers and story­ when one sets up a plot outline of the Stories are a link between genera­ ,sopher, :ellers, we must learn to listen so that story, a sequence of the action, (e.g. tions. They are a natural part of the ie can be better attuned to our stories what happens first, t hen next, and so educational process as a celebration of and to our audiences. Words are only on). Trust yourself to remember four our memories and our lives. As ;iart of a story. Indeed, we tell stories or six points which give the story a teachers, we must continue to tell 1ith more than just words. We tell form with a beginning, middle and stories which fill our students' "store­ ;wries not only with our voices (a end. Do not try to memorize a story house of memories" so that they, and '.!lusical instrument with pitch, vo- word-for-word, unless it is a literary we, can continue to tap the knowledge 1me, rate, inflection, etc.), but also story. (Although you can edit a literary and wisdom that stories contain. • rs. ,ith our imagination. Listen to how story, you must remairi faithful to the , ice for ·ou hear sounds of all kinds, and how original). Rather, make the story your , also a :ou might, in turn, use what you hear own by remembering why you chose Ed's Note: Guidelines for Storytellers ::your telling. Listen yourself as you in mas- to it, what it means to you, and why you from Prof. Schram's Storytelling ,xpress a thought or dialogue in a story. want to tell it, along with remembering Workshops are available from the Have you used pause (silence of another the plot sequence. Then, remembering T.E.N. Office as are her bibliographies >ries we nd which is very important in speak­ the entire story will be no problem on Storytelling and Creative Dramat­ ·ead and g), phrasing, vocal variations? Has because you will connect more directly ics, and Travelling in Time: Family ; of our iur vocal expression captured the with the story and listeners. Stories.

SDA'AT 15 ••51. p LIVIt Bibliography of Jewish Stories NY, E h52. R Compiled by Peninnah Schram OF I< Boar< with Educ 53. R SEVE JEWI FEST Foun, 1. Adler, David A. CHILDREN'S TREA­ 17. Freehof, Lillian S. STORIES OF KING 34. Ish-Kishor, Judith. TALES FROM THE 1980 SURY OF CHASSIDIC TALES. Mesorah, DAVID. Phil., Jewish Publication Society, WISE MEN OF ISRAEL. NY, J.B. Lippin· 54. Si 1983 1952 cott, 1962 HONI 2. Ausubel, Nathan, Editor. A TREASURY 18. Freehof, Lillian S. STORIES OF KING 35. Klapholtz, Yisroel Yaakov. TALES Of , 55. Sc OF JEWISH FOLKLORE. NY, Crown Pub!., SOLOMON. Phil., Jewish Publication Socie­ THE BAAL SHEM TOV. Vol. I. NY, Feld· Edito 1984 ty, 1955 heim, 1970 BOOK 3. Ausubel, Nathan, Editor. A TREASURY 19. Castner, Moses. MA'ASEH BOOK, Book 36. Klapholtz, Yisroel Yaakov. STORIEi 56. Sc OF JEWISH HUMOR. NY, Doubleday & Co., of Jewish Tales and Legends. Phil., Jewish OF ELIJAH THE PROPHET. NY, Feldheilll JOUR 1951 Publication Society, 1981. (Translated from 37. Kranzler, Gershon. THE GOLDH Porn the Judeo-German) 4. Barash, Asher. A GOLDEN TREASURY SHOES AND OTHER STORIES. NY, Felu· 10024 OF JEWISH TALES. NY, Dodd, Mead & Co., 20. Ginzberg, Louis. LEGENDS OF THE heim, 1960 57. Sc 1966 BIBLE. Phil., Jewish Publication Society, 38. Kranzler, Gershon. SEDER IN HEBLIS 1972 OTHE 5. Beith, Norton, Ed. THE WORLD OVER AND OTHER STORIES FOR GIRLS. Brook· Casse STORY BOOK. NY.Jewish Education Press, 21. Gold, Doris B. STORIES FOR JEWISH lyn, Merkos L'lnyonei Chinuch Inc., 19,1 Av.,?> 1970 JUNIORS. NY, Jonathan David Pubis., 1967 39. Kranzler, Gershon. THE SILVER MAT 58. Sc 6. Bin Gorion, Micha Joseph. MIMEKOR *22. Gold, Sharlya. THE POTTER'S FOUR ZOH AND OTHER STORIES. NY, Feldheilll r ONE ( YISRAEL-CLASSICAL JEWISH FOLK­ SONS. NY, Doubleday & Co., 1970 1982 North TALES. Bloomington, Indiana University 23. Goodman, Philip. THE HANUKKAH 40. Krohn, Paysach J. THE MAGGID 59. Sc Press. 1976. (3 volumes) l ANTHOLOGY. Phil., Jewish Pub!. Society, SPEAKS. NY., Mesorah Publications Ltd. TIVE ( 7. Brodie, Deborah, Editor. STORIES MY 1976 1987 The C ( GRANDFATHER SHOULD HAVE TOLD 24. Goodman, Philip. and Hanna Goodman. 41. Labovitz, Annette. SECRETS OF THE 60. Sc ME. NY, Bonim Books, 1977 THE JEWISH MARRIAGE ANTHOLOGY. PAST .. BRIDGES TO THE FUTURE THE r 8. Buber, Martin. TALES OF THE HAS!- Phil., Jewish Publication Society, 1965 Miami, Fl., Central Agency for Jew1, 61. Sc Education, 1983 DIM-EARLY MASTERS. NY, Schocken 25. Goodman, Philip. THE PASSOVER AND Books, 1947 ANTHOLOGY. Phil., J ewish Publication 42. Labovitz, Eugene and Annette, TI\IE Harp< 9. Buber, Martin. TALES OF THE HAS!- Society, 1961 FOR MY SOUL. Jewish Stories for the Hol 62. Sc Days. Northvale, N.J., Jason Aronson In DIM-LATER MASTERS. NY, Schocken 26. Goodman, Philip. THE PURIM AN- BOUil 1987 Books, 1948 THOLOGY. Phil., Jewish Publication Soc., AROU 10. Certner, Simon. 101 JEWISH STORIES 1973 43. Levin, Meyer. CLASSIC CHASSID 1986 TALES. NY, Penguin Paperback Books FOR SCHOOLS, CLUBS AND CAMPS. NY, 27. Goodman, Philip. THE SUKKAT AND 63. Se 1975 Jewish Education Committee of NY, 1961 SIMHAT TORAH ANTHOLOGY. Phil., Jew- THE! 11. Cone, Molly. WHO KNOWS TEN. NY, ish Publication Society, 1973 *44. Levitin, Sonia. A SOUND TO REMEM 64. S'1 BER. NY, Harcourt Brace Jovanovich, 19" Union of American Hebrew Congregations, 28. Goiten, s. D., Editor. FHOM THE LAND OF M 1965 OF SHEBA, TALES OF THE JEWS OF 45. Millgram, Abraham E. AN ANTH HenrJ 12. Einhorn, David. THE SEVENTH CAN- YEMEN, NY, Schocken, 1973 LOGY OF MEDIEVAL HEBREW LL *65. Sh ERATURE. NY, Abelard-Schuman, 1961 OLE AND OTHER FOLK TALES OF EAST- **29. Harlow, Jules, Ed. LESSONS FROM story) ERN EUROPE. NY, Ktav, 1968 OUR LIVING PAST. NY, Behrman House, 46. Millgram, Abraham E. SABBAT 66. Sk 13. Eisenberg, Azriel, Editor. BAR MITZ- 1972 Phil., Jewish Publication Society, 1965 OF Ri VAH TREASURY. NY, Behrman House, 30. Hautzig, Esther. THE SEVEN GOOD 47. Nahmad, N.M. A PORTION IN PARA NY.Si 1969 YEARS AND OTHER STORIES OF I.L. OISE AND OTHER FOLKTALES. NY, WI **67. Si 14. Eisenberg, Azriel, and Leah Ain Glove. PERETZ. Phil., The Jewish Publication Norton, 1970 EXPL­ THE SECRET WEAPON AND OTHER STO- Society, 1984 48. Neugroschel, Joachim, editor. YE\"S BOOK RIES OF FAITH AND VALOR. NY, The 31. Howe, Irving and Eliezer Greenberg, VELT. NY, Pocket Books, 1976 Soncino Press, 1966 Editors. A TREASURY OF YIDDISH ST0- 68. Si 49. Noy, Dov, Editor. FOLKTALES 15. Eliach, Yaffa. HASIDICTALESOFTHE RIES. NY, The Viking Press, 1954 HELM ISRAEL. Chicago, The U. of Chicago Pr~ Behrn HOLOCAUST. NY, Oxford University Press, 32. Howe, Irving and Eliezer Greenberg, 1963 1982 Editors. SELECTED STORIES OF I.L. PE- 69. Si 50. Posy, Arnold. ISRAELI TALES · HELM 16. Evslin, Bernard. SIGNS & WONDERS, RETZ. NY, Schocken Books, 1974 LEGENDS. NY, Jonathan David Pub 70. Si TALES FROM THE OLD TESTAMENT. NY, 33. Howe, Irving and Eliezer Greenberg, tion, 1966 Four Winds Press, 1981 Editors. YIDDISH STORIES: OLD AND BEGG NEW. NY, Avon, 1977 ,I. Prose, Francine. STORIES FROM OUR *71. Singer, Isaac Bashevis. MAZEL AND VING PAST. (edited by J ules Harlow). SCHLI MAZEL OR THE MILK OF A LI0- 1\'.Behrman House, 1974 NESS. NY, Farrar, Straus & Giroux, 1967 .. Rand, Baruch and Barbara Rush.JEWS 72. Singer, Isaac Bashevis. THE POWER OF T.E.N. F KURDISTAN . Toledo, Ohio, Toledo LIGHT, EIGHT STORIES FOR HANUKAH. Board of Jewish Education in cooperation NY, Farrar, Straus & Giroux, 1980 Activities rith American Association of Jewish 73. Singer, Isaac Bashevis. WHEN SHLE­ lucation, 1978 MIEL WENT TO WARSAW. NY, Farrar , '3. Rush, Barbara and Eliezer Marcus. Straus & Giroux, 1968 :E\'ENTY AND ONE TALES FOR THE 74. Singer, Isaac Bashevis. ZLATEH THE :WISH YEAR FOLK TALES FOR THE GOAT. NY, Harper & Row, 1966 If you m issed ... . . tSTJVA LS. NY, American Zionist Youth 'oundation (515 Park Ave. NY, NY 10022) 75. Sobel, Samuel, Editor. A TREASURY The Wolowelsky Handbook )M THE 1980 OF SEA STORIES. NY, Jonathan David, 1965 The Levy Publication on Rav Lippin- Kook .Salamon, Nina, Editor. APPLES AND 76. Soyer, Abraham. THE ADVENTURES !OKEY. NY, Doubleday & Co. , 1922 OF YEMINA AND OTHER STORIES. NY, The Student Network ,LES OF Y, Feld- \ Schloss, Ezekiel and Morris Epstein, The Viking Press. 1979 Conference in Washington itors. THE NEW WORLD OVER STORY- *77_ Suh!, Uri. THE MERRY MAKER. NY, The ECA/TEN Convention ;TORIES ~K. NY, Bloch, 1968 Four Winds Press, 1974 Schram, Peninnah. A STORYTELLER'S eldheim. ll"RKEY I and II (record album/cassette). 78. Tenenbaum, Samuel. THE WISE MEN ;OLDEN 1m Records, 525 West End Av., NY, NY OF CHELM. NY, Collier Books (Paper .), Don't Miss: Y, Feld- 10024 1975 The Hecht educational Schram, Peninnah. ELIJAH'S VIOLIN & 79. Wiesel, Elie. SOULS ON FIRE- Por­ HEBLIN traits and Legends of Hasidic Masters. NY, adaptation of the Rav's essay 'HER JEWISH FAIRY TALES (Record/ on "Singularity of Israel" S. Brook­ ~tte), NY, Porn Records, 525 West End Random House, 1972 nc., 1971 SY, NY 10024, 1985 80. Wiesel, Elie. SOMEWHERE A MAS­ The Long Island Conference ER MAT­ Schram, Peninnah. JEWISH STORIES TER- Further Hasidic Portraits and Le­ on "Goals of Day School 'eldheim, 1SE GENERATION TELLS ANOTHER. gends. NY, Summit Books, 1982 Education" on November ~rthvale, N.J., Jason Aronson Inc., 1987. 81. Wright, Wayne, Editor. THE CHICKEN 16th MAGGIO Schwartz, Howard. Editor. THE CAP­ PRINCE AND OTHER OLD TALES OF CA­ ions Ltd., ''E SOUL OF THE MESSIAH. St. Louis, BA LA. Rhinoceros Press, Box 1186, El Cauldron Press, 1979 Cerrito, CA. 94530, 1977 Curriculum Aids: : OF THE Schwartz, Howard. Editor. GATES TO (all in Hebrew) <'UTURE. IESE\V CITY. NY, Avon books, 1983 CATALOGUES OF JEWISH ,r Jewish Shoftim- Schwartz, Howard. ELIJA H'S VIOLIN LITERATURE FOR CHILDREN ID OTHER JEWISH FAIRY TALES. NY, Detailed workbook and tte, TIME larper& Row, 1983 SELECTED JEWISH CH ILDREN'S Teacher's Guide by Simcha r the Holy BOOKS-An Annotated List. Compiled by Fisher. Suitable for upper Schwartz, Howard. MIRIAM'S TAM­ mson Inc., Dr. Marcia Posner. Published by JWB >VRIKE-JEWISH FOLKTALES FROM elementary and high schools. Jewish Book Council, 15 East 26 St., New Torah Dept. IUND THE WORLD. NY, The Free Press, York,NY 10010 1-IASSJDIC Shmot through Yitro­ ck Books, A COMPREHENSIVE GUIDE TO CHIL­ Sewer, Blanche Luria. LET'S STEAL Detailed faculty resource DREN'S LITERATURE WITH A JEWISH manual by Abraham Eliezri IEl!OON. NY, Shapolsky, 1987 THEME by Enid Davis. NY, Schocken ) REMEM­ at Yeshiva University High Sholom Aleichem. THE ADVENTURES Books, 1981 )Vich, 1979 School for Girls. MOTTEL, THE CANTOR'S SON. NY, EEYORE~BOOKSANDRECORDSOFJEW­ 'l° ANTHO­ Yeshayahu- 1ry Schuman Inc., 1953 ISH INTEREST FOR CHILDREN. Compiled tEW LIT­ Detailed curriculum for first Shulevitz, Uri. THE MAGICIAN (Peretz and Annotated by Peninnah Schram. an, 1961 r)W. The Macmillan Co., 1973 Eeyore's Books for Children, 2212 Broad­ twenty chapters. Torah Dept. ,ABBAT H Skulsky, S. and J.M. Lask. LEGENDS way, New York, NY 10024 (updated 1987). "/, 1965 RABBI AKI VA FOR JEWISH YOUTH. IN PARA Schulsinger Bros., 1968 Also expect: i.NY,W.W Sims, Laura and Ruth Kozodoy. T.E.N. visits/conferences in 'LORING OUR LIVING PAST STORY­ )r. YENNE ,KS. NY, Behrman House, 1979 Memphis, Los Angeles, Boston ... . . Another Simon, Solomon. THE WISE MEN OF regional conference in the LIi AND THEIR MERRYTALES. NY, an House 1945 Midwest. Simon, Solomon. MORE WISE MEN OF Completion of the skills-based NY, Behrman House 1965 curriculum project for elementary schools- in Simon, Solomon. THE WAN DERING * These books contain only one story. :AR. NY, Behrman House 1942 Chumash. ** There is also a Teacher's Guide avail­ able.

17 mar a pl bac} is th enti1 umb diffe drinl It is sion phys: Health and Sex Education and· pletei in our Day School Du expa1 respe to res self. Michael Novogroder mentla to pee alcho} Our four y one. ~ or many years the Board of psychologists. A final portion of the the menstrual cycle and nocturnal clear t Education at Moriah Day course would discuss various aspects emissions, are fully reviewed. During course School in Englewood, N.J. had of social interaction which are perti­ this discussion we also emphasize how ticipat F sitate< planned to initiate a program which nent to the adolescent. The entire variable normal pubertal development would include sex education. Their syllabus was presented to the Rabbinic can be. We especially attempt to allay sessior goal was to formulate a course which members on the committee and to the fears of either precocious or delayeo sense c would present basic information from principal. development. assure a halakhic point of view. A subcom­ The course, taught separately to the Obviously there are a host of psycho­ questic mittee was formed which included two eighth grade boys and girls, is divided logical and emotional changes that aspect rabbis, two psychologists and a phy­ into four sessions. In order to form a occur during puberty. We narrow our Atp sician. Their initial task was to explore sense of continuity, the material is discussion to those areas that are fel'. its enti existing courses amongst the yeshivot presented as a cycle beginning with to be most pertinent to this age. We is not a in the metropolitan area. At that time, conception and going through the begin with a discussion of the norma. Ideally only two schools had a program as a development of a male and female ambivalence that teenagers feel lir the ma; formal part of their curriculum. In one newborn. Following birth, the cycle wards adolescence and its accompany­ curric1 yeshiva the course was taught by the then continues with the growth of the ing responsibilities. We then procre: revolve principal, and in the other, by a local child into adolescence when physical to discuss their new feelings for indt aspect c physician. After a careful review, the growth and psychological changes pendence-from teachers, parents,an: a porti committee decided to write its own occur. Finally, marriage and concep­ any person of authority. On the on seventh course. tion complete the cycle. hand we explain these new feelingsa­ Unlik The initial draft included various In the first class, we see the devel­ age appropriate but we also offe· public s aspects of adolescent development. oping fetus as a means of teaching the suggestions on how they can chanllt of not or Information regarding the physical students about their own anatomy and these thoughts under the guidelines,' tion, bu and physiological changes occuring that of the opposite sex. Slides of Torah, common decency and res!)€(· guidelin during puberty were to be presented photographs and drawings are used for others. edge. I in a very objective and honest manner. throughout the course. Both internal Finally, we enter the area of sexu students Major psychological problems of ado­ and external anatomies are completely awareness and physical desires. Th standin~ lescence would also be included. The described. part of the discussion is sensitive a( to cope physician involved prepared the We then begin a discussion of pub­ must be presented in an honest, tt adolesce former presentation while the latter erty by describing the normal varia­ rough and objective manner. Or.. was prepared in conjunction with the tions of growth (length) patterns. again emphasis is placed on the norm Emphasis is placed on how varied occurrence of these thoughts. Refere Ed's Not DR. NOVOGRODERisAssociate Profes­ normal children can be, with some ces are made from the Gemorrah a innovati, sor of Pediatrics at Columbia Presby­ being normally tall and others normal­ Meforshim on the Jewish approacn· to share, terian Hospital, N. Y.C., and Director of ly short. Pubertal changes occurring a healthy physical and emotior Please w the Pediatric-Endrocrinology Depart­ during adolescence are accurately attachment between husband and w: Have an)­ ment at Enge/wood Hospital, N.J. He described from the prepubertal to the We thus attempt to channel and dir applied i1 also has a private practice in Teaneck, fully developed adult. The accompany­ their sexual awareness to the prore Please w1 N.J. ing physiological changes, including place in marriage. Respect for marriage partner and fulfillment of aphysical bond as opposed to celi­ Jacy and denial of physical feelings, ~ the center of our discussion. Our On Cults mtire presentation is under an Jmbrella of Torah guidelines; no jifferent than guidelines for eating, and Missionaries drinking and other physical needs. It is during this part of the discus­ ;ion that we include basic facets of Jhysical relations between husband ind wife. With this we have com­ Barry Bender Jleted our initial cycle. During the past few years we have expanded from the discussion of respect between husband and wife :o respect for peers and one's own ;elf. Thus, we now include com­ ments on how one should respond :opeer pressure, smoking, drug and ach generation throughout reading a "How to Swim" book. Train­ ~chohol abuse. Jewish history has had its own ing must include interviews with ex­ Our experience during the past brand of proselytizing mis­ believers, psychologists and sociolo­ 1 E ,1ur years has been a very positive sionaries. Some have tried sword and gists, all of whom can explain the ,ne. Students have made it very fire, others rhetoric and threats of believer's experience from an emotion­ :turnal dear that they are interested in the gruesome consequences. Our genera­ al and sociological perspective. Being During :ourse material. Their active par­ tion must face the subtle and far more properly qualified also requires the ize how •icipation in discussions has neces­ dangerous overtures of proferred love, proper disposition. A successful anti­ opment ,itated the addition of another acceptance and warmth. missionary/cul t worker must be a to allay ;e;sion to the initial four. Once a There is a critical need for Jewish patient and very understanding indi­ delayed ;ense of honesty and objectivity is educators to be aware of these ensnar­ vidual. One must be in control of one's assured, they have felt free to ing missionaries- their approaches temperment at all times. One must be psycho­ question and comment on every and methods, as well as to arm our honest with one's feelings at all times. :es that 1.1pect of the discussion. vulnerable youth against their on­ Working in pairs is suggested, for row our At present, the course is given in slaught. Far too many of our youth example, if there is discomfort in are felt ti entirety by a local physician who have become believers in the ranks of working alone. A believer will sense age. We IBnota member of the school faculty. Jews for Jesus for us to remain uncon­ a worker's lack of confidence and will , normal Ideally, we would like to incorporate cerned and untroubled. Chazal them­ challenge his/ her credibility. feel to­ the material into the regular school selves have challenged us to bring The second step is doing one's home­ ompany­ urriculum. Our future efforts redemption to the world by saving a work. Examine the family and its proceed revolve around expanding the midot single Jewish life. background. Do family members inte­ for inde­ 1.1pect of the course and presenting To actually become an anti-mission­ ract well? Is there any sibling rivalry? ents, and a portion of the material to the ary and anti-cult worker, however, Was there neglect or abuse? Determine the one ;e\'enth graders. requires a great deal of commitment, whether the believer has joined out of :elings as Unlike similar programs given in determination, strength and of course, spite rather than true belief. With the lso offer public schools, we have the luxury training. parents' permission speak to the grand­ t channel 1fnotonly offering factual informa­ The first step is to honestly deter­ parents, uncles, aunts, and cousins. The delines of m. but also Torah direction and mine one's own qualifications. Only local rabbi, teachers, and neighbors d respect guidelines in the use of this knowl­ when one has received specific training can often provide important insights. edge. It is our belief that our from qualified and experienced indi­ Was there a recent death in the family? of sexual !tJdents will have a better under­ viduals can one even begin to consider Is there marital strife? Is the believer ires. This itanding of, and be better prepared entering the field. The reading of books merely seeking a substitute family, sitive and cope with the problems of alone does not provide sufficient train­ acceptance and love? mest, tho- iolescence. • ing. One cannot learn how to swim by Second, investigate the believer. Has 1er. Once jumping into the middle of a lake after there been a sudden change in person­ he normal ality? Speak to classmates and close ;. Referen- Ed's Note: Do you have a proven BARRY BENDER is a, Rabbinical stu­ friends. Has the believer been involved 1orra.h and .novative curriculum or program dent a.t the Rabbi Isaac Elchanan with alchohol or drugs? "Visions" can pproach to ;hare with our readers? Theological Seminary of Yeshiva Uni­ be induced by halucinatory drugs. Was emotional iease write. versity. For the pa.st seven years he has there a sudden drop in grades? Did the

•~HVAN 5748 19 "And Jonathan said unto him, Tomorrow is the new moon, and thou wilt be missed, because thy seat will be empty." 1 Samuel 20,18

tees. Be aware of contradictory state­ many varied and complex techniques school is recommended. Students and men ts, as this might indicate a I believe that they should be taught on their parents should be given someone previously unseen problem. Be careful a personal level in a teacher-student they can contact in case of a missionary to never lay blame on anyone, even if relationship. or cult emergency. I also suggest that there is absolute certainty. What about people not yet involved a similar curriculum be offered to Ed's N£ Third, determine the type of mission­ in these groups? Is there a way to warn parents because they too are 5747 iss. ary group the believer is with. This is them or teach them what to be wary susceptible. NOT done by visiting the group, but of? I am a firm believer in teaching Our generation must continue to rather by reading books, articles and about cults and missionary groups in combat the missionary and cult group, leaflets about the group. Other anti­ the classroom. I have taught children with trained and qualified workers. Ill. Ct- missionary workers may have informa­ as young as ten years and adults as but ultimately it is the responsibility tion, ideas or methods in dealing with advanced as eighty. The curriculum of our Jewish educators and outreach this particular group. Research their for a classroom, prepared by or in professionals to equip our youngster; :/~ methodology. Do they preach or do they consultation with an anti-missionary with the tools necessary to resist this rKap use mind control and brainwashing worker, should revolve around aware­ dangerous infiltration. We can sue· and thi techniques? Workers themselves have ness, prevention and refutation. The ceed, but only through knowledge and introduc had to be retrieved from their infiltra­ students should understand step by awareness and the strength they explore t tion of groups that were using brain­ step how someone can become ens­ provide. And, who knows, perhaps the washing techniques. Find out if there nared. They should be able to recognize single soul we save will, in turn, save TheLi1 are any ex-members of the group that warning signs and know whom to many others. Perhaps that is our Moznail can be approached. Perhaps they too contact for help. Students should generation's challenge of redemption. Beginr thoroughly understand those verses Chassidu would be willing to speak with the antholog believer. and prophecies in Tanakh that are Ed's Note: Ten Da'at has received a essential Only after this homework is tho­ often quoted by missionaries. They first person account ofa cult encounter and Tor: roughly completed can one know if one should also be made aware of the We will be pleased to send a copy upon Meditati< is ready. It must never be forgotten that claims and so-called fulfillments in the Torah Sh request. this knowledge, skill and approach is New Testament. The proper history ciety, Sir about to determine the future of background and context for these Ed's Note: The TEN office can be dence an someone's life. verses should be taught. Students will contacted for further information or well footr The most important aspect of "bring­ then clearly see that the sources used anti-cult workers and curriculum. ing someone out" is follow-up. If serious by the Hebrew Christians are taken The Ch problems have been uncovered the way out of context and that the claims ographJ proper psychological or psychiatric of prophecy fulfillment are very vague Recommended Reading: Moznain help should be obtained. There are and open to critical analysis. There are The tit Faith Strengthened by Isaac Trok, Harmc beginswi specialists who deal with ex-group or many movies, newsclips and articles Press available on Hebrew Christian groups an introd1 cult members. I was taught by my The Jew and the Christian Missionaryb approach teachers never to attempt to bring and cults. If possible, the course should Gerald Sigal, Ktav Publishing House thirteen , someone out unless I have a signed include a visit by an ex-member or Holy Terror by Conway and Siegelman Chassidic agreement by the parents that they and qualified anti-missionary worker. Doubleday Shem To, their child will go for whatever follow­ Geography is also a factor to be Snapping by Conway and Siegel man, Ilt Kotzker B up treatment is recommended. considered. Because there are an Publishing into twos I have, intentionally, not dealt with estimated 2,500 to 3,500 different Crazy for God by Christopher Edwards the actual techniques used in bringing groups in the U.S. focusing on the What the Cults Believe by Irvine Rober RABBI RA someone out. Because there are so groups within the proximity of one's son, Mood Press Ohr Tora} Annotated Bibliography of the Writings of Aryeh Kaplan

PART II

Baruch M. Rabinowitz ts and ,meone ;ionary :st that phical sketch of that individual while the Halakhic, and Chassidic works on every :red to Ed's Note: Part I appeared in the Sivan second is a translation of selected portions imaginable aspect of prayer. Though it o are ··47 issue of Ten Da 'at. of his writings. provides neither cohesiveness of approach nor comprehensiveness of topic, it does offer nue to substantive quotes as well as provides groups IV. GENERAL TOPICS inspiration for thought. Excellent source 'orkers, Ill. CHASS I DUT material that can be used in a research tsibility The Aryeh Kaplan Reader: Collect­ project. utreach n an effort to unlock the hidden world ed Essays on Jewish Themes ngsters of Chassidut for the masses, Rabbi Artscroll Mesorah Series, 1983 Laws of Chanukah ,ist this IKaplan wrote on Chassidic thought A collection of various articles, written Mozanim Publishing Co., 1977 an suc­ ,d thinkers. His works serve as an by Rabbi Kaplan, for journals, papers and This short pamphlet can be used where dge and :troduction and an invitation to further lectures. textual study of the Mishnah Brura is The first section contains articles of :h they piore the world of Chassidic philosophy. beyond the level of the student. The upper diverse interest including a Court for part of each page contains a translation of 1aps the Gittin, Technology and Halakha, and the rn, save The Light Beyond the works of Rav Yosef Karo and Rav Moshe History of Old Seforim. The second contains Isserles as they appear in the Shulchan is our ¥oznaim Publishing Co., 1981 a transcription of his notes and lectures Beginning with a basic introduction to Arukh. The commentary on the bottom of imption. regarding Rosh Hashanah, Yorn Kippur, the page draws from many Rishonim and nassidutand its initial founders, this book Purim and Pesach. The third addresses :thologizes chassidic thought on thirteen Acharonim explaining and expounding collegiate readers on issues such as free upon the laws of Chanukah. ceived a .ential topics-G-d, Creation, Man, Israel will, extraterrestrial life, resurrection and ,counter. 1ci Torah, Faith, Love and Reverance, prayer. The articles average six to seven editation and Prayer, Commandments, JPY upon pages and are informative and clear, some Torah Anthology o~h Shabbat and Yorn Tov, Life and So­ appeal to a general audience while others Moznaim Publishing Co., 1978 16 vu/. i:y, Sin and Repentance, Divine Provi- are more technical. This multi-volume work is an original can be 1ce and Ultimate Future. The book is translation from the Ladino text. The i footnoted and indexed. ration on Jerusalem: Eye of the Universe expanded and detailed footnotes, biblio­ Jum. NCSY, 1976 graphy, and indices enhance an already The Chassidic Master: HistorY, Bi­ Yerushalayim is both the focal point of invaluable source of biblical commentary. lfl'llphy and Thought our existence and the lens through which Although it may not prove essential as a ltznaim Publishing Co., 1984 we view the rest of the world. This booklet regular source of basic classroom material, The title aptly describes this book. It describes Yerushalayim as the physical it certainly provides one with varied, and <, Harmon :nswith a short history of Chassidut and part of the universe designed to bring peace sometimes unusual insights as well as 1troduction to its unique philosophical and harmony to the dynamic spiritual force answers for those gnawing or offbeat sionary by roach to Judaism. Each one of its that is man .. Using a biblical/historical/ questions. By design, it complements the [ouse :iJ~.een chapters is devoted to another philosophical perspective the author por­ text with Talmudic stories and parables ,iegelman, ,,idic giant, beginning with the Baal trays Yerushalayim in all its intricacy and upon halakhic areas related to a given :n Tov (1698) and concluding with the diver~ity. chapter. This new translation is lucid and Iman, Dell ker Rebbe (1789). Each unit is divided colloquial. two sections. The first gives a biogra- A Call To The Infinite A perusal of the footnotes indicates the dwards Moznaim Publishing Co., 1986 amount of research that was necesary to ne Robert· :B/ RABINOWITZ is on the faculty ofthe An anthology of newly translated quota­ improve upon the original edition. Torah Institute in Queens, N. Y. tions from Biblical, Midrashic, Talmudic, continued

DA'AT 21 The Way of G-d Feldheim Publishers, 1977 and 1983 The Hebrew text by Rav Moshe Luzzato is a fundamental exercise in practical Responsive Readers philosophy. The translation makes this vital work accessible to the general public.

The Living Torah Moznaim Publishing Co., 1981 This new translation of the Torah is a major contribution to both learning and teaching. The language and sentence structure, although not strictly literal, originate from Talmudic and Rabbinic interpretations of these verses. The narra­ tive flows naturally, adding dimension to story and text. The extensive footnotes are a treasure of sources, alternative explana­ tions, comparison with other translations and guide for further research. The volume I received the second issue of Ten information regarding the shape. is replete with maps, charts and drawings Da'at. This is a most welcome the Gemorrah (Baba Basra 14al which illustrate the various journeys, wars, development. The caliber of the gives precise dimensions indicating structures, vessels, creatures, flora and articles was good, thoughtful and that the tablets were square at both fauna of the Torah. They are extremely practical. They bespoke a desire to useful in teaching the usually difficult ends. topics of korbanot, mishkan, and kashrut express distinctive modern Orthod­ This is an important point vis-a­ and in depicting the rare plants, herbs and ox educational values. This is the vis chinukh. A Jewish child growing spices mentioned in the Torah. There is a key to the healing of our community up with non-kosher pictures of suet comprehensive index and bibliography which for too long has surrendered things as the luchos, in his or her which provide information on over one its own insights and set up teaching otherwise kosher environment, will B: thousand commentaries. All aspects of this situations in which polarized and be confused when later confronted pus in R1 work are extremely valuable in both the withdrawn type halakhic values are with traditional texts that contra­ of one ol classroom and home. offered a s the only guidance to dict what he or she was led to belim compute students who are living quite a was true. databan~ Meditation and the Bible 1978 different life. I believe that more The use of these same symbols bi with eac Meditation and Kabba/ah 1981 Rabbis and scholars should be traditional Jewis h organizations piece, ca Jewish Meditation, A Practical Tanakh, Guide 1985 enlisted in this process. They too serves only to compound the prob­ lumes of Schocken Books would be excited by the chance to lem. If we are truly committed It The first of this trilogy is a translation renew Jewis h education at the the promulgation of Jewish educa· literatur, and elucidation of previously published highest level. tion and identity, we must be careful chazaka texts on Jewish meditation. Biblical events, to resist non-Jewish influences or modern stories and narrative take on a new pers­ Irving Greenberg, President Jewish themes. laureate, pective when seen in this reflective light. The National Jewish Center for Recent Meditaton and Kabba/ah translates many Learning and Leadership David Kracoff Talmud works which have never before been Office of Student Finanw Literatm published. Its research involved the deci­ I recently received your charter Yeshiva University of Rashi, phering of esoteric manuscripts which may issue, and want to add my congrat­ Brookdale Cente Metzudo1 be important keys to Jewish meditation. ulations to your undertaking. Any running · The Practical Guide is a unique contri­ step taken to further and enhance Thepr1 bution to Jewish literature. Aside from I have received the second issu. being a basic introduction to meditation, traditional Jewish education is of TEN DA'AT, and wish tocongrat· llan firs it incorporates and reveals fundamentals worthy of note. ulate you upon this exceptiona technoloi of meditation within a Jewish halakhic Because your stated purpose is to achievement. Respons1 framework, including topics such as man­ give expression to "responsible As a founder and first Presider! "Respom tra meditation, contemplation vocalization, Torah viewpoints," I feel that I must of the Educators Council of Amer­ Bar-Ilan' merkavah, hitbonenut and other kabbalis­ raise an early objection. Both on ica, I take pride in this venture o: Jewish l tically oriented practices. your cover and in your logo, Ten our Council as a joint sponsor. software, For the worldly collegiate these books Da'at uses an irresponsible depic­ The topics and philosophic dint· develop E may be an antidote to the lure of Far tion of the luchos. Although the tions of the articles coincide with the Ever si Eastern culture. For the bold and adven­ generally accepted illustration of in the fif turous they teach meditative techniques ideology of our Council. the tablets is square on the bottom to it for g and practices which can help define a new Dr. Sampson A. Isserri' with rounded tops, this shape does from th, sense of insightful interpretations of Education Direcw• not seem to have any basis with the Because prophecy, sacrifice, rituals and prayer. But Metropolitan Commiss11 above all these books provide evidence that "Torah viewpoint." While Torah on Torah Educat1 meditation is at the root and apex of the She'bksav does not provide any JOEL SA Jewish spiritual dimension, in theory as who fre(J well as in practice. • Israeli is,

22 Giving Wisdon1 to the Wise iape, The Bar-Ilan Center 14a) For Computers and Jewish Heritage iting both Joel Saibel ,is-a­ wing such ar-Ilan's Center for Computers every specific issue, Jews would go to program and a self-instruction soft­ , her and Jewish Heritage, situated their local rabbis for answers in the ware package that depict the relevancy , will Bon the University's main cam­ spirit of the Halakhah. These author­ of the Halakhah in contemporary mted ius in Ramat Gan, Israel, is the home ities, known as Poskim, would respond times. ntra­ f one of the world's most "erudite" in writing, and the volumes of ques­ The databank of the Bar-Ilan com­ ilieve omputers. This computer, whose tions and answers became known as the puter today contains more than seventy fatabank continually grows smarter Responsa. million words from Jewish classical >ls by •·ith each entry of a Judaic master- An estimated 3,000 volumes of Re­ writings. Plans call for the addition of .tions 1iece, can already "recite" the entire sponsa, containing at least 500,000 basic Jewish works, especially medie­ prob­ Tanakh, the Talmud Bavli, 250 vo­ questions and answers on a wide val philosophical literature, Biblical .ed to :umes of She'elot U'tshuvot (responsa variety of subjects, were penned in and Talmudic commentaries, the Kab­ duca­ iterature), the Rambam's Yad Ha­ Hebrew by more than 1,800 authors balah and . other works of Jewish Lreful ihazaka and even the works of the over some 15 centuries. No one person mysticism, Chassidic literature and es on !l!Odern Israeli writer and Nobel could memorize all these, and there modern Hebrew literature. Soon all !aureate, S.Y. Agnon. was no index of Responsa. Someone this information will be available at the Recently it has "memorized" the seeking answers to a question might ~acoff touch of a keyboard. Talmud Yerushalmi, the Midrashic have to search throughout the Respon­ ances The center at Bar-Ilan is now work­ Literature and Biblical commentaries sa for months. Now a computer can do ing to establish an international net­ ~sity/ ,fRashi, Rambam, Radak, Sforno and it in seconds. :enter work that will allow users to ~!etzudot-in all 70 million words of In 1979, the Knesset passed a law communicate directly with the Bar­ running text in Hebrew. that allowed decisions from the Re­ Ilan computer. The first such center issue The project began in 1966, when Bar­ sponsa to be used as legal precedents has been established in Chicago. New 1grat­ llan first began to apply computer in Israel's courts, especially in a case software is constantly being developed tional :echnologies to the study of rabbinical where there was no precedent in for use on terminals and microcompu­ Responsa literature. In 1983, this modern Israeli law. ters which are to be set up in univer­ ,ident 'Responsa Project" became part of The Responsa Project also serves as sities, law courts, libraries, yeshivot ~mer- Bar-Ilan's Center for Computers and a valuable aid in the classroom. By and-ultimately, it is hoped-in every 1re of Jewish Heritage, created to design applying information-retrieval me­ Jewish home. • .iftware, disseminate information and thods to the large volume of Jewish direc­ develop educational applications. writings that have been recorded in the th the Ever since the Talmud was compiled Bar-Ilan computer, students can quick­ nthe fifth century, Jews have looked ly see- on· their computer screens­ Ed's Note: For further information or :o it for guidance on problems ranging for computer access please contact: seroff, how different rabbis applied Jewish !rom the mundane to the esoteric. law in different societies. Special Dr. Irving Rosenbaum, Director rector Because the Talmud could not address 1ission workbooks emphasizing the modern Institute for Computers in Jewish Life significance and vitality of the Oral cation 845 North Michigan A venue IOELSAIBEL is a publicist and editor Law have been designed by the Center Suite843 'ho frequently writes on Jewish and at Bar-Ilan, which has also prepared Chicago, Illinois 60611 ~raeli issues. educational units consisting of a video 312-787-7856

SDA'AT 23 Perspectives on Emotional and Psychological Well-Being

Tt The In1pact of Divorce on the Child in the Classroon1 Marcy and Sylvan Schaffer

n assessing why a student may be parents back together again. This there may be less time and attent he Torah High ~ having difficulty, a teacher or prevents them from accepting reality. for a child. Discipline may suffer sin was founded thr Ipsychologist would of course ex­ Children may also be ashamed of parents often attempt to win over the 1 T provide a forum amine the child's academic setting and their parents' situation. They may child by bribery or lax disciplin of concerns and creati, intellectual potential. However, it is attempt to hide it from their friends Children can also be affected 1 high school principal~ also essential to take the student's (thus further pushing off reality), or marital strife that does not result. emerged as an assoc family situation into account since they may withdraw from their class­ divorce. One frequently hears that schools in the Unit€ family problems can have an impact mates in an attempt to avoid couple is staying together "for thesa Canada dedicated to on classroom performance. embarrassment. of the children." This may have 1 following shared princi Divorce is one of several types of Another common result of divorce is adverse effect on children who a family problems. Marital conflicts may fear. A child may wonder about what aware of their parents' problems a• • The centrality of T, involve ongoing strife between parents his or her situation will be after the may thus fear that they will do sori servance, and ethica or may extend to separation or divorce. divorce. On a deeper level a child may thing wrong which would spark • The intrinsic value The disruption caused by such fighting fear that since the parents have stopped divorce. dies within the fram and family dissolution may effect a loving each other they may also stop In such families parents sometin: U'mada. student's school performance for sev­ loving him/her. deal with marital problems throut eral reasons. First, the distraction In a contested divorce a child may their child in a process call 'triangh • Participation in ~ caused by changes in the family may be put in the difficult position of being This places the child in a very diffi within the conte prevent a child from completing as­ a pawn, a tool in the parents' personal and unhealthy situation. In extre observance. signments. In addition, rumination battle with each other, or of being situations a child may witness viole about the divorce could cause lapses in forced to actually choose between the between parents, often requiringpo • Active concern for t a child's concentration in the two parents. involvement. ,Jews and for the un classroom. After a divorce a child's performance The impact of conflict and strifell' people. Children are also affected by divorce may be adversely affected by the be as detrimental on a child a, • Devotion to Religio· in other ways. Some children may custody arrangement. A poorly ar­ learning problem. Teachers, guida• and support for thE blame themselves (however unrealisti­ ranged visitation schedule, aggravated counselors or principals who beeo cally) for their parents' divorce, and by difficult transitions between the aware of family discord should a: • Equal commitment subsequently harbor unrealistic expec­ parents' homes, may prevent a child the situation carefully. They are of Jewish young r tations that they can bring their from functioning well in school. ones who often detect a serious prob young women. One by-product of divorce is the in a child and have the resource, stress of a single parent family. A child referral as well as the opportunit. DR. SYLVAN SCHAFFER is an attor­ may be affected by the financial offer a child support, strength. , RABBI PEERLESS is ney and a clinical psychologist. He is Hillel Academy of L Assistant Professor ofPsychiatry at the difficulties of the custodial parent, stability at a time when they arer., especially if those difficulties include needed. I has served as Chain Einstein Medical School, N. Y. mandatory tuition payments. A single Sehool Network, and DR. MARCY SCHAFFER is a psychol­ parent may also have difficulty in a.~ its treasurer. He ogist in private practice and is on the coping with raising a family while between Torah Edi faculty of Queens College, N. Y. working at the same time. As a result, and the High School. Torah High School Network

Stanley Peerless

ttention he Torah High School Network High School Network activities have School Network Student Organization er since was founded three years ago to focused on curriculum sharing, faculty was formed. The second annual semin­ er their Tprovide a forum for the sharing development, and student leadership ar, held a year later in St. LUnited States and Council of America convention and one emerged the concept of coordinated the sake Canada dedicated to promoting the during the summer. student programming in the areas of 11ave an !lowing shared principles: .. 1/ho are ·•~\ IThe centrality of Torah study, ob­ :.:._,,)j .. -~ "· ~ -~ ~ms and ,·., ,.•iC , '.r~.... (1,•··i ::•,, servance, and ethical conduct. .J ii, "'.<' ..t,.._, ; ,.. ., ' ' ;,,/,~ - . , tiI• ;,.. ,:,.·'" , lo some­ t,:,£. ,.,,1,. .,_. r . ·• \I spark a IThe intrinsic value of General Stu­ ~ ~- . '' . , ,. , ' dies within the framework of Torah "'v. . - , , metimes ~•mada. ~ . , . ti - \·1.r . -.·,C ..., . .) _,w.., ;~ through ... •, \ ·. -~_ .. &-I' , "" - angling.' I Participation in general society ' difficult within the context of Jewish extreme observance. ~,~.- -~ _'tr \ ~ (·\\b, violence I Active concern for the welfare of all ngpolice t I ¥::--· -.,, , II, Jews and for the unity of the Jewish . ····••,. ------people. :rife may ild as a I Devotion to Religious Zionist ideals n guidance and support for the State of Israel. > become ~ 1ld assess I Equal commitment to the education , are the of Jewish young men and Jewish ~ bll ,problem young women. urces for ·tunity to In November 1985, the Torah High social and political action. A solidarity 1gth, and IABBI PEERLESS is principal of the School Network initiated its student day on behalf of Soviet Jewry was held are most •I Academy of Dayton, Ohio. He programming with an International by Network schools last February, and • served as Chairman of the High ~adership seminar in Detroit, Mich­ a joint project has been launched to &hool Network, and presently serves igan. Six schools participated in the help support chesed organizations in it.I treasurer. He is also the Jaison conference which focused on the theme Israel. Future plans include the intro­ ·een Torah Education Network of "Responsibility for all Jews." As a duction of Israel programs. This past the High School Network. result of that seminar the Torah High continued

?J; summer the High School Network initiated a summer Tanakh seminar in TE" Israel for faculty members. The pro­ gram, organized under T.E.N. sponsor­ Professionally Speaking ship, included a variety of tours and lectures by, among others, Professor Nechama Leibowitz. The rapid growth of the Torah High School Network, in both size and scope, is testimony to its perceived need. Where Schools which have participated in T.E.N.'s placement services are conducted through the offices of the Network activities include Maimo­ Department of Educational Services, Max Stern Division of Communal nides School, Boston; Frisch High Activities, RIETS, an affiliate of Yeshiva University. The department's record of performance is well established and recognized by Jewish Fran educational organizations, schools and candidates. TEN has added new dimensions to the scope of the depar tment's activity and facilitated outreach to new communities and candidates. For Whom T.E.N.'s placement services are available to bona fide search groups and qualified candidates. Given T.E.N.'s perspective, schools and educators will generally be those who identify with what may be broadly termed AJ the "Torah U'Mada" philosophy. P lacement, however, does not require set asid that communities or candidates have a formal connection with any specific for our institution. The service also endeavors to be helpful to bureaus and boards that ou, of education which seek senior personnel to staff and lead agencies. For more U these openings, the placement service has a long standing agreement with a class, JESNA, the umbrella agency for bureaus, and refers candidates through take ot its channels. room-i or even School, Paramus; Beth Tfiloh High How student School, Baltimore; Hebrew Academy How does one go about applying for the placement service? A community activity of Gr eater Washington; Hebrew or school search group will write to the office indicating the title of the One e Academy of Greater Miami; Yeshiva opening, specifi c duties, and the salary budgeted. If this is a very senior that wru High School of Atlanta; Hillel Acade­ position, it is generally advisable for the chairman of the search group, Great my of Dayton; Akiva Day School, or his representative, to call the placement office directly before writing tzedaka Detroit; Community Hebrew Academy to discuss the nature of the opening. summe of Toronto; Herzeliah High School, A candidate will write indicating availability and attach four copies C.A.J.E Montreal; Ida Crown High School, of an updated resume. If the candidate is not known by the placement Jewish Chicago; Block Yeshiva High School, office, he or she will be invited for a meeting/ interview. Community and privileg St. Louis; Rocky Mou ntain Hebrew candidate requests are acknowledged promptly and are placed on an active Since Academy, Denver; Milwaukee Com­ list. It is expected that both the community and candidate will keep the money, munity High School; Yeshivat Ohr placement office apprised of developments or changes in the status of the easily b, Hatzafon, Seattle; and J oseph Wo­ position or availability. The placement office, for its part, aims for service school. linsky Collegiate, Winnipeg. which reflects professionalism and concern, openness and fairness. I. The si IL is clear that the Torah Hig h School Charges Networ k has, in a very short time, from a There are no charges. This means very simply that the service provided become a significant force in Torah tions wh is honest and equitable. There is, therefore, never a "hard sell" of candidates education in North America. • ute to. 1 to a community or a community to a candidate. The office hopes and the acti anticipates that the placement activity will lead to interaction in which question educational services and mutual support will sustain an ongoing fruitful The Torah High School Network was an • What initiative of the Educators Cou nci l of relationship. The goal of the placement office in maintaining this policy what America and the Torah Department of the of service without charge promotes the high standards which are its World Zionist Organization. Officers hallmark. include: This brief statement is intended to respond to a need for general FRANB Chairman- Rabbi Gary Menchel, Block creative Yeshiva H.S., St. Louis information. Inquiries are always welcome at the address or phone listed Vice Chairman-Dr. Kalman Stein, Maim­ below: publish€ onides School, Boston Department of Educational Services Educatii Treasurer- Rabbi Stanley Peerless, Hillel Suite 419 duction. Academy of Dayton 500 West 185th Street Schecht. Secretary-Dr. Peter Abeloe, Beth Tfiloh Pa. and H.S., Baltimore New York, N.Y. 10033 Executive Director- Rabbi Chaim Hisig­ (212) 960-5266 shops, 1 er, Columbus Torah Academy creative TEN V'KACH: An Idea Brokerage g IThe Great Tzedakah Happening: iAC reative Experience the unal ent's Fran Borovetz wish new each

; and lthough the common cry of • How were these charities formed There are two conditions to allocations ators teachers is that "there is never and who is the motivating force be­ and voting: ·med Aenough time," we must often hind each charity? a) Each group must not allocate 1uire aside time for special experiences • How do we determine which charity more then one-half of their total ~cific our students. We must not forget receives more than others? to their own charity. >ards ti our children's education should be b) Every member of the group must ire than teacher directed lessons in • How much should each charity . For receive? agree (after a discussion based on with classroom. We must make time to the campaign presentations) on ough 1e our children out of the class- II. The Great Tzedakah Happening those charities/causes to which 1m-into a large social hall, library, 1. Grade Level: 3,4,5 they will allocate funds. Once they el'en outdoors to interact with other reach a unanimous decision, the 2. Recommended time allotment: 1 1dents in a hands-on participatory group's ballot is marked approp­ unity hour/ 15 minutes il'ity and learning experience. riately, indicating the amount of ,f the One example of a group experience 3. Activity Breakdown: money allocated. The money is enior .twasverysuccessful was called The a) Definition of Terms: Allocation, then placed in the envelope of roup, ireat Tzedakah Happening. This Campaign, Board of Directors those selected charities. ·iting ~akah activity was adapted from a b) Introduction and Grouping mmer conference sponsored by c) Distribution of folders 5. Wrap up: :opies ..J.E. (Coalition on Alternatives for d) Campaign strategies for each After each group has completed its :ment ish Education), an event that I was group allocation the total amount for each y and 11·ileged to co-chair. e) Campaign presentation charity is counted. A wrap-up discus­ 1ctive Since all schools collect tzedakah f) Discussion, Voting, and Alloca­ sion might focus on whether those :p the ,ney, this group experience can tions charities/causes received the most of the ily be duplicated or adapted in any g) Wrap-up and Results money because of their campaign ~rvice presentation, their cause, or both. 'lhool. 4. Process The student body begins by selecting a) Formation of groups-approxi­ 6. Results: a list those charities/organiza­ mately six per group. Students now have a greater under­ 1vided which they would like to contrib­ Each group represents the Board standing and awareness, not only of idates to. They must then focus, through of Directors of a charity or cause. various charities and causes, but of the sand activity which follows, on these b) Each "Board" receives a folder difficult process of raising and allocat­ which ,lions: with information about their ing funds for them. ·uitful specific charity/cause. They must What exactly do these charities do, A group learning experience does policy then devise a campaign strategy rhat is their purpose? not just "happen"-it takes a great deal .re its to convince others to contribute to their need. This campaign must of planning by teachers and adminis­ trators. Experiences such as The Great ~neral ,.V BOROVETZ has authored many include a description of their Tzedakah Happening however, serve listed :tire teaching materials that were charity/cause and its activities >lished by Alternatives in Religious and importance. Campaign tech­ not only to enrich and expand our •ation, Inc. and Torah Aura Pro­ niques can include speeches, skits, students' awareness, but to sensitize !ion. She is principal ofthe Solomon interviews, pantomime, dialogue t hem to the needs of our Jewish -hter Day School in Pittsburgh, with audience, storytelling. community as well. As Jewish educa­ and has given numerous work­ c) Each group is then granted $300 tors that should be one of our dearest >ps, throughout the country, on in play money ($50 per member) priorities and most cherished goals. • 11ire teaching ideas. which they must distribute.

27 ..J • On Our Bulletin Board

The Jerusalem Prize with Rav Kook's decisions. -The Chicago BJE sent a the Yeshiva Family" has for Torah Education Rabbi Fried also served as group of teachers who had been prepared for TEN by the Director of the participated in a Dr. Joel Wolowelsky. A The selection committee Department of Torah preliminary winter The Torah Department , for the Jerusalem Prizes for Culture in the Ministry of seminar organized by pleased to announce the Torah Education in 5747 Education in Jerusalem. Rabbi Lenny Matanky and publication of Shevivim,a awarded a special note of Mr. Askof is replaced as conducted by Dr. Yehuda collection of thoughts and recognition to Yeshiva Pedagogic Supervisor and Eisenberg. ideas on the topic of Man University for its singular Coordinator of Teacher- -Meir Efrati led two groups and the Universe selected activities in the field of Shelichim by Amram of teachers from the New from the Orot HaKodeshc' Jewish Education in the Melitz, one of the senior York area. Rav Kook, and translated United States, and in Religious Educators in into English by Rabbi recognition of its Centennial Israel. Mr. Melitz, who • Sholom Carmy. Year. Of Yeshiva holds degrees in Education University's 26,000 and Psychology from Bar- Texts and Topics • graduates, 2,000 are Ilan University was the Under the editorship of National Contests ordained Rabbis, and 1,500 Dr. Moshe Sokolow, TEN Director of the Southern We are all accustomed t families live in Israel. Region of the Ministry of has published three our students earning The prize was presented pedagogic and didactic Education. national and internationa: by President Cairn Herzog teachers' guides in a series at a special ceremony at the • honors in the Chiddon entitled: "Texts and Topics." HaTanakh. But it comes~ President's residence, and The first unit deals with no surprise that students, was received on behalf of Purim and the story of our member schools also Yeshiva University by Mr. Yosef, the second discusses receive honors in a variety Charles Bendheim. land purchases in Eretz of secular competitions. F Yisrael which are recorded example, seven of our • in Tanakh, and the third is member schools earned Changing of the a unit for Shavuot dealing national honors in the 19f" with Ta'amei HaMitzvot. Guard National Math Exam. T TEN has also published a are Flatbush, Frisch, H Mr. Chanoch Achiman Do unit on aspects of Teshuva Hillel (Deal), Ramaz and and Mr. Yitzchok Askof of according to Rav Kook Yeshiva University High the W.Z.0. Torah Education prepared by Dr. Moshe Seminars in Israel Schools, all in the NY-tiJ Department have returned Sokolow; an examination of This summer the Torah Metropolitan area, and to Israel this summer after universal and Department sponsored Maimonides Yeshiva H.S completing three years of particularistic love in the several educators' seminars Brookline, Ma. service to Torah Education works of Rav Kook, in Israel; There are two nationa. in the United States. prepared by Rabbi Boaz -A group of NY teachers math contests, one for Mr. Achiman is replaced Levy; and a translation of headed by Rabbi Dr. grades 6-8 and the other! as head of the Torah three didactic essays by Joseph Preil. high school students. Education Department in Nechama Leibowitz, also by Information can be obta the U.S., by Rabbi -A group of BJE educators Dr. Sokolow. Yochanan Fried of Y eshivat with Dr. Shimshon from American Rabbi Pinchas Hecht of Mathematics Competitio Merkaz Harav Kook in Isseroff. the Hebrew Academy of Jerusalem. Rabbi Fried was Department of Math, -Teachers and Rabbis of the Greater Washington has University of Nebraska. the Director of Beit Harav, R.Z.A. with Rabbi Meir prepared a unit based on an institute for the Lincoln, Nebraska 68~ Golombek. Rav Soloveitchik's essay on Let us know in which dissemination of the works "The Singularity (segulah) of Rav Kook, and chairman -A teachers group of the national contests your High School Network of Eretz Yisrael." school participates; we of the Institute for In addition, a Handbook- Halakhah Berurah and organized by Rabbi share the informationw Stanley Peerless Checklist entilted our readers. Beirur Halakhah for the "Responding to a Death in publication of the Talmud

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