ON OUR COVER is the Decalogue from the Ben Shahn Collection from Alphabet of Creation by Ben Shahn copyright 1954 by Ben Shahn. Repr1 duced by permission of Pantheon Books, a division of Random House, Inc.
The purpose of Ten Da'at is to provic a forum for the expression of a wide variety of stimulating and responsibl Torah viewpoints. Thus, the views an opinions expressed in the articles of Ten Da'at are those of the contribu tors and do not 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 I Number I Fayge Safran, Editor CONTENTS Tevet 5747
,,:,:,~ Nl: A New Voice for Jewish Education 2 Jacob Rabinowitz
Da'ati 3
Motivation as the Linchpin in the Developmental Lesson 4 David Eliach
TEN LEV: Perspectives on Emotional and Psychological Well Being 5 Marcy and Sylvan Schaffer
Top TEN Profile: Baltimore's Beth Tfiloh Community High School 7 Loµis Bernstein
Case Study from a Principal's Notebook 8 William Altschul
The Ethics of Cheating: The Jewish View 9 0E-DUc Gershon Fluk c[ (Y] ~~ On Placement 11 o...Lc.lt o Mordechai Schnaidman r-, I._N < Interconnected Vessels or Segmented Vessels: 12 1,frwo0+- The Use of :,i,n:i in Education Hanoch Achiman Ten Da'at, Official Publication of ue the Torah Education Network Classics Revisited: Death Education 13 from (T.E.N .), is a joint project of Joel Wolo welsky hahn, Educators Council of America, Repro Torah Education Department of 16 on the World Zionist Organization, On Our Bulletin Board ouse, and Max Stern division of Communal Services of Isaac In Our Book Bag 17 Elchanan Theological Seminary, Reviews by Yeshayahu Greenfeld and Robin Niman Jrovide an affiliate of Yeshiva University. 19 vide Dean Jacob Rabinowitz ?? ,"v-,,,) ~t.li' nsible Executive Officer Yitzchok Askof vs and 500 West 185th Street is of New York, N.Y. 10033 Focus on Study in Israel 20 ·ibu- (212) 960-534 7 Abraham Kupchik ct the the I
L. At last. A Chevra. A Voice. from within the community. Th To be sure as yet a small voice but voice representing diversity t one which has been desperately and division. urgently needed. A small voice; it was What can we expect from thi: supressed for what some have said was ra, from this new voice? far too long. But it has emerged to speak We can expect a feeling of I for a major segment of Orthodoxy all Jews, whatever their backf which has not been adequately repres whatever their status. There · ented or properly served. those whom we will applaud As Torah Jews we rejoiced, indeed whom we will oppose, those w were part of the miraculous revivifica give us pain, even make us cry. tion of Torah learning on the North will try never to forget that we : American continent. There was not only and that the inner door shoulc the simple gladness of the here and now, be closed. of learning in a crowded Beis Medrash, And we will keep an outer c of participating in the ever fresh and the outside world, open as well melodious Kol Yaakov. There was also sure, it will have a screen. Not the deep gratification knowing that a thing is acceptable, not everyt solid foundation was being put in place needed or wanted. But it is, af for our children, for our students, for G-d's world and we live in it, not the next generation- a special respon it. sibility of educators. And, finally-Israel. That And, initially, there was little con which is focal to our people. It cern that there seemed to be a move an afterthought. It is not somet ment, perhaps just a drift, toward~ a be tolerated for the sake of u more insulated society. There was because it is home and protectc confidence that the Torah message was many of our brothers and siste1 good for all time, for the Jew could also a step, small or large is irre live in a climate of freedom and, given toward redemption. Its history the resources, educators believed they history, its triumphs and celeb could prepare their children to compete are our triumphs and celebr with modernity, to survive the pitfalls, There may be differences in the r blandishments and lure of a secular of celebration but we affirm civilization. strength and conviction and \ To be sure there were others, well apology, that it is our simcha a1 within their rights, who disagreed. we want to, and need to, be a They believed that insulation was it. We are proud of its symbols, 1 needed for effective survival. The flag or anthem, for they have I involvement of the Jew in the modern sanctified by Jewish blood a1 world was to be circumscr ibed, defined debate over their origins and o by set principles relating to education, connotations concern us no longi dress, social and political intercourse One more note. This new voic and the like. The disagreement was a alternate way of describing a matter of degree, not of principle. Torah Judaism in our time. It This posture, easy to relate to because necessarily a different way. Th{ it was stark, clear, unambiguous, be two voices, even dissenting represented as sanctified by tradition learning together , prepared to jo and history, prevailed and began to all others who believe in Tora speak for all of Orthodoxy. Judaism to advance its cause. The paradox was agonizing. The I hope you enjoy I istening to ou Orthodox community was growing, voice in TEN and TEN DA'A gaining strength, but it was also deeply trust that you will feel moved divided by basic factors- attitude your voice to ours. That chon towards the Jewish State, the degree reach every Jewish child and pe1 of approach to modernity, and relation every Jewish heart. ships with fellow Jews. So now the small voice, speaking Jacob Rab,
2 T Da'ati
The quality of sharing is a corner profile of a new school; educational Perhaps the most fitting way to stone of the teaching profession. The resources updates such as Mr. Green inaugurate this, our premier issue of sharing of values, ideas, and facts with feld's evaluation of a new book on Israel TEN DA'AT, is to share the words of our students renews our purpose; the and Mrs. Ni man's review of a new book a Master Teacher, Rabbi Samson sharing of knowledge, discoveries, and on Hebrew, as well as future articles Raphael Hirsch in his commentary on approaches with our colleagues renews on computer and video educational the P,O!:I in N't/Ji ,:,: our committment; the sharing of needs, programs. We hope to develop a series, ,p'tn, ,.,,~n~ ... ,:m,r, ,:, ll11' m11 challenges, and creativity renews our begun by Drs. Marcy and Sylvan { ) "',' , ) 111"1i) O'i'tll' 'tl'Tj,1"1 ,p't/!1 motivation. Schaffer, on evaluating the total stu The symbolic expression of the duty This process of renewal is necessary dent-emotionally, psychologically, to work for the common weal is in every profession but is a vital and intellectually. We would like to ,P't/1"1 ,i,~n~ ,half a shekel per component of J ewish education. Torah introduce you to issues and personalities person. Objectively, actually, even Education Network would like to be a in the world of Jewish education here the most complete and most perfect part of that ongoing process of renewal. and in Israel, beginning with Mr. work of any single individual is Through the pages of Ten Da'at we Hanoch Achiman and Mr. Yitzchok never the whole of the work, can would like to create an open forum, a Askof. We challenge you to respond to never accomplish everything. The roundtable exchange of ideas and Rabbi Al tschul's case study and invite work of any single person will approaches, challenges and responses, you to share your own experiences, always remain but a fragment, it problems and solutions. Be it contro particularly those endemic to areas requires an equally devoted sacrifice versial or classical, novel or proven, we outside of metropolitan New York. Mull on the part of his brother to establish hope that you will offer some of your over Rabbi Eliach's pointers on moti a whole. No individual is asked to uniqueness so that others will be vation, Dr. Wolowelski's views on do the whole, as it says in Aboth II, encouraged to do the same. teaching death, and Rabbi Fluk's 11 ,,,,m, r,:,N,~1"1 1''l' N, , but it Share that which you may already approach to cheating. must be a contribution to the whole, have tested and refined: units that And respond. How do you handle weighed on the scales of the Sanc enrich, motivations that captivate, cheating; do you find the books tuary. The Shekel must be one of creative ideas and material that stim reviewed helpful in your classroom; twenty geras, and that which the ulate and challenge. what aspects of the education of the individual gives must be .ten, in Share that which may yet be theo total child most confound you? Have you itself, subjectively, a rounded whole. retical, even controversial: approaches any material that would benefit others? As far as the giver is concerned, it that are novel, perspectives that are By all means, write and share. Describe must be a whole, his whole, conscien fresh. your approach to a particular topic in tiously weighed out. However small Share that which you may need: Chumash, a successful unit in Dinim, a fragment what he does may be, resolutions to challenges of community, an original exercise in lvrit. Have you in relation to all that has to be done, curriculum, faculty, student; and that any art packages, scripts or plays that he may leave nothing out, no power, which you may have discovered: solu would enhance another's classroom? no ability, no possessions, that could tions, suggestions, compromises, and Send in a short description of the further the happiness of the whole policies. mater ial available with your name, may b e k ept back, although We, in turn, will try to provide address, and any fees involved. Do you ,,,,~), r,:,Nmr, 1''l' N,,, never- opportunities for the response and have a workshop you would like to theless ,u:ir,, pi,n ,:i 1"111N N,l" reaction to any of the above. We will present? Or are you looking to obtain " 1"1l~~. His half-shekel mus t offer articles that provoke thought, something specific? Let us be the weigh TEN geras, a complete unit, points of interest that enlighten, servi medium of exchange of goods and on the scales of the Sanctuary. ces that assist. services, including positions available We hope to provide helpful informa and those needed, professional appoint We look forward to hearing from you. tion such as Rabbi Schnaidman's ments and personal announcements. article, in this issue, on job placement; Let us provide the opportunity to share Fayge Safran Rabbi Kupchik's article on programs some of the wonderful things that are of study in Israel; and Rabbi Bernstein's happening in classrooms around the country.
17 TEN DA'AT 3 Motivation as the Linchpin in the Developnient:al Lesson
The first in a series of articles exploring the structural elements of the developmental lesson.
Rabbi David Eliach
t is a common story that is ruefully student's own world, using the mate learn through our senses. That · told by American teachers. When rials with which a student is familiar we perceive, we store up; the exp I parents ask their children what and can identify with in order to bring ces that we have lived through b1 they had learned that day in school, the him to a conceptual understanding of our store of knowledge. In ore invariable response is, "Nothing." In the the new. For the motivation serves as comprehend a new experience, wE face of often unwarranted criticism the a bridge between that which had been touch base with those of prior !ear beleaguered teachers, quick to take the learned and that which has to be We call this mental step in the 1 defensive, can only conclude that their learned. tional process the apperceptive l charges are apathetic, lazy, and not as The question is why do we have to learning. The teacher uses app bright or as informed as the students bother. Why not get into the water and tion as the base on which to buil of yesteryear. swim! Why not start with the aim? The learning blocks. What is not really understood is the answer is self-evident, a commonplace An example is in order. If a t., underlying dynamics of the learning in epistemology since John Locke. We were to present to a class, \\ process. Whereas the conscientious motivation, the concept and Ii teacher, having done his homework in Eved Jvn~ he would find his st preparing his lesson, is ready to face unresponsive. They would be his class and teach, his students are not with material that was seer yet ready to learn. They have simply irrelevant and difficult to compr not been prepared. Our students Yet, the teacher wh') would t Our students live in another world, history of slavery in America ir quite distinct from the educational live in another ducingthe topic of Eved Ivriwot planet that the teacher consciously his students receptive to the i, inhabits. The student is preoccupied world, quite slave-master relationships a· with the culture of his milieu, bound distinct from the conditions of slavery. Eved Jvr. to the media-communications of TV, come alive because of the studen1 telephone, and voguish magazine. He educational learnings of America's own "p< often has little immediate understand institution. ing of new material presented to him. planet that the The motivation as bridge to It therefore becomes the teacher's teacher understanding is the first and J imperative to literally take that student most important step in the t., from familiar-trod grounds to unex consciously process. plored territories. The teacher can only do so if he effectively uses motivation inhabits. RABBI DAVID ELIA CH is th£ in his lesson. For it is motivation, the pal of the Yeshiva of Flatbm teaching tool, that links the student's School and faculty member past to heretofore uncharted experien Azrieli Graduate Institute of ces. The teacher must start in the Education and Administration Perspectives on Emotional and Psychological Well Being
Early Detection of Classroom and Family Problems
Marcy P. Schaffer, Ph.D. Sylvan J. Schaffer, J.D ., Ph.D.
he yeshiva student, like any other student, must cope with a variety of academic, social, familial, and medical problems which can affect classroom performance. TIt is important for teachers, parents and school personnel to be able to identify such factors since early identification and intervention improve the chances that the problem can be dealt with. Classroom problems, though they may take many forms, can usually be grouped into two primary areas: learning problems and emotional problems. Children who are learning disabled are, by definition, those of average or above f average intelligence but who manifest mild to severe deficits in specific areas of functioning such as language, visual-spatial reasoning, memory, sequencing and motor ' function. They exhibit discrepancies in functioning, peaks and valleys in performance. Children with language disorders may be below grade level in reading and spelling r but on grade level in math; whereas children with visual-spatial disabilities may be t poor in math and word recognition but may have satisfactory reading comprehension f skills. s The type and severity of the learning disability determine the effect of the deficit :l on the cognitive, social, emotional, and other spheres of functioning and, therefore, 'I affect the level of potential stress on the child. Children having difficulty with expressive I. or receptive language are often the most impaired, since language is not only critical e to higher intellectual functioning, but also mediates thought, self-control, and behavior. ,- A child who is language impaired may resort to physical outbursts if he or she is :1 unable to express anger verbally. ,f There are several signs that may be indicative of possible language disorders: e :1 A) Speech Motor Difficulty- Disarticulation r Signs may include slurred speech, poor articulation, gross mispronunciation or infantile ·" speech patterns. B) Expressive Language Difficulty 1t 1. Dysnomia- word retrieval difficulty ("tip of the tongue" phenomenon). ,s 2. Circumlocution- talking around a point. g 3. Verbal sequencing difficulty- inability to retrieve verbal information in proper I sequence, i.e. numbers, days of the week. 4. Auditory sound blending difficulty- inability to integrate individual sounds into J- meaningful words. ·h ,e C) Receptive Language Deficits :h Signs include the inability to distinguish sounds, inability to understand complex verbal information, and inability to follow directions.
17 5 The type and severity of the learning disability affect the level of potential stress on the child.
Reading d e ficits-since so much Some early warning signs may tions. The earlier this process beg schoolwork is reading related, a disabil include a change in the child's eating the greater the chance that the in ity in this area can be very detrimental habits, a change in sleeping patterns, vention can be helpful. to a child. Among the signs which can excessive daydreaming, acting out, Questions and requests for furt be warnings of a reading problem are: moodiness, a decline in grades, hyper details may be addressed to 141-49 7 reversed letters, reading one word at activity, rebelliousness, depression, test Road, N.Y.11367; (718) 969-0549 a time, child loses place on page anxiety, nervous mannerisms such as frequently, substitution of words, omis nail biting, tics, etc. While teachers may DR. SYLVAN SCHAFFER is an attor sion of words, subvocal speech when respond to the child who is acting out and a clinical psychologist. H< since the 'noisy wheel tends get reading, poor word attack skills, repe to Assistant Professor of PsychiatrJ tition of lines. greased', the quiet, passive child may Einstein Medical School and work also be suffering and should not be These are some of the major areas the interaction of law and psycho of learning disability. When these or overlooked. in such areas as jury selection, inflic other disabilities are suspected, psy When teachers and parents stay alert of emotional harm and child cuslo<. choeducational testing can be helpful to these and other signs, they can follow in diagnosing the problem and suggest up with referrals to the school guidance DR. MARCY SCHAFFER is a psy1 ing treatment plans. department or to professionals who can ogist in private practice and Coore While it is impossible to review all then assess the problem and recom tor of the Psychology internshi, the emotional issues which may affect mend remedial or therapeutic interven- Yeshiva University a child's classroom performance in the limited space allotted to this article, it would be useful to review some of the early warning signs which may alert the teacher or parents to the existence of an emotional problem. Emotional problems may come from a variety of sources. One, which is Do you know of related to the learning disorders dis cussed above, is the result of the stress, someone else who frustration and poor self image which might enjoy receiving may afflict a learning disabled child as Ten Da'at? Please let a result of his disability. A second source is the child's indi us know the name and vidual emotional problems. These address of the person problems may have a psychological, or institution and we biochemical, or neurological origin and may include such disorders as depres will gladly send a sion, hyperactivity or school phobias. copy. The treatment may depend on the source of the disorder. A third major source of emotional disorders is family related. Family stress may commonly originate from marital strife, divorce, death, financial stress, sibling rivalry, child abuse, parental psychopathology or parental pressure for the child to perform. Top TEN Profile: Baltimore's Beth Tfiloh Community High School
Dr. Louis Bernstein
begins, knew the Beth Tfiloh Community the education of Jewish young women school was previously Director of 1e inter- High School in Baltimore when it on par with that of young men. student activities at the Ramaz High Iwas first a dream. Several years ago The framework for the project was School, and, before that, the principal further Judy and Gary Rosenblatt voiced launched when the current initial of general studies at Ohr Torah. -4970th concern that there was no appropriate freshman class was yet in the fifth The first freshman class was in a l9 • high school in Baltimore for their grade. An exploratory group called converted home. The twenty-two stu children. They knew of difficulties for Parents for Educational Options sur dents will probably dedicate a two parents and children of long separa veyed the field. Baltimore has a fine million structure before they graduate. attorney tions, particularly for teenagers during Federation which demonstrated There is an infectious pioneering spirit . He is genuine interest in supporting a com in the school's ambiance, its programs, ,iatry at the trying period between childhood to maturity, and thus they preferred a munity high school. But the ideological its publications. It takes pride in its ¥arks on high school in their own community. and religious differences between the affiliation with the Torah Education ychology Orthodox, Conservative, and Reform Network and it brings to Baltimore the infliction There were others like them. If anyone could convert a dream into reality, those groups could not be bridged and it was promise of a superior school blending ustody. young people could. then that Rabbi Mitchel Wohlberg a love of Jewish tradition, scholarship, psychol- It is not that Baltimore, one of the deemed that his synagogue Beth Tfiloh people, and state with the best of secular 7oordina finest Orthodox communities, lacks a would fill the gap. Rabbi Wohlberg and education. • his congregation raised the necessary nship at high school. One of America's great DR. BERNSTEIN is Chairman of the funds and provided the needed facilities yeshivot dominates the orthodox com Board of Mizrachi, Associate Professor thus enabling the birth of the fledgling munity, and has superceded the city's at the Isaac Breuer College of Hebraic own Yeshiva High School. There is also institution. Studies of Yeshiva University and a B.ais Yaakov. But the Rosenblatts, The Planning committee took the Rabbi of the Young Israel of Windsor Maimonides School of Boston, founded graduates of Yeshiva University, are Park. committed Religous Zionists. Both are by Rabbi Joseph B. Soloveitchik, as its professionals and active in the commun model. Rabbi David Schapiro, a native Ed's Note: Do you know of an inspir ity. For them and their friends a Jewish of Baltimore, who is prinicipal of the ing person or institution whose contri high school has to be committed to the Maimonides School, worked with the bution to Jewish Education would be centrality of Israel, to secular education curriculum committee on setting up the of interest to our Ten Da'at readers? as well as religious education, and to program for the coeducational school. Write or call. Peter Abelow, the principal of the new
TEVET 5747 I TEN DA'AT 7 Case Study Rabbi William Altschul
s principals we often have the She had won her help Chava, and see some progresi responsibility to determine albeit slight, over the course of the yea A whether a young child will battle with her that I would be willing to reestablis receive a Jewish education in our school her as a student. This could not b or not. For many children ours is the parents because they accomplished, however , without fin only school and the only opportunity for had lost control of developing an understanding with he1 a youngster to get a Jewish education. Not only wouldn't she see me or th What does one do when faced with a their daughter. English principal, but she would no student whose conduct constitutes a see any other staff member either. Sh disciplinary and religious problem we were justified in asking her to leave, had won her battle with her parent within the school, and exerts a negative but I persuaded the faculty that we because they had lost control of thei influence on the rest of the student should give her another chance pro daughter. body? This kind of conduct diminishes vided a contract could be written with It has been my experience, buttresse,: the level of public religiousity and has her and her parents which would be by this case, that one can only work i1 an unpredictable and incalculable strictly adhered to during the course a counseling situation with studen~ effect upon the religious development of the year. when there is parental support anc of the other children in the school. I Following this I wrote a detailed communication. If a child has cut of: think that all of us are faced with such letter to her parents in June asking all parental communication (and in thu issues from time to time, and I would them, and Chava, to meet with me and case refused to go to private counselor: like to share the following case with you. the English principal to review our plan as well) any attempt to bring him/ her Chava (as I will call her) had attended of action and to establish such a back into school would invariably fail our school and two other Day Schook:; contract. After a number of postpone Regrettably, I had no other decision 111 in our area and had either been asked ments the family did appear, but make, and Chava successfully fore~ to leave or had transferred voluntarily without their daughter. After a long her parents into enrolling her in thi from them. She was now entering the discussion the parents agreed on our local public school where she nolP ninth grade and exhibited extremely plan of action. However, Chava was attends. bizarre and unacceptable behavior on determined not to return to our school, I see Chava occasionally around thl a daily basis. Counseling, either by and therefore rebuffed all of her neighborhood, and she always vocall. teachers or by administrators, was not parents' entreaties to meet with the proclaims "Oh, you're here, Rabb successful. Her academic work was also administration. They felt that Chava Altshul. How is the Hebrew Academy subpar, even though she wasn't failing. was using this strategy as a means of now that you have thrown me out?" i The other students resented her pres removing herself from the religious order to goad me into some kind ~ ence and viewed her and her behavior education that they wanted her to have, reaction. I simply smile pleasantly an as being so outlandish that they did not and that, in fact, she had been quite say "hello" and feel the pain that I'ri necessarily learn from it. She somehow successful. I symphathized with their sure her parents must feel on a regula! finished the year, but it was now my predicament, but explained that we basis. How does one reach a child whl responsibility to decide as to whether simply could not permit her to reenter refuses to open up and who isn we would allow her to continue in tenth school without a prior conference amenable to counseling? How wou~ grade. establishing specific guidelines for her you have handled this situation? I In our small school it has been my behavior. The father pleaded for anoth RABBI ALTSCHUL is Headmaster practice to consult with the entire er chance for the "sake of her religious the Hebrew Academy of Create faculty both in counseling and decision education." He later contacted me on Washington. making when as serious an issue such a number of occasions throughout the as retention is faced. The faculty was summer, telling me that he had tried, Ed's Note: Ten Da'at invites you 1 unanimous in its resolve that her very in vain, to convince Chava to come in respond to Rabbi Altschul's closi11J presence was detrimental to the reli for a conference, and asking me to question: What would you have done gious development and discipline in our remove this condition and readmit her Please consider sharing a problem a High School. I knew that Halakhically anyway. I explained that if we could challenge that you have encounter/YJ
8 TEVET574'. was, from the beginning, with Emet: saw the following contrasts: the worst is the one who steals the ;,:i, ~n-c, 0,,)) ,'ti u,,,,:i n,nn1l" Why are the letters of sheker close opinion of others. Rabbeinu Yonah 11n1lN, "From the beginning of the to one another in the Alef-Bet (the (Sha'arai T'shuva Le Rabbeinu Yonah creation of the world, your first words letters Kuf, Reish and Shin are in Chap. 184) restates that n))i n:il) ii were truth." And in Pirkei Avot 1:18, sequence) whereas the letters of much more serious than other stealing. Rabban Shimon be Gamliel says: Emet are far from one another n))"T n:il) is a deceitful act, understood ',)): 0,;, 0,,))r, 0,,:i, M'tl,'tl ,)),, (Aleph, Mem and Tav are the first, by our sages to be corrupting of one's ,,. 01',\!,1:-, ',~ , l'ir, ',~ ,n1lNf'1 middle and last letters of the personality, rendering one unreliable Aleph-Bet)? Because deceitfulness and untrustworthy (Sanhedrin 89bi PURSUIT OF EMET is common and widespread (easy One act of falsification gives birth w Our sages taught that the purpose of to do, according to the Yalkut, another and perhaps to greater acts of our creation is to imitate the attributes Breshit 3), whereas truth is uncom dishonesty (Shocher Tov Psalms 7). of G-d, to follow the dicta of the Torah mon (difficult to perform, accord and to create an everlasting, just ing to the Yalkut). And why does SOURCE IN THE TORAH society. They urge us (Shabbat 133b; each letter in the word Sheker rest The halachic prohibition against Jill) 1 Rambam, Hilchot De'ot 1:6) to strive on one leg, while the letters of Emet n))"T comes essentially from two spe to conduct our lives with the same rest on a base of two legs? Because cific sources. The first source is thi qualities- including Emet-which G-d truth stands forever, but falsity verse. N" 1\!Jn:>n N" 1:ll)n N~' ascribes to Himself. will not last (Shabbat 104a). ,,,n,1l)):1 'tl'N ,,;,'tin, "You shall no1 We are urged in Proverbs 23:23: What is the practical implication of steal, neither shall you deal falsely, nor ,,,:,)lJ'I ~ m;, n1lN", "Acquire truth the Torah's view of Emet and Sheker 1ie one to another" (Leviticus 19:11). The and do not sell it." The value of Emet with regard to the issue of cheating in Ritvah, in the name of the Tosafot is clear: "T~ ; i))', ,,:,,n n1lN "!11\!,111 learns (Chulin 94a) that the prohibitior school? 11,;,'tl ,1\!J', f'l))')iN, "That which is true of n))i n:il) is derived from this verse i will last forever, but that which is false STEALING OPINION "You shall not steal" covers any forn: 3 will last a short time" (Proverbs 12:19). Dishonesty between individuals can of stealing, including stealing opinio l One form of the pursuit of Emet is the manifest itself as outright theft of and stealing from anyone includingtrn 11 pursuit of Justice: ""l1iin ;,-r.t ;,-r.t property in such transactions as buying non-Jew. There, thus, exists a diree: f "Justice, justice, shall you pursue ..." and selling or in the less tangible form Biblical prohibition of n))"T Ji:lll t (Deuteronomy 48:20). The person who of misrepresentation. In the latter case, according to the Ritvah. The secon l pursues Emet is considered wise and one individual lies or cheats in order source of the prohibition is the statf I righteous; he is the ideal man. The that another individual will think more ment made by Shmuel (Chulin 94a C society that he builds will be just and highly of him. This form of dishonesty '''!IN1 n,,,:ir, n)), :iu)', ,,t?N' t last forever. is n))"T n:il) "stealing of one's opinion". _,,0 ,,,:,ll ,iv, t 1, SHEKER, DECEIT Cheating in exams, school projects and homework falls in the realm of n:il) RAMBAM'S VIEW e In contrast to Emet, there is Sheker, n))"T since no transaction takes place. The Rambam codifies the above r: that which is false, dishonest and mis Classically, our commentators and statement in at least two places. h i1 representative. If the pursuit of G--d Poskim (see Tur, Shulchan Aruch, Hilchot De'ot (chap. 2:6) the Ramba~ Ii and Torah is the pursuit of Emet and Choshen Mishpat 228:1) have defined states: p the foundation of the society depends n))"T n:il) to mean causing an individ It is forbidden for a person to n upon Emet, then Sheker is the negation ual to think that you have done some conduct himself with others with t: of all these pursuits. good for him, that you think highly of smooth and deceitful words. And h Dishonesty is considered a corrosive him or that you are concerned about a person should not speak in one personality trait that will lead to his welfare, when, in reality, such is not way and feel in his heart different· C; animosity and hatred amongst men and the case. You are seeking to have ly, but his inside should be like the fc ultimately will cause the destruction of someone consider you a better person outside, so that that which is in his J. society (Maharsha Shabat 104a). than you are and are, thus, stealing his heart is that which is spoken. And s1 The Torah commands us: i;,'tl i:ii1l11 good opinion. Other Poskim, including it is forbidden to steal the opinion sl 11;,nin "From a false matter you shall the late Rabbi Moshe Feinstein, z"l, of others and even the opinion of rr keep far" (Exodus 23:7). 1:ll)n N,,, expand the definition of n))"T n:il) to the gentile . . . . tl ,,,n,1l)):1 'tl'N ,,;,'tin N,, 1\!Jn:>n N,, include any falsification, even if it does o: Similarly, in Hilchot Mechirah (chap H "You shall not steal, neither shall you not involve pretending to do a favour, 18:1), the Rambam states: deal falsely, nor lie one to another"(Lev. faking a good opinion of someone else 19:11). A person who tells lies will not or showing false concern. Hence, any it is forbidden to lie to people in e, be in G-d's presence (See Soteh 42a from falsification of what you are or have transactions or to steal their opin• hi Psalms 101:7). Just as G-d delights in accomplished is n))"T n:il). Any form ion, and a gentile and a Jew are Emet, "Sheker is abominable to Him" of cheating is prohibited, according to equal in this matter. If a person (Proverbs 12:22); and "The wicked man Rabbi Feinstein. knows that what he is sell ing is ~ does the work of Sheker"f'l't11)) ))'tli11 defective, he should inform the ,,,;,'ti n,,))!). SERIOUSNESS OF n))"T n:il) purchaser. And even to steal the E Our sages, examining the way Emet The Tosefta (Baba Batra Chap. 7) opinion of others with words is 01 and Sheker, i;,'tl n1lN, are written, states that of the seven types of thieves forbidden. le
10 TEVET5; Tl ials the RABB I MOS HE FEINSTEIN Yonah The late Rabbi Moshe Feinstein, z"l, 1 Yonah is quite emphatic about the prohibition Ml) is of cheating on exams. Cheating on On Placement ,tealing, exams is !'1)'i Ji:ll) because the student lerstood who cheats does so in order to be Dr. Mordechai Schnaidman of one's considered a better student. Teachers reliable will think he is smart, which may not in 89b). be the case; they will think he/she birth to studied hard, which was not the case. r acts of Colleges and universities will admit .s 7). him or places of employment will hire he task of matching candi resource group contributes vitally to him, instead of taking someone else who dates and positions in the field the scope and objectivity, openness has lower marks because he did not of J ewish education is an and fairness of the placement pro nst !'1:ll) cheat. The student cheating does not ongoing challenge facing the Jewish cess. In addition, the Placement lwo spe pretend to do someone a favour or show community. The Placement Coordi Coordination Com mittee cooperates e is the false concern for another person, as in nation Committee, established by with the Joint Placement Committee u, ?ob" the classical case of Ji)ti n:m. His the Max Stern Division of Commu of the Jewish Education Service of ;hall not dishonesty and deceit in pretending to nal Services, RIETS, an affiliate of North America to assure that proper sely, nor have accomplished something he has Yeshiva University, and the Educa procedures are followed in place :11). The not is for his own personal benefit. tors Council of America, was formed ment. Thus, candidates may utilize Tosafot, Nevertheless, Rabbi Feinstein (Igrot for t he purpose of assisting the the services of both placement offices ohibition Moshe, Choshen Mishpat, Siman 30) Jewish community in meeting its in seeking a position. 1is verse. insists that cheating on exams is Ji:ll) personnel needs and helping quali The process of application for my form '1V'T and, as such, is explicitly forbidden fied educators locate suitable posi placement has been reduced to a : opinion by the Torah. tions. Any J ewish educator who minimum of paper work. A cover 1ding the Rabbi Feinstein gives two other identifies with the goals of T.E.N., letter and resume are sufficient for a direct grounds for the prohibition of dishones as outlined in its statement of pur a candidate, and a letter of request ii Ji!ll) ty in exams: first, it is against the law, pose, may avail himself of these on official stationery suffices for a e second Dina deMalchuta. Jews are required by services. school. There are no fees for place he state- Halacha to obey the law of the land and The placement office receives ment and strict confidentiality is the 1lin 94a): cheating is against the law. Second, many requests annually for teachers foundation stone of the service. , ,n,N" there exists another Biblical prohibi and administrators from a variety The Placement Coordinating Com ,,:,)' n)', tion because cheating on exams may of Jewish institutions and agencies. mittee strives to achieve its objec lead to the stealing of money. If an At the present time available posi tives without compromising profes employer hires a person because of the tions outnumber qualified appli sional standards and sens itive 1e above person's outstanding grades, not know cants. As a matter of policy the personal concerns. At the same time ilaces. In ing that these grades were accomp Placement Coordinating Committee the Placement Coordinating Com Rambam lished through deceit, the employer will does not publish lists of positions. It mittee views its efforts as the foun pay top money to a person who does is, however, ready to review all dation for establishing warm rela available openings with any candi tionships and close interaction with ·son to not deserve it. The person is, in effect, date seriously seeking placement or the Jewish community and Torah rs with taking money which does not belong to requesting referral to any position. educators. Is. And him. This approach maintains both the Anyone wishing to make use of in one The Hebrew Academy seeks to incul standards of the profession as well T.E.N.'s placement service should fferent cate in its students the value of learning as the dignity of each individual contact Rabbi Mordechai Schnaid like the for its own sake. In both secular and candidate. man, Yeshiva University, 500 West is in his Jewish subjects, we would have our While the Placement Coordinat 185th Street, New York, N.Y. 10033 ~n. And students strive to acquire knowledge, ing Committee does not determine (212) 960-5266. opinion skills, attitudes and values rather than • salaries in specific positions, it inion of mere grades and transcripts. We hope that this summary of the Jewish views encourages schools and agencies to on Emet and Sheker and on the meet their responsibilities fairly. DR.SCHNAIDMAN is the Director rah (chap. Halachic prohibition against Ji)'i Ji:ll) Indeed, it can be stated that com of the National Commission of Torah and cheating on exams will sensitize pensat ion for administrators in Education and of Educational Ser eople in everyone to the need to strive for J ewish education is very attractive, vices at the Max Stern Division of iir opin honesty. • and is steadily improving for Communal Services of Rabbi Isaac Jew are teachers. Elchanan Theological S eminary, , person The overall process of placement and a faculty member at Yeshiva RABBI FL UK is the principal of the is conducted with the recommenda University's Isaac Breuer College of ~lling is Hebrew Academy of Montreal. >rm the tions and counsel of a group of active Hebraic Studies and David J. A zrieli ,teal the Ed~ Note: Ten Da'at welcomes any professionals who comprise the Graduate Institute of Jewish Edu vords is other effective approaches to the prob Coordinat ing Commit tee. This cation and Administration. lem of cheating.
TEVET 5747 TEN DA'AT 11 Int:erconnect:ed Vessels or Segment:ed Vessels The Use of 11,,n~ in Education
Hanoch Achiman
Mod els from past Jewish history, recommend its own choice lo its sirr. recent or remote, which are similar to ilarly constructed and fashionei "Vessels will only sanctify our situation, if not identical, emerge successors. 1 deliberately" before our eyes and recommend them It might then be possible lo set u (Talmud Yerushalmi; Sukkah cpt.4) selves as structures for relating to the the model of r,i,n:i in wider context new situations. as a central model in our educationa The topics of r,,uo-, xn,nnN, outlook- in the sense of the thr~ '
Death Education 1 its sim Lshioned Reprinted, with permission, from The Pedagogic Reporter, Fall 1980 lo set up :ontext ucational J oel B. Wolowelsky he three er of the ni:ir, 11 (1) i'l'N" (2) The Need spectrum of information and to an supply of the books on hand- although n,,n::i (3) awareness of confl icting view it is hoped that the supply will last a Educators are well aware of the points. Perhaps the school, then, is long time! Rashi in growing interest in death education at in the most favorable position to A teacher or rebbe should speak to l:1) all levels of the school system. Secu provide this kind of coverage.3 the mourner's classmates, giving them uation of larists argue that courses are now Some sort of for mal death education an opportunity to ask questions and on itself; necessary because there have been should find its way into the Jewish high express their feelings. If they have had land, and fundamental changes in contemporary school. Even in the "frumest" of yeshi little experience in these matters, the rah, must America's relation to death. "Foremost vot, students do not always have a teacher should review what happens at situation among these ... is the fact that many complete understanding of what the a funeral and explain the "etiquette" of beset by of us no longer command, except Halakhah has to say on the subject and a shivah call. It is supportive for a s; a situa nominally, conceptual creeds of philo indeed are not always ready to confront representative from the yeshivah and illy aspire sophic-religious views with which to the issue. This is certainly the case in for the student's classmates to attend ·ule of the transcend death." 1 supplementary schools or yeshivot the funeral, and close friends (especially 1ersal ,~, These courses are meant to give the which have sizeable populations of non if they're older) might be encouraged tling, and student the ability to cope with his or observant students. to assist in the burial. Students should her inevitable confrontation with death. be excused from classes during the day . view the Children ask questions on death and so that the mourner is not left alone Helping the Mourner ts of our dying, notes the author of National during shivah. 1 as inter Education Association report on death The first type of death education All student mourners should see a mtain our education,2 but parents cannot always should be conducted when the yeshivah guidance counselor upon returning to national provide proper answers. Thus, without is notified of a death in a student's school. If necessary, the student might 1ain inter these courses students would remain family. A teacher or administ rator be seen periodically or refer red to other egmented uninformed or misinfor med on the should visit the home to see if any help members of the faculty who could be omponents subject. Religious educators may have is needed in making funeral arrange called in to assist in informal counsel nction. written incisive and useful material on ments and to make sure that a close ing. It is irresponsible to think that just :a must be the subject, he says, but they have friend visits and that other students are because a student mourner is "coping only when varying degrees of enlightenment, notified. The school should provide a well" all indeed is well. Serious prob 1al-does it particularly where children are con copy of Maurice Lamm's Jewish Way lems are often exposed only when a • cerned, and often take doctrinair e in Death and Mourning or Tukachins counselor has intitiated a discussion. :he director positions on such issues as abortion, ky's Gesher Ha-hayim to each family. Even if there are no problems, the epartment, euthanasia or the after-I ife. It is unwise to assume that every expression of concern is usually U.S. Religious perspectives on these family- even if it is an observant one appreciated. issues and on others obviously knows the Halakhah, and the inscribed In general, it is a good idea in a should be considered, but all child sefer is well appreciated even if the yeshivah for all the teachers of each em must be mourners already have a copy. It is class to meet with the guidance staff r becoming ren, whatever their religious affil iation, have a right to a broad important for the yeshivah to have a Continued
TEVET 5747 l TEN DA'AT 13 Jewish Media Project.7 The film sho an old man thinking back about his I and the death of his wife and son. ca explains in asensitiveway the problerr dis of loneliness in old age, but tangentia co shows some traditional J ewish moun wh. Showing students how a Torah society ing customs, including the ritual wa., In deals with death is an important part of ing of the corpse. This film can stin the ulate a very fine and sensiti th teaching them to understand and indentify discussion on a variety of subjects. res with that which is our Tree of Life. Organization of such a unit becoll)' of somewhat more problematical in un yeshivah organized with a rebbe syste pro and no clearly defined subject divisi(I within the block of time devoted du Torah studies. But the topic is up, once a term to see if there are any close to him?" It is important for the important to be dealt with haphazard lik problems that need referral to the teacher to think through the issue well There is a need to impart informati tha guidance staff. Students who have had before bringing it to the class. Other but an equally important need to teai tio a recent encounter with death are Halakhot and customs of mourning students to talk about their fears a ex especially monitored at those meetings. should be discussed, with particular concerns in such matters. rat Of course, all of the above would emphasis on theeitquette and dynamics It seems reasonable to assume th stu apply with some modification to an of the shivah visit and the importance regardless of the structure of tht dea: elementary school setting. However, a of community support for the mourner. school, by the time they g radu the scheduled curriculum class on the An example of such a presentation is students should know such traditio tha subject should be limited to upper Audrey Gordon's " The Psychological Jewish concepts as the tehiyat classmen in high shools who are mature Wisdom of the Law"5 or some articles metim (resurrection of the dead), ola ~~ enough to deal with the issue. by the author of this article.6 haba (the world to come), and rewi y Often, important insights into Halak and punishment. They should also e, hic values can be gained by contrasting aware of the Rambam's view It A Suggested Unit American funeral practices with those matters regarding an afterlife are If the school has a course in "Jewish of the Halakhic community. The stu sealed issue which " ... no-one HE Philosophy" or "Mahshavah," the fol dents can see the hour-long film "The know until they come to pass.. 1. 1 lowing would be a two-week unit. It Great American Funeral," a CBS There are difference of opinions on could be offered as a "mini-course" in report based on Jessica Mitford's The issue ...and the detail s do not coru 18 an afternoon school. American Way ofDeath which presents tute a basic element of faith.' TI, 2. A good beginning would be to read current American practices in a some certainly should be exposed to ~ t Halakhic attitude on abortion, eutl one of Rav Joseph B. Soloveitchik's what unflattering light. This is also a 1 essays, "A Eulogy for the Talner good opportunity to discuss the hevra nasia, organ transplants and the di :i. Rebbe." The essay explains his under kaddisha, what it is and the importance nition of death, -various articles I. J standing of how the Halakhot of mourn of contacting it before calling a funeral books by Rabbi J. David Bleich and ing fit into his overview of the human director. It might be worthwhile to Fred Rosner provide excellent sow 5. personality and the Halakhah in gener bring in a member of the local hevra material-but it is much more imv. · al, and allows for a group discussion kaddisha to talk to the class and to tant that the student learn to appra fi. J on the topic of death. The discussion answer questions. his or her Halakhic authority w • should be introduced with the question, It is worthwhile for the students to faced with such situations. "What goes through one's mind when see "Bashert," a 20 minute film pro Despite the need to bring some t he must confront the death of a person duced by the Institute for Jewish Life/ of formal death education into• Jewish school, there is no real nee: include topics like Elizabeth Kub 7. Ross's "stages theory.''9 The religi educator is interested in teachingTir t values, not in presenting psycholor x. !\ 9 theories that should really be preseo · ~ in courses taught in professional scb 10. What goes through one's mind when for social workers, doctors, therap: or clergymen, or perhaps in a colk:. he must confront the death of a person level course in psychology. Moreo close to him? it is important to realize that de.i 1 its usefulness in focusing attention I 1. 12 the need to listen to and learn from · dying patient, the theory has not b l:J. scientifically verified and is o• I Im shows oversimplified. 10 Such a theory, it has ut his life been noted, when not fully understood ,d son. It can also lead to misuse, such as" ... the problems dismissal of a patient's legitimate 1gentially complaint about poor treatment as 'just h mourn what you would expect in stage two."'11 ual wash In fact, one educator has called her can stim theory an "unproven idol," suggesting sensitive that "it would be wise if educators and iects. researchers simply viewed any 'stages ; becomes of death' scheme as simply theoretical ical in a until proven by more rigorous be system procedures."12 ,divisions Some teachers might fear that intro evoted to ducing a discussion on death might 1ic is too upset their students. But researchers ,hazardly. like Roger V. Bennett have pointed out ormation, that the greatest anxieties and inhibi d to teach tions about death and dying can be WORLD LEADERSHIP CONSULTATION fears and expected to rest with the adult faculty ON TORAH EDUCATION rather than the youngsters.13 Showing ;ume that students how a Torah society deals with n January 7-8 1987, a select group of Orthodox leaders met in : of their death is an important part of teaching London to consider the future of religious Zionist education in the graduate them to understand and indentify with 0 diaspora. Convened by the Torah Education and Culture .raditional that which is our Tree of Life. • Department of t he World Zionist Organization at the initiative of its •hiyat ha Chairman, Mr. Yitzchak Meir, the "summit" meeting considered the DR. WOLOWELSKY is Chairman of the ead), olam relationship of the religious Zionist community to Kial Yisrael and to the Advanced Placement Program at the 1d reward State of Israel, as well as the major challenges religious Zionist education Yeshivah of Flatbush in Brooklyn. Id also be faces the world over. view that The meeting was chaired by Dr. Alvin I. Schiff, Executive Vice ·life are a President, Board of Jewish Education of Greater New York. Participants )-one will REFERENCES: included: Dr. Norman Lamm, President, Yeshiva University (USA); Chief pass.... I. Herman Feifel, "Death in Contemporary Rabbi Sir Immanuel Jocobovitz (England); Chief Rabbi Prof. Shemuel ions on the America," in Herman Feifel, ed., New Mean Sirat (France); Mr. Abraham Abadi, Chairman, Zionist Council and Israel ings of Death, New York: McGraw-Hill, 1977. not consti p. 4 Bonds, Buenos Aires (Argentina); Mr. Max Dolinger, President, Collegio th."8 They 2. Richard Otis Ulim, Death and Dying Educa Bar-llan, Rio de Janeiro (Brazil); Mr. Isaac Joffe, Chairman, Board of ed to the tion.Washington, D.C.: National Education Jewish Education, Johannesburg (South Africa); Dr. Yosef Burg, former ion, eutha Association, 1977 Minister of the Interior and Minister of Religion (Israel); Mr. Yitzchak 3. Ibid., p. 13 d the defi Meir, and Mr. Hanoch Achiman. 4. Joseph B. Soloveitchik. "A Eulogy for the rticles and Talner Rebbe," in Joseph Epstein, ed., Shiurey Among other things, the World Leadership Consultation recommended ich and Dr. Ha-Rav. New York: Mevasser. 1974. 18-26. (1) in-depth consideration of the issue of pluralism; (2) priority attention to ent source 5. Jack Reimer, Jewish Reflections on Death. the problem of supervisory personnel for Torah education institutions New York, Schocken Books, 1974, p. 95- 104. ore impor· throughout the world; (3) support for the activity of t he Jewish Education 6. Joel B. Wolowelsky, A Mid rash on Jewish o approach Mourning. "Judaism 23:2. Spring 1974:" A Committee of the J ewish Agency; and (4) the development of a tri-level >rity when Note on Shabbat Mourning Judaism. 24:1, leadership structure for Israel-centered Torah education for continued Winter, 1975 and "A Note on Corporate consideration and implementation of common educational concepts and Mourning in the Halakhic Community," some form Jewish Journal of Sociology XVIII:! June. practices. • n into the 1976. ["Self-confrontation and the Mourning Ritu ea! need to als, Judaism, 33:1, Winter 1984.] th Kubler 7. The film is available from the Jewish Welfare ,e religious Board in N.Y.C. It should be previewed by :hingTorah the teacher. 8. Mishneh Torah, Shofetim, Melakhim, 12:2 .ychological T. E .N. joins the entire Jewish education community 9. Elizabeth Kubler-Ross, On Death and Dying e presented New York: Macmillan, 1969, passim. in mourning the Joss of one of its kindest and most onal schools 10. Robert J. Kestenbaum, Death, Society and mu.mficent friends, Carolyn Gruss. , therapists Human Experience. St. Louis; C.U. Mosby Co., 1977, 210-213; and Charles A. Corr, "A May her lifelong partner, Joseph Gruss, be n a college Model Syllabus for Death and Dying . Moreover, Courses." Death Education, Winter, 1978, 1:4, comforted in the knowledge that their work and ;hat despite 446. generosity continues to benefit countless Jewish tttention on 11. Kestenbaum, p. 213 12. Dan Levitan, "Death Education," in Feifel. children and will impact on generations to come. rn from the Nell' Meanings of Death, p. 260 ,as not been 13. Roger V. Bennett, "Death and the Curricu 1d is often lum." April, 1974, ERIC EDO9:l 72, 14
TEVET 5747 TEN DA'AT 15 On Our Bulletin Board
The Toronto Board of TEN is very pleased to Diaspora. A determined T.E.N. by Dr. Moshe Jewish Education has sponsor a visit by Prof. Dov Reform movement is Sokolow and can be published a series of Rappel, one of Israel's making great efforts to obtained by writing or pamphlets in Hebrew on the leading thinkers and capture a major role in the calling the T. E.N. office. major hol idays of the educators. He will arrive in World Zionist Organization calendar cycle. These were early February for a three and the J ewish Agency. A • prepared by various week visit and TEN is Jewish Agency commission consultant-shilchim from arranging a series of has already expended "Professionally the Torah Department who lectures to High School hundreds of thousands of Sp eaking" served on staff during the Network affiliates. dollars in surveys. The past 8-9 years. There are Prof. Rappel lectures in Jewish Agency commission Dateline: TORONTO booklets on: Chanukah, English or Hebrew. His has mandated to itself the Purim, Pesach, et al. They topics include: authority to determine what There will be two maj administrative positions sell fo r $4.25 each; for 3 or 1. J ntegrative teaching of Zion ist education is and how fill for the 1987-88 school more, the price is $3.75. Bible and art funds are to be allocated. For further information term: 2. Integrative teaching of please contact: • A Modern Orthodox Hi Bible and English Rabbi Irwin E. Witty School is seeking a full ti 3. Integrative teaching of Executive Director Executive Director who Mishna and Jewish Board of Jewish Education duties will include plant Cultural History 4600 Bathurst Street management, servicing Suite 232 4. Targum Onkelos at school school organization and Willowdale, Ontario 5. Teaching J ewish fund raising. M2R3V3 Philosophy-Program Religious Zionist • A large co-ed Ivrit B'lv (416) 633-7770 and Method educators can express their Day School is interested views at the polls by The host school will be engaging a principal. T • enrolling as a member of individual must be responsible only for food and Mizrachi. Dues for The Herzliah High lodging and a prorated experienced, fluent in Iv Schools of the United educators are $10 annually. and able to oversee a stu share of direct travel Faculty groups may be Talmud Torahs of Montreal body of some 900 childre expenses. enrolled collectively. have prepared a sourcebook grades N- 6. All other costs, including F or information write to: in Hebrew based on Rabbi fees, will be borne by TEN. In addition, a co-ed Iv Bassil Herring's recent book If you are interested Israel F riedman B'Ivrit Community High Jewish Ethics and please write or call, as soon Mizrachi School (grades 9-13) will Ha/akhah for our Time. The as possible. 25 West 26th Street seeking full-time, qualif~ topic of the booklet is New York, N.Y. 10010 teachers for 1987-88. "Capital Punishment." or call (212) 689-1414 Fluency in Ivrit is essent Previous sourcebooks dealt • Interested parties shou with "Truth and the Dying contact: Have you received your Patient" and "Smoking and Rabbi Irwi n E. Witty, Drugs." copy of: Executive Director For further information a) Student's handbook and Board of J ewish Educat; please contact Teacher's Guide Gateway 4600 Bathurst Street United Talmud Torahs of to Teshuva selected Suite 232 Montreal writings of Rav Kook. Willowdale, Ontario 4894 St. Kevin Avenue The forthcoming elections b) Three essays by Nechama M2R 3V3 Montreal, Quebec for the World Zionist Liebowitz "On Teaching Canada H3W 1P2 • Congress can have a Tanakh." 514-739-2291 profound impact on These publications have • religious educators in the been prepared expressly for In Our Book Bag
he Need Money? All About Israel MR. GREENFELD is Systematic Hebrew by Drs. e by Sara Schachter and Sol Principal of the Yeshiva of Shahar and Rina Yonay gor Join the RALEIGH HOTEL Flatbush Elementary presents a new angle for ASSOCIATES PROGRAM TO Scharfstein office. KTA V Publishing House, School and is currently a teaching Hebrew. Through ENHANCE FUND RAISING 1984. doctoral candidate at the the use of Hebrew stories for Your School/Yeshiva. Reviewed by Mr. Yeshayahu David Azrieli Graduate and literature, the book The Raleigh Hotel of Greenfeld Institute of Jewish develops a system of ly Miami Beach is the newest All About Israel, a 1984 Education and teaching concepts in pl'Tj.''T. and most beautiful glatt release from KTAV, is a Administration at Yeshiva The text is divided into kosher hotel of unsurpassed modern, attractive text that University. categories such as Jewish ro service and food. provides what it promises- holidays (O')n) and Jewish For every referral a information all about Israel. • ethics (it7ltJ), and within •o major 1 substantial commission will It begins with the requisite each category are separate ;itions to be paid to your organization. description of government, stories relating to the topic. ,school For more information please natural and human Immediately following each call the Raleigh Hotel at 1- ~fg story are questions and topic resources, symbols, and idox High 800-327-3166. Ask for Mr. archaeology, but quickly ideas for a class discussion Asher Zwebner. t full time involves the student in a in r,,i:i)I. ,r whose I sense of the daily life of the The actual grammar iplant Israeli including the frantic ~ section of the lesson based ricing the "Re-gah! Re-gah!" often ,,,,,t,,~ ,,,,:il'- on the story is now n and ~ heard at the busy Egged bus introduced. A word or stations. Systematic Hebrew phrase is taken from the story and an applicable rit B'Ivrit ! A student is introduced to by Drs. Shahar and rested in the culture of the country Rina Yonay grammatic rule is taught, pal. The through discussions on Reviewed by Mrs. Robin followed by an exercise to be completed by the students. e I literature, newspapers, Niman 1t in Ivrit, music, sports, food, and even I would like to dedicate The section then concludes ea student! medicine. A book of this the following article in with halakhic questions children inl nature cannot be expected to memory of ':1N S,tJ~l: dealing with the topic at thoroughly represent Jewish hand. For educational fun and :i'T ,o,,,x 1:1 ,:i~ ofli:ix history, nor does it. The unit The text encompasses )-ed Ivrit fundraising reserve an Eisenman, without whose I on the geography of Israel, many aspects of teaching ;y High UNCLE MOISHY or TORAH strength, teaching and however, is very inclusive. Hebrew grammar including l3) will be ISLAND CONCERT for your guidance I could never be The orientation is literature, verbal qualified school. where I am today. traditional including a expression, and composition ·88. With an emphasis on warm description of a It is probably the most as well as grammar. It is s essential. teaching Mitzvot and Midot Yeshiva atmosphere and a frustrating question for all presented in an organized ies should through song these popular section on the celebration of dikduk (pl'Tj.''T) teachers: fashion and is attractive to entertaining groups for Holidays in Israel. "What text can I use to teachers as well as students. children have been in fitty, A student workbook and teach Hebrew grammar?" I have found r,,i:i)I constant demand around the or teacher's guide recommend There doesn't seem to be any r,,r,"'~ to be a most country. ~ducation use on the fifth, sixth, and book published that is not successful text in the Aproven success as a reet seventh grade levels-over a only a guide for Jr. High teaching of pl'Tj.''T and I fundraiser. . . . A two year period of study. School pl'Tj.''T teachers, but highly recommend its use. wonderful chinuch .rio Discussions, ideas, and is a practical textbook for opportunity. MRS. NIMAN teaches Jewish assignments are presented students as well. For concert bookings and subjects in Manhattan Day in the guide to enable the There is, however, a book further information please School, N. Y C. teacher to fully maximize that has recently been call 212-724-9351. the information about published that is most • I I Israel. encouraging. Ivrit Shitatit/
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Focus on Study in Israel
Rabbi A. Kupchik
he Torah Education and Culture Machon Gold was established in 19 Department serves as a clearing and named after the late Rabbi Thouse for the special one year Gold. It offers an intellectual a study programs in Yeshivot in Israel. religious experience in J erusalem w Freed of other pressures high school the purpose of strengthening both graduates have an opportunity to study Jewish conciousness of its students Torah in a recognized Yeshiva or well as their commitment to Isr religious school. They receive college Many of its graduates now serve credits which may be transferable to principals, teachers, and commu the college of their choice in the United leaders. Through its school of Jew States. The amount of credits received studies it offers a one year course varies with each college and its partic those wishing to enrich their know! ular requirements. This column will of Hebrew, Bible, and Jewish thou describe, from time to time, a partic and tradition. There is also a s ular program and/or Yeshiva. "Chavruta" program featuring scho The first schools portrayed are the ly research for qualifying students. two sponsored directly by the Torah Teachers College, a one year cou Education and Culture department, certifies its graduates as teachers namely the J erusalem Torah College for Jewish primary schools in the Dias boys, popularly known as B.M.T. (Beit and encourages a vital and meaningful Examinations are arranged for Midrash LaTorah), and the Gold Col emotional bond with the State of Israel purpose through the Israeli Ministr lege for Women referred to as Machon and its people. B.M.T. is housed in the Education. Faculty, under the lea Gold. new and spacious facilities of the Joseph ship of Dean Gabriel Cohen, are f certified and truly outstanding. B.M.T., establishe