Aruch Hashulchan Yomi – Thoughts and a Proposal

*** June 2020: Updated post endorsing AishDas’ new Aruch Hashulchan Yomi program: https://rabbizalesch.com/2020/05/31/aruch-hashulchan-yomi-reprise/

Aruch Hashulchan Yomi (see Calendar at this link) begins a new cycle this Rosh Hashana, which appears to be a massive coincidence – according to the Calendar, previous and future incarnations of the roughly four-and-a-half-year cycle have started on Chanukah, in March, and at other random times. (Comically, according to the Calendar, the program dates back to 1900, before Aruch Hashulchan was completed.) But the Rosh Hashana coincidence, combined with my affinity for Aruch Hashulchan, tempt me to undertake the program.

Rabbi Dovi Jacobs has written a fine article (see link) pointing out several problems with the AishDas Aruch Hashulchan Yomi program whose calendar I linked to above. One concern in particular caught my eye because I had the same thought:

The current AHS study cycle is based on the simple idea of one siman-per-day. The problem with this is quantity: Since simanim can be extremely long or extremely short, and you often have several huge ones or several tiny ones in a row, they do not provide a viable base for dividing the material into units for daily study.

True. And Rabbi Jacobs (whoever he is) comes so close to the correct solution:

Therefore, I recommend daily units based on more even quantity. Very short simanim can be combined, and very long simanim should be divided. Creating a schedule of this type will obviously take more work than a simple “one-siman-per-day” formula, but I see no other way to create a realistic program. In general, I suggest that the daily units should usually be roughly a daily “blatt” of the AHS, i.e. about 12-14 seifim, and never more than about 20 seifim. Such a schedule can be worked out without too much trouble based on the convenient Tables of Contents at the Hebrew Wikisource.

So close! But that would leave us tethered to someone else’s decision as to what constitutes a reasonable amount each day, or it would require average people to make that decision for themselves – and neither option is popular in the Yomi world. It also would not allow for crossover between the older and newer versions of AHS. The little white Mishnah Berurah Yomi booklets that come out every year and outline varying amounts of learning per day are an exception to the usual rule, but when I tried to use that once I found myself spending more time trying to figure out what to learn than actually learning. And then of course if you lose the book, or don’t have it on you, you’re up the creek.

I would propose that we require 10 Seifim a day, every day. Sure, there are shorter and longer Seifim, but they are mostly about 10-12 lines, so the program would probably take 20-25 minutes per day for an average learner. It seems to me that this would solve the problem. At least for the first several weeks, and probably beyond, it would come out to just over a page and a half per day. This would also work across the old and new editions of the AHS, because the Seifim haven’t changed. Anyone could easily follow the program on their own without an official booklet in their Tallit bag (an advantage of AishDas but not of Rabbi Jacobs), although we could easily create a calendar to keep an eye on, as many have for Daf Yomi. (See below.)

[I am less concerned by Rabbi Jacobs’ other major points, that the topics do not correspond with upcoming holidays and that AHS is missing certain sections. As to the first concern, there are many ways to prepare for holidays, including AHS, but I am a “Yomi purist” to the extent that I believe in them at all; for me at least, faith in the system comes largely with it actually being a Yomi whose Yomi integrity remains intact come what may. And the missing sections are not terribly consequential to me, but by all means go and learn the Levush – it is a wonderful Limmud! I think average learners can make a fine Limmud out of Orach Chaim and parts of Yoreh Deah. I feel the same way about Daf Yomi – that most learners should stop after Moed and substitute Halacha Yomi or Parsha Yomi in place of the rest of the Daf Yomi cycle. But that is for a different time.]

With that proposal on the table, here is a calendar of the early weeks (link). If others find this useful, reply and tell me in the comments below and I will keep adding to the calendar over time even if I do not continue with the learning myself. If I do not hear from anyone, I will not add to the calendar unless I keep up the learning myself. So if you find it useful, speak up to make sure that I continue adding to the Doc.

A useful online resource, particularly for those without easy access to the hardcover text, is Wikisource (link), which has the full text of Orach Chaim, large parts of Yoreh Deah, and some of Choshen Mishpat and Even Ha’ezer. It seems that the same Rabbi Dovi Jacobs is inputting that text. Sefaria also has the complete text of Aruch Hashulchan, mostly in Hebrew only.

The Gemara teaches that the obligation to divide one’s learning into thirds – Mikrah, Mishna, Talmud – can be fulfilled by learning Bavli, which contains all three. Aruch Hashulchan, as well, is a more complete Limmud than many of its competitors. Chumash, Gemara, Rishonim, Tur-Beit Yosef, Acharonim – Aruch Hashulchan runs the gamut to provide a holistic, all-encompassing learning experience, and in a style engaging enough to hold the attention of an average learner over an extended period of time. Although the great Rav Epstein certainly does not need my endorsement, I cannot, for what it is worth, more highly recommend this Sefer as a daily Limmud.

Posted in Communal Matters, Halacha | 15 Comments

Our Goal in the Classroom: 6th Grade Mishna/Gemara

Continuing a series on classroom methodology which, despite protestations from a non-teacher friend of mine, I cannot imagine anyone but teachers finding interesting.

What if we viewed Mishna and Gemara, as the Amoraim did, not as separate disciplines appropriate for different ages but as an augmentation or continuation of a similar field of study with overlapping and necessarily prerequisite and postrequisite skills? What if, rather than jump from Mishna to Gemara overnight (or over an empty summer), we viewed Sixth Grade as a year to develop nascent Gemara skills through the prism of a world of expanding Mishna skills? What if the symbiosis or synthesis of Mishna and Gemara were more of a curricular endeavor than a theoretical construct?

I asked those questions two years ago, and I would like to report here on my findings after two years spent developing a radically rewritten cohesive 6th Grade Mishna/Gemara curriculum. My initial hypothesis was that the students would not be farther behind in their Gemara skills by the end of 6th Grade, but even I was surprised to see that they had learned nearly the same amount of Gemara and more key terms, and that their ability to think analytically about a Gemara, and their engagement with the learning process and desire to learn, were at levels beyond what they had been before the change.

The skeleton of the system is straightforward, so here it is: A Perek of Mishna learned with the next skill closer to achieving a full and balanced understanding of the page of Gemara. Perek 1 (see link) of any Mesechta (we did Bava Metzia two years ago and Succah this past year, but any reasonable Mesechta would work throughout the program) corresponds to what I call Advanced Mishna Skills: identifying Case, Halacha, and Reason (מקרא, דין, טעם) in a Mishna and creating a מקרא-דין-טעם Chart; identifying problems within a Mishna (based in large part on discrepancies within the מקרא-דין-טעם Chart); comparing two consecutive or non-consecutive Mishnayot; and turning a Mishna or set of Mishnayot into a flowchart or table. Applying higher-order thinking skills to Mishna is critical in bridging the gap between the ostensibly “simple” Mishna and the “challenging” world of Gemara, a lot of whose challenge comes from our having oversimplified Mishna to begin with or our having learned it insufficiently or incorrectly. Remedying this problem can make Gemara much easier as the year moves along.

Perek 2 of the same Mesechta (link and link) adds Tosefta to the learning, asking the learner to compare Mishna and Tosefta. The students learn all of Perek 2 in Mishna, chart and analyze it as they did in Perek 1, but more independently now; and then they learn selections from Tosefta that the Gemara either could or actually does compare with the Mishna. That comparison might be because the Tosefta is adding to the Mishna, clarifying it, or changing/arguing with it, and it is the student’s job to determine which of those is taking place in each instance. This is so much of what Gemara is. Around this time we also start to learn about 50 key Gemara terms (link) as applied to “fake Gemara” that is either provided to them (same link) or that they compose (link). The first words we learn, not surprisingly, are תניא, תנן, תני, and תנינא, because those words indicate that the Gemara is about to quote a Mishna (תנן), a Beraita (תניא), or a Tosefta (usually תני or תנינא). The prefixes ד (as it says in a …) and וה (but wait! it says in a …) are introduced at the same time. In Perek 2, the transitional skills between Mishna and Meimra (the Gemara’s discussion of Mishnaic-era material) are beginning to be added in concert with their necessity as required for the kind of thinking that Meimra entails.

In line with our continually adding elements of what we colloquially call “Gemara,” Perek 3 of Mishna is learned in its entirety along with Advanced Mishna Skills, selected Tosefta, and now selected Beraita as well, chosen by the teacher (me) from somewhere in that Perek. Once they have done that, the elements of the Meimra, Amoraic-era discussion of the Mishnaic-era material, can fall into place far more easily. Because by now, I can give the students a page of Gemara and ask them, based on language and key words, to identify where each Sugya begins and ends, find every Mishnaic-era source that is quoted in the Sugya, learn those Mishnaic-era sources independently, and predict, based on the content of the Mishnaic material and the tone of voice in the Meimra before it (וה vs. ד versus no prefix), what the Meimra will be. And more often than not, they are right. Meimra (“Gemara”) is now working for them rather than against them.

Let me give you an example of this kind of learning in action (see link to follow along). The main Mishna (which the students learned as part of the entire Perek of Mishnayot) teaches that if an unpaid watchman pays the owner the value of his lost object, the thief, if he is found, will have to pay someone back:

… שילם ולא רצה לישבע … נמצא הגנב משלם תשלומי כפל …

But a Beraita which will be quoted in the Gemara (after the telling word “והתניא”) teaches the following:

השוכר פרה מחבירו ונגנבה, ואמר הלה (the other guy) הריני משלם ואיני נשבע ואחר כך נמצא הגנב משלם תשלומי כפל לשוכר.

So it seems that only expressing one’s desire or willingness to pay is enough to be absolved from paying the original owner if the thief is found!

The worksheet (linked to above) then offers a Tosefta – one not quoted in our Gemara – with apparently conflicting views of its own on the matter. The students, in this case, were encouraged to develop their own hypotheses as to why certain cases would require actual payment to receive restitution by the thief while others would necessitate merely expressing one’s desire to pay. Because our emphasis in this Perek was not solving the problem through means of the Meimra, the Gemara’s own resolution is not on this worksheet (although its identification of the problem is). We actually did cheat and see what the Meimra had to say, but the Meimra’s own resolution really didn’t matter to us at that point in our learning, because the purpose was identification and comparison of original sources.

By Perek 4 (see link), the learners are adding Meimra to their study of Mishna, Tosefta, and Beraita. They are asked first to identify the start and end of Sugyot, then scan each Sugya to find any Pasuk, Mishna, Tosefta, or Beraita that is quoted. They learn these sources before learning the Meimra that is woven between them. As they learn the Gemara, they are also asked to try to put in punctuation and identify and see if they can mark “Steps” in the Gemara, such as a question, answer, proof, rejection, or statement – but this is really Seventh Grade work that only serves as enrichment at this point.

All told, this past year we learned most of Mishna Succah (we left out the ends of two Perakim along the way), and three Daf Gemara scattered throughout different Perakim. Two years ago, we learned most of five Perakim of Mishna Bava Metziah and between three and four Daf Gemara. In comparison, three years ago, the last time I learned Gemara “the normal way” with 6th Graders, plowing through Tefillat Hashachar, we learned four Daf – so we have exchanged a Daf for skills that the learners can apply to any Sugya and an approach that takes their dynamic learning needs into account. I have been critical in the past of learning in a piecemeal way rather than Al Haseder (in order), but the excitement of the learners in relating to everyone else in the school that they had learned “three pages” by the end of the year showed me that the piecemeal approach, given all the other considerations, make it worthwhile, at least for Sixth Grade. (It didn’t hurt that I was not hesitant to apprise them of their progress along the way.)

One additional area of learning necessary to fully appreciate the expanding page of Gemara is Amoraic history and geography, which we learn on a separate track but integrate as much as possible into our main Mishna/Gemara learning. In the past we have covered the history component using Rabbi Berel Wein’s Vision and Valor, of which my school was once mailed dozens of copies, but the book is written above the level of most Sixth Graders. I am currently developing my own materials and will link them here at some point. Amoraic geography, neglected even by many who champion the history education, is critical for understanding, for example, what it meant to travel between Bavel and Israel; how easily or not the Babylonian Amoraim could have interacted with each other; or how the historical migration around and away from Israel is reflected in the geographical reality on the ground. I have several maps that I use for this study which I will scan and link here at a later date.

Learning Mishnaic-era material (ideally the whole Mesechta of Mishna, Tosefta, and available Beraita, if time allowed) before seeing the Meimra on that material is not cheating. Rabbi Pinchas Heyman (whose Revadim methodology I have studied from him and which forms the backbone of some of the ideas in my own approach) argues that the Hebrew-language Mishnaic material scattered throughout the page was intended as a form of Amoraic “Mareh Mekomot” to be learned before the Meimra. Learners can be given the tools to identify the start and end of a Sugya (such as two dots, תנו רבנן, קמ”ל, שמע מינה), find and interpret words which introduce Mishnaic material throughout the page (such as והתניא or דתנן), and learn that Mishnaic material. Once they have done those three steps, they can not only predict Meimra with fair accuracy but also march through it more easily because they know, to a large degree, what it is going to say since they have seen the Mishnaic discussion points already. To build off of Rabbi Heyman’s analogy, a Maggid Shiur who can only keep his students on their toes by failing to give them Mareh Mekomot ahead of time is not a great Maggid Shiur. A true Maggid Shiur is not afraid to give away these “secrets” because the real Chiddush of the Shiur lies in the intellectual challenge to be developed as a result of those Mareh Mekomot. The Amoraim, in that sense, were fine Maggidei Shiur.

Although there are certainly numerous challenges remaining in their life-long learning of Gemara, thoughtless pedagogy should not be allowed to create additional ones. Limiting challenges through more thoughtful choices is not “cheating” in the world of Gemara education any more than it would be to teach students prefixes, suffixes, and roots before embarking on the study of Chumash. Gemara will always be an intellectual challenge even to our brightest scholars, but it is not necessary to add layers of complication by not giving learners the road-map they need to begin their journey. Continuing Rabbi Heyman’s analogy, students who decide that they are too smart to use their Rebbe’s Mareh Mekomot are acting with arrogance and, of course, doing themselves a disservice. We should act no differently with the Mareh Mekomot given to us by the Amoraim, and we should encourage the learners under our care to find and use them as well.

Posted in Classroom Experiences, Jewish Education (meta), Talmud / Daf Yomi | Leave a comment

Exploring Lecha Dodi, Part 5: Verse #3 – Mikdash Melech

Other entries in this series: Part 1 | Part 2 | Part 3 | Part 4 | Part 6

Continuing with our analysis of Lecha Dodi, we move on now to the third verse of the song, Mikdash Melech:

מקדש מלך, עיר מלוכה,
קומי! צאי מתוך ההפכה.
רב לך שבת בעמק הבכא,
והוא יחמול עליך חמלה.

Unique place of the King – City of kingship –
Arise! Go forth from amidst the overturning.
You flatter yourself unduly by sitting in a valley of thorns;
And he will console upon You consolations.

This first of seven verses discussing the maligned Yerushalayim begins with a line inspired by Amot (7:13):

וּבֵית אֵל לֹא תוֹסִיף עוֹד לְהִנָּבֵא, כִּי מִקְדַּשׁ מֶלֶךְ הוּא, וּבֵית מַמְלָכָה הוּא.

Still, we need to understand the relationship between the special city and the special day. The commentary Iyun Tefillah helps us out by recalling the famous Gemara (Shabbat 118b) that if all Jews would observe two Shabbatot properly, we would immediately be redeemed. ועתה, continues the Iyun Tefillah, כשישראל מקבלין את השבת לשמרה כהלכתה, ינחם את ירושלים ויתן תקוה בלבה שקרובה גאולתה לבוא. Yerushalayim, as it were, finds nothing more comforting than seeing Jews observe Shabbat, because it means that its own period of degradation may be drawing to a close. So once again, we link in to a larger truth expressed by Shabbat than the myopic and limited vantage point we tend to have when we experience it every week. Our observance is goal-oriented and part of a larger project by which to link in to a chance to save humanity.

As a commenter to this blog noticed, the phrase מתוך ההפכה is clearly borrowed from the story of Lot, where we find that Sedom, too, was turned into a הַפֵכָה:

בראשית יט:כט
וַיְהִי בְּשַׁחֵת אֱלֹהִים אֶת עָרֵי הַכִּכָּר וַיִּזְכֹּר אֱלֹהִים אֶת אַבְרָהָם וַיְשַׁלַּח אֶת לוֹט מִתּוֹךְ הַהֲפֵכָה בַּהֲפֹךְ אֶת הֶעָרִים אֲשֶׁר יָשַׁב בָּהֵן לוֹט.

Why is Sedom invoked as a metaphor for Yerushalayim? Is there more to the comparison than the fact that they were each destroyed? In order to answer this, we must first consider the word הַפֵכָה, overturning or reversal, a word so intrinsically associated with Sedom that the term and city are linked in five different places in Tanach outside of Bereishit (Devarim 29:22, Yeshayahu 13:19, Yirmiyahu 49:18 and 50:40, and Amos 4:11), in each of which Yerushalayim is threatened with a fate similar to that of Sedom. The term מהפכה is also used to refer to a prison (see Yirmiyahu 29:26 with commentaries, and Divrei Hayamim II 16:10), where a person’s fortunes are changed or overturned.

When Sedom was destroyed, it represented more than a random destruction, a חורבן; it represented a moratorium on an entire way of life – a mental or psychological destruction as severe as the more obvious physical one. Sedom was more than a city – it represented an ideology, a human experiment, a distinctly selfish approach to life antithetical to G-d’s plan for how mankind was meant to interact on earth (see Mishna Avot 5:10). The destruction of Sedom was monumental because more than the end of a city, it was an indictment – a מהפכה, overturning – of an entire way of life that was embodied by that place. The destruction of Yerushalayim and Sedom are linked throughout Tanach because the destruction of Yerushalayim, like that of Sedom, represented more than the end of a city, but with that city the end of a distinct ideology and way of life. When we invite Yerushalayim to “arise from amidst the הַפֵכָה,” we are asking Yerushalayim to recalibrate itself to become the city of meaning that it once was – the city, like Sedom, that contained a unique ideology and way of life which no other city can boast. Sedom’s downfall was the end not only of a city, but also of an experiment, an epoch. When the stones of Yerushalayim fell, so did an ideology and, with it, our opportunity to come very close to Hashem on earth.

With that, we have another way to answer our first question above. We discuss Yerushalayim at the onset of Shabbat because today it is Shabbat, our day of feeling close to Hashem, that is as close as we can come to recapturing the ideology that was lost when the stones of Yerushalayim fell. At the same time, we ask Yerushalayim to צאי מתוך ההפכה, to find its way back to the ideology it once had so that Shabbat, a marker in time, can share the closeness to Hashem that it allows with Yerushalayim, a marker in place currently not allowing that same closeness. Shabbat is a role model, if you will, for the ideology that Yerushalayim must recapture in order to win the game.

But Yerushalayim must be a willing partner in that reversal if it is to occur. The phrase רב לך brings to mind a similar phrase, רב לכם, used twice at the beginning of Parshat Korach, first by Korach (Bamidbar 16:3) to criticize Moshe and Aharon’s allegedly pretentious leadership, then thrown back at Korach by Moshe (16:7) to highlight Korach’s own arrogance in wanting more than his own fair share of power. The same use of this phrase can be found in Melachim I 12:28 and Yechezkel 45:9. In each of these four examples, the speaker implies sarcastically that what is ostensibly a positive quality – in Korach’s case, seeking a position of leadership; in Melachim, running to Yerushalayim while one’s idols wait back home – is actually a negative trait if viewed in its full context. So we exhort Yerushalayim that while its period of sitting in the עמק הבכא (see next paragraph) seems like a pious act, it is actually one of arrogance when considered in light of the need of the Jews for Yerushalayim to קומי צאי. So the reference here may be less like a parent gently prodding his child climbing his first flight of stairs (a gentle !קומי! צאי), and more like a teacher whose student has yet to carry out his teacher’s request that he leave the room (an ominously threatening …קומי…צאי). Or maybe the reference is somewhere in between those two mediums, like a parent prodding his child out the door lest he be late to school. Either way, there is an anxiousness that Yerushalayim show some spirit in fulfilling its own half of the bargain before the process can unfold.

The standard Siddurim translate עמק הבכא as valley of tears or valley of weeping, but this translation doesn’t take into account that the spelling here is בכא rather than בכה. Several commentaries (Metzudat Dovid, Ibn Ezra, and Malbim) to Tehillim 84:7, where this phrase is found, assume that the word בכא means “thorns.” (Targum, Rashi, and Radak assume it means weeping.) The use of בכאים as thorns can also be found in Shmuel II 5:23 and 5:24, and Divrei Hayamim I 14:14 and 14:15. “Thorns,” more than “tears” or “weeping,” would support our hypothesis that Yerushalayim is being overly pious and ascetic (רב לך) by sitting out the game while the Jews wait anxiously for her return to glory. Rashi to Tehillim similarly assumes that this is a very unflattering reference, to “עומקה של גיהינום” where sinners sit in tears. Whether the עמק הבכא is a valley of tears or thorns, however, the point still stands that we expect Yerushalayim to more actively participate in its own redemption than it is doing by sitting on the sidelines wallowing in self-pity. Think of Hashem’s exhortation to Moshe that he stop Davening and start crossing the Yam Suf as a similar example of misplaced piety. Thus, Yerushalayim flatters itself unduly (רב לך) by continuing to wallow in its own pain (עמק הכבא) when it can already begin to recover (קומי צאי) and reclaim its long-lost dignity (מתוך ההפכה).

Etz Yosef assumes that “והוא” refers to Hashem, but this is a point of some difficulty because Hashem has not been mentioned in this verse. Perhaps it refers to Yerushalayim, and the object of עליך is the Jewish People or, as might be guessed with the singular conjugation, Hashem. Yerushalayim will provide the kind of consolation (יחמול חמלה) to You (the Jews or Hashem) which makes the object of that consolation (either us or Hashem) feel better. Either way, the doubling of חמל is interesting – והוא ירחם or והוא ינחם would have preserved the all-important rhyming pattern at the end of the verse while allowing for some variety along the way. The doubling does, however, conjure up נחמו נחמו עמי (which would support the Etz Yosef’s assumption that the subject, rather than its antecedent, is Yerushalayim). This would not be a coincidental reference, either; we will continue to explore the possibility that these final seven verses of Lecha Dodi actually run parallel to the שבעה דנחמתא, the Seven Haftarot of Consolation which we recite in the weeks following Tish’ah B’Av. In a famous piece, Rav Soloveitchik describes these seven Haftarot as depicting seven stages of consolation – a seven-week journey from נחמו נחמו to שוש תשיש – and these might be hidden in the verses of Lecha Dodi in which we repeatedly comfort Yerushalayim. Haftarah #1, נחמו נחמו, would then parallel this verse of Lecha Dodi, in which we express our hope that, as it is rebuilt, Yerushalayim will feel the double measure of comfort – יחמול חמלה – that it needs to feel before we can begin Shabbat in peace. Just as we cannot begin Shabbat until we have welcomed mourners into Shul with the hope that they feel comfort, we need to ensure that Yerushalayim feels that sense of comfort, perhaps doubly so, before we can begin Shabbat – והוא יחמול עליך חמלה.

OK – we’ll continue with the next stage of comfort, התנערי מעפר, next week.

Posted in Lecha Dodi, Tefillah | 2 Comments

Women’s Ordination Is Here … Would You Like to Change Something Else?

News appeared this week (link) that Rabbi Avi Weiss’ Semicha of three women this past Sunday included language allowing them to “determine Halakhik rulings for the Jewish people” and “serve as a decisor of Jewish Law” (or in the Hebrew edition, describing them as “מוכשרת לפסוק הלכה” and granting them “היתר הוראה לרבים”). The purpose of this post is not to take a strong stand on the issue, because I don’t think having an opinion even matters at this point. I take as a point of departure that those opposed to the change should instead ask new and perhaps more introspective questions about what forces in the Modern Orthodox world created this change and whether any can be altered at this point. This post is an attempt to identify one of those – perhaps there are others worth exploring as well.

The basic premise of the argument for ordaining women, as I understand it, is that it is unfair for people who have labored toward the same degree, who have learned the same prescribed material for the same amount of time, not to receive the same recognition for their efforts. That argument is so sound that it makes the RCA sound (link) bigoted, chauvinistic, and medieval in trying to argue against it. But that’s because the RCA is picking at low-lying fruit. There is a much more fundamental flaw that has been made in dumbing down what Semicha is and how it is obtained and in holding on to little more about what Semicha was historically than its name and its men-only membership policy. The old term “Semicha” is still being used, but today it describes a kind of process vastly different from what it was originally designed to be.

Probably almost no one reading the beginning of the previous paragraph flinched when they read the words “degree,” “prescribed material,” “amount of time,” or “recognition.” Yet those terms would have left us all scratching our heads 100 years ago. They would have been alien before Semicha changed from being an exclusive acknowledgement of a few people’s exemplary knowledge obtained through many years of intense and genuinely selfless study, and highlighted by lengthy personal service (Shimush) of someone who already had Semicha, into a university-like degree doled out to anyone attending a few years of lectures and doing (virtually) no Shimush at all. Back in the day, people didn’t “want” or “plan” to get Semicha. They had learned intensely for many years with no material objective, cracking their heads on the hardest Talmudic debates and Halachic arguments learned with the most complicated commentaries. If they had shown themselves worthy, through extended Shimush and exemplary decision-making made possible by that Shimush, to serve as a Halachic guide to the masses, such a person might have had the Musmach under whom he had learned and served write him a Semicha. Today’s typical Semicha (I “graduated” from RIETS in 2010, but I do not believe that the problems discussed here are exclusive to RIETS) still contains a “Shimush requirement,” one which I completed, typical of anyone in RIETS, by teaching at a summer camp. It has been so easy to argue that women should be able to earn it because, given what Semicha has become, that argument is unassailably true.

RIETS was very proud (link) to ordain its “largest graduating class” in 2010, of which I was a member, but is it a virtue to produce so many Musmachim, or for such a high percentage of entrants into a Semicha program to complete it? In the factory-like environment of today’s Semicha programs, everyone who gets in is getting through, unless they drop out first, and there is little character evaluation or mandatory Rabbinic contact. This is largely not RIETS’ fault. RIETS is under pressure by a community in constant need of leaders – and one which, for some reason, believes that all of those leaders need Semicha before they can work for NCSY, teach children, or run a small Shul. To feed the hungry masses, RIETS is under pressure to churn out “Rabbis” at alarming speeds. By a combination of necessity and political expedience, the time-consuming Shimush and the dreaded, unpredictable oral Bechina have given way to a series of sterile written exams.

Until a fifteen minute one-on-two talk with Dr. Lamm in his office at the end of the program, I had virtually no human contact with any Rabbinic presence, and there was no point I am aware of in the Semicha at which any actual determination could have been made, based on my character or my religious beliefs or practices, that I was actually worthy of obtaining the once-hallowed “Semicha.” Semicha today is a four-year series of tests on pre-ordained material which an average student can pass. Before we can deal with ordaining women, we need to deal with ordination in general. We need to ask ourselves hard questions about what this “degree” is meant to be, whether the “degree” concept altogether is appropriate, whether it is worth ordaining so many Rabbis just to feed the perception that a Semicha is needed to take kids on a camping trip – or if it has become so ubiquitous and university-like, obtained through such universal and impersonal means, that it really is unfair to withhold the “degree” from women.

This is not to say that women aren’t smart enough to obtain Semicha the “old-fashioned way.” I am proud to teach Gemara and Halacha to girls and women every day, and they are at least as bright and capable as boys and men. What I am saying, however, is that they would not want to obtain Semicha the old-fashioned way, and that that is why they never tried to, or at least not in numbers that bothered anyone or made headlines. But the more degree-like, non-exclusive, and fashionable Semicha has become – the more it has become a vehicle rather than a destination – the more the RCA has justifiable difficulty in explaining its reasoning for withholding Semicha from women. The more Semicha is open to almost any man who wants it, rather than a small and specially devoted caste, the more the RCA looks bigoted in withholding it from women. The more the term Semicha is bandied about with little meaning more than that its holder can, at best, make a basic leining on a Gemara, the more the RCA has to feel under pressure to end its policy of withholding it from women.

So let’s say, for argument’s sake, RIETS (and other programs which give Semicha in pre-fab four-year programs) revised its current Semicha program to become a twelve-year, truly exclusive and intense program, something like what the Mir has, or the Chofetz Chaim Yeshiva, or like what YU’s own Kollel Elyon program is now, and started trumpeting how few people it gives Semicha to – let’s say three or four a year – instead of how many (about fifty). Then let’s say RIETS renamed its current four-year program a Graduate Degree in Advanced Jewish Studies (which is fair), which would be open to men and women (the women already have that program on the Stern Campus). I’m really saying let’s give men and women the same degree – but let’s call it what it is: a Graduate Degree in Advanced Jewish Studies, not Semicha. Then all the NCSY chapters and schools and summer camps and smaller Shuls could have all the Advanced Degree recipients they want (men or women), and the few people to whom RIETS would grant Semicha would be more learned, would have had the chance to do actual Shimush, and could take on larger communities or larger Shuls. Wouldn’t that make everyone happy? If RIETS toughened up their Semicha program to the standards it once had and which some Yeshivot still have today, very few if any men or women would find it worth the bother. Ten years? All day? No extra income? Yup – that’s our Semicha. Want it? Didn’t think so.

If that change had come ten or twenty years ago, if the standard today that Rabbi Weiss had to build off of were an exclusive, rigorous, Shimush-heavy ten- or twelve-year Semicha program rather than a four-year one that even an average student can obtain, I don’t see how he could have found that program very easy to market to women. But today’s Semicha has become so watered down that it was inevitable that at some point women would want that same relatively painless degree – again, not because women are incapable of sitting all day for twelve years, but because they are far less naturally inclined to do so than they are to sit for four years and earn a degree. While all they meant to advertise was how large their graduating classes are, RIETS accidentally let the women in on the secret that it a fairly unimposing program that any average man could complete while earning two graduate degrees, raising a few young kids, and working nights, weekends, and summers, until eventually women realized there was nothing meaningful preventing them from doing the same thing. By lowering the Semicha standards and broadening the base of recipients to the point at which every school could hire a Musmach for their Kindergarten, RIETS invited this problem on themselves.

So let’s start with RIETS changing its Semicha program. Let’s tell small Shuls that they don’t need someone with Semicha to teach low-level classes, organize social events, or design flyers or newsletters, which is most of what today’s “Rabbinate” is anyway. With Semicha being given to so few people, Shuls would have to settle for a male or female graduate of the Advanced Jewish Studies Program to complete those non-Rabbinic tasks. The so-called integrity of Semicha would be preserved as its few holders, now properly trained, could be the new go-to leaders of the Jewish community and field questions from the AJS Degree holders out in the field, who would no longer have to pretend that they are “Halachic decisors” just because they attended four years of classes at RIETS (while earning a graduate degree or two, and taking “Professional Rabbinics” classes, and working).

Let’s stop reaching for low-lying fruit. If it’s important to you that women not get Semicha, change Semicha. Few if any men or women are going to want to sit for twelve years to become the actual “Halachic decisor” that RIETS and Rabbi Weiss apparently think their Musmachim are now, but that is probably a good thing, because applying the term indiscriminately to everyone who makes it through a four-year program has turned programs like RIETS into victims of their own design. No real “Halachic decisor,” male or female, has ever become one from a four-year, canned program of middling tests that takes pride in how many Musmachim it churns out. “Halachic decsiors,” the ones whom most people trust and respect in that role, study for many years and under intensely difficult conditions.

When fans began to fall to their deaths catching foul balls a few years ago, baseball raised its fences. Maybe instead of issuing vague, chauvinistic threats, it is time instead for the RCA and RIETS to raise its own fences by reevaluating the Semicha that it is granting and making major changes that would make Modern Orthodox Semicha less easily copied by Rabbi Weiss.

Posted in Communal Matters | 2 Comments

The High Price of a Free Ticket: Aliyah and the Leadership Gap

An Oleh on a Bike
Two summers ago, the last time that we were in Israel, my wife and I spent a beautiful afternoon with friends of ours who have made Aliyah to Yad Binyamin, a popular (if rustic) new enclave for American Olim. Our friend was still working for Yeshiva University in a long-distance capacity, although he admitted that that was a temporary situation which would probably be solved by finding work of a more domestically Sabra variety. On a tour of the neighborhood as the sun was setting, we happened to chance upon a former high school Chumash teacher of mine, a formerly influential American Jewish communal leader who has also made Aliyah to Yad Binyamin, on his bike returning home for the evening. He recognized me instantly, and shouted, hardly slowing down, “Hey!!! Is this true? You’re moving to Yad Binyamin?!” “NO!” I shouted back. “WHY NOT?!” he countered. To which I threw him a dagger he was not expecting: “BECAUSE OF YOUR ARTICLE!” That threw him for a loop, but he was undeterred: “I WROTE ANOTHER ONE!!!”

The article to which I had referred was In Search of Leaders (link), and even though the author has obviously long since disowned it, I am happy to recommend it because it is a powerful piece of writing that influenced me more than almost any other in my thinking about how – and where – I should spend my life, and because as time passes I agree with it only more. As he himself noted, however, he has also written many fine articles on the importance of Aliyah and on why he ultimately made the choice that he did.

In the style of my Chumash teacher’s opening his original article with the “Bloom” family, an influential Detroit family whom he wished would not make Aliyah, I will start my own analysis of the same topic with the true story of “Elisha.”

The Brief Coming of Elisha
“Elisha” moved here two years ago, after spending six months in a Kollel upon finishing his studies at the University of Maryland. He was nearing engagement when he was recruited to move here, but came and left single. At first glance, his resume was Jewishly uninspiring. Having dropped out of a middling Jewish high school in tenth grade to attend public school and, following graduation, spent his gap year with Young Judea, he had, aside from the six months in Kollel, little enough of any substantial learning that I was moved to express skepticism to my principal about his appointment of Elisha to teach fourth and fifth graders Judaic studies. I could not have been more wrong. Elisha, in a joint program with Azrieli, shined right out of the gate with the skills, common sense, and detached but interested personality of a teacher many years more experienced. He was, quite literally, a star teacher right from the get-go, and as the two years he spent with us continued, his creative projects, school-wide Middot program, and moving guitar playing made it evident that he was in the upper echelon of teachers in the school, a Master Teacher.

We knew our time with Elisha was limited – he was single, and in a mid-size, non-New York community we had little to offer him by way of starting a family. We also knew that he had every right to move to a larger community with more resources if he so chose after his agreement with us and with YU was finished. It’s one of the downers of living between the Coasts – like Off-Broadway, we cultivate talent for larger communities to exploit when they are ready. We’re the D-League of American Orthodoxy.

What surprised me was what Elisha did choose to do after the two years had ended. He made it known that he would return to Israel to learn and get Semicha as he received a stipend serving as a Madrich in an American post-high school Yeshiva. That’s fair. What he did not announce, but which I found out by asking him, is that he is planning to make Aliyah. He’ll be keeping one day of Yom Tov next year. He plans not to return to America, if he can swing it.

I did not know those plans while I was working on a going-away Seudah Shelishit for Elisha. This was a dream affair to plan – one email to about thirty friends of his, and I had the event covered in an hour with extra money to spare. People were complaining later that they hadn’t been asked to contribute – not something you hear every day in the world of fundraising. The Seudah Shelishit featured elegant gifts (an engraved set of Ha’Emek Davar and an airline gift card to expedite his return), moving presentations by his students about what he had taught them, and a beautiful speech by a parent, one not given to easy accolades. The parent, whose son he admitted was not the easiest but who, along with his classmates, had taken to Elisha easily, concluded by half-joking that he would work hard to get Elisha back to our community and soon. When he was finished, I asked him on the side of the room if he was aware that Elisha was making Aliyah. He acknowledged that but said that he felt he could still convince him to come back. “The problem is,” the parent winced, “you can’t argue with Aliyah.”

Arguing with Aliyah
The parent might have meant two things by that statement: That Aliyah is a universal religious imperative, or that it is unpopular nowadays to speak a word against the common notion that Aliyah should be everybody’s goal. I certainly cannot argue with the second sentiment – I know how taboo it has become to speak a bad word about Aliyah. After “In Search of Leaders” was published, I read the intense backlash and wondered if the respondents had read a different article than the one I had read. Today the pressure continues in such forums as the guilt-inducing “Don’t Call Me a Zionist – I Don’t Deserve It” that appeared recently. When Dr. Simcha Katz suggested in Jewish Action a year ago that an American Jew can show his support for Israel by joining AIPAC, the strident if myopic faithful of the Aliyah-or-Nothing party came out to, as usual, miss his point entirely.

My problem with Aliyah is not that too many people are doing it, but that the wrong people are doing it. Overall, the numbers on Aliyah from the US are not terribly strong, to put it mildly, with about 1,200 Americans making Aliyah each year (link) out of an overall American Jewish population believed to be around 6,000,000 (link), of whom roughly 10% (about 600,000) are Orthodox (link). But those anemic numbers only exacerbate the problem with Elisha, or my high school Chumash teacher, or my former NCSY Regional Director, or the high number of my Rabbinic friends whom I spent time with in Yeshiva, YU, RIETS, Gruss Kollel, or Azrieli, making Aliyah and leaving behind the masses of American Orthodox Jews. The low numbers of Aliyah overall aggravate the problem that the small number of our youth, the soon-to-be leaders of our community, who spend time in Israel after high school (and don’t kid yourself, that is a vocal but still very small minority of the overall population of young Orthodox Jews) are fed a steady, one-sided diet of Aliyah-centered rhetoric that ignores the need that these young leaders can play in the still-large American Orthodox community or the centuries we have spent in Galut and survived rather nicely.

If there is no proportionality between the number of leaders who make Aliyah and the number of, for lack of a better word, followers who make Aliyah, the appreciable American Orthodox community will before too long be a lawless, ignorant population even more at the mercy than they are now on one-size-fits-all books churned out by a small, zealous, and increasingly busy core of right-wingers in New York. That may sound apocalyptic or hyperbolic, but it is already an increasingly real phenomenon. With so many of my friends having made Aliyah and maintaining no contact with the people who actually need them, the communities where they grew up can choose between the few young and mostly ignorant leaders who are still here – themselves poorly trained because so many of their potentially good teachers made Aliyah, and so the cycle continues – or “The Laws Of” books that conveniently feed generic Torah to tens of thousands at a time. More ironic still, the few firemen who have actually stayed behind to deal with the mess left by our self-righteous “Middle Eastern” friends are actually made to feel bad about our choice. I do feel bad, but not for me.

Leadership and Personal Fulfillment
In a beautiful piece in the back of the fourth volume of his Teshuvot V’Hanhagot, Rav Moshe Sternbuch responds to an unnamed American Yeshiva principal who longs to make Aliyah and live with his family in the Holy Land. Rav Sternbuch minces no words in forbidding the principal from emigrating:

ודע, שכל בית ישראל נקראים צבא ה’ – יש כאלו זוכין לעבוד אותו בפלטרין קדשו, ויש העובדים אותו בפינות העולם. אבל, על כל פנים, מי שנמצא באמצע עבודת הקודש, הלוא מצינו בכהן שאם עזב את העבודה באמצע חייב מיתה, עיין רמב”ם פרק ב דביאת המקדש, הלכה ה’, ובכסף משנה שם, שאסור לו לצאת (אלא ימתין עד שתיגמור העבודה על ידי אחר ואז יצא), ואף כאן, הוא בבחינת “באמצע עבודה,” ואין לו רשות לעזוב, אלא כשבא במקומו אחר, ורואה שמצליח, ויכולים לסמוך עליו, אז יכול לצאת … ואף כאן, שעבודתו היא להרביץ תורה בגולה, וצריכים אותו לכך, אינו יכול לעזוב זאת אפילו כדי ללמוד תורה בהיכל ה’, אלא אם מוצא אחר שראוי להעמידו במקומו.

Rav Sternbuch uses a Rambam as the basis for his assertion that it is forbidden for a useful communal leader to abandon his post for the personal pleasures of a spiritually bucolic life in the Holy Land. The nature of our obligation in the world is not to massage our own spirituality at the expense of those around us, but לשמוע, ללמוד, וללמד, לשמור ולעשות – to pass along to others as we account for ourselves. Somehow this message is not getting through to the new American Rabbinic class, which sees itself as Israel-bound and with no responsibility to the community which raised it and needs it. I was quite surprised (as was YU President Richard Joel when he visited) to see how many of my colleagues in YU’s RIETS Israel Kollel, where my wife and I spent two years, planned to (and did) remain in Israel indefinitely or who made Aliyah while still in the Kollel. Surprised in part because of the irony that they were using YU’s dime to continue studying for many years after officially receiving Semicha and without any plans to utilize their Semicha to benefit the American community, but also surprised that YU had not managed to create any deterrent for that kind of self-serving behavior.

I am unclear if YU or the OU yet realize how severe the problem is. It might surprise a layman to know that not only is there no clause in YU’s tuition-free Semicha program that the recipient will give back to the American community for some period of time, but there is not even a clause that the recipient will have to work in any Rabbinic capacity whatsoever. Or that he will have to reimburse a dime of the Semicha he was handed if he does not do either of those things. Those who find more satisfaction taking their Semicha and working on Wall Street may do so, guilt-free. So who can feign surprise when the best-trained and most indoctrinated among the young Orthodox community, trained for free by RIETS or in another of the great American Yeshivot, jump ship and buy their Olam Haba in an instant as they sign their Aliyah forms?

Maybe RIETS could work in a clause that its Musmachim first have to explain their Aliyah decision to a representative classroom of religiously-vulnerable American schoolchildren who will instead be taught by the local Chabad Shaliach whose Mesirat Nefesh we can all emulate but whose philosophy differs from the students’ own, or by the barely-English-speaking Israeli in town for a year because her husband is interning in the local hospital, while another bright, talented young leader feels equally fulfilled “doing Night Seder” twice a week with three or four post-high school American kids who are already well on the path to remaining frum but otherwise maintaining no contact at all with the community that needs him most. I am amazed speaking to my Olah friends as they describe their life at age 30 or 35 – a night Seder here, maybe an hour a week in a Seminary there – a life that sounds like the one I’d like to live someday when I retire. The extent of their overall impact on the Jewish people is secondary to the fact of their living in Israel. Some element of the frum Establishment has convinced them that the very fact of their presence in the Holy Land completes their God-given mission on earth.

So I staged my own mini-rebellion. The tradition developed at the Gruss Kollel that when someone officially “earned” their Israeli Aliyah, he would receive an Aliyah at the next Torah reading, followed by dancing around the room to the Carlebach “V’Shavu Banim Li’Gevulam.” They may not have understood why I stood quietly, stone-faced, at my seat, but they could not make me participate either. If they had asked, I would have told them that the shocked faces of innocent American schoolchildren searing in my mind would not let me sing or dance. With the anonymity of the 6,000 mile journey, the new Olim may not have felt the need to explain their behavior to those children. But they were studying my reaction to their abandonment by yet another qualified teacher more interested in his own spiritual growth than their own. And as far as I was concerned, there was no reason to celebrate.

Tugging at the Sleeve of History
We knew they disagreed plenty, our two Rabbinic influences in the YU Israel Kollel, but I only heard them argue face to face once, during a Friday night Q&A Panel during a Shabbaton at a hotel in the north of the country. The question posed to the panel was how one could know whether to remain in Israel or whether to return to America. The Rosh Kollel, always a fierce advocate of Aliyah to anyone who would listen, said that everyone should spend at least two years in Israel – and if they can’t make it work, they could always return to America. I saw the younger Rebbe sitting next to him, who himself had made Aliyah just two years before to the Gush area but who often disagreed privately with his boss about this issue, could not contain himself. “With all due respect, I must disagree. Just the opposite is true! Everybody here should spend two years in America – and if you don’t feel you’re making an impact or you feel that your spirituality is too greatly sacrificed – you can always come back to Israel.” He went on (with his colleague one seat to the left clearly miffed) about the desperate need for Rabbis and teachers in America, particularly “west of the Hudson,” and about the impact anyone in that room could have by returning to America.

Whenever President Joel visited the Kollel, he spoke to us about the urgent need in America for teachers and Rabbis “just like you,” and how we should all return and work for the American community for which our training had made us uniquely suited. But he was much too late. Like the adversarial Rebbe on the Q&A panel, President Joel was speaking to a room filled with people who either had already made Aliyah or who had made up their minds to do so. They were speaking to a room full of people into whose minds the opposite message – אין לי ארץ אחרת – had been seared since they were children. And our childhood classmates never bought into the same Aliyah message, so there are still communities full of Jews who planned to stay in America, many of whom have gone on to produce another new generation of recalcitrant little American people, while the room full of potential American leaders, the only ones who actually believed the Aliyah message, planned to stay in Israel.

Aliyah today, despite the relatively small numbers of all but the typical post-Rabbinical student, is still considered a fait accompli for the Rabbinic elite and our best young scholars, and anyone who doesn’t take the no-longer-proverbial free ticket is supposed to at least feel really bad about it. Rav Moshe, the great genius, “just didn’t understand” when he wrote that living in Israel is a מצוה קיומית but not a מצוה חיובית. Rav Yaakov, who asked to be buried in America so his children could visit him, “just didn’t get it.” If only Rav Soloveitchik or the Lubavitcher Rebbe or Rav Aharon Kotler or Rav Avigdor Miller had known what my friends know now.

A Brief Alternative History of Religious Zionism
These issues are difficult ones to discuss with Sixth Graders, but you can’t blame a man for trying. As we put the finishing touches on a great year of Chumash learning last week, we came upon the difficult Pasuk in Parshat Masei (32:53) which makes some sort of guarantee about the Jews’ passing into the Land of Israel:

במדבר פרק לג:נ-נו
(נ) וַיְדַבֵּר ה’ אֶל מֹשֶׁה בְּעַרְבֹת מוֹאָב עַל יַרְדֵּן יְרֵחוֹ לֵאמֹר: (נא) דַּבֵּר אֶל בְּנֵי יִשְׂרָאֵל וְאָמַרְתָּ אֲלֵהֶם כִּי אַתֶּם עֹבְרִים אֶת הַיַּרְדֵּן אֶל אֶרֶץ כְּנָעַן: (נב) וְהוֹרַשְׁתֶּם אֶת כָּל יֹשְׁבֵי הָאָרֶץ מִפְּנֵיכֶם וְאִבַּדְתֶּם אֵת כָּל מַשְׂכִּיֹּתָם וְאֵת כָּל צַלְמֵי מַסֵּכֹתָם תְּאַבֵּדוּ וְאֵת כָּל בָּמֹתָם תַּשְׁמִידוּ: (נג) וְהוֹרַשְׁתֶּם אֶת הָאָרֶץ וִישַׁבְתֶּם בָּהּ כִּי לָכֶם נָתַתִּי אֶת הָאָרֶץ לָרֶשֶׁת אֹתָהּ: (נד) וְהִתְנַחַלְתֶּם אֶת הָאָרֶץ בְּגוֹרָל לְמִשְׁפְּחֹתֵיכֶם לָרַב תַּרְבּוּ אֶת נַחֲלָתוֹ וְלַמְעַט תַּמְעִיט אֶת נַחֲלָתוֹ אֶל אֲשֶׁר יֵצֵא לוֹ שָׁמָּה הַגּוֹרָל לוֹ יִהְיֶה לְמַטּוֹת אֲבֹתֵיכֶם תִּתְנֶחָלוּ: (נה) וְאִם לֹא תוֹרִישׁוּ אֶת יֹשְׁבֵי הָאָרֶץ מִפְּנֵיכֶם וְהָיָה אֲשֶׁר תּוֹתִירוּ מֵהֶם לְשִׂכִּים בְּעֵינֵיכֶם וְלִצְנִינִם בְּצִדֵּיכֶם וְצָרֲרוּ אֶתְכֶם עַל הָאָרֶץ אֲשֶׁר אַתֶּם יֹשְׁבִים בָּהּ: (נו) וְהָיָה כַּאֲשֶׁר דִּמִּיתִי לַעֲשׂוֹת לָהֶם אֶעֱשֶׂה לָכֶם:

Ramban famously reads these words to indicate a constant Mitzvah of living in Israel. Rashi, however, as we read him in class, sees a cause-effect relationship devoid of any full-fledged obligation:

רש”י במדבר פרק לג
(נג) “והורשתם את הארץ” – והורשתם אותה מיושביה – ואז “וישבתם בה” תוכלו להתקיים בה, ואם לאו, לא תוכלו להתקיים בה:

We noticed that to Rashi, וְהוֹרַשְׁתֶּם does not come from the root ירש,  inherit, but גרש, drive out. That is the end of the obligation. (We did also notice that Rashi struggles with the third use of the same root, לרשת אותה, at the end of the same Pasuk.) But it was the students who picked up on a pattern in Rashi, because this is actually the second time this year that Rashi has forced a similarly apparently anti-Zionist sentiment.

The first time came in Navi class, Shmuel I, when Dovid complains to Shaul that Shaul has forced Dovid to “worship other gods:”

שמואל א פרק כו
(יט) וְעַתָּה יִשְׁמַע נָא אֲדֹנִי הַמֶּלֶךְ אֵת דִּבְרֵי עַבְדּוֹ אִם יְקֹוָק הֱסִיתְךָ בִי יָרַח מִנְחָה וְאִם בְּנֵי הָאָדָם אֲרוּרִים הֵם לִפְנֵי ה’ כִּי גֵרְשׁוּנִי הַיּוֹם מֵהִסְתַּפֵּחַ בְּנַחֲלַת ה’ לֵאמֹר לֵךְ עֲבֹד אֱלֹהִים אֲחֵרִים:

Rashi infers that this is a euphemism for Shaul’s having driven Dovid from Israel but in the process, Rashi editorializes. Look at Rashi carefully.

רש”י שמואל א פרק כו
היוצא מארץ ישראל לחוץ לארץ בזמן הבית כאלו עובד עבודה זרה.

Now take a look at the source of Rashi’s comment, a famous Gemara at the end of Ketuvot, and see if you can spot Rashi’s editorial decision:

כתובות קי:ב
תנו רבנן: לעולם ידור אדם בארץ ישראל, אפילו בעיר שרובה עובדי כוכבים, ואל ידור בחוץ לארץ, ואפילו בעיר שרובה ישראל. שכל הדר בארץ ישראל – דומה כמי שיש לו אלוה, וכל הדר בחוצה לארץ – דומה כמי שאין לו אלוה, שנאמר (ויקרא כ”ה), “לתת לכם את ארץ כנען להיות לכם לאלהים.” וכל שאינו דר בארץ, אין לו אלוה?! אלא לומר לך: כל הדר בחוץ לארץ, כאילו עובד עבודת כוכבים; וכן בדוד הוא אומר: (שמואל א’ כ”ו), “כי גרשוני היום מהסתפח בנחלת ה’, לאמר ‘לך עבוד אלהים אחרים.’ וכי מי אמר לו לדוד, ‘לך עבוד אלהים אחרים?!’ אלא, לומר לך: כל הדר בחוץ לארץ – כאילו עובד עבודת כוכבים.

Did you spot it? See what Rashi did there? He added two words – בזמן הבית. The Gemara did not specify that this axiom applies only when there is a Beit Hamikdash (which, for that matter, there was not in Dovid’s time). Rashi editorializes to presume that the prohibition of living outside Israel is only in effect when there is a Beit Hamikdash, against the most obvious reading of the Gemara.

By the time we had seen both of these Rashi’s, a student asked, “Rabbi Zalesch, is Rashi not Zionist?!” I said that this requires further study, that perhaps it is worth exploring Rashi’s overall Zionist ideology. But the truth is, the student’s question presupposes a view of Zionism which, while very popular today, might not be correct – that being Zionist, loving the Land of Israel, necessitates that one live there in every circumstance. But as Reuven and Gad explained to Moshe, who himself was highly skeptical before their explanation, there can be very valid reasons not to live in Israel while still supporting the Land from afar.

Reuven and Gad were Zionist. So was the Megillat Esther, the commentary on Rambam, who famously assumes that there is no Mitzvah (but instead a prohibition) to live in Israel in a post-conquest world (a view unfortunately tainted to many by its adoption in more recent centuries by religious extremists such as Satmar and Neturei Karta but which, on the face of it, is not illogical given the Pesukim we read above). So were the Ba’alei HaTosafot, who write on the same page of Ketuvot we saw before that there is no longer any obligation to live in Israel. So were the centuries of exiles, many of whom had the option to live in Israel, including the recent generations of Torah leaders who created vibrant communities and Yeshivot in America, England, and other places in the Diaspora. In fact, it has only recently become popular to see the אין לי ארץ אחרת philosophy as a fundamentally exclusive way of life, and only now because adherents to that philosophy have a captive audience in post-high school students at an age vulnerable to brash decision-making and vulnerable in their distance from family or anyone else who can offer a dissenting worldview. And as the post-high school phenomenon turns 30, fewer quality influences remain back home who could have disagreed – if they would have risked alienation by even daring to do so – in the earlier years of the student’s education. So the depleted American schools feed the Israeli Yeshivot a nonstop, ready-made cache of impressionable young minds primed to imbibe every bit of a Zionist ideology that ignores Reuven and Gad, Rashi, Tosafot, Megillat Esther, and Rav Moshe Feinstein, then act surprised when we can find no one to hire to teach our children a few years later because all of the best candidates are thousands of miles away, soaking in a blissful Olam Haba bankrolled by a self-indulgent usurpation of Ramban and Rav Kook.

Prioritizing in an Aliyah World
It is also unfair to consider only the selected lines of the uber-Zionist Gemara at the end of Ketuvot without looking at the rest of the page, which also says …

כתובות קי עמוד ב-קיא עמוד א
דאמר רב יהודה: כל העולה מבבל לארץ ישראל עובר בעשה, שנאמר (ירמיהו כ”ז), “בבלה יובאו, ושמה יהיו, עד יום פקדי אותם, נאם ה’.”

… and …

כתובות קיא עמוד א
אמר רב יהודה אמר שמואל: כשם שאסור לצאת מארץ ישראל לבבל, כך אסור לצאת מבבל לשאר ארצות. רבה ורב יוסף דאמרי תרוייהו: אפילו מפומבדיתא לבי כובי.

And lest you think that those two quotes are connected, and that neither matter anymore because we reached the “יום פקדי אותם” on 5 Iyar 5708 when Hashem, let’s say, ended the Babylonian exile by giving us a State, Rashi, ever the non-Zionist, gives a separate reason for the second line quoted above:

רש”י מסכת כתובות דף קיא עמוד א
“כך אסור לצאת מבבל” – לפי שיש שם ישיבות המרביצות תורה תמיד.

Oh. In other words, stay where the learning is. Your job in life is to learn Torah, do Mitzvot, make an impact – essentially, יש לי ארץ אחרת if that ארץ is where I can have the biggest impact on the Jewish scene in that century. Where you are not allowed to leave, says Rashi, is where the action is – not necessarily Israel. Learning is primary. The Rambam, of course, does not count living in Israel in Sefer HaMitzvot, for which the Ramban takes him to task. He does, however, discuss the necessity to live in Israel in the main part of Mishneh Torah, where the Rambam gives several exceptions, including, like Rashi, ללמוד תורה. The major Rishonim, with the exception of Ramban, always understood that living in the Land of Israel is secondary to the need to fulfill one’s overall purpose in this world.

As did the earlier Acharonim. The Netziv, an early Religious Zionist and supporter of the movement to return Jews to Israel – also the Rebbe of Rav Kook – makes a statement in his commentary to Shir HaShirim (to 1:6) which I found rather startling when I first read it:

“כרמי שלי נא נטרתי” – הנהגת ישראל, כתורה המיוחדת לי, לא נטרתי. ואמר “כרמי שלי,” בכפל לשון, ללמד, כי אין הכוונה ב”כרמי,” מדינה שלי, היינו ארץ ישראל, אלא שלי, היינו עצמיות המיוחד לי. כי משונה לאום ישארל מכל הלאומים; דצורתם המיוחד, ושמירת לאומם, המה בתורה ומעשים טובים, ולא בארצם ומלכותם ככל הלאומים. וזהו דבר מלאכי הנביא (ג:יב), “ואשרו אתכם כל הגוים כי תהיו אתם ארץ חפץ,” ולא המדינה.

The Land is us! The Netziv is not denying that those who can live in Israel should do so, and in fact he did try to move to Israel at the end of his life, after he had completed his life’s mission as Rosh Yeshiva in Ponovezh (although he was prevented by ill health from actually doing so). The Netziv’s point is that in a world in which we must prioritize between various good options, Israel should not be thought of as the only viable one. As Rashi and the Rambam said before him, as wonderful as Israel is, we were not born to live in Israel if common sense otherwise dictates that we can have a broader impact elsewhere, but rather to fulfill Hashem’s Torah in whatever country we most naturally find ourselves.

It is unprecedented in Jewish history to see young leaders so easily abandon what is, by almost any objective measure, their life’s mission of learning and teaching in the most suitable environment for them, simply because the alternative is to live, unemployed and rudderless if need be, in Israel. Bidding Elisha a teary-eyed final farewell this morning, I had to ask myself: What hath Rav Kook wrought? What hath Rav Lichtenstein wrought? Is this right?

Give It Two Years
In the end, it is unfair to blame Elisha. He should not be blamed just because he put a face to the problem by stepping out from behind the curtain and actually giving his two years; it is all the nameless people who huddle behind it and never risk the smallest speck of spiritual stain by giving back to the American community which needs them who are far more blameworthy. Elisha gave forty children a lifetime of special memories; while I wish he would give hundreds more those memories too, it is unfair to fault him for what he did do when so many others have yet to give their share.

When Rabbi Marc Penner, of the Young Israel of Holliswood, rejoined the staff of RIETS in a professional capacity, he gave a rousing speech to the students on what would become a signature topic of his, imploring us to consider giving back to American communities outside of New York. Many who were in that room remember the passion with which he exhorted us to consider the desperate needs of non-New York communities and to go out and serve in a Rabbinic, teaching, or outreach capacity. He said that if everyone in the room gave just two years, the American Orthodox community would be deeply enriched. A few years later, he began to institutionalize the idea by forming a YU chapter of Ner L’Elef, a primarily right-of-center organization which trains Israeli and American students in Yeshivot like the Mir and Brisk to return to America (or, less often, out-of-town Israel) and work in outreach organizations, Shuls, and schools. The pitch should not have been difficult: two hours of work-free classes on campus (or via satellite to YU’s Gruss Kollel in Israel) for a $6,000 per-year stipend, and all for guaranteed employment in a viable capacity in the Jewish community. What could go wrong?

The year I joined, RIETS came close to not filling up the twelve spots needed to run the program. The program has stopped and started, some years filling up, other years not. Of the 200+ students in RIETS at any given time, there are barely twelve who would like to work in a Rabbinic or teaching capacity in a non-New York community.

A veteran staffer in Yeshiva University’s Office of Rabbinic Placement puts it simply: “Give me one block in Alon Shevut, and I’ll educate half of America.” Aliyah of the leaders is so far outpacing Aliyah by the rest of America’s Jews that there will soon be no one left to sell that large community on a ticket to Alon Shevut. Rabbi Gidon Rothstein wonders why American Jews are so ambivalent to Aliyah. My response: because the leaders who could most passionately and convincingly discuss it with them directly have made Aliyah themselves, leaving inferior classrooms, dumbed-down pulpits, and scores of ambivalent Jews in their wake. If more of the recent class of young, educated Olim would give their two years in America and then return, they might take more American Jews with them.

ויש קונה עולמו בכמה שנים – At What Cost Emotion
I, too, long to live in Israel. I miss the Holiness in the air, the Yeshivot on the ground, the fresher-tasting Felafel (in a variety of flavors!), the feeling that I am on the right side of history. When I was single in YU, I went every year for several weeks, and my rule was that I would not return to America without a clear plan of when I would visit Israel again. Now married, employed, and with a growing family, that is impossible – but that is as it should be. With about 600 Orthodox families in my mid-western American town, and about 30 Rabbis and teachers who might be deemed essential to their spiritual guidance, I would go tomorrow if 20 families went too. But with more Yeridah to my town than Aliyah from it, that doesn’t seem to be on the horizon. It seems I am here to tend כרמי, שלי, the hard, old-fashioned, millennia-massaged way.

I agree with Rabbi Rothstein that those of us who are still here need to work harder on convincing American Jews to seriously consider Aliyah, but I also feel those Jews will not cry “uncle” and come just because they have so little spiritual direction left to them in America. We must indeed discuss Aliyah with our youngest children, but we must also let them know that for the foreseeable future the American community will need leaders, teachers, scholars, guides, Rabbis and Rebbetzins who can guide the masses who are still here, and that if they achieve something in their learning they should consider staying behind to pass it along to שארית ישראל; that there is no shame in a ירידה לצורך עליה.

So I sat at my Shabbat table last week with my wife’s aunt and uncle, visiting from Israel for business and vacation, and my wife’s uncle asked when I was planning to make Aliyah. My answer clearly surprised him: “When I retire. About 33 years.” All he could muster was, “Wow, that’s a long time!” I laughed. “I hope so – I have a lot of work to do here first.” But I could see that the philosophical gulf between us was too wide to bridge in casual conversation, so I dropped it. It’s the life I have to live, but also the one I would never give up. Sure I love the Land, but I love Jews even more. I will not walk out on the Jewish present to bask in the Jewish future. Olam Haba can wait for the next world. I guess I’m just an Olam Ha’zeh kind of guy.

Posted in Communal Matters | 3 Comments

Sources and Notes: Yom Tov Sheini

I gave a Shiur over Shavuot on Yom Tov Sheini as it relates to Sefirat Ha’Omer and Shavuot. Here are the sources. A few notes based on the sources:

1) Sources 18 and 19 provide a fascinating back-and-forth between the Ba’al Ha’Maor and the Ra’avad (both commentaries on the Rif) regarding the custom outside Israel to count Sefirah with a Beracha on the second night of Pesach (16 Nissan) – a night when, as shown by our second Seder, we believe that it might still be 15 Nissan. The Ba’al HaMaor in Source 18 suggests we count the first night of Sefirah without a Beracha, while the Ra’avad in Source 19 retorts that, according to the Ba’al HaMaor’s own logic, his solution would not solve the underlying problem because the count itself (with or without a Beracha) indicates that it is now definitely 16 Nissan. The Ra’avad, however, is not bothered by the whole issue because to him, the Ba’al HaMaor’s premise is rooted in a fallacy that the Beracha or count indicate a definite date, while the Ra’avad himself believes that there is nothing inherent in either the Beracha or the count to indicate that it is a particular date. The Ba’al HaMaor’s own answer focuses on the need to save a דאורייתא in the face of an attack by a דרבנן: on Shemini Atzeret, we don’t make a Beracha in the Succah because the דאורייתא of Shemini Atzeret is under attack by the דרבנן of sitting in a Succah on what is most probably not Hoshanah Rabbah. Likewise, the דרבנן of a second Seder is not strong enough to attack the דאורייתא of doing Sefirat HaOmer with a Beracha on what is most likely (OK, definitely is) 16 Nissan, or the דאורייתא of celebrating the first night of Shavuot (which, if we counted מִסָפֵק, would be Night #49, thus trivializing the first night of Shavuot).

I wanted to offer another possible answer, one probably closer to the Ba’al HaMaor than to the Ra’avad (the latter of whose own logical fallacy is somewhat obtuse – Sefirah #1 is scheduled for ממחרת השבת, and everyone in the world knows that’s 16 Nissan … wait, is the Ra’avad a Tzaduki?!). If we consider all of the “doubty” things we do on Yom Tov Sheini – Kiddush, Hallel, and Succah come easily to mind – all of them have one thing in common: the Mitzvot themselves appear wholly intact, while a doubt exists in the mind of the performer of the Mitzvah. Counting Sefirah without a Beracha, or counting two numbers each night (another suggestion by the Ba’al HaMaor), would cross a red line because now the doubt would exist explicitly rather than implicitly; the doubt would be in the Mitzvah itself, not in the mind of the performer of the Mitzvah. Counting מִסָפֵק would create a doubt in the חפצא של מצוה, the object of the Mitzvah, rather than in the גברא, the one performing the Mitzvah. Perhaps we allow Yom Tov Sheini insofar as it expresses doubts related to our individual relationship with the Mitzvah, but not insofar as it expresses doubts inherent in the Mitzvot themselves.

2) I have always been partial to the belief that it is better to count Sefirah after the Seder, rather than in Shul at the end of Maariv, and that it is for this reason that many Haggadot print Sefirah right before Nirtzah. If, as rumored, the Haggadot printed Sefirah for the benefit of women and children who were not in Shul, why would every single Haggadah that prints Sefirah put it way in the back, right after Hallel, when so many people are already asleep, rather than printing it before Kadesh so that people can count as early in the evening as possible? I think Sefirah in the Haggadah is not printed for women and children but is there for everyone to say immediately after the final Mitzvah of the night, Hallel, is completed, at which point we can quietly state that, indeed, we are aware that it is 16 Nissan, not 15. Counting anytime earlier would create an internal contradiction (a תרתי דאסאתרי) in that we have already declared it to be 16 Nissan but are now performing Mitzvot unique to 15 Nissan. Better to complete the Seder and then count, rather than count and then perform the many Mitzvot of the Seder in a state of explicit disharmony.

The Ra’avad (Source 19), however, feels differently. At the end of his response to the Ba’al HaMaor (beginning with “ועוד”), he gives another reason why we should count with a Beracha on the second night of Pesach. Invoking the concept of מעלין בקודש ואין מורידין, the Ra’avad points out that there is no problem making a day Holy (i.e., by making a Seder and declaring that it is 15 Nissan) after it is has already been made non-Holy (i.e., by counting Sefirah and declaring that it is 16 Nissan). The problem, he says, would only apply in reverse – making a Seder and then counting – because in that case we would be stripping the day of the Holiness that we have already granted it. Adding that Holiness later, says the Ra’avad, is not a problem at all. (The Mishnah Berurah [Source 17] would agree, albeit for a different reason.)

3) See Sources 34-35 for a surprising debate between the Rambam and the Ritva as to whether it is in fact the case that all of Israel should keep one day and all of “non-Israel” should keep two days. The Rambam (Source 34) is of the opinion that locations in Israel which would have been more than a ten-day walk for the original messengers of Beit Din, or which were not settled at the time of the Beit Hamikdash, should keep two days, while areas outside of Israel which are within a ten-day walk (his example is Egypt) would in fact keep one day. The unassailable logic of the Rambam is that even preserving previous customs – הזהרו במנהג אבוביכם בידיכם (see ביצה דף ד) – would not indicate a need to go beyond those customs insofar as they ever would have been practiced. The Ritva (Source 35), however, feels that once the order was sent from Bavel to Israel that previous customs should be honored above calculations or calendar, the intention of the order was that all “non-Israelis” follow the majority custom of “non-Israel” (two days), and all Israel follow the majority custom of Israel (one day). (Think of ותן טל ומטר לברכה, for example, which we say based on the needs of Bavel rather than those of each individual country – even when, as in the case of South Africa, Bavel’s needs are entirely incompatible with the actual needs of that locale.)

In the course of a long-winded answer (most of which I have left out of the Sources) discussing the greatness of Hillel whose calendar served to preemptively witness all future new moons, the Ritva touches on something which may give a possible clue why all of Israel keeps one day while all Disapora keeps two. It is well known (particularly from Gemara Sanhedrin) that it was only in Israel that testimony or calculations to the new month (or leap year) could be made. Perhaps the contemporary divide between Israel and the Diaspora is not based on previous routes of messengers but on the fact that, in the absence of witnesses, we can only rely on calculations or a calendar to determine the correct date in conjunction with one’s being in a location in which those messengers would have been meaningful were there still a Beit Hamikdash today. Sure, Hillel’s calendar is strong enough to stand in place of witnesses until the end of time – if indeed those theoretical witnesses would have ever been accepted in one’s given location. If, however, witnesses never would have been accepted in your hometown anyway, the calendar cannot possibly serve as a meaningful replacement for those very witnesses.

4) Concerning the famous Talmudic rule (Source 14) that on Shemini Atzeret, מיתב יתבינן ברוכי לא מברכינן – we sit in the Succah without a Beracha, why don’t we also shake a Lulav without a Beracha on Shemini Atzeret? Someone suggested to me that sitting in a Succah is דאורייתא all seven days, while Lulav is only דרבנן after the first day. That’s a good answer, but it raises a different problem – the Torah proscribes sitting in the Succah for seven days (בסוכות תשבו שבעת ימים), which we have already done before Shemini Atzeret begins, so why keep going? Lulav is not given for a clear number of days in Chumash (ולקחתם לכם ביום הראשון), so perhaps one more day would not be harmful!

Anyway, those are a few things – ואידך זיל גמור.

Posted in Holidays, Pesach, Shavuot, Shemini Atzeret and Simchat Torah, Succot | Leave a comment

Spring Leaning: Halachot of Leaning at the Seder

Yesterday I gave a Shabbat Hagadol Derasha on the Halachot of leaning at the Seder. Here are the sources. I want to highlight here a few points based on the sources, with gratitude to those in attendance whose comments and participation (and enthusiasm) made these insights possible. The source numbers below refer to the source sheet linked to above, but you can also read this post on its own without using the source sheet.

1) The ambivalence felt by the Ra’aviah (Source 8) and others (See sources 11 and 13) for leaning given the absence of leaning in our most recent millennia is dealt with implicitly by the Rambam (Source 6) in an interesting way. A careful read of the Rambam reveals that there are perhaps two different aspects to leaning – tzvei dinim, in Brisker terminology – one of which is indeed precluded by the rarity of leaning today but the other of which might still be present even in contemporary society.
In Halachot 6-7, the Rambam discusses leaning objectively, as a result of one’s imitating his ancestors (see, for example, Sources 1 and 2). In Halacha 8, the Rambam again discusses leaning, but this time as a comparison between regular people, who in earlier times would have leaned every day of the year (see Sources 3 and 4), and poor people who would never have leaned except on Pesach. In order for the wealthy folks to have had any meaning in their leaning which, after all, they did every day of the year, they would need to see the poor people around them leaning as well, thus qualitatively changing the leaning of the wealthy people from an “everyday leaning” to a special “Pesach leaning.” This is the subjective, realist aspect of leaning that would not apply to us today, because poor people today do not raise their status in society by imitating the wealthy who do not lean anyway. The objective, history-driven aspect of leaning, however (Rambam’s Halachot 6-7), does not change because the historical antecedent to which it relates does not change either. Someone at the Shiur correctly compared this aspect of leaning to eating Matzah, which we do simply to commemorate the hasty exodus from Egypt but with no intent of acting in a way consistent with contemporary norms. (The Ra’aviah, of course, felt that leaning is a subjective, society-driven directive, like the Rambam’s Halacha 8.)

2) Someone at the Shiur noted a further נפקא מינה (practical implication) between these two aspects of leaning. The Gemara (Source 35) is clear that leaning must be done on the left side, and it gives two reasons for this: לא שמיה הסיבה – leaning on the right side is not considered leaning; and שמא יקדים קנה לוושט – there might be a medical danger involved in leaning on the right side. (The doctors in the audience yesterday, mirroring another group of doctors in an audience I was in last week when another Rabbi was discussing leaning, were divided on the medical veracity of this theory.) As my young protégé in the audience pointed out, if we can define our leaning as a historical marker without the meaning inherent in a more literal or absolutist definition of leaning, perhaps there is room to be more lenient regarding the precise way in which one leans – left, right, forward, or backward. Interesting.

3) Many in the audience noted the irony that fathers would be assumed to allow their sons to lean in their presence (Source 30), but husbands are so unlikely to grant their wives permission to lean that they are not even given the opportunity to do so (beginning of Source 15). Fathers are always mochel, teachers are allowed to be mochel (Source 29), but אימת הבעל is so strong that husbands never will?! Hard to believe. The Bach (Source 24) notes this irony as well, and uses it as a basis to change the text of our Gemara to that of the Rif (Source 16) – and even, by the way, of the Rashbam himself (see the Dibur HaMatchil in Source 15) – to cut out the words “אצל בעלה,” thus making a woman’s exemption a product of women’s own reticence to lean or drink on a normal basis rather than a result of her husband’s intimidation. The Bach (Source 24) assumes that the students of the Rashbam added the words אצל בעלה (which the Rif and Rashbam never had) to the Gemara to make their Rebbi’s interpretation tighter. Pretty sinister, no? Overall, this reading of women’s exemption (that of the Rif [Source 16]) is probably tighter than the Rashbam (Source 15), but it still leaves open the problem, expressed by an audience member, that tonight this woman is drinking, so why should she be any different? Who cares how often she drinks or leans the rest of the year? She’s drinking tonight!

4) The Mishnah Berurah (Source 36), like the Magen Avraham before him, assumes that the Shulchan Aruch’s use of the phrase “אינו צריך” to describe a student’s leaning in the presence of his teacher is imprecise and should really be something like “אסור.” There is, of course, a tremendous נפקא מינה between a student’s being not obligated to lean and being forbidden to do so. The problem with the Mishnah Berurah’s contention is that is negates the original source of the Shulchan Aruch, the Gemara in Source 25, in which Rav Yosef adjures his leaning students that “לא צריכתו” – they do not need to lean in his presence. Rav Yosef, too, could have used a stronger phraseology but chose a lighter one, thus implying that his students’ leaning was unnecessary but permitted. I am not sure how the Mishnah Berurah would respond to that. In any case, the argument of the Teshuvot V’Hanhagot (Source 33), that our leaning is different enough from Talmudic leaning as to allow students to lean in front of their teachers, is compelling except that it raises the question of women in our time. Even without resorting to the argument of the Bach (Source 24) that our Gemara’s text is incorrect and should not have the words “אצל בעלה,” or resorting to the Rama’s contention (in Source 18) that all women today are considered important and therefore should lean, can’t we just say that women today can lean anyway because the kind of leaning that husbands once objected to is no longer practiced by women or anybody else? Even with the words “אצל בעלה” (and ignoring the version of the Rif [Source 16] and the She’iltos [Source 15]), contemporary husbands, like contemporary teachers, would not object to the kind of watered-down “leaning” that takes place today on pillows. Would the Teshuvot V’Hanhagot go that far? Why not? Unclear.

There is plenty more in the sources – ואידך זיל גמור, as they say – but those are a few highlights.

Chag Kasher V’Sameach.

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A work of fiction. I have nothing but respect for my students’ parents, but the concept of the letter below entered my head and appealed to me for its subtle sense of irony. What if, indeed, the teachers were allowed to complain about the parents?

Dear Principal,

I am writing to tell you how saddened and disappointed I am by the selection of parents you have made this year with which to fill my students’ spare time and complement the stellar education they receive in my classroom. By and large, the group of parents you have chosen for my students this year is incompetent and ungrateful, serve as poor role models, and instill inferior Middot by the way they spend their time, speak, act, dress, and behave.

As I do every week, I spent this past Shabbat lunch with a group of my colleagues, openly criticizing my students’ parents right in front of their children, analyzing their faults and failings and lackluster Middot. We feel that the messages our students come to school with from their homes can be quite disappointing. With all the time wasted by television, rampant and unchecked internet use, and corrosive video games between the time they leave our sterile classrooms each afternoon and the time they reenter them the next morning, we have concluded that these parents cause more harm than good and should be replaced before next year. Frankly, we expect better from you and your personnel decisions in the first place. Don’t you check references? Where did you find these people?

You cannot expect us to do our jobs under such conditions. Speaking only for myself, I am shocked by some of what I hear my students coming to school with that they pick up from hearing these poor role models at home. While we try hard to instill proper values and Middot in the classroom – honesty, fair play, proper speech, calmness under duress – our work is quickly undermined by the messages the students receive from their parents. Why even bother stressing the importance of daily Torah study when the students’ parents hardly ever live by such a creed? Why discuss proper decorum during Tefillah when their parents, in the rare event that they attend Shul at all, spend most of their time talking or reading the latest periodical? By and large, this crop of parents is seriously wanting in their religious commitment and personal integrity. How can we teachers be expected to perform our jobs when our students’ parents so thoroughly unravel the fragile thread we weave each day?

The parents are poor communicators, too – it takes forever to hear back from them, and they don’t seem terribly interested in proactively dealing with with their children’s educational needs, instead delaying the inevitable that they have seen every year until it is much too late. If they know my students so well, why not alert me to their problems before things get out of hand? I am also shocked by the way the parents speak to my students. While I try to encourage levelheadedness and the need to balance hard work with rational expectations, the students are burnished with unrealistic ambitions and self-defeating ultimatums from their parents. What difference does it make if they get an “A” on their Chumash test if they fall out of love with learning by being forced to lose sleep before the test? I never said the test was that important. If I don’t make the students stress over their dinner menu or dental hygiene, why should their parents make them so stressed over my tests? The parents’ heightened expectations might mirror the dislike they have for learning themselves, but it’s sure not helping my students be better learners.

Anyway, I wanted to express to you the disappointment that I and my colleagues feel in your choice of the parents my students have to deal with this year. Please do speak with them when you have a chance. I am sure they will understand and take all of these complaints as rationally and calmly as the consummate professionals we expect them to be. Some constructive criticism is the office hazard of any business, and I am confident that they want nothing more than to hear my thoughts and improve their work with my students. Thank you for your time and attention to this matter. I look forward to hearing your response after you have had a word with them, and I am sure I will see nothing but marked improvement soon and permanently.

With Abiding Respect,

Rabbi G. Cohen
7th Grade Judaics Faculty, U-TACCY (United Torah Academy of Central Cubitsville and Yakkerstown)

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I happened to have the privilege this past Shabbat of learning with some friends at my nearest local out-of-town Center-Right Modern Orthodox Shul. As I do when I “happen to learn with friends,” I prepared plenty of sources ahead of time, but the discussion led itself in its own unique direction. What began as a general overview to the Mishkan centered itself eventually on the Shulchan and the paradox of having a symbol of physicality and earthiness in the most spiritual place on earth. We explored sources to the effect that that is in fact exactly the point of the Shulchan – to represent both a grounding of our spirituality in our everyday lives as well as an elevation or “spiritualization” of our physical ones, as Rav Hirsch intimates:

רב שמשון רפאל הירש שמות פרשת תרומה פרק כה
לחם פנים –
לחם שאתה אוכל ונהנה ממנו מול פני ה’,
לחם שנתינתו, שמירתו וברכתו מאת פני ה’.

The Ibn Ezra likewise explains the name of the Shulchan as being connected to the location of the Shulchan directly behind the Aron, thus allowing the Aron to cast its glow upon the Lechem HaPanim. A theme seems to be that, as the Midrash Halacha relates, one’s personal ongoing spiritual journey is depicted as a vacillation between the ostensibly physical Shulchan on one side of the Mishkan and the overtly spiritual Menorah on the other, but with the Mizbeach directly in between to hint at a more spiritual kind of eating, as Hashem “eats” the spices each day. Wherever we find ourselves on our personal Shulchan-Menorah journey, it seems, we are adjured not to shun physicality per se because even Hashem, so to speak, engages in it on the Mizbeach.

I had a sudden realization on Purim morning this year that this idea has an additional connotation connected to the famous Purim-Yom KiPurim connection that some people draw. On the day before Yom Kippur, there is a well-known Halacha to eat. Among the reasons for this (hear the most famous one in this Shiur on Halachot of Erev Yom Kippur), some people explain the message as one of openness to the idea that if we elevate the physical, we serve Hashem as powerfully as if we refrain from eating on Yom Kippur. We do not have monasteries in our religion; we use the physical to serve Hashem, rather than refrain from it.

If this is indeed the message in eating on Erev Yom KiPurim, how interesting then that on the day before Purim, we … don’t eat! Because the lesson to be gleaned from eating on Erev Yom Kippur would be only that the physicality shown before Yom Kippur can be elevated by Yom Kippur itself, which is only half the story. Fasting before Purim, however, completes the circle by reminding us that the spiritualization felt just before Purim must be grounded in the normalcy of eating and drinking on Purim. Our spirituality is not of the pie-in-the-sky, behind-closed-doors variety. It is there for all to see in the form of merrymaking and, yes, even drunkenness. My out-of-town local Orthodox Rabbi (who also happens to be my boss) made a similar point this past Shabbat morning in quoting Rabbi Saul Berman that unlike in other religions and cults, in which spiritualization takes place behind closed doors and is hidden away from the masses, the Torah provides exacting specifications and details for spirituality in the form of the Book of Vayikra and the end of Shemot before it. There are no secrets when it comes to Jewish spirituality or how to come close to Hashem. Just read the book!

After I shared all this with my friends at my Purim Seudah, one final connection occurred to me. Chronologically, the moment of clarity we feel at the holiest moment of Yom KiPurim, Neilah, corresponds to another moment of astounding clarity, the Seudat Purim, similarly designed to take place in the late afternoon as Purim ebbs away. At the moment of the greatest physicality, we feel the greatest connection to Hashem – just as on Yom KiPurim, at the moment of our greatest spirituality, we feel the same way. The year’s cycle reminds us that it is not by abstinence alone that we find God in our lives, but by a careful introduction of the physical tended with care and with the right intentions. Unchecked physicality can be as dangerous as unchecked spirituality. The powers of either to elevate or cast us down are limitless. It is ours to make the right decisions and use them for their positive end, rather than their negative one. As the spirituality of Yom KiPurim is tempered by being bookended by a day of eating and the very physical, earthy holiday of Succot, Purim brings with it the challenge of having its overt physicality tempered by a day of abstinence on one side and the spiritual cleansing afforded us by Pesach on the other. All the world is a spiritual canvas; it is ours to draw the right picture.

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Our Goal in the Classroom: Seventh Grade Chumash

This post is conceived to be of particular use to other Jewish educators, and perhaps to parents of my students, but it is not expected to be of much interest to the general public. The public at large can expect to find it monstrously boring. Apologies in advance! – L.Z.

In beginning to put some of my classroom methodologies down on this virtual sketchpad, I am reminded of a conversation I had with a parent in my first year of teaching. The parent was concerned that when he asked his Sixth Grade daughter what she was learning in my Chumash Bamidbar class, the answer sounded limited, shallow, and inconsequential – maybe it was Nazir at the time, or Sotah, or Parah Adumah. Where’s the beef, the parent wondered? How about some cool Midrashim or a classic Ramban! I recommended to the parent that rather than ask his child what she was learning in Chumash class, he ask her how she was learning. The next day I received a full (though unneeded) apology. The previous night the parent found out what the child could do with a Chumash that she could not have done a few months earlier – and how excited that made her. The subject matter, the “lab material,” was to a large extent an excuse to gain the kind of skills that would open up the world of learning to her. I would argue that as teachers and as parents, we need to less often ask what our children are learning and more often ask how they are learning. The how will last far longer, apply itself to more subject matter, and attach itself not only to the child’s mind but to his heart.

This question exists both on the micro, day-to-day level as we plan the typical classroom experience as well as on the macro level as we consider our yearly classroom goals. When we approach a year of learning, the first questions we must consider are those which will give us answers about the children’s future beyond the next year of learning. Working backwards, we can then determine how each term should look, each unit, and eventually each day. Unfortunately, we sometimes forget this and instead plan a year of learning with our charges much like a traveler with many good ideas for stops along the way with but no eventual destination or reason for arriving there. Such a person can make many interesting stops and feel very accomplished in the short term, but his larger satisfaction will remain unquenched because he never really accomplished anything significant. In contrast, if one knows that his goal is to drive to a city ten hours away, he can then break that trip down into smaller components: two five-hour driving days, for example, with two stops each day. That gives him additional information about when he needs to leave home, about how long he can spend at each stop, and where he should be up to by the end of each day of driving. To the first driver, ignorance is bliss. The destination he will never reach will not hurt him. But as teachers, we cannot afford to live as pleasure-seekers alone.

This year I was asked to teach Seventh Grade Chumash Shemot/Vayikra for the first time. I immediately asked three questions (mainly to himself, because I had just finished learning Sefer Bamidbar with the same group): 1) What skills are they particularly strong in which need to be reinforced? 2) What is the next major body of skills which needs to be mastered? 3) What is the most we can possibly expect an incoming Eighth Grade Chumash student to look like and be able to do?

It turned out that while the exiting Sixth Graders had strongly improved in their ability to decode and interpret basic Chumash text, their Rashi skills were still sorely lacking. It became immediately apparent, and I told them this much on the first day, that their Rashi skills would need to look like their Chumash text skills by the end of the year. An Eighth Grader, I concluded, could not only read, translate, and analyze Chumash text, but Rashi as well an in equal measure.

That helped to form a raw outline – I now had a destination – but there were still important shorter-term decisions to be made. What would a Parsha Unit look like? Or were Parshiot even the best units? What would a day look like in this class? How could assessment be used to augment the year’s goals and bridge the gap between strong text skills and strong Rashi skills? And the perennial “skills” question: how can a skills-based class not put learners to sleep but instead inspire, excite, and energize them?

At this point I need to attach a file for you to look at so you will see what I came up with. You are looking at the first Parsha Packet of the year, for Parshat Yitro. Because I determined that the learners’ text skills were strong but could use reinforcement, all of my “P’shat” (text) expectations were boiled down to a single line near the top of the page: “פשט: P’shat of the entire Parsha – be able to translate any Pasuk given to you from the Parsha.” Enforceable by graded work, but without the kind of guided instruction they would have had in that area a year earlier.

The rest of the document is devoted to Rashi. Most of Page 1 is a list of pre-selected Rashi’s, broken down by Perek and Pasuk. But the far-left column is very important. At some point in considering what it means to be as good Rashi learners as text learners, I needed to consider what that exactly would mean in terms of actual day-to-day skills. Three of those occurred to me, which also mirror real-life learning and would give the learners a consistent pattern with which to gauge their own learning: anticipate, translate, dissect. Notice that every Rashi needs to be dissected, which is defined earlier on the page as the learner’s being able to “identify Rashi’s answer and question, summarize and explain Rashi, and answer basic questions about the Rashi.” In the cases of other Rashi’s, the learners might be required to translate the Rashi verbatim on their next test. In a few cases, they are also asked to try to anticipate Rashi’s question before beginning to learn the Rashi.

The function of the translate component is to take particular Rashi’s that have identifiable, common language and ask students on their next assessment to rehearse those Rashi’s as a way of demonstrating their ability to work with Rashi’s common language. Whether a particular Rashi is included in this category is partly a function of time; all Rashi’s are learned in class using an all-Hebrew Chumash, but the extra step of needing to be so comfortable as to be able to translate a Rashi word by word adds an element of challenge not necessary for Rashi’s without identifiable or common phraseology. In other words, in some cases a learner can show his mastery of a Rashi that he has already learned in the original Hebrew by answering questions about it without needing to show that he can translate every uncommon word. He clearly was able to translate every word (with my assistance) during the learning phase, so assessing in a more summary way gets at the same goal without testing vocabulary of phraseology that may be less identifiable for Rashi. For other Rashi’s, particularly when his phraseology is of the sort that will appear constantly in other Rashi’s, the translate component is important. It is the teacher’s job to determine beforehand which Rashi’s meet which goal. Expecting the learners to translate every Rashi might do them a disservice by taking time which could be spent on Rashi’s with more identifiable language and spending it on ones with less.

Anticipate is the component least required of them at this point, but only because that (and, to lesser extent, the translate component) will be the point of growth for the skills throughout the year. From a philosophical or affective perspective, anticipate is hugely important because it bridges the gap between seeing Rashi as an abstract, distant figure I am required to ask for help and seeing him as a helpful friend who has a decent shot at aiding me in my particular learning. A colleague asked me why the anticipate column isn’t more full. I explained that filling it up artificially with Rashi’s that the learner has almost no shot (at this point in the year) of actually anticipating defeats that purpose. Better, at this point, to have relatively few anticipate Rashi’s that the learner may actually anticipate correctly and thus begin to feel that Rashi, at least in those cases, can be that helpful friend, rather than encourage them to try to anticipate Rashi’s that they will probably guess incorrectly, in which case slave-driver Rashi will still beat out friend Rashi in their mind.

So far we have discussed the larger goals and how they are applied to a unit of Chumash, but we have not yet considered the day-to-day classroom experience and how it answers our first question in this post: how do the learners learn? Part of the answer comes from the top of the page in the packet, where the learners are given a “State Date,” an “End Date,” and the approximate number of class periods before the next test. (This information is based on the tentative calendar they are given at the beginning of the year.) Working in groups, the learners conquer the packet collaboratively at their own pace. They can use the later pages of the packet to record their observations, but most type them and share them as a GoogleDoc, which allows for nearly real-time collaboration with me rather than waiting weeks for my feedback. (Every student has an account in the school’s GoogleDocs Portal to facilitate this kind of work.) When Parshiot lend themselves to projects or presentations, all the better.

Collaboration, give-and-take and self-management are the answer to how the learners learn. By creating a mini-structure for themselves within the boundaries of when the next test is, the students garner independence that can be applied to real-life learning, as their learning feels more real-life already and more closely mirrors real-life learning. The Rashi skills are geared to their needs right now with room to expand – more anticipates and translates are added as the year progresses, along with more Rashi’s altogether. The learner sees tangible progress over a fixed amount of time through ambitious, attainable, and altogether relevant goals using common-sense expectations that are rooted in a particular area but which are ready to grow with them as the year moves along. The comfort that comes with knowing that the goals and expectations will always look familiar is mixed with the anticipation of seeing those goals expand as their skills improve.

The importance of assessment has been clearly demonstrated in the research, and it is very clear that it must mirror the original goals of the learning. See the attached Parsha test in the model described above. It is not long, but it does not need to be. The students’ main assessment is the work they have been doing all along. The difference is that through assessment, the learner comes to appreciate and coalesce the learning that he or she has done through a unified medium. The goals themselves, however, should be as consistent (and as transparent) as possible through the entire learning-assessing process.

Those are some of the goals that we have in the classroom as applied to a particular class, Seventh Grade Chumash Shemot-Vayikra.

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