ללמוד וללמד את העתיד

I came into Jewish Education through the back door. I had never attended Hebrew Teachers' College nor a Hebrew High School, having received private instruction in Bible and Talmud from two teachers. The first was an unsuccessful real-estate salesman and the second a teacher at a Brooklyn yeshivah. Contrary to all the professional theories, the real-estate man turned Hebrew teacher was more successful with me. He taught me a love of the Bible, especially the major Prophets, which has endured until today and has informed my philosophy of life. I was not as zealous a student as he was a teacher. Quite often he had to go a block or two from our house to “snatch” me away by a crook of the finger from a ball-game. Once seated with him, his love of the Bible transmitted itself to me and he would make me learn chapters by heart and as though I were Isaiah addressing the people of Jerusalem.     

MIMEOGRAPHED AND PAMPHLET LITERATURE

My first position as a teacher was in 1935 in Buffalo, N.Y. at Temple Emanuel. The rabbi was Morris Adler, a scholarly man and a rising star in the conservative rabbinate. My wife and I were sent as shlichim by the Hashomer Hatzair Zionist Youth Organization to Western New York to organize and train leaders for their branches in Buffalo, Rochester, and Syracuse. Specifically our duties consisted of recruiting and educating youth from ages 11 and up for eventual Aliyah. Some of our time was spent traveling between cities, especially on weekends. No budget was allowed. We were expected to find employment and finance our expenses. It is under these circumstances that we accepted positions at Emanuel. First my wife, a seminary graduate, got a job. Rabbi Adler told her that he also needed a male teacher. She described my background to him and he invited me for an interview. He was favorably impressed with my background in youth education, both in Lithuania and in New York City, my fluent Hebrew, my familiarity with the sources, and my positive approach to Jewish traditional practices. I was hired. The salary? Over $600 — for a 10 month year! Thus started my career in formal Jewish education for nearly half a century.     

TESTS IN JEWISH HISTORY

In the years following Manny Gamoran's retirement, we would meet often to talk, not just of our mutual educational concerns, but of theology. This was an old bond between us dating back to my student years in Cincinnati. The substance of these conversations, though they wandered over many an issue, was ultimately the same. Manny could not understand why I found Mordecai Kaplan's view of God intellectually inadequate and pro‐grammatically dangerous, though I agreed with a number of Kaplan's views on the Jewish community and supported a number of his practical proposals. Manny's loyalty to the Power that makes for salvation never faltered. His constancy almost persuaded me where his arguments did not.

Since leaving the Commission on Jewish Education of the Union of American Hebrew Congregations as Manny's successor, I have had the time to re‐read Kaplan's major works. This has enabled me to make my part in that long discussion clearer. I regret most sincerely that Manny is no longer able to meet my arguments with his great patience and undaunted resistance. In his memory then, I should like to analyze one aspect of Kaplan's view of God which has not received appropriate attention.     

THE SURVIVORS,THE EMERGENCE OF A NEW COMMUNITY AND A SYSTEM OF ZIONIST EDUCATION IN GERMANY 1945–1950

I — Reminiscences Deuteronomy 32:7

Back in 1925, upon graduation from the Teachers Institute of Yeshiva University, I started my career as teacher in the first and oldest Talmud Torah in the United States, the Machzikey TT on East Broadway in Manhattan. I recall with pleasure how boys and girls spent ten hours a week in Jewish studies: giving the 12-13 year olds intensive instruction in Torah, Neviim, Mishnah, Hebrew Grammar, Hebrew Literature and Yiddish. For many years the Machzikey TT had a school enrollment of one thousand students and more. When the '30s came and the enrollment fell considerably, it became necessary to consolidate the school with the National Hebrew School, especially when the Downtown TT closed it doors.     

IN MEMORIAM

The following are reflections on my service as Superintendent of the Board of Jewish Education of Metropolitan Chicago, 1976-1987, and my observations of communal agencies for Jewish education during my current service as President of the Hebrew College of Boston.     

Farewell from the Founding Editor-in-Chief

On June 14, 2011, the world of higher education lost a great editor and scholar. D. Barry Lumsden passed away that morning, leaving behind three excellent journals and a legacy of scholarship. Dr. Lumsden had edited the Community College Journal of Research and Practice since he founded it in 1976, and we feel his loss keenly. Our sympathies go out to his family, friends and colleagues for their loss.

I have had the pleasure of working with Barry since joining Taylor & Francis (T&F) in 1984. He was one of the more colorful characters I have come across in 30 years of publishing. He referred to me, as you will see below, as Brother Kevin. He always brought a smile to my face when I would pick up the phone (he is from a generation that still picks up the phone and talks to people) and hear him say hello. He cared deeply about the journals he worked on and the contribution he was making to the field. His legacy has been established by the contributions that he has made and, for me, he will always bring a smile to my face when I think of him.

In early 2011, on Dr. Lumsden's recommendation, we appointed Deborah L. Floyd as his successor. Dr. Floyd has worked on the journal for several years, both as an editorial board member and a guest editor, and we know she will do a fine job in her new role as editor-in-chief. We are saddened by Dr. Lumsden's passing, but look forward to working with Dr. Floyd as she continues the work he started three decades ago. The following editorial was to be his farewell to the Community College Journal of Research and Practice, the journal he edited for 35 years.

Kevin Bradley, President

Taylor & Francis US Journals Program     

微笑

一想到自己明天就没命了,不禁陷入极端的惶恐。我翻遍了口袋,终于找到一支没被他们搜走的香烟,但我的手紧张得不停发抖,连将烟送进嘴里都成问题,而我的火柴也在搜身时被拿走了。我透过铁栏望着外面的警卫,他并没有注意到我在看他,我叫了他一声：“能跟你借个火吗？”他转头望着我,耸了耸肩,然后走了过来,点燃我的香烟。     

CLASSROOM CLIMATE IN AN ORTHODOX DAY SCHOOL: The Contribution of Emotional Intelligence,Demographics, and Classroom Context

I had completed a long list of wonderful ideas for the Synagogue School of the 21st Century, and was about to sit down and write my paper, when my eye glanced upon the Spring-Summer 1990 issue of Jewish Education. When I noticed the articles of Alvin Schiff and Rela Geffen Monson, I read through them before beginning to write: Lo and behold, everything I had written down and was already there — in Jewish Education under the title, “Toward the Year 2000.”     

Index To Chinese Education,Vol. VI (Spring 1973-Winter 1973-74)

I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings.     

The Bureau of Jewish Education After 1918

My entry into the field of Jewish education began during my teen years. Basically, it took the form of group work. Some of my friends and I organized a Boys' Club in one of the larger synagogues of Brownsville. We were students at Yeshivat Rabbi Chaim Berlin and wanted to share our spiritual values and ideals with others. Besides Sabbath and Holiday services, we conducted a series of classes in Hebrew, Tanach, and history. On special occasions — especially Simchat Torah — we were able to attract hundreds of boys. Many of them became observant Jews throughout their lives.     

我的大一，走进牛津

牛津大学在以前是那么的遥不可及,但我真正走进她时,才发现,努力去证明自己,总会有梦想成真的一天,而这一切,也仅仅是我下一个梦想的起点。     

Hava N'Halela 1 : Tzipora Jochsberger and Her Vision for the Hebrew Arts School

Tzipora Jochsberger (1920–) educator, composer, and musicologist, dreamed of using the arts to introduce Jews to the richness of their heritage. The founder and director of the Hebrew Arts School in New York (1952–1986), Jochsberger's contributions deserve the attention of Jewish educators and artists who are looking to the arts to address the diverse needs of Jewish learners of all ages. A student of the Jewish Teachers’ Seminary in Wurzburg, Germany, Jochsberger was offered an opportunity that would not only save her life, but determine its direction as well. Using interviews, archival data, and Jochsberger's papers both published and unpublished, I have tried to examine her educational vision for the school she nurtured for more than thirty years, discovering in the process that the school was the product of a fortuitous shiddukh: the dream of a gifted Holocaust survivor and the idealism of American Hebraists, the ideologues of Ha'Noar Ha'lvri.     

14 Removing XU Mumin's "Patriotic" Mask

After I read "Zheng wen" [A Solicited Letter — selection 13, above] by Xu Mumin of Middle School No. 2 in Dezhou, Shandong, in the eighty-ninth biweekly "Writing Reform" feature in Guangming ribao, I groaned with indignation. I am not a researcher in writing reform, but I cannot suppress my anger, I must express it. First, I feel that the Party's policy of "Let a hundred flowers bloom, a hundred schools contend" has rightly opened up free discussion on scientific questions; it is also right that erroneous views made with good intentions should be published. But such insults and false accusations as Xu Mumin's cannot be tolerated. The title that he has chosen, "A Solicited Letter," appears to me to be a challenge to battle. His whole essay is composed of filth which brings false accusations of the worst kind against writing reform; this is not just fortuitous. He has issued a "summons to war" to writing reform, and we must be prepared to strike back with determination.     

Parochial Schools for Jewish Children—An Adverse View

In the over fifty years of my involvement in Jewish Education, I had my share of undeserved frustration and sleepless nights, which I prefer to relegate to oblivion. Instead, let me recall some of the more pleasant aspects of my work since that marked most of my career in Jewish Education.     

Art for the Jewish School Teacher

Introduction

This past year one of my fourth grade students in my Hebrew Day School died unexpectedly late Sunday night. On Monday morning, two of her friends, upon entering the classroom, told me that something had happened to Leah and that she would not be in class ever again.     

2005年高考全国卷Ⅱ 英语完形填空题解析

One afternoon I was sitting at my favorite table in a restaurant,waiting for the food I had ordered to arrive.Suddenly I 36 that a man sitting at a table near the window kept glancing in my direction,37 he knew me.The man had a newspaper 38 in front of him,which he was 39 to read,but I could 40 that be was keeping an eye on me.     

Weaving the Arts into Jewish Education: Integration at the Blossom School,an Arts‐Based Jewish Day School

The Baltimore Hebrew College

I came to the U.S. from my home town Jerusalem in 1929, when I was 16 years of age. My father had emigrated from Eretz Israel in 1921 because of the severe economic conditions that prevailed after World War I. Gradually, he brought over all the members of his family. He hoped that he and his sons would save enough money in the New World to establish a vital profitable enterprise in Eretz Israel, and the family could then return to its native land. In New York, we lived at first in Brownsville, at that time the most dynamic center of Brooklyn Jewry. A year later, I moved to Baltimore where my father was employed.     

A HEBREW TEACHER'S MEMOIR

This article is a summary of a dissertation for the Master Education degree awarded by Wit‐watersand University, South Africa. The term “Matriculate”, which is not in common usage, refers to the young man or woman who has completed the officially recognised matriculation examination of its academic equivalent. ‘Day School’ refers to the Jewish school which conforms to the education authorities' requirements and, in addition to providing the same curriculum of studies as that of the Government Schools, includes instruction to matriculation level in Jewish studies and the Hebrew language.     

My Best Friend

I am a middle school student,study in Yaoxia Middle School. I have a lot of good friends in this school. One of them, Li Kelong is my best friend. We are both fourteen years old. He has a round face and two big bright eyes. He is much stronger than me, but I am taller than him. I often call him Kelong for short.     

Self-confidence and Success

I have known my best friend Justin for several years. In my opinion, he is an open and clear boy. He is full of humor, and always makes fun of me. I used to think that he had no troubles until the day I found I was wrong. Behind his sunny smile, there is an inferior heart.