March 25, 1983: Passover Edition

SERViMG NEBRASKA, tOWA Voi U0 Mo. 23

Omaha, Neb., Fri., March 25,1983

Jewish

5743 1983 Passover The theme

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theme to accommodate information which can be considered an education for Omahaiu.

The Jewish Press theme for this Passover edition is education — certainly o wide-ranging subject by any stretch of the imagination.

Consequently, an effort was made to include material from France, Israel, and other countries where Jewish communities arc located. There is much for all of us to learn about our fellow Jews — no matter where they reside. Two main conclusions emerge from this study mission: Terrorism is a way of life in France, and Jews along with their Jewish institutions are the top targets. However, Jewish communities in that country ore not passive. They are fighting back with political clout and mass demonstrations.

Our initial effort was directed toward education — that is Jewish education — ns it is available in Omaha. Opportunities abound bemuse in this community, activities are available from the tottering stage of toddlers to those in the restful serenity of advanced years. Thus, an initial group of Mark's was aimed at coverage of Omaha institutions and programs — not with the expectation of including everything, but with the hope thnt a representative sample would be touched upon. Meanwhile, the Press was given an opportunity to participate in a study mission to Parts and Israel. The trip was organized by the United Jewish Appeal in cooperation with the American Jewish Press Association. The Federation Board of Directors in Omaha approved our participation with the expectation that home of the educational material resulting from the study mission would reach the Jewish community of Omaha. This study mission made it possible for the Press to expand upon the original Omaha Jewish education

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There is more to Israel than just a fine army and political anxiety. Israel is a country" of magnificient accomplishment in many areas of endeavor — all taking place at the same time under the most difficult of circumstances. Israel is a modern-day miracle truly of ferine a light unto the nations. Special thanks for this issue are offered to David Hittner for his diligent effort in carrying out his local story assignments and to Managing Editor Judith Marburg for her usual dedication and skill in laying out this special issue. Morris Malinc

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The Jewish Press Published weekly on Friday ' By the Jewish Federation of Omaha

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Children in the JCC Preschool prepare for Shabbat. From left are, Rebecca Wolfson, daughter of Ira and Sibby; John Rosen, aon of Paul and Joan, and Allison Gutnik, daughter of Bruce and Margie.

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Computers in Jewish education By Robert and Myra Obertnao We are delighted to share with you our view* on one of our favorite subjects, the iue of computers for the Jewish school. It would take at least a one day seminar to explain and show you all that might be done using computers in the Jewish school. We will attempt to give you an overview. Computers in Jewish education can be used in various ways. Others have addressed the subject of administrative uses. For example, student records, grade averaging, class rosters and scheduling, etc. can all be done using a computer, as well Bm employing the computer for word processing functions, budget revision, and so on. Our interest is the use of microcomputer* a» a tool for education and information dissemination. The computer we use is an Apple II. We chose this computer because we found that by and large, all over the country, the most widely used computer in public schools is the Apple II. Therefore, the software support system and the computer material* available in secular education is extensive. It is important when choosing a computer to look at what software is available, and the Apple II is by far the leader in the area of available software. In addition, it has the capability of using high resolution graphics and color. This was suited for the purpose of developing a Hebrew character set. We might add that when using the Apple Computer it is advisable to obtain a monitor, not just an ordinary television set. A television monitor has a much higher picture resolution and is also required as we move into the area of interactive television which we will describe further on. A color monitor is best if the uses will include video tape materials (the monitor can be used by itself as well with a video recorder.) A black and white monitor is best if the applications a n primarily text The new green screens do not seem to display the Hebrew characters as well as black and white monitors. Computer assisted instruction, abbreviated CAI, involves the presentation of some sort of subject matter by the com. puter to the student. The student interacts with the computer, can request further information, and the computer can then test the student to determine level of understanding. The computer can keep track of the student's performance for future reference and can print a progress report for the teacher if the program is set up to do so. Examples of CAI include courseware such as information about a Jewish holiday or Hebrew grammar. Computer testa can be generated to test students over various subject

matter. A particularly good use of the -computer in this regard is Hebrew vocabulary drill, which in itself is a repetitive kind of activity. The computer is very patient and can drill the student as long as necessary, and the student, Bt the same time, can progrew at his/her own pace. Computer programs in Jewish education are available from several sources. The Institute for Computers in Jewinh Life in Chicago, 111., is perhaps already familiar to you. There are Jewish himulution games being developed through the fiesher Foundation in Israel. We have produced some materials for use in Omaha Jewish schools both in English subjects such o» weekly sedras, and Hebrew program* such* as a study and teat program regarding The Ten Commandments. We are developing computer materials for Hebrew language instruction and also an authoring tool using a light pen which will allow the teacher to enter Hebrew directly from a black and white or color (not green) television monitor. We are also doing some work using a computer language called Pilot, available for the Apple. There is a new version recently out called SuperPilot which is a computer language developed for use by teachers. We have some programs available for purchase which we have created using Pilot. We have been doing some preliminary research on the use of the computer to control a video recorder and/or videodisk player. This approach is called interactive television, interactive video or computer assisted television instruction, abbreviated CATI or CAVI. It is a superb teaching tool and enhances the best features of both CAI and video. ,

Myra and Bob Obcrman with their children, Gwen and Stuart — a computer family. arawer, the computer controls the VCR and selects the exact place on the video tape which is required to fill the student's gap in knowledge.

We use the Apple II computer and a Sony SL0323 industrial video recorder. To communicate with the VCK, there is an interface card which is plugged into one of the Apple's interlace slots. The card we use is the BCD interface card. We chose this card because it is possible to have exact frame accuracy as the computer controls the video recorder. Subjects well served by CATI in the field of Jewish education would include geography of Israel (imagine a simulated trip to Israel using video presentation controlled by a "menu" of choices offered by the computer!), holocaust studies, customs, political issues and so on.

One fascinating aspect of interactive video is the ability to present simulation situations and require the student to make decisions and judgments interactively with the computer regarding the situation presented by video. We show an example of this kind of learning opportunity as the viewer is presented with an incorrect procedure regarding the ritual of using tefillin and the student must identify the problems illustrated in the video scene.

We have produced one prototype interactive video lesson called "How to put on Tefillin." A rabbi teaches about tefillin. explaining the Torah sources of tefillin and the procedures involved. Bach step of the lesson is controlled by the computer which asks questions as the student proceeds through the lesson. If the student does not know U » correct

The use of computers and computers coupled with video are very exciting concepts, indeed they are new educational tools. They are already in use by industry and business for their training programs and it is now time (hat educators at all levels investigate and begin to use the technology of today for Jewish education.

To teach is a profession second to none. To learn is a neverending task.

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A unique educational and social effort is underway in Paris spurred by a two plus million dollar endowment and ownership of income-producing companies.

school, ii kindergarden, primary and *econdary MIUXIIK, a university-level computer center, housing for 180 students, a kosher restaurant, and a home fur the aged.

Already, the Ohr Joseph movement ha* created some 40 new institutions, centered -around Paris and its suburbs, but also in the provinces.

The movement is able to finance its building activity utiliring proceed* from several busint'M> enterprise* including a cormiruction firm and an appliance manufacturing company.

For example, institutions totally new in concept were developed t.uch an ihe Merkaz Ohr Joseph of Pan*, with 1,000 students. In thi« school complex, then- is a nursery

In addition, there is an incentive offered through a tax on French hiuine&«e» for ' training apprentice*. Part of this tax money is channeled to Ohr Joseph.

Collection* of prayer and study books are present throughout the facilities.

This Is the entrance to the complex of Obr-Josepb buildings known aa Merkaz Ohr Joseph of Paris. A French policeman stand* guard — typical security for all Jewish institutions in Paris.

A college level computer school is part of the complex.

Altbougb resident* of the old age home have kitchen facilities, many select to cat in the community dining room.

Discussion and argument are part of the Yeahiva instruction technique. The man at left Is from Lakewood, tfJ.

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High schoolers continue Jewish education By David Bittner but functioned primarily as administrators. These have inl i k e the proverbial grandfather who had to walk 12 mile* - eluded Carol Gendler, Carolyn NovicofT, Mariene Solomon in all kinds of weather to get hi* book-learning, Omaha and Jack NoodelL He said that teachers in the school have Hebrew High director Stanley Mitchell never tire* of re- included members of the clergy, professional* in the Jewish minding his student* that "when he was their age" he bad community, and other interested persons, among them parto spend an hour on the Boston MTA to get to Hebrew ents of the high school students. High. Mr. Mitchell himself ha* a heavily JewUh educational It i» not exactly that Mr. Mitchell ia trying to shame hi* background. Those MTA rides to Hebrew High were made pupil* into attending Hebrew High. The new twist on the not one but five days a week after public school, and after old line simply reflects his feeling that members of his gen- high school he continued to lead a double life at the Unieration, especially parent*, have a responsibility to per- versity of Boston, where he studied romance language*, and suade post-bar and -bat mitzvah age children by whatever at Hebrew College in Brookline, Mat*., where be got a B A. in Jewish education. Subsequent to that, he earned an MA. mean* to continue their Jewish education after age 13. in education from Salem'State College in Salem, Mas*. "It b important for all Jewish parent* to remember that The high school program takes place one evening a week they have an obligation to male wre their children'* Jewish education and contact with Judaism in the classroom do for two hours. The curriculum consists mostly of topics not stop after graduation from Talmud Toreh," said Mr. related to Bible, Jewish literature and history, Jewish current event*, Israel and Jewish religion. '" , Mitthell. Mr. Mitchell said there was "no doubt in his mind" that Omaha Hebrew High students are "committed," but said there was "equally no doubt in his mind" that if their parents did not push them in that direction, many would probably decide to stay at home, "Teen-agent don't have brilliant insights as to what is best for them," taid Mr. Mitchell, "and they need parents to encourage them to recognize that going on to Hebrew High after Talmud Torah is the same as going on to secular high school after finishing junior high," The Omaha Hebrew High, or High School for Jewish Studies, a* it is officially known, came about as the result of a partnership between Beth El and Beth Israel Synagogues. According to Mr. Mitchell, both synagogues once had high school programs of their own. It was ultimately decided that since both were trying to offer the same cervices, it would make sense for them to join forces. In this combined form the high school has been in operation now for nine year*. Temple Israel was asked if it would like to participate, but declined The enrollment of the school ii 30, or about one-third of aQ tbooe who graduate from Beth El's and Beth Israel'* Talmud Torah every year. Mr. Mitchell said be was preceded by several different directors, most of whom were (ay people in that they may or may not have bad some kind of educational background

Classes used to be held on a routing basis at Beth El and Beth Israel Synagogues, but since Mr. Mitchell found it easier to conduct administration of the program at Beth El, classes have usually been held only there in recent year*. Lost year, said Mr. Mitchell, Hebrew High borrowed a concept also from the days when grandfather* trudged impressive distances to get their education: the ungraded classroom. With the school now functioning as a total group, he said, all grade* learn the same material, whereas previously freshmen, sophomore*, junior* and seniors were taught different units. Following teacher*' presentations, the group break* up into smaller discussion groups. Mr. Mitchell praised the ability of the ungraded classroom to make more efficient use of teacher*. Mr. Mitchell gave some examples of unit* which have been part of the school's recent curriculum. He said one of last year's major unit* revolved around the film Gentlemen's Agreement. Put together by Gloria Kaslow, the unit focused on the development of anti-Semitism in the United States. The unit included a booklet of materials which was used along with the film a* • springboard for further reading and discussion. Mr. Mitchell said ADL/ CRC head Alan Katchen spoke to the das* as well as a psychologist who showed the students a film called Tbo Wave which addressed the theme of the impressionability of youth by racist and fascist leaders. Mr. Mitchell said that former Beth El Rabbi Kenneth

Bromberg developed a unit on Jewish theology centered around the film, Oh, God and that this year the school completed a major unit on Israel put together ''from a million different sources" and featuring three short films and talks by Rabbi Myer Kripke, Rabbi Jonathan Rostrtbaum and Paul Cohen. The range and sophistication of som* of the written material developed for use in the Hebrew High is exemplified by a unit entitled "Women in Jewish History." A 50-page booklet begins with some sexist excerpts from Genesis and the Book of Proverbs; moves on to a more liberal view of women's rights in on essay by MsJmonides on "The Laws of Marriage"; quotes such renowned scholars as Cynthia Ozkk andfihi Gmenberg on feminism in Judaism; includes on entire essay on historic and contemporary views of Esther and VashtU contains a biographical essay on Henrietta Srold and a chapter from Gold* Meir's autobiography; and closes with an essay on the rite and dedtne of feminist sentiment among Israeli women. Although reading assignment* in these units ore Miff, Mr. Mitchell said there is a de-emptuuus in Hebrew High on test* and written assignments. "We've attempted written work assignment* from time to time," said Mr. Mitchell, "in the hopes that the students would cooperate, but they have w r y busy schedules and we have found that frequent lengthy assignments simply are not going to be done." Also because of the factor of limited time, Hebrew language does not occupy a place in the Hebrew High curriculum. Up until several years ago, said Mr. Mitchell, conversational Hebrew was taught, but there has not been a sufficient number of interested student* since then to warrant its being continued. "Hebrew requires en extra hour of instruction," said Mr. Mitchell, "and that means an extra hour a week that the students would have a hard time accommodating their schedule* to." • Mr. Mitchell was asked to assess the effect of a Hebrew High education on the average graduate of U » program. "We are cot in a position to be able to conduct a followup study of our graduates," said Mr. Mitchell, "but the generalization I would moke is that the more contact a person has with things Jewish — our ritual, Israel, or Jewish philosophy — in his young years, the more likely it is that those things will havt a place of prominence in his adult years."

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Jewish Day School—a unique experience B y David-Bittncr Make a brief visit to the Jewish Day School of Omaha and you will see children receiving a truly unique elementary education. Take, for example, the original uses to which a classroom computer is put. Children learn cursive Hebrew writing and the steps to Israeli dances from it and can even get print-outs of their own creative holiday stories. Or see the way a little girl plans to adapt a Bible lesson to a practical purpose: "Sarah was 90 when she had Isaac? Wow! Now 1 know what to tell my mommy the next time she tells me she's too old to have another haby!" Watch the face of a little boy flush with excitement as he discovers his Tu Bishevat science experiment has had results: "My beans — they've sprouted!" Or listen to this quip from a" little girl learning her Hebrew alphabet: "If this is your shin (the indicate* her lower leg), i» this (she points to her foot) your tor?" The Day School teachers let you know where you are, too, as in the caw of a teacher who instructs his pupils on the sanctity of life during a science lesson: "Pretty soon the fish in this tank will reproduce. God willing, and we'll put the babies in another tank, God forbid their parents should cat them." The Jewish Day School is a private, nonprofit community school organized in 1972 to provide a secular and Jewish education for the children of greater Omaha. Open to all.children of the Omaha Jewish community, ages five through 12, it has a current enrollment of about 20. Tuition for this school year is $1600 per pupil, with scholarships available upon request. Up until six month* ago the Jewish Day School was housed in the facilities of the Montessori Elementary Day School. According to immediate post president Margo Hiekes. the Jewish Day School had several reasons for moving to its present location at Beth Israel West. "The Jewish Day School was growing," said Mrs. Riekes, "and the Montessori .school wanted to put n lid on how many children we could recruit for it." "Also," she continued, "the Monu-ssori teachers were teaching our children secular subjects. We wanted our own school where we could integrate secular and Jewish subjects, and we wanted to be able to grow, so we felt the move was necessary." The Day School's move to new quarter* was made possible by the Jewis>h Federation'* decision to fund the school. Though its Jewish ambiance is what distinguishes it from the public Mhool syniem. this is not to say that the style of the Day School is .strictly traditional. Since the school is a broadly based institution with pupils, faculty and lioard members coming from nil branches of Judaism, said educational director Harris Goldstein, it* program is bawd on a respect for the belief* nnd practices of all branches of Judaism. As befits this policy, he said, the wearing of

yarmulkes is optional at the Day School. "V/Jb believe in minimizing the difference's between Orthodox, Conservative, and Reform Judaism," said Mr. Goldstein. "The children are taught that we are all Jewish, and are encouraged to be understanding of any differences." Mr. Goldstein laments a misunderstanding that he says tome in the Jewish community have expressed concerning the Day School as a purely religious enterprise. "Along with de-emphasizing differences between the various branches of Judaism," he said, "we stress teaching a cultural affiliation to Judaism ~- not only a religious one. The Jewish studies program at the Day School emphasizes Hebrew language, Jewish history, Bible, Israel, and Jewish values and ethics." In addition to its emphasis on things Jewish, another hallmark of the Day School is its personalized instruction, with a much better teacher-pupil ratio than exist* in the public schools and much more attention paid to the individual pupil, said Mr. Goldstein. Each child has a chart on which he "contracts" with his teachers to complete assignments in all his subjects, he said. These charts indicate the times at which assignments are made and completed and hear teachers' signatures indicating apDay Scbool Director Harris Goldstein confers with teacher Brian Scaur on a proval. Each child has frequent conferences with new project to interest the/ children. his teachers, and once a week work pages are sent home so that parents may be kept effort to integrate the Jewish studies pro- dren when Harris Goldstein speaks Hebrew up todatc often on their children's progress. gram into the total curriculum of the Day in morning group sessions and at other Report cards bearing teachers' comments School, laid Mr. Goldstein. As another ex- times during the day. The Day School has ample of how this integration is often become such a part of her life now, she says, are also sent home at regular intervals. "The children ore able to learn at their achieved, Mr. Goldstein said many lessons that when she goes for walks with her hiking own upeedand on their on level," said Mrs. in a variety of secular subject* are based on club and feels like singing as she hikes, Riekes. "They're not pushed to a common Jewish holidays. "For Tu RUhcvat, foroin- often as not it is a Hebrew song tbat comes denominator of the class. If they're bright stance," he said, "we were able to integrate to her lip*. Mr. Goldstein said he was pleased this fall they can learn quickly and go through more our studies by having spelling lessons and more material. If they're *low they can dealing with words having to do with trees, to receive a letter from the Nebraska Delearn at iheir own rate without having to science lessons that focused on the life- partment of Education praising the work of feel frustrated. They're not measured by the cycles of plants and trees, and art lessons his staff. Dated Oct. 1,1982, the letter read standards of other children, but just their in which the children wo a- taughl to draw in part, "You and your staff and your govpictures of trees and the change of seasons erning board are commended for the fine own." effort that ha* l>een made to establish the If the philoMphical foundations of the in Israel." Day School arc easily enough made clear, In addition, said Mr. Goldstein, children school and to provide a rich and stimulating tht physical layout of the school may appear are taught to us# Hebrew terms for ordinary learning environment for the children enus a muddle lo visitors. Hut the informal thing* around the classroom — chalk, rolled . . . The school offer* opjiortunilics to arrangement of the "open classroom" ac- blackboards, desks, etc. — and there in n children which in most instanceN far exceed tually serves a specific purpose, said Mr*. great deal of "Hebjilish" used in conversa- our minimum requirements..." Kiekes. "We think the children work better tion, e.g., "Please tnnke sure your kee-wy looking toward the future, new Day together in u group when4 all ages nre rep- is pushed under the- shul-chan." School president Sumiii Paltry hah most opresented." she wiid. "It's more like n family Supervising the various classroom activ- timistic predictions for the school. "With a situation th;n way. with older children ities along with Mr. Goldstein is n staff of warm and loving atmosphere that mokes its helping the younper oner.." three teacher*. Two of them, Rrian Schur children feel Mxurr and hnppy. we believe Hesides, |xiints out Mr. Goldstein, there ami hurille Sounder*, tench secular sub- thai Jewish Day School of Omaha i* going actually is n certain physical M ructtirv to the jects, They nre both Mute certified elemen- to be lite IM-M elementary school in the stale classroom. Though it may inks a while to tary school teachers. Jewish »lu<b'e* fire of Nt'braitkn. We have the best facilities, the cume into focus, the two classroom* of the taught by Mr Goldstein and I^iri Sinn, Ixith IM-SC leathers, and I be most stimulating edschool art- arranged in n pattern of "learning of whom tench /it the Day School an pnrt of ucational environment po»*ible. We anticctntt-rs." Different areas of the room* wrve their participation in the Community ipate that our enrollment will double over as centers for language arts, social studies, Teacher* Program. the summer heiMUM- the school is iK-coming science, art, math, Bible. Torab. and HeMs. Saunders IK the only non-Jew on the known iw one in which superior elementary brew. Hebrew is currently a separate teaching staff of the Day School. She says .mil Jewish education <>rt- |K»piblc. learning center, but Mr. Goldstein snys he she linn readily adapted to her situation. She "We hojH* that the entire Jewish comh«s hopes of creating a iiebrew-Kngtish Ian- jokes that she must Ix- "flu* best-informed munity of Omaha is as filled with pride in guagv arts center. non-Jew on Hiinukkah there's ever been," its newly formed Day .School as we art' and The creation of such a bilingual language and says she has learned enough Hebrew on will continue to support the school for many arts center represents part of an ongoing the job to IK- able to translate for the chil- year it to come."

The Day School classrooms are divided into cubbyholes called "learning center*" — one center for each subject area. Children go back and forth all day between the various learning centers, working on assignments according to schedules they set for themselves.

Lucille Saunders, wbo teaches secular subjects at toe Day Scbool, conduct* a geography lesson. Her affectionate charges bave autographed the cast she wears following a skiing mishap. • .

11

March 28, IMS

and you shall teach your children.

THE WISE SON —"What says the wise son? He asks: What are the testimonies, statutes and judgments whence the Lord our God had commanded you? Then you shall instruct him in all the laws of the Passover... "

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Cultivating the desert

This experimental section is raised to show that the planU are frown la air fed only with computerized bursts of nutrienU in water.

Entrance to the Ben Gurion University of the Negev where research and development takes place in a wide range of agricultural endeavors.

Unusual cacti also flourish offering new insights into research potential.

By the use of non-ripening tomato mutants, plant* with a long shelf life are produced reducing picking frequency and making possible the shipment by boat rather than plane to export market*. the Irrigation.

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a dream come true in Israel Israel is directing much of it« agricultural research toward crops that can be grown successfully in the desert region of the country — the Negev. The recent press mission visited the Hebrew University Faculty of Agriculture, the Research Institute at Ramat Hanegev, the Ben Gurion University of the Negev. The photos give some indication of the wide range of research and the startling success of the Israeli effort:

A leaf vegetable nurtured by just enough water emerges from the desert sand.

Yoel De Malach, an agricultural pioneer who hi* been involved in development of the Negev throughout bis life in Israel.

The effects of irrigation and fertilization on the vegetative and reproductive development of jojoba are studied and superior beans are seeing widespread use throughout the world in cosmetic formulations.

Some of the hardware showing the heavy use of piping and valves to carry water to the crop* in the field. . '. EKotkorohids«re«rown Woonpletebr controlled atnnwpberc* «vaUabto i n ; relatively Inexpensive greenhouses. .

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We davened with our brethren in El Salvador and Guatemala B y Art Grossman Little did I comprehend when my wife, Anne, end I made plant to visit San Salvador, El Salvador, there would be a Jewish connection awaiting us. I should have grasped beforehand, in an instinctive tense, things might be a bit more diMimilar than an ordinary trip when informed by our travel agent we would be flying from Houston, Texas to San Salvador on an international airline called TACA . , . pronounced "Tahka." TACA to an acronym stemming from the official name of the airline... Trans Aeitw Centra! America (Air Tramport Central America). To us TACA represented another meaning. I recall when our parents end their contemporaries heard information of an incredulous nature they would emphasize their amazement by saying, in Yiddish, 'Tahka!" Translation: "Really! Do you mean it?" So, "tahka," even before boarding for San Salvador our contact with Jewishness was already being formulated. Who would have sensed, however, we would eventually be davening with fellow Jews living in Central America? ' First, why a trip to El Salvador — a country presently racked with the agonies of guerrilla warfare? We went to visit our son, Lawrence, a member of the United States Diplomatic Corps serving as administrative officer of the American Embassy in San Salvador. And also to soak up some benevolent and healing sun in raid-January in a tropical atmosphere. The temperature in San Salvador ranges between 70 end 80 degree* during this period of the year with virtually cloudiest blue skies and no rain. We had no qualms about visiting El Salvador despite media accounts of frequent combat taking place. Our son assured us his home and the areas we would be touring were under control and safer than many sections in most American cities, Omaha included. Upon arriving in San Salvador early on Friday afternoon our son informed us we had been invited to attend a Bar Mitzvah Shabbal morning at Beth El Synagogue — yes, tame name as our synagogue back home. Unlike Bar or Bat Miuvahs in Omaha, taking place practically every week, in San Salvador the ceremony ranks almost alongside the high holy days in importance. With a limited Jewish population a child attaining the age of Jewish majority is an infrequent happening. Shabbat morning we proceeded to Beth El Synagogue. The name turning out to be precisely what the words mean

in Hebrew... Beth El, A House of Worship. The synagogue is actually a house located in a fashionable residential area of San Salvador. The once private home was abandoned by its Jewish owner who (led to the United State* when terrorism in the community began to intensify approximately three years ago. Although San Salvadoran Jews spoke longingly about the synagogue they once possessed it had to be sold because there were so few left in the community to support it. The synagogue occupied two rooms in the house. A bimah was in the forefront of the largest room. Off to a side stood a beautifully crafted Holy Ark. The Ark housed thre* Torabs which had been brought to San Salvador early in the century. We noted the britt leneM of the parchment and fading of the letters. Even when Salvadoran Jew* had a synagogue they had no rabbi. A harzan, who had migrated to San Salvador from Germany following World War H, served the congregation for a number of years. The congregation expressed their kovid by calling him "Rabbi." When guerrilla kidnapping activities intensified the hazzan, with everlasting memories of the Holocaust, fled to Panama City, Panama, where he resides presently. Jews of San Salvador were marked for kidnapping, to be held for ransom, not because of any anti-Semitic attitudes ' on the part of guerrillas nor because Jews were part of the tight oligarchy running the country. Jews supposedly had riches and thus became a convenient means of replenishing the guerrilla war chest. Many Jews in San Salvador own • businesie* and by dint of diligent effort have become highly successful.

Art Grossman congratulate* Alfred Coba on his Bar Mitzvah in 8an Salvador, El Salvador. Salvador outside of San Salvador. Anti-Semitism in El Salvador is not a serious concern within the Jewish community. Most said they doubt El Salvadorans even understand the meaning of the words. Whst is of great concern is the assimilation taking place with natives of the country. With so few Jews left marriage outside the faith is a haunting specter.

Jewish exodus from San Salvador stepped up following the kidnapping of a wealthy and prominent Jewish leader. The story is he was in ill health and presumably was not One week later, following our experience davening i s San expected to live much longer. He instructed hi* family, for Salvador, we were in Guatemala City, Guatemala and on that reason, not to pay any ransom. He was murdered. . Shabbat morning headed for Sinagoga Sbaant Binyamin, Fearing being kidnapped some Jewish families fled to the the Aihkenazi synagogue of the community. There is also United State* or other Central American countries. Some a Sepbardk synagogue and a Reform synagogue in the city. still maintain their business affairs in El Salvador via reAlthough the intensity of guerrilla activity in Guatemala mote control. does not match the degree of that in El Salvador it is a The handsome home in which our son resides is rented festering situation. Consequently Jewish families art also by the VS. State Department from its Jewish owner who leaving for other Central American countries and the operates on automobile agency in San Salvador — be now United States. Prior to the guerrilla activity there were approximately 300 Jewish families. Now the estimate is lives in Miami. 250. The Shabbat service was not streamlined an iota and was Shaarei Binyamin i* a uniquely structured synagogue slanted toward the Orthodox in ritual content. Not having whose roof, when viewed from above, is styled in the form a rabbi the lender, who also served as hozzan, was a young of a Mogcn David The entire complex i* surrounded by a Israeli profcwional musician who had come to San Salvador high wall and as we strolled through a ftteei gate leading to fulfill a contract to play in an orchestra and then chose into the courtyard we observed two armed guard* standing to remain. in pillbox emplacement*. They stared but made no effort He davened with brisk £prighllinM» and the congregation to check or interrogate us. responded with similar buoyancy. The melodies were reaThe service at Shaaret Hinyamin was also one of special sonably similar to tho*e we chant at our Beth E) *o we fcignificancc. A youthful chmwn nnd hi» kttllch-to-be were experienced no difficulty in participating in the service. I being honored on their forthcoming marriage. As in San honored with an aliya and later was asked by a lady Salvador we hod no difficulty following the ritual form. of French background if I was English. She commented my There is no rabbi in Guatemala thus a young man who chanting of t tie Torah broches founded a* if I had a decided had studied in a New York Yeshiva directed (he.service. A Jlritiuh accent. I should have replied; "tahka!" rabbi was coming, in front Panama City In perform the Alfredo Colin, the bar miuvoh, articulated no differently wedding the next day. thnn our children back home. Hinacknowledgrncnt of the Although all u-al'mg in the synagogue i* on one floor men joyous occasion wan delivered in Spanish as wan the Dvar Torah by the Israeli leader. MOM of his discussion wai lost and women arc separated by a platform from which the to us but we could distinguish some fennlches of Hebrew Torah is read. Following the service we were invited to partake in tbc nimcha of a beautiful kiddush lunch. The intermingled with the Spanish. warmth and friendliness of the congregation, especially that Following services we gathered in another room for a of the families of the young couple, was infinitely touching. lovely kiddush. About 75 people were in attendance during They graciously invited us to attend the wedding and rethe service over half of whom were non-Jewish friends. ception but we reluctantly had to decline since our plane Several relatives as well at, friends had come in from the departure to San Salvador coincided with the time of the United States, Guatemala and Panama. wedding. Depending upon the source one wishes to accept there . My unquenchable curiosity caused me to seek out the nre somewhere between 35 to 75 Jewish persons living in president of the synagogue, Moisex Burak, and ask quesSan Salvador. No one knew of a «ing'e Jew living in El tions. His Engliah was perfect. Why the armed guards? The wall? He related the wall and guards had only been added within the past six months. IJIM summer the Israeli Emb.iht,y in Guatemala City and Shimrci Binyamin were singled out a* terrorist targets. The Embassy wait sprayed with bulleu and an attempt wo* made to blow up the synagogue. A large cluster of dynamite Hticks, sufficient to probably have leveled everything within a block, won found in the yard. It i« Kurrnbcd the fust hputlered out rendering the dynamite inactive.

Above — main e n t r a n c e to Shaarei Binyamln. The spire is one of the points of the Mogcn David roof design.

R i g h t , Anne and Art Grossman. Shaarei Binyamin Synagogue, Guatemala City, Guatemala, shaped like a Mogen David.in background.

Tin- assumption on the part'of authorities in that the culprit* threw the lethal Mick* because they thought the synagogue was protected by armed Kunrds, Had they come info the crounHi. and placet! the dynamite down it would biivi- been lethal. CiihliriK the bundle may have caused the fuse to snuff out. The fact that the Israeli Embassy wan a target Creoles suiipicions these incidents might have l»een perpetrated by meinljcr* or sympathiser* of the PLO. Heluclmitly we departed fur home but davening and visiting with our brothers and sister* in San Salvador and Guatemala City wa» an experience that will linger long in our memories. Above all it again displayed the vitality and vigor that exist* in our people wherever the Diaspora has caused them to settle. Adversity and grievous distress are situations our people have had to cope with throughout, much of our history. Our family branch in Central America is strong and tenacious and I am confident will hold tob firmly just ss our forebeorers did in the past... • • • •

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UnitedJewish Appeal Missions

Omahans inIsrael

Allan Greene, Rick Katzman and Al Feldman at the Ben Shemen Youth Aliyah Village. The plaque note* that the Newman Pool and Garden* wax donated in memory of C. M. Nick Newman by hia family. ' "When 1 taw the plaque 1 was very proud of our Omaha Jewish community and i u recognition in Israel." — Rick KaUroan "I had a warm feeling that someone had done something in Israel to make the country bloom." — Al Feldman

Murray Newman at an Israeli Defense Force tank camp in Lebanon. "I think the President's Minion is definitely worthwhile from an educational standpoint for someone who hasn't been to Israel before. You jet to meet with people and visit place* that are not open to the average tourist."

The seven Omahans who participated on the 1983 President's Mission in front of the Chagall tapestries :r. the Kneaset. From left Don Nogg, Share* Cohen, Bob-and Ellen Oordman, Marvin Polikov, Allan Greene, Murray Newman. "For me the Alyn Hospital for physically handicapped children was the highlight of my trip. I was impressed with the way the staff works to hrlp a minority of their population live a useful life." — Bob Gordman "The highlight of my trip » u the visit to the Museum of the Diaspora. The cihibii* show the history of the Jews from the destruction of the •second temple to modern time*. I wo* impressed with the ability of the Jewish people to survive crniurie* of persecution." — Rtlen Gordman

Don Nogg in a classroom in the community center in Shikun Dated, a Project Renewal neighborhood in Tiberias. Project Renewal phyiically rehabilitates neighborhoods and conducu educational programs to help the disadvantAged people living there. "I think Project Renewal is a wonderful idea. We saw much good that happens when the people are involved with the improvements in their communities. Project Renewal is a way for people from the United Stales to also feel a persona] involvement from their contributions." — Don Nogg

Sharcv Cohen with Pahuhax in front of the nbwjrpiion center. "The most moving' part of my trip was mwting the PulnxhoH at the absorption center. It wan interttitinf; to.hear about their struggle* mid what it in like for them to live in Israel. The culture »hock must be overwhelming." — Hharee Qjhen

Shimon Peres, the head of the Labour Party, was the guefet speaker at lunch. ' "The mission was important because we meet with high ranking officials and heard first hand what they hod to say about Israel. I also had an opportunity to meet people from all over the country and learn what their communities are like." — Marvin Polikov

President Navon was one of the featured speakers on the President's Mission. "Our meeting with President Navon was one of the highlights of the Mission for me. His speech was very informative. It was an honor to be in the President's home. I haven't done that in America" — Allan Greene '

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Communityteachers—a cooperative venture By David Blttner ' It is as much tailored to a special need and moves a* surely toward it» objective as a Rube Goldberg invention. Though it may have home problems, it resembles democracy in that it still works better than any other system anyone else has been able to devise. It is the Community Teachers Program as described by Steven Riekes, chairman of its coordi ruling committee, and Rabbi Jonathan Rosenbaum, executive director of the Federation Department of Jewish Education. According to both men, it has made possible better Jewish education in a community beset by the problem of relatively small Jewish numbers. "In a city the sire of Omaha," said Mr. Riekes, "we do not have a resident group of people who are conversant Jewishly and knowledgeable about Hebrew language arts. Therefore we have to go outside the city, and none of the Omaha religious schools can attract a qualified professional teacher to come to Omaha to work for just eight or 10 hours a week. "We looked at the total educational scene and wondered if we could devise a program where the synagogue school* and the Day School could get together and hire some fulltime professional teacher* of Jewish studies and Hebrew that they all could share." < Soon the teachers' pool idea became a reality with the hiring of three teachers — Harris Goldstein, who teaches in the Jewish Day School and at Temple Israel; Lori Stan, who teaches at Temple Israel, Beth El Synagogue and in the Day School; and Cheryl Cash, who teaches at Temple Israel and Beth Israel Synagogue. According to Rabbi Rosenbaum, in solving some of Omaha's educational problems, the architects of the Community -Teachers Program actually took advantage of sotne of the problems of bigger cities. "In the targe cities there are gluts of overworked and underpaid Hebrew teachers," he said. They hold several part-time jobs in Talmud Torahs and day schools and adult education programs that do not provide decent pay or normal fringe benefits. Their unions are ineffective. Typ-, ically these people leave the teaching profession sooner or' later or go back to school for advanced degrees in education and then become administrators. "What we have done in Omaha is try to make it attractive for these people to consider positions here. We do this by offering them solid salaries, appropriate fringes, and a certain maximum work week. We even provide funds for travel so they can make presentations at major educational forums around the country, thus winning notoriety for the Omaha Jewish community." Rabbi Rosenbaum and Mr. Rieket both say the Community Teachers Program has not been complicated by any inability of Reform, Conservative, and Orthodox synagogues to find what they wont in a pool of randomly inclined teachers. "Our system guarantees the ideological integrity of each educational institution," said Rabbi Rosenbaum. "The teachers are informed before taking their positions at the various schools that it is vital to be supportive and understanding of the ideology of each school.'* "Besides," said Mr. Riekes, "What's happening right now in America is that Jewish studies teachers generally have a great deal of versatility. Many teachers already have experience in a wide variety of synagogue schools. The people graduating from Jewish educational institutions these days generally have respect for all movements of Judaism and know how to conform to the philosophy of any particular school." Mr. Riekes went on to describe the precise machinations of the Community Teachers Program. "A coordinating committee of the Department of Jewish Education of the Federation supervises these teachers," he said. "We hire, we fire, we pay salaries, we try to adjust any problems. The Federation pays the bills, but each school pays into the Federation, so much for the time and expense of each of its teachers. The Federation odds a healthy dose on top of that." It really is a Rube Goldberg type of thing," he continued. "The coordinating committee, which includes representatives of each of the three synagogue school*, interviews candidates and accepts those who think they will be acceptable to everyone. "The schools meet with us and each tell us what their needs are, i-e., how many teachers they are g6ing to need, at what times they are going to need them. All these things are thrown into a hopper and then we try to balance it out. Everybody gives a little and gets a little. A teacher is "assigned for so many hours at the Day School, and for to many hours at this or that synagogue, and they are oil assigned what and whom they are going to teach by the director of education of each school." Harris Goldstein, as senior member of the program, had warm words of praise for it. Said Mr. Goldstein: "Omaha is unique because of the Community Teachers Program, and other communities should try to emulate it. I am challenged by the opportunity to work in the synagogue schools and look forward to continuing to be a part of the larger Jewish educational community. This program has the potential to positively influence all the Jewish educational programs in Omaha." Temple Israel' Educational Director Rabbi Barry Weinstein said, "We are very proud of the involvement we have had with the Community Teachers Program and very proud of the role Temple Israel has played over the past several yean in strengthening it. "Our entire Hebrew program centers around the teachers from the program who are under my direction and supervision. They have helped us strengthen our Hebrew pro-

cluded," he said. "Then another problem arose. We didn't have enough personnel to meet everybody1* demands, The answer to that problem of course is that we need more." That the system's only cure is more or itself is just one of the ways in which Mr, Rieltes say* the Community Teachers Programs work* like American democracy. "Our political system has all kinds of problems, but it's better than anything else anybody has thought of," he said. "For example, filibustering is an element of democracy that most people don't like, but they tolerate it because it keeps a majority from riding roughshod over the minority. In the Community Teachers Program you may lose some of your independence because you have to adjust your school's needs to those of all the others, but the benefit you receive from the system i* very apparent"

Left — Community teacher Cheryl Caah fiancee up for a moment in between anowerlng question* from her eager student* at Beth Israel West. gram and have seen to it that our children learn Hebrew, understand more of what they are reading and speaking, with (special attention to those children who need remedial tutoring and individualized instruction." Voices outside the community have also been raised in praise of the Community Teachers Program. Rabbi Rosenbaum has received inquiries from Albany, New York, San Antonio, Texas, and Providence, Rhode Island concerning the program. From the Bureau of Jewish Education of Rhode Island Director Elliot Schwartz writes, "Our Federation'* Executive Director has returned from the Council of Jewith Federation)! General Assembly with glowing accounts of your community's practice in hiring a corps of full-time teachers who are then assigned to specific duties. "We are very much interested in this approach and would appreciate receiving the detail* of how this program is organued and executed in terms of recruitment, salary, Job assignment, e t c . . . . " That he has been asked to write a paper on the Community Teachers Program for J e w U b Education, which he called one of the major journals in American Jewish Education, is a great testimony to the program, said Rabbi Rosenbaum. Another testimony on the local scene to the program, said Mr. Riekes, is that those who initially criticized it have been won over to it. "When they saw that the system was working and that it was the answer to our problems they wanted to be in-

Below — Community teacher Lori Stan radiatea a •mile of contentment aa afae pause* for a eeeoad during a buoy school day at the Jewish Day School.

The City Talmud Torah - i n retrospect By Bert L e w i s Through the year* after that move, editorials in the When I decided to do a story about the old City J e w i s h Prcaa often admonished parent* to send their Talmud Torah, I expected it to be a simple matter of children to religious classes. In 1935, an article read research with all the information readily available in "Why is our ever growing Jewish community so backblack and white. ward in the Talmud Torah? Only 17 percent of Jewish children attend. Parents — it is your duty! Enroll your 1 was wrong. Finding and assembling the facts into proper sequence children". To be completely fair, it should be rememhas been something like fitting the pieces of a puzzle bered there were private initructors who taught many together. There were discrepancies regarding exact dates kids at home . . . bring the mountain to Mohammed, so and locations, but various old records still served to give . to apeak. a good idea of the earliest classes conducted here. Nevertheless, many people worked tirelessly to make the Talmud Torah a success. There were summer My goal was to accurately tell the story. If I recorded picnics, meetings'with concerned parents, there wo* any erroneous data, I will happily stand corrected by even a bus service nt one lime, to transport the children anyone who comes forward with corrections. to and from. A Dundee branch opened to some 30 stuThe religious education of Omaha's Jewish children denV There arc reference* to a South Omaha Talmud hat always been a matter of concern to the leaders as Torah, but it is unclear whether or not it was affilliated well as the parents of this community. Some of the first with the CTT group. A City Talmud Torah Association documented fact* an? recorded in Jewish Settlement wait formed in addition to the Deborah Society, a ladies In Omaha by Ella Auerbach. She told of o Talmud nuxillinry whose sole purp'ose was to help maintain the Torah dating back to 1888. held in the vicinity of 1 lth school financially. and Jackson and another at 14th and Leavenworth. PreWell remembered by many who attended tn name* sumably these accommodated a handful of neighborhood children; the also indicates that Hebrew School* were like Bloch, Kati, Morgerutern and of course, Judob organized often but existed only as long a* the teacher Wolfson. who became principal in later yean. The Omaha Talmud Torah, known to the youngster* as remained "tammatora" survived a* such until, I believe, 1949. By The first real Hebrew school to be conducted a* a then, each of the three major synagogue* had established community activity was called the Omaha Hebrew Zion its own religious school, which must hove reduced the School. It was started in May or 1804 in Crounse Hall enrollment of the city school greatly. but soon moved to the Germania Hall at 18th and That year, when Beth Israel opened a Talmud Torah Harney street. There were several instructors, one of in the newly remodeled house on 53rd and Charles, whom also kept up his own dosses at the Beth Homed- Judah Wolfson became the principal. Though I cannot ro*h Hagodal synagogue. (According to a 1006 City Di- find a shred of evidence to tubttantiate the claim, I am rectory, this shut was then located at 1111 South 13th.) convinced_that the City Talmud Torah ceased operation "In later years" according to Mrs. Auerbach, "inter- in 1949. m e last fall enrollment publicly announced was mittent sessions were held in both B'nai Jacob Anshe in September of "48. With the Beth Israel school open, Sholom and B'nai I*rael". This vague statement became not another word appeared about City Talmud Torah. more clear when I read thsi Judah Wolfson (during on A new era had begun . . . religious school in the syninterview in 1976) remembered first teaching at a He- agogue. For more than three decade* this ha* been the brew school in 1916, in a house at 24th end Nicholas, practice in Omaha. . adjacent to the synagogue^ This location was apparently Interestingly, in recent week* the presidents of both used for a short time, since it is known that in 1917 the Beth El and Beth Iinel have announced they plan to synagogue classes consolidated and became the Omaha combine their religious schools into one Talmud Torah, City Talmud Torah. A house at 21st and Burt street was citing that each ho* "felt the effecU of declining enpurchased at that time, which became the school'* per- rollments and rising cost*". The new school la expected manent borne until it moved to the Jewish Community to serve 200 to 260 children. It would seem we have come almost full circle. Center in 1931.

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JCC Preschool provides variety of options B y David Bittner From crib to kindergarten there's something for everyone at the JCC Preschool. For the infant who b at least three months old, there U a Child Care Service open from 9 a.ra. to I p.m. five days a week. Two-year-olds have a "Gym and Play" program designed especially for them. A regular preschool program, unique in that it offers a physical education and swimming option, is open to three- to six-year-olds. Abo for the older tots there are "enrichment clasies" which take an in-depth approach to a single topic like science, art, or drama. Preschool Director Marlen Frost, a veteran, (17 years) religious school teacher, described, the programs in more detail. ' " '• . • •. , \ "Our Child Care Service is basically a babysitting program," she said "It was designed mainly for the children of person* who are at the Center for classes or volunteer , activities. Children can be watched for a minimum of one hour and a maximum of three and one-half hours." Mrs. Frost described the "Twos' Gym and Play Group" as a "total program" for the two-year-olds that enables them to come together to have social experiences and be exposed to different art media and music. In the gym part of the program, she said, they receive a concentrated program of targe and small motor activities to facilitate muscle development, eye-hand coordination and balance and spatial awareness. "It's an introduction to a lot of thing*," continued Mrs. Frost. "The best way to start teaching memorization is with music and dancing, especially songs and dances that have a lot of action and movement All this appeals to the sense of rhythm the children are beginning to develop, too- Then of course the children do a lot of finger-painting, pasting, and paper tearing and learn about, colon, shapes, sizes, numbers, and letters." Thirty-two children are enrolled in the two-year-olds' program, said Mrs. Frost. The Preschool program itself serve* 117 children, taught in eight two and one-half hour sessions a day by a staff of four teacher* and four assistants, said Mrs, Frost. The children meet in four rooms all equipped with "child-sue" materials. Each room ha* different "interest areas," including

blocks, dramatic play, creative arta, musk, science, food preparation, language arts, woodworking, and equipment for large muscle development Bach room opens into a Urge outdoor play area where there is a full range of play equipment donated'through the Kenneth Tretiak Memorial Fund. The enrichment classes for preschoolers and kindergarteners meet in two-hour sessions once a week, said Mrs. Frost. Intended as a supplement to the regular preschool program, they include instruction in science, art, drama, toymaking, books, and music. The programs run in eightweek cessions offered in fall, winter and spring, she said. . ID addition to i u emphasis'on physical education,* ita Jewish focus U of course what distinguishes the JCC preschool from other nursery schools and o r e centers. Mrs. Frost said the Jewish program begins in the two-year-old*' groups with exposure to visual Jewish symbol*. "At Purim time we had grogger* for the children," she said, "and the kids got to wave them around. At that age that is about as much of a concept about a holiday aa they can grasp." Preschoolers are given a very wide first exposure to Judaism, said Mrs. Frost "We have art projects and musk dealing with Jewish holidays a* they occur during the year. For our Purim unit the children made masks and costumes and learned Purim songs and the rudiments of the Purim story. We have a weekly Sbabbat service to which we invite parents and grandparenta, and we deal heavily with Jewish values and ethics. We have Jewish picture books for the children to look at — mostly about the holidays. The children enjoy helping cook things, ao we make hamauuben and Hanukkah cookies; and we're thinking now about kreplach!" What impression doe* all this make on the non-Jcwiih children who make up one-fourth of the Preschool'* enrollment? Do they ruih home crying because they have a Christmas tree and demand to hav* Hannukah decoration* instead? "The non-Jewith parent* know their children are being treated the same as Jewish children and participate in all the ritual* and service*," caid Mr*. Frost "If they minded the Jewish influence on their children they wouldn't have them come to the JCC P r a c w m . "I think the altitude of many of the non-Jewish parent*

Purim la celebrated with play* and parade*) at the Preechool. i* that Judaism is the root of Christianity and that it I* helpful to their children to learn about it. It'* no won* thsa Jewish children learning Christmas carol* in the public •choob, except that we are probably more considerate of the non-Jewiih child than the publk echool* ore of the Jewish child." Mr*. Frost alto described her general educational philoaophy — apart, that is, from the Jewith aide of th* preachooL "In our view," the said, "each child i» an individual, and we try to offer experiences feared to b i n or her. T h a n are times when the children are wry willing l o b e directed by their teacher* and times when they are very independent We try to achieve a balance between the two tendencies *o a* to accommodate every child."

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Jewish education — adults are not forgotten in the future, Mr. Yaffe and Mr*. Lerner said the community should be reminded that in the college's effort* to make its programs accessible to all members of the Jewish community it charges only the most minimal fee.

By David Bittner Like many great discoveries, from the invention of the telephone to that of galvanized rubber, the fact that a wideranging program of Jewish adult education might be possible in Omaha was discovered accidentally.

"I think I can safely state," »aid Mr. Yaffe, "that there is no other educational institution in this city that I'm aware of where a 6-10 week semester course — or as many of them as you want — can be had for $5!"

It all started in 1969 when the Corohuaker Lodge of B'nai B'rith arranged for the three synagogues' rabbit to hold a seriei of lectures on the Bible. The rabbis all exchanged pulpits for their presentations, and there was participation by the entire Omaha Jewish community. The program was such a success that the possibility of institutionalizing Jewish adult education in Omaha became the subject of much speculation.

It ia only within the past two years that Kallah Weekend has become synonymous with the return home during winter vacation of college students and a special seminar ("kallah" is Hebrew for seminar) held especially for their benefit.

The Federation formed a Jewish Cultural Committee to advance such an end, committing $1500 to it« work. Each of the three synagogues and Hadassah and both lodges of B'nai B'rith joined the committee with smaller contributions.

For most of Kalian's history the event, which consist* of several lectures by a well-known scholar-in-residence, ha* been scheduled around Hnnukksh but has been held a* late a* February some yean. This year's Kallah Weekend chairmen, Linda and Sidney Dunn, are frank about the success of the new arrangement.

A program was worked out for the first semester of 1970. In February the program was initiated as Philip Klutznick spoke at Beth Israel before an audience of 500. For the next four weeks classes in everything from Jewish authors to introductory Yiddish were offered at Temple Israel. There followed a talk by Trude Wise-Rosemarin at Beth Israel and another four weeks of classes at Beth El.

"Last year was the first time Kallah was tied in with the college kids home for vacation," said Mr*. Dunn. "Denni* Prajter is a dynamite speaker and generally has a great rapport with people that age, but unfortunately the lest thing some kids home for vacation want to hear is more lectures, and consequently not even Prager attracted that many young people."

In September a foil series opened with an address by Rabbi Arthur Hertzberg, and after the high holidays for five weeks a number of classes were held at Temple.

Still, though, a* Mr. and Mrs. Dunn pointed out, there ore other way* of measuring Kalian's cucceu betide* gauging its appeal to the college crowd. The weekend still belong! to adult*, too, and Kallah'* impact on the community at large is important also. To make cure they cho*e a tneakcr who would appeal to persons of all age*, the Dunns said they did their homework before recommending Dr. David Schnall to the Cultural Arts Council, which fund* Kallah.

In February 1971 the committee agreed to cooperate with the ADL in a program to educate the community concerning the plight of Soviet Jew*. The committee brought in Dennis Prager, then the youthful head of the Student Struggle for Soviet Jewry, to tpeak at a mass rally. In March a spring series of classes began at Beth El. Thus, two years after its inadvertent inception, the style of the committee had been set and it was clear that Jewish adult education in Omaha was here to ctay. Some years later the Jewish Cultural Committee, under a slightly changed name, the Jewish Cultural Art» Council, became the sponsor of the College of Jewish Family Learning and a special mid-winter seminar called Kallah Weekend.

Linda and Sidney Dunn gel Idea* for future Kallah weekend speakers. i Cowan, author of An Orphan in History.

A wide variety of evening discussion cour*et, including everything from beginning Hebrew to Jewish Radical Thought in the 20th Century, have been offered in the The present chairmen of the College of Jewish Family recent past, and classes in art end Jewish cookery are typLearning. Robert Yaffe and Doreen Lerner, operate as part- ically offered in the mornings. Mrs. Lerner said the College ners with staff director Ann Kibe! Schwartz and th# Cul- plans to try to accommodate many persons who have retural Arts Council in running the College program. quested discussion classes in the morning* and hands-on , courses in the evening*. "Basically, this is a partnership between lay volunteers and professional staff," explained Mrs. Schwartz, "Dorecn While virtually all CIOMK-I have been well-received by and Bob and I get together to discuss possible courses and their participant*, Mr. YofTe said evaluation forms indicate speakers and present these ideas to the Cultural Arts a strong desire on the part of many for classes which "go Council. If the Council approves our choices, Bob and Do- back to basics." Stanley Mitchell'* beginning Hebrew reen invite the speakers nnd make arrangement* for people courts is a good example of this, he said, as well a* request* to teach courses. 1 do most of the administrative things, from many for classes in Basic Judaism, holidays, and taking care of contracts, arranging for transportation, and .Jewish history. "There is no question that there are real so on." Baal Tshuvahs in the community who want a return to traditional learning," Mid Mr. Yaffe. Mr. Yaffe and Mm. Lerner estimate they reach four to five hundred persons a semester with their program. Every "Just as traditional Jews never stop studying Talmud, semester, they <u»id, 10Q persons sign up for one or more one should not stop learning ot a certain age," added Mrs. courses, and several hundred more Attend lectures. Schwartz. "The College of Jewish Family learning continues in this tradition of life-lgng growth and continued Lecturers in the semester included Dr. Sabi Shablai and quest for knowledge." Nebraska Chief Justice Norman Krivosha who spoke on the Mideast. Kick-off speaker this semester wait Paul Promising more thought -provoking speakers and courses

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"We learned that he had been very well-received in other cities where he had spoken," said Mr*. Dunn, "and at far M we know nobody had ever come to Omaha to speak on his topic 'Reagan, Republican* and Jew*.' We thought tnt topic had just the right amount of contiwc rslslity to attract people." And attract people Schnall and hi* topic did, said the Dunn*. From the comment* they received from people who heard Scbnall (peak at Knllnh, the Dunns were able to judge the weekend a success. "Schnall was lest expensive than iwirnc other speakers we considered, too." Mid Mr. Dunn. "He wa* less expensive than Dennis Prflger. It just goes to show again that you can't always use conventional yardstick* like dollar amounts to measure Hirers-*. The most expensive speaker* aren't necessarily I he be»i. Conversely, there'* enough room in the budget to pay a higher fee if it take* that much to engage someone really spectacular who comes along." The Dunns were asked the re anon behind the custom of having Kallah speakers deliver one lecture at each of the three synagogues. They replied that the practice symbolize* Kallah's continuing importance as a community seminar. "Kallah becomes n community project with the membership of each synagogue meeting on each others' turf," haid Mr. Dunn. "Also, we're not preaching any one kind of Judaism. We're talking about speakers and topics that will intercut all Jews and bring them together."

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Dutch Jewish history and culture presented at symposium By Aryeh Cohen Dutch Jewry's rich social and cultural heritage was celebrated and surveyed recently during a week-long Sym- At the Symposium on posium on the History of the Jews in the Netherlands, co- t h e History o f t h e J e w s sponsored by Tel Aviv University and Hebrew University. in T h e Netherlands at Some 30 lecturers from Israel, Holland, the United State*, Tel Aviv University France, Great Britain, and Belgium took part in the Sym- (left to right): Prof. posium, presenting a panoramic view of event*, trends, per- Mosbe Benayahu of sonalities, and idea* in Dutch Jewish life over the centuries. T A U ' s Diaspora ReBenno M. Gilter, chairman of Tel Aviv University'* Ex- search Institute, who ecutive Council, said at the opening of the Symposium, lectured on the life of "When The Netherlands was invaded in 1940, the Jewish Rabbi Joseph Pardo, population there numbered some 140,000, representing a Amsterdam's first strong and creative community which had celebrated it* Rabbi; T A U Prof. 350th anniversary. I cpent »orne of those war years in Hol- Moshe Gil, who chaired land until I was lucky enouKh td'escape, and when I re- the session of the Symturned, I found the Jewish population decimated. It i* our posium; and Hebrew duty to see to it that the physical destruction of such a large University Prof. Y. Kasegment of Dutch .Jewry does not lead to the oblivion of plan, who lectured on the Portugese Jewish its past." Prof. Shlomo Simomolin. Director of Tel Aviv Univer- "Herem" in Amstersity's Diaspora Research Institute and former University dam. Rector, was co-Chairman of the Symposium with Dr. J. Michman of Hebrew University. "Dutch Jewish history is a long and glorious chapter in the history of European Jewry," Prof. Simonsohn said at the opening ceremony. nuyahu traced Rabbi Pardo's attempts to lead many of his "The Symposium create* a meeting ground for scholars Maranno congregants back to full devotion to Jewry, his from various countries, particularly from Holland and Iswork on behalf of Ercu Israel, and his activities in prisoner rael, to meet and discua* and air new discoveries and new reform and providing aid to poor brides, all after Rabbi views of past events," Prof. Simonsohn said: Pardo's arrival in Amsterdam in 1608. Dr. Jonathan I. IsDutch Jewry's impressive past was well presented in it* rael of University College, London> surveyed the early many forms during the Symposium, with contributions by Dutch Sephardic Jews' contributions to the burgeoning Dutch Jewry in the fields of literature (especially Hebrew Dutch oversea* trade during the Golden Age of Amsterdam, poetry), music and the plastic arts discussed. A* part of the in the 17th and Iftth Centuries. Evidence of an active EnSymposium, a special concert was held in Jerusalem'* Khan lightenment community among the Dutch Sephardiro was Centre, featuring' Jewish liturgy from Amsterdam, in- provided by Dutch lecturer F. Hiegentlivh, who described cluding a musical play written in 179-*). The Beth Hatefut- attempt* by the Maikilim in The Netherlands to translate soth Museum, on the campus of Tel Aviv University, the Bible into Dutch, stressing the study of Hebrew instead opened its exhibition, "Jewish Life in the Golden Age of of the Yiddish spoken in the Dutch Ashkenazi communiAmsterdam. 1592-1796," prepared by Judith Belinfante, di • ties, which were gradually outgrowing the Sephardic comrector of Amsterdam's Jooda Historisch Museum. A recep- munity. ; tion was held at the home of the president of the State of More modern problems, especially those faced by the Israel, Yiuhak Navon. while John Zandvliet, Counselor at Dutch Jewish community during the Holocaust, and imthe Royal Netherlands Embassy in Israel, and bis wife also mediately afterwards, were also central to the Symposium's held a reception to honor Symposium participants. diwuidion*. Dr. Dan Michman of Bar Nan University deAcademic discussions held at the two Universities helped scribed problems caused by the German invasion, including illuminate the various chapter* in Dutch Jewish history. relations between Jewish leaden and the Jewish Council. Included among the many lecture* was an examination of The fate of nearly 2,000 orphans, the remainder of some the life of Rabbi Joseph Pardo, Amsterdam's first Rabbi, 3.SO0 children hidden by Dutch Gentiles, was also a painful by Tel Aviv University's Prof. Meir Benayahu. Prof. Be- problem that Jewish leaders had to face after the war —

should the orphans be allowed to stay with their "adopted" familial, or be reunited with the remnants of their blood relatives? Attempts at obtaining economic restitution for possessions and money they had lost to the invading Germans was also a major problem faced by Dutch Jews after the war. The second biennial Symposium of its kind, this year's gathering was again held under the terms of the Cultural Agreement signed between Israel and The Netherlands, calling for examination of Dutch Jewish history on an ongoing basis. The first Symposium was held in Amsterdam in 1880. Among the many groups who helped arrange the event were the Israeli Ministry of Foreign Affairs and Ministry of Education and Culture, and the Ministry of Education and Sciences and the Ministry of Culture, Research, and Social Affairs of The Netherlands. According to Hebrew University's Sergio Delia Pergola, today's Dutch Jewish community faces the same problems that many similar Jewish communities around the t*orld »re confronting -~ what he termed "continuous aging and far-reaching assimilation." A reduction in what was once a growing Jewish population is predicted, but as borne out by the Symposium, Dutch Jewry's great contributions to Jewish history and culture can never be diminished.

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Beth Israel stresses basic Jewish values By David Bittner Beth Israel Synagogue school director Cantor Leo Fettman (ays the general goal of Jewish education must be to "make young Jew* aware of who they are and that they have a certain unique responsibility to God and their fellow man." What the Beth Israel school is not, he insisted, is a bar mitzvah factory, and in that spirit Hebrew instruction itself takes a back Beat to the leaching of basic Jewish values. Nowhere is the cantor'* philosophy more apparent than in the seventh and eighth grade classes that h* teaches himself. Some of the topics or "values" taught in these classes include the Jewish'life cycle from birth to death, prayer and its meaning, medical halakah and medical ethics, the role and responsibility of a child to hu parents and to the community, the joy of Jewish living, and interdating and intermarriage. In these classes the cantor also has a number of field trips and otherprograms planned for his students. To become familiar with Jewish mourning customs, the children learn the Jewish burial ritual and take a trip to the cemetery where they follow the cantor's instructions in tending grave*. "Each child is assigned the grave of an individual whose survivors do not live in Omaha," explained the cantor. "The child wipes the headstone clean, clears the area around the grave, and writes a letter to the survivor* wherever they may be, including a photograph of the grave. They are also taught to read the Hebrew inscriptions on the tombstones which often describe the character of the deceased." Three annual Shabbat celebrations, or "Shobbatonim" provide a "positive experience with Judaism in a total Jewish environment," said Cantor Fettman. "The comradery, the shared feeling of a Shsbbat experience — all this contributes to s kind o( education which cannot be done in a cloMroom," he said. "It ties together learned skills and makes a lasting impression." Cantor Fettman said there are also Saturday evening programs at which the children meet with the cantor for a Havdallah ceremony followed by a discussion of special topics selected by the student* themselves. These programs are held in the homes of the students, he said, and parents are invited to attend.

Aa a pupil work* on his mastery of a Hebrew test. Cantor Fettmaa keeps a watchful eyo on his progress. The students also make trips to Friedman's Bakery, the Kupulier Shul, and the Blumkin Home, where the children interview elderly persons about their family background and lifestyle in Europe and their experiences in this country.

"Much as the school can help foster a knowledge of our beautiful tradition*, the school cannot take the place of the home," he said. "Encouragement from parents at home is needed if the children are going to be committed to practicing there what they learn at the synagogue."

The inclusion of parent* in some of the programs reflects Cantor Fettman'* feeling that education can be "a very important bridge linking students, parents and the synagogue."

As for mothers and fathers who practice nothing at home, said Cantor Fettman, their children may be able to teach them. One way in which children may bring Judaism into the home, he said, is through a "Mitzvah Incentive Program." Students are given a list of Mitzvot which they share with their parents so that students and parents can inspire each other, said the cantor. The prescribed Mitzvot include 33 items, e.g., kissing the mezzuzah, helping with Shabbat preparation*, rising for parents when they enter the room, avoiding arguments with parents, giving up television on Shabbat, reciting blessings at meals, and attending Friday night and Saturday rooming services at the synagogue as a family. The children receive a certain number of points for performing these mitzvot, said the cantor, and with these points they may buy religious objects from the synagogue giA shop. Cantor Fettman heads a staff of eight other teachers in the lower grades — nursery schoolers, kindergarteners, and first graders, who meet once a week, and second through sixth gradent, who meet three times a week, it is in the elementary grades that there is some heavier emphasis on Hebrew instruction as the children approach bar and twit mitzvah age, said the cantor. Besides, he {minted out, the children should be acquainted with the language of their people — even if fluency in Hebrew is not the goal — and lie able to read and understand the prayers in the siddur. The place where Hebrew is most obviously appropriate is in the Beth Israel Saturday morning service that all Talmud Torah students participate in, said the cantor. After eating a Shabbat lunch and singing zimirot at the ttymigogui*. he uiid, the students have an optional Shabbat Torah Studies program at which they discuss a variety of subject* including, this year, Jewish ceremonial objects in the home and synagogue, Jewish functionaries and their roles, and Jewish values and ethics. "In addition to beautifying our service, the young people who continue to attend and participate in our services after their bar and bat mitzvahs prove that bar and bat mitzvah ore not the tombstone of Jewish education after all," said Cantor Fettman. Interestingly, though the role of women in Orthodox public worship is a small one, Cantor Fettman called the education of girls in the Beth Israel school "crucial." "They must have a good knowledge of Judaism," he said, "because the best religious school of all is in the kitchen, where mothers teach their children. So many homes these days lack a Jewish atmosphere that it is important to train girls so that thvy can start homes that do. This is why the education of girls along with boys is so important." Cantor Fettman said he looks forward to the joining of forces of the Beth El and Beth Israel religious schools. He said he expect* the new arrangement splendidly to serve the end of Jewish elementary education, which he identified as that of "teaching Judaism u a religion of great emotion, color, feeling, and above all as one of high moral values and behavioral standards."

Doris Parker poaes with her pupils prior to the start of another afternoon of learning at Beth Israel Talmud Torah.

"If we do not at least attempt to educate in that direction, we are not really teaching Judaism," he said.

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What is being taught about Jews? By Jean Ann Krupinaky (Assistant to the Director) ADL/CKC Students in the Omaha area are being exposed to the many facets of .Judaism and Jewish life. This became apparent during a remit survey undertaken by the Jewish Press. Teachers in various high whooU and college* in the Omaha art-a schools were consulted...Almost all reported courses dealing with Jewish culture or history were offeree! at their schools. The Holocaust is .studied through counts in World History, a required course for high Kchool MudenU. The film, "Night and Kog", u French documentary that contains graphic and chilling scenes of the death camps, is widely used. In tin attempt to personalize this event, Holocaust survivors ore invited to speak to the studcntH. Hill Kelson, world history teacher at Wcstside High School, said, "This has always l>een a very moving experience. Many students break down and cry after hearing the survivors' stories."

backgrounds of the major ethnic groups, students respond positively. "Jewiish sentiment it there," Mr. Gendler reported. "There is a sense of surprise, even shock, at the history of anti-Semitism."

Martin, who stated that two of hi» goals were to demonstrate the universality of mankind of all ethnic group* through literature and to eliminate stereotyping, concentrates on the literature of the four major ethnic group* in America — Blacks, Indians, Mexican-Americans, and Jew*. His students spend five weeks reading the works of JewishAmerican authors such a* Klie Wiesel and Chain) Potok. Mr. Martin said the majority of his, students hod never been exposed to any form of Jewish culture prior lo this courw and, therefore, had misconception!) of Jews and Judnism.

Mr. (undliT said in his six years of teaching at the private parochial college, he has had very favorable feedback on these two courses from his students. During the course on Nazi Germany, Mr. Gendler stuled, "It i» not unusual for students to stay after class for further discussion and to ask how this tragic event could have hoppem-d."

Kabbi Harry Weinstein of Temple Israel was invited to speak lo the class last year, and Mr. Martin fell it was a very positive experience. "The students were definitely more aware after hearing the rabbi, and this year we hope to bring in other speakers as well," Mr. Mnrlin reported.

At Millard South High School, l.yle Heed, of the Social Studies department, teaches a course in ethnic studies that contains a unit on Jews in America. His course is concerned with the history and contribution* of immigrant* to the American way of life. His students take a field trip to one of the synagogues, and a survivor of I he Holocaust is invited to speak.

Mr. Martin, who feels, "Prejudice is IK-M combatted by exposure to other ethnic groups," has developed a program unique in Nebraska. He is hoping lo Ki'l similinr programs adopted across the state.

Mr. Heed said he felt interest in and knowledge of Jewish contributions to America had increased in the past few Mike (lendler. assistant professor of history at the Col- yearn. He attributed this, in part, to the amount of material lege of St. Mary's, teaches two subjects with Jewish content, now available. "Klhnicity in America" and "The History of Nazi Germany". In his "Ethnicity" course, which Mr. (iendler deAn innovative approach is taken by David Martin, who scribed ng an historical survey dealing with cultural teaches English literature at South High School. Mr.

It is, of course, impossible to cover, in any detail, the va»t diversity of Judaism in the short time allotted for high school and college courses. It is, however, encouraging to note the sincere attempts being made to offer some exposure by the various school systems in our area.

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Happy Passover

' AMHBRST - A week long "Elderhostel" program in Yiddish Culture will be offered this summer to older adults through the National Yiddish Book Center in Araherst, MA. Beginning on Sunday, June 19, adult* GO and older will gather on the campus of Hampshire College for six days of courses and activities in Yiddish language, literature and culture. The special program is offered under the auspices of Kldcrhostel, a non-profit organization which each year brings thousands of senior citizens to college campuses throughout the world. Yiddish Studies have undergone a startling revival in recent years, particularly among young people. Intensive academic programs have been offered at Columbia University in New York and Oxford University in England. Now, for the first time, a residential Yiddish program is being offered especially for older adults — many of whom spoke Yiddish themselves oa children. Up to forty-five people will be able to enjoy a week of academic courses and extracurricular activities, including Yiddish conversation, films and music. Scheduled courses include "The World of Sholcra Aleichem," "Jewish I jfe in Eastern Europe," and "YiddiHh — the Mama Losbn."'Although the program will be "intellectually challenging," organizer* emphasize that there will he no homework or testing. Prior knowledge of Yiddish in helpful hut not essential.

One only kid the story of the Jewish people is retold in this beautiful folktale at each Passover seder. One nation after the other inflicted punishment upon Israel and conquered it, but only for a while. , The tale ends with the message that in the end God conquers all and sets justice aright.

.The'program will be hold-on the 1,000 acre cainpiw of Hampshire College, wt amid

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a rolling apple orchard in the hills of Western Massachusetts, Participants will live in student dormitories and eat at the college dining hall. The campus' modern facilities include tennis courts, swimming pool and sauna. The National Yiddish Book Center, which is snonsoringlhe program, lu» gained international recognition «irut> its founding in 1980 as a nonprofit agency for the preservation and promotion of Yiddish culture. Although its original task was the collection and restoration of discarded Yiddish book*, the Center is now reaching out to a broader public through various cultural and educational program*. "Our goal is to make Yiddish live," explained Aaron fatuity, the Center's 27 year old Executive Director. "This summer will be a meeting of generations -~ we've planned a full program for our students, and we expect that they'll have just a« much to tench us in return." Counfei will be taught by Lonsky and Sharon Kleinbaum of the Center'* staff, and by Professor Leonard II: Olick of Hampshire College. Dr. Kims Schulman, one of the world'* foremost authorities on Yiddish literature and a staff writer for the Jewish Daily Forward in New York will be on hand as special "Scholar-in-Kwidence." Registration in open to the public on a first-come, firM-served haw. Cost for the wMk is $180, including tuition, romn and board. For more Information contort Kldcrhostitl, Suite 201). lOti Hoylstun Strif t, Morton. MA <m 16. ,

Each orange gets its share of precious water One of Israel's greatest agricultural achievement* is in the controlled use of water in raising citrus fruits in the orchArd, exotic plants in specified environments and in irrigating field crops. In Kibbutz Na'an, for example, a •sophisticated computerized irrigation control system in utilized in the production of oranges. The system's features cut water, energy, fertilizer and labor costs. The system, designed by Motorola Israel Ltd., offers: • Irrigation by quantity or time • Operation of boosters and pumps according to required flow rates • Automatic flushing of filters

Controlled fertiliser injection irrigation according to input* from sen" «ors (water meters, pretwostau, wind «pced meters, thermometers etc.)

Above — ^fhi* photo u diagram of the orchard and the computer input terminal. Tho program usks qucntlons of the user so that a relatively unskilled operator can supply the dala-

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March 25, IMS

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Pag* 37

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Pag* 9 *

March tt,1S*3

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Recipes supplied by the Vaad Hakashrut of Omaha. Pesacb Buna 4 eggs 1 tablespoon sugar VA cup matzo meal 1 cup water V< teaspoon salt 'A cup oil Add oil to water and bring to a boil. Mix together meal, salt and sugar, and add all at once to boiling mixture, stirring hard Remove from heat and transfer to mixer bowl. Have eggs at room temperature. Beat in eggs one at a time, beating hard after eacb addition. Drop from teaspoon onto greased cookie sheet. Bake in 425 degree oven 15 minutes, then reduce heat to 350 degrees and bake 20-25 minutes longer or until nicely browned. Beet Relish Mold 1 pkg. red Passover gelatin 2 tablespoons vinegar VA cups beet borsht juice I cup beet* from the borsbt 1 cup chopped celery 4 tablespoons red horseradish Combine borsht juice and vinegar and bring to a boil. Dissolve gelatin in this. Chill until syrupy: add rest of ingredients. Pour into a small mold and chill till firm. Unmold on lettuce leaves. This is a small recipe. Use VA recipes to fill a 4-cup mold. i Gefilte Fl*h Crunch f 1 2-lb. jar gefilte fish (12 'A cup pareve margarine pieces) 1 cup matzo meal (a little 2 eggs less) Drain fish well and blot with paper towels. Beat eggs until lemon colored Dip fish carefully into eggs, thtn coat well with matzo meal. Melt margarine and use about 'A of it in the bottom of a GxlO inch baking dish and drizzle remaining margarine over fish. Bake in a 350 degree oven 20-25 minutes, or until lightly browned Baste occasionally. Serves 6. Matzo Farfel Stuffing 3 T. fat ' 'A cup chopped celery l A cup chopped onion 3 cups farfel 'A cup water 1 tsp. salt '/« tsp. pepper 'A Up. ginger 1 beaten egg 1 T. minced parsley 1 tsp. sage (optional) Melt fat in large skillet or dutch oven. Add celery and onion and cook until tender, about 10 minutes, Mix farfel and water and add to celery and onion. Stir in salt, pepper, ginger and sage. Cook and stir for 5 minutes longer. Remove from heat and add the egg and parsley, blending all ingredients well. Cook before filling fowl. Make* 3 cups, enough to stuff a 5 lb. chicken. This can also be baked in a greased casserole in a 350 degree oven for about 45 minutes.

over top, covering with a little shortening. Bake at 350* for 45 minutes. Variation 1: Two uiashed potatoes and a third egg may be added to topping. Variation 2 : (S) Use 3 c. mashed potatoes in place of matzo*. Alternate layers of potatoes and spinach mixture. 2 eggs Mix potato pancake mix, matzo meal, and wit. Combine End with potatoes. Proceed as above. Drizzle top with oil eggs and water. Roll fish in potato pancake mixture, dip in and score with fork. Salami Latkes egg mixture, and roll again in potato pancake mixture. Set 1 cup matzo meal* aside for it leati one-half hour before frying. This makes 3 egg» coating adhere well. Fry in one-half Inch hot oil or vegetable ' 1 teaipoon salt 1 cup diced salami" (about shortening in a large skillet. Drain on absorbent paper. V* cup water '/«lb.) Serve* 4 to 6. 1 tablespoon sugar Kamtsh Bread Combine eggs, salt, water and sugar. Add matzo meal; 2 cups matzo meal 'A lemon - juice only mix well, fold in salami. Drop by tablespoons into 'A inch 1 teaspoon potato flour 1 teaspoon shortening deep fat and fry until golden brown. Drain on absorbent 2 cups chopped nuts 'A teaspoon call paper. Serve with applesauce. Makes 10. 2 cups sugar 6 eggs well beaten "Manischewitz product Mix together above ingredients ~ place in 2 greased "Sliced frankfurters may be used instead bread pans, bnwh tops with beaten egg yolk. Bake at 325 Carrot, S w e e t Potato and Apple Tzlmmes for one hour. When cool — slice and toast in 425' oven 3 carrots sliced 4 sw. potatoes, pared and until lightly browned. 3 tart apple* sliced quartered Cinnamon Nut Sponge Cake salt and pepper *A cup sugar 9 eggs separated VA tablespoons cinnamon 1 cup water 3 T. Veg. fat salt 1 cup nuts — chopped finely Cook carrots and sweet potatoes to tender. Drain. AlV< cup cake meal (sifted) Rind of one lemon. ternate layer* in 1'ft qt. baking dish of earrota, sweet poVA cups sugar tatoes and apples. Season each layer with sugar, salt and Beat whites until stiff; add salt and sugar gradually. Mix pepper and fat. Add water. Cover and bake 350 degrees 30 meal and cinnamon and fold into egg whiles. Beat yolks minute*. Remove cover. Continue to bake t o golden brown until light, add nuts and lemon rind; fold white mixture on top. Serve hot. Serves G. into yolk mixture. Bake in ungreased tube pan at 350' for Fruit Filling one hour. 'A lb. apricot* 'A c. tugST 'A lb. apples, peeled and 2 Tbs. lemon juice Nut Cakc(s) sliced 2 Tbs. potato starch 8 eggs, separated 'A Up. instant coffee Cover apricot* with water and firing to a boil. Add apple* VAc. sugar IV< c. ground nuU Beat whites stiff, but not dry. Set aside. Beat yolks with and simmer 10 minutes. Add sugar and lemon juice. Consugar until thick and lemon colored Add nuts and coffee. tinue to simmer on low flame. Add potato starch dissolved Gently fold in whites. Pour in pan lightly graucd on bottom in a little water. Simmer and stir until liquid I* ckat. Cool. Fill pie shell. only. Bake at 350* 1 hour. Mocha Filling 'A c. potato starch 2 bars (VA or.) bittersweet Spinach Minn (Scphnrdlc Recipe) 8 matzos 6 eggs Vic. sugar c h o c o l a t e , c h o p p e d or 2 lbs. spinach 'A Up. salt 'A up. milt grated 2 Tbs. grated sharp chef#e worm water 2'/} e. milk 'A c. boiling water VJ lb, cottage cheese oil or shortening 4 Up. instant coffee Soften matzos in warm water and drain on towel for 10 Combine coffee, water and milk. Mix potato starch, sugar minutes. Wash and chop spinach fine, drain well and mix and salt in lop of double toiler. Gradually stir in milk mixwith 4 egpi, salt and Yt of combined cheeses. Grease 9x12* ture. Stir until smooth. Add chopped chocolate and place pan. Alternate layers of matzo and spinach mixture, ending over boiling water and stir until blended, 3-5 minute*. Cover with matzo. Mix remaining cheese with 2 eggs and spread and cook 5 minutes longer. Cool, then fill pie shell.

Cnmchy Potato-Fried Fish 6-ounce package potato 2 tablespoons water pancake mil 2 pounds fish fillets 'A cup matzo meal Peanut oit or vegetable 'A tea«poon salt shortening

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The Garden of Eden By Dvora Waysman The rather whimsical ctory began in a British science magazine catted 'Nature'. The headline proclaimed: "Garden of Eden may have been near Afikim" which of coune caused ripples at this Israeli kibbutz in the Jordan Valley. The report emanated from an article dealing with the estimated age — 700,000 years — of fossils end tools found at the nearby excavated site of Ubeidiya. Kibbutz Afikitn was quick to quote reaction* in its internal newsletter, such as mothers knitting fig leaves for their families; bachelors requesting that no apples be served in the dining-room; warnings) against poisonous snakes; and watchmen being posted at the gates with flaming sword* and wings.

The Story of Creation But all joking aside, wlint do we really know about the Garden of Eden? It is described with great twauty in Geneoix. as part of the story of creation — a garden planted by the Lord and t hi' first dwelling place of Adam and Eve. The name "Eden" in Sumerum and means "plain". In the Midrash HaGmlol, it states: "Edon is a unique place on earth, but no creature is permitted to know itn exact location. In the future, during the Messianic period, God will reveal to Israel the path to Kden. . . . Just as heaven is lined with rows of Morn, so the Garden of Eden is lined with rows of the righteous who shine like the stars." There i& much to learn frorn the Biblical Btory, with regard to the profound psychology of temptation and conscience. It shows the beginning, the progress and the culmination of temptation, and the consequences of sin. It has been written: "Every man who knows his own heart Was this bow the Garden of Eden looked? A photo taken within walking distance of Afikim near a local knows that the story is true; it is the story of his own fall- water source which the Arabs called 'Urn Juni' ('mother of ray strength'). Adam is man, and his story is oun" (McFsdyen). dinosaurs and skeletons of primitive men were the remains lutioii, is that God planned (he creative activity. God was responsible for both the arrival and survival of the species. of creatures from a previous cycle. More recently, Rabbi A. Kook (1860-19:15) declared that A mfli) of faith is not prevented by new theories or scientific Contrary to popular belief, there is no difficulty in re- the theory of evolution was in full accord with Kabbalah, discoveries from seeing the hand of the Maker in all His conciling the creation story with Darwin's theory of evo- with the whole creation striving to express itself in ever works. lution. It really is unimportant if the narrative is literal or higher forms eventually leading to God. He maintained th'tt figurative — Judaism admits that the Bible often conveys there is no conflict because of the creation narrative belongs The Garden of Eden led to different interpretations in deep truths of life and conduct by means of allegory. The to "the secrets of theTorah" which mutt not be understood Jewish and Christian doctrine. The latter subscribe to Origrabbis often taught by parables and eminent Jewish literally. inal Sin, accompanied by vilification of Woman as the authinkers like Maimonide* and Nachmanides interpret this thor of death and all earthly woe*. Judaism rejects this, chapter as a parable, with the serpent and the personifiNor is there need for the religious to worry that the believing man was always mortal and death did not enter cation of man's sinful tendencies — the Yetwr bara, the theory of evolution degrade* man. Man can feel humble the world through Eve's tramgression. "My God, the soul evil inclination. According to the theory of evolution, the long slow climb (and humility is a virtue) because his origins are lowly. Yet which Thou hast given me is pure" Jews pray every day. Instead of the Fall of Man, we preach the Rise of Man from the amoeba to mart took place over millions of years. at the tame time he can be proud of his uniqueness as the . . . each age being capable of reaching the highest peaks of In the literal interpretation of Genesis, all things were cre- culmination of evolution: a moral and spiritual life. "There is no generation without "What is man, that Thou art mindful of him? ated in six days, less than six thousand yean ago, and man it* Abraham. Mown or Samuel" *ay» the Midrtum. And the son of man, that Thou thinkest of him? came "from the dust of the earth". Rahjbi Israel Lipschutz Whether Nature magazine has correctly identified the (1782-1860) in his famed Mwhnah commentary "Tiferet Yet Thou has made him but little lower than the angels And host crowned him with glory ami honor." site of the Garden of Eden or not, the kibhutzniks of Afikim Yisrael" relies on tha Kabbalistic theory that there are <P*alras 8:5-<i) have the last word. They maintain: "We always knew that cycle* of creation, and the one described in Genesis was What Jews mu»t remember, even in the process of evo- we lived in Paradise!" not the first creation but the beginning of a new cycle. The

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Almost 150 Jewish educators turned out for a recent conference on "Computers in Jewish Education," held at the Shulamtth School for Girls in Brooklyn. The conference was sponsored by the Board of Jewish Education of Greater New York and the Bramson OUT Technical Institute, in cooperation with Yeshiva Elementary and High School Principals' Councils and the Association of Yeshivah/Day School Principals of Genera) Studies.

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Keynote speaker Rabbi Irving Rosenbaum, Director of the Institute for Computers in Jewish Life in Chicago, noted the many exciting applications of this newest technology to yeshiva education. In his address to the assembled principal*, administrators and teachers. Rabbi Rosenbaum commented (hat Jewish education i» at the dawn of a new computer age, and indicated that many Jewish schools have already purchased microcomputers, or plan to do so in the near future. He enumerated the pros and cons of various hardware, in addition to the Judaic software that has been developed at the Institute, including "Jewish IQ-Baseboll," "Geography of Israel," and the "Study of Rashi as a commentator on tbo Chumajih." (Bible) A session on the subject of "Computer Literacy and Hardware Selection." featured a panel of four educators who described various aspects of their work with computers in Jewish education, and emphasized the vital role that computers play in fostering student interest and motivation. Another session on "Computer Software-Judaic and General Studies," focused on individual classroom experiences with various software, and explored methods to create personalized computer programs. Exhibits of hardware and software enabled participants to leam lint-hand about different components of this elaborate new technology, and representatives of the .various companies wen on hand to answer questions and offer information.

Jtwtofti Prase

March 25,1983

Happy Passover from George Kokkalas and the staff at

Best Wishes To All Our Friends For a Very Joyous Passover Season

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Study is a form of prayer Editor** Note: T W fbUowing story w a s provided to the Jtwteh Prtm by Temple Israel. The religious; educational system at Temple Israel baa venerable antecedents. Early Reform Judaism began the change of emphasis from overwhelmingly ritual considerations to a continuing attempt to inculcate as much of Jewish history, theology and practice in both young people and adults. The aim of Temple Israel Religious School is to continue this process in modem terms. Classes in the Temple Israel Religious and Hebrew Schools are graded and highly structured utilizing the most modem techniques in an attempt to bring to all students an intellectual and emotional acceptance of the faith of Judaism in liberal terms. As much of the traditions of Judaism as possible are taught in the hope that our students will relate to all of the Jewish people in their varieties of religious expression. While teaching the practices of more ritualistically inclined Jewish practice, our students know that the options are theirs and that while we are not bound by the halacha (Jewish IJJW) we must respect it and there is no sinfulness in whatever forms Jews select to serve Cod and man within the parameters of the Jewish people.

people. The ceremony of Confirmation begins with a. Con- fering views of other Jews," said Rabbi Brooks. secration service in "retreat" and ends with the ConfirA recent ongoing revision of the curriculum baa intromation Service on the festival of Shavuot. duced to the Temple Israel teaching sUff two co-ordinators The congregation's Hebrew instruction classes meet of curriculum, Sharon'Cipperly and Kathy Christensen, during the week with each class from fourth grade to Bar both trained public school teachers. In general the revision Mitzvah age meeting for one hour. The aim of Hebrew is expected to restore a greater similarity to the structure instruction is to bring the student to fluency in reading of the public school systems with "appropriate dress codes, Hebrew, familiarity with the structure and translation of discipline management, report cards, and responsibility for basic prayerbook Hebrew and familiarity with the most home study", Mrs. Giazer said. essential Hebrew prayers and bendictions. liar and Bat Mitzvah instruction is privately given by Cantor Harold Firestone and the rabbis. Advanced classes for special students are taught by the rabbis. Students are advanced in the Hebrew School by a system of coordinated Hebrew instruction during the summer with Olin-Sang-Ruliy Union Institute Camp. Children studying Hebrew at other camps likewise have their studies integrated into their regular Hebrew classes at the Temple. White students at Temple Israel may elect to attend Hebrew School â&#x20AC;&#x201D; and the vast majority do â&#x20AC;&#x201D; they may not attend Hebrew School unless they also attend the K-I2 Religious School,

In the educational system of the religious school besides The schools of Temple Israel ore under the direction of courses in the literature and theology of Judaism there are Associate Kabbi Barry Wcinstein in consultation with the ' included Jewish social studies and. in particular, the relaSenior Rabbi Sidney H. Brooks and both in cooperation tionship of Jews here and elsewhere to the Stale of Israel. with the Education committee of the congregation beaded by Phyllis Giazer and Judi Goldstein. A specific course in the history, culture and religious Temple Israel has an upper-school which meets on meaning of Israel is presented. "The course is presented in Shabbat mornings. These classes, including Shabbat a manner especially conceived for American Jews in relamorning wrvice*. declare that "study is a form of prayer"." tionship to both the history Land of Israel and the contemporary State of Israel/' said Rabbi Weinstein. The lower-school meets on Sunday mornings. The practices and theology of Conservatism, ReconstrucFor the post two years the highest class, the Confirmation tionism and Orthodoxy as well as comparative studies of Class has met monthly at a dinner meeting. Judaism and Christianity are believed by Temple Israel to This structured class is augmented by intensive classes be essential parts of a sound Jewish education. during the summer when the students come each day for a full week. The year culminates in the ceremony of Con"In teaching the varieties of Jewish expression the Refirmation at which time the students "confirm" their Jew- form position is, of course, emphasized but heavy weight is Uhness by declaring their loyalty to Judaism and the Jewish placed upon our obligation to revere the practices and dif-

r

A Very Happy Passover to AN Our Friends and Customers

Texts are purchased by the students with the hope this will be the beginning of personal Jewish libraries. The school's 22 teachers each make lesson plans under the direction of the coordinators. According to Mrs. Giazer and Mrs. Goldstein, by next summer a manual of religious school policies and rules will be ready for use by parents and teachers which it is hoped will create closer rapport between classroom and home. A series of Adult Education Programs and classes are an important part of Temple Israel's program. Rabbi Weinstein teaches a regular class in the Principles of Judaism for prospective converts nnd for all who are interested in the subject. llabbi Brooks conducts courses in "Problems of Mixed Marriage, Helping Children in Crisis, Current Events, a depth Study of Theodicy, and a Sabbath Discussion Series on the first Friday of each month. Annually for the past 42 years the congregation sponsors the Institute on Judaism for the Christian Clergy under the direction of Rabbi Brooks for the education of area clergy. The Institute is the largest gathering of clergy of all demonination* in.the area. "The educational system for all ages is a major enterprise of our congregation", said Rabbi Brooks. "We have inherited much from our past", he said, "but we must never forget that we are the ancestors of future generations and to them we must feel an ever present obligation to teach as much and as relevant material as we can of our heritage ta Jews."

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Do you remember what it was like to prepare for Passover? I mean a long time ago, when you and I were both kids? 1 remember the preparations that signaled the approach of Pesach. First the house was scrubbed until you could we yourself on any ehiny surface. Curtains were washed, windows polished (with ammonia and water, not fancy squirt bottle stuff), floors waxed, carpet* treated to a hands-andkruts shampoo. A coat of paint might even freshen up a room or two. And don't forget the closets. Empty them and clean thoroughly before returning the content* please. Upholstered furniture was brushed and often washed . . . why do I think I remember damp mohair smelling like a wet dog? That kind of cleaning was obvious. The really serious business was "doing the kitchen". THAT wa» a monumental chore. It meant the removal of every dish (milchig and fleUhig), all the glassware, the silverware, poU and pans — everything chumctz. The cupboards were washed and new shelf paper tacked down. The stove was dismantled and scrubbed to a fairtbeewell, as was the refrigerator (or icebox). It took days, and could reduce the strongest to a collection of sore muscle* and total exhaustion. Finally, it was done. Ready for the Passover dishes to be carried up from some nether region of the basement where they were stored. Everything was washed, dried (no dishwasher) and placed in the cabinets to be used for one week. It was best not to think about how quickly it would all go back downstairs! That waa the routine, year after year. Then came the real excitement The arrival of the "Pesachdiga order". Boxes and boxes of supplies including raatzos, farfel, cake meal, special coffee, milk, cream, and eggs. Twelve dozen was not unusual. Everything on Pesach required lots of eggs. And don't forget the wine. Special dark, purple tweet stuff that came in big jugs. Actually, my earliest memory of Passover wine was made by my Zada, not Maneschewitx I can still set him, surrounded by baskets and basket* of deep, blue grapes. For every three that went into the crock, one went into the mouth. The comers of his lips were always blue when be finished! Do you remember the fancy containers the tea came in?

And the cocoa. Sweet* were limited... Barton'* hadn't yet come on the wene at our house, but we had the little square jellied slices of candy. Everything hod a "kosher for Passover" label or it wasn't used. When the meat package came from the butcher, it meant more work, h had to 1« "koshcred". Salted and soaked, the whole procedure; And about then. somelwdy shlepped in SO pound bags of potatoes and onions and I don't know what else. Invariably, whatever you needed was in the basement if you were in the kitchen, and vice versa. My mother's lifelong, plaintively asked question (while in the midst of all this) has been "Gottinue, vous haust Ou t«u Yiddishch viber?" So, everything is clean and ready, and everybody hos'a new outfit to wear and it's time for the first Seder. That, of course, was in the dining room (otherwise seldom used) at Unlw and Zada's house, the table extended so far there wa» no cloth long enough; somebody improvised with sheet*. Every chair in the house was brought into service. I seem to remember the piano bench holding two little kids. And the family all w t down together for THE SEDER. Everybody was there... nobody "had to work" or anything else.

just a hunk in the hand, it was good. It still in, but now it'» cosier to make. ' The meal is finished. The dishoa are cleared away *o the seder con be completed. The bright purple spots on the white sheet/cloth bring o tsk or two, the crumbs arc removed and the ritual finished. For tonight. Tomorrow, for the second seder, a trip to the other set of grandparent* for a re-run. Naturally there were difference*, but like the first night, it's a beautiful family gathering. Tradition and custom have been respectfully observed. Those are my memories. Warm, Mti»fying and yet bittersweet. Too many empty place* if those same tables were to be set today. But the tradition is still the name. Gather family members around the table. Observe the iteanon, and remember that it never haa l>een ea»y to be Jewish.

It was old fashioned traditional... the Haggadah had no English. Old wine spots maybe, but no English. The children fidgeted and invariably one drained the wine glass ench time a sip was to be taken. Naturally that was the child who either got sick or fell asleep or both. The first part of the Seder went rapidly or slowly, depending on how hungry Zada was (or to family legend says), but when the meal came, it was festive and delightful. The golden soup with on occasional "ayala" floating around, the routed meats and the dish1 I most loved . . . fleishiga mashed potatoes, made with schmaltz, and liberally laced with grebenas and diced hard boiled eggs. My God that was delicious, even though it clogged the arteries aa it went down! Of course one of the famous food* wot the homemade horseradish. I think that stuff could have «plit the atom long before the scientist* learned how it was done! And 1 remember the c a k e . . . tall, yellow sponge cake. It was tall because it had been beaten with a wire whisk (no electric mixers) and it was good. With fruit, with tea, or

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A profile ofIsrael's universities By J. Chcsky Israel's university year opened this year with nearly 70,000 registered for full-time students at the country's six major universities and other institutions of higher learning. Of them, 70 per cent are undergraduates and one fourth are in their first year of university. Of the major universities — Tel Aviv, the Hebrew University, Ben Gurion University of the Negev, Bar Han, Haifa and the Technion, Tel Aviv is the largest, with 17,000. The Hebrew University, with its four campu.ses. is the most sprawling. It is also the most politically volatile. The school year opened with a strike by the lecturers, who are protecting the erosion of their salaries. Some of the universities have serious problems between Jews and Arabs. In theory the lecturers' dispute could disrupt the whole semester. Hen Gurion University is involved in a dispute between religious students and non-Orthodox dormitory students over the issue of mixed dormitories. Most of the other universities do not have that particular problem. For instance, the Hebrew University has men and women students on alternative floors. The Hebrew University however, has its own problems, one of which is that it has two parallel student councils, neither of which is recognized by the University. That dispute is now in nrnitration. The Israeli student is older than his counterparts from most western countries because he enters university after the army. There are many married Israelis at university. "For these reasons", Bays the Hebrew University assistant dean of students, "he is less involved in university life than t lit" regular student abroad. He wants to finish a* quickly a* possible, get his degree and start making a living. It is regret table that Israeli students don't seem to have the time for the intense intellectual experience that universities provide abroad. In fact the 2.000 overseas students at the Hebrew University arc far more interested in extracurricular iiitivitirs than the Israelis". ( 'IIDIHW, the iissistunt clean, believes- that Israeli students are more career oriented -than those abroad and often t h<><»se professions on the basis of what will make them the i:;o.->t money. Hec.iuse Israel is ;i young stale, there arc no really old universities. Kven the Hebrew University established on Mount Scopus in Jerusalem in lt*IH, in fur from old. In the 191H War, the campus was virtually nit off from the re*t of Isruel, ruc.iiiM' it became an Israeli enclave in Jordanianheld territory. So a new campus was built down below on Gival Ham, near the Knesset. In I'JO", with the reunification of Jerusalem. Mount Scopus became accessible and the construction of a modem campus began. Today, it is nearly complete as ars indoor campus, with the buildings connected by corridors because of the heavy rains and high winds in winter. A walk through the campus gives une the feeling of walking through n computer, with its color-coded, numbered halls, arched four meter high windows, skylights and accouistic ceilings. Its library, while not as large as the National Library1 on the (Jivat Ram campus, is ultra modern, with computer terminals, rather than card catalogues. Many older Universities would be happy to enjoy such facilities. More than on any other campus, disputes between Jewish and Arab students erupt at the Hebrew University. Last year, one resulted in violence. Cholow maintains that the rows are overblown and that only about one and a half per cent of the Hebrew University student body is at all interested in politices. He thinks the exchange of views between Jews and Arabs is healthy and that the university is

.

Students in the library of the Hebrew (Jniveriiity of Jerusalem's new Mount Scopus campus. Hooks are requested by computer. natural !y ;> place for theexprcKMon nmi discussion of strung Vit»!>,

When the duputrs tumid violent, the university Mctiprd in and appointed two otnmiltcfs. to punish the guilty and to help tin- Arab students deal with their frustration* in constructive ways. "The Arab Mudentf*-have certain frustration* Ix-cnuse they are n minority in Israel, in the midstof the larger Arab world. Many of them also stnrt university fit a disadvantage because their schools are poorer than dome of those in the Jewish sector". On.'ott.-comments. "J think their rndiaili«m is a way of compensating". As for the Jewish students, one of the more (wpulnr groups is the right wing Oastel. However Cholow believes this might not lie indicative of the overall views of the •Jewish students because very few even votp in student election*. As in other MTtors in Israel, many of the university student* were called up for reserve duty in the war in Lebanon. The country's universities made special arrangements to compensate, Riving them more time to prepare for exams and allowing them free use of photocopiers. Dormitory' tent was not charged for the time students were away and special arrangements were made to allow students to pay university fees in installments. Until last year, the Israeli student won not interested in

volunteering for community nftsiMnnce programs. The head of the community development program at the university, Yair Siigi, Itelieve-* this is because of the heavy personal commitments Israeli students have. However, generous scholarships for participation in such program* hiw helped l«xtst their enrollment to OIKMI 1,500. Tin* main volunteer program is I'KRAH, Student* adopt youngsters from poor neighlwrhoods, help them with their studies iinil take them to programs ot the university nnd to museums. Another surc<-»*ful program is lender-ship training. Students from underprivileged backgrounds are taught the dynamics iif poor neighborhoods und how the Israeli system reflates to them. "The idea of the program is to train citizens to Ix-cotm- involved in their neighborhood, not ns profensionol social workers, hut ns ordinary citizen* who are willing to give of their (tee time", Sagi e»p!ain». The program a I no arranges job interview* for its graduates ot development towns nnd community centers*, with the hope of placing them where they carl help. .Sagi feels that Israeli student* arc becoming more nwnre of the community. The fact that 1,500 people volunteered for his program this year, as opposed to practically no volunteers five yearn ago, would seem to prove him right. Within the next five years, he hopes to lKxi.it that figure lo 4.000.

Wo more Hiroshimas — never again Auschwitz' By Moshe ben Yosef On a cold and rainy day in February 1962, Hiroshima survivor Gyotsu Sato and four companions set out on a 'peace march' of 7,000 km. from Hiroshima to Auschwitz. Now, Fumikntsu Inoue, a Japanese architect who has lived for 16 years in Israel has completed the plans for a 'Gateway to Peace' memorial to lie built near Hiroshima, in the neighboring north Japanese town of Kurose. The memorial pays tribute to the "parallel tragedies of Hiroshima and Auschwitz", in the words of Hebrew University lecturer Dr. Paul R. Mendes-Flohr. Two imposing and graceful white pylons will frame the skyline of Kurosc, while the monument's viewing plaza' will "give the effect of floating between heaven and earth" in the architect's view. A professor from Warsaw University will plan the landscape of the memorial, which is to be largely financed by Japanese donations and includes a museum, a library, lecture halls, a youth hostel and several auditoria.

Japanese architect Fumlkatau Inoue, who lives in Israel, and the model of hl» 'Gateway to Peace' memorial. Inspired by the idea of 'No more Hiroshima*, never again Auschwitz', the monument ia to be built near Hiroshima, in the town of Kurose in northern Japan.

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Israel's School of Pharmacy The recent press study mission, sponsored by the United Jewish Appeal in cooperation with the American Jewish Pieas Association, visited the School of Pharmacy in Israel where — surprisingly — there wa» an Omaha connection. Dr. Avraham Krtiser, associate dean and director at the school, told thix wriur that many years ago he dated Esther London, of Council {(luffs, and that if she and her family were still in the area he would like to My hello.

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A program of prime importance involves trie isolation, purification and spectrum of activity of new anti-bacterial, anti-fungal and anti-yeast antibiotics from marine orgaThe School of Pharmacy — the only one in Israel —' in nism* in the Gulf of Eilat and the Red Sea. celebrating its :10th anniversary. There ore presently 275 students in both the undergraduate and the graduate proAnother is the mechanism of action of opiate* and novel grams. peptide analgesics and development of tolerance to these Research programs include the design of drug delivery i

Dr. Avraham Krelaer, right, —octal* dean and director. School of Pharmacy, Hebrew University, Jerusalem, shows a collection of pharmacy jar« and utensils dating back hundreds of year*.

The School or Pharmacy i* located at Kin Knrcm in .JoriiNttlem at the Hebrew Universityliadasftob Medical School.

. The man operating thin pilot machinery i* the bead of pharmacy for the Israel Defense Force*. The army sent him back to school to earn but PhD degree.

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'A sense of Jewish civilization' By David Bittner A* director of the Beth El Synagogue religious school for the past nine yean, Stanley Mitchell say* be ha* tried to imbue his students with "a ( t n w of Jewish civilization." "This has included aspect* of Jewish history, Torah, and Jewish peoplehood," said Mr. Mitchell. "It also has embraced a knowledge of Jewish tests from the Torah to modern Jewish literature — anything of religious or cultural significance that increases appreciation of Jewish custom and ritual." Israel has been very important as a subject in the school's curriculum, said Mr. Mitchell, and lias been integrated into instructional material used on each grade level as has been appropriate for each grade. "This reaches its culmination in sixth grade," said Mr. Mitchell, "when the students are given a full-year course on all aspects of the country, incidentally making very extensive use of audio-visual aids." That some subjects have been especially emphasized in certain grades has been one of the unique features of education at Beth El, said Mr. Mitchell. "A most successful full-year course on the Holocaust and Holocaust literature has been taught by Gloria Kaalow in eighth grade, to take another example," he said. "Not many Talmud Torahs have curriculums in which ways are found to integrate one certain subject into o full year's program."

To the extent that Hebrew instruction has been emphasized in the Beth El school, said Mr. MilthtU. it has centered around the use of the prayerbook. "It is most important that student* learn to read and chant prayers," he wtd, "and understand how pnyera fit into the service structure. The meaning of selected Hebrew prayers is also very important." That the children learn conversational Hebrew haa not been a particular goal of the Beth El Talmud Torah. said Mr. Mitchell "The chances that a student would have in Omaha to use and practice conversational Hebrew would be very limited." be said "Betides, there is a question of availability of time. To teach a foreign language you have to invest more time than is available in a three-day-a-week Talmud Torah program which .must make time to teach many other subjects besides Hebrew." Mr. Mitchell is quick to point out that bar and bat mitzvah has not been a goal of the religious school. "The emphasis at Beth El has been on education," he said, "and bar and bat mitzvah just happen to be steps along the way the sane as third grade consecration and eighth grade graduation. There is only a very insignificant attrition rate after bar and bat mitzvah. The reason the school ends after eighth grade is the same reason that public elementary school ends after eighth grade. Ninth grade is the beginning

of high school, and j u s t a * t h e n are public high schools, to is there in Omaha a High School of Jewish Studies for our graduates to go on to." Mr. Mitchell says he prides himself on the professional accomplishments of his staff. All Beth El teachers are certified, he said, and a number have matter's degrees in education. He pointed out that he himself is the only professional educator to head an Omaha synagogue school. Still, he said, he has welcomed help from the Community Teachers Program and looks forward to the union of Beth El and Betb Israel regligious schools. "We have been very pleased with the teachers that the Community Teachers Program haa provided us with," said Mr. Mitchell. "They have proper Jewish backgrounds and have been very helpful in teaching Jewish subject matter including everything from the prophets and the Ethics of the Fathers to Hebrew calligraphy and Jewish geneology." "I am looking forward to working with the new school board or the merged Betb El and Beth Israel schools," he continued. "It is important that we take the best of both operations and see that they are continued. Everybody agrees that they want the best educational program for the youngsters, and that should be the guiding criterion as we develop programs for the new school."

Right — Kevin Biniamow, Jason Rosenberg, Michael SUvcrman, Debrn Zacharla and Sberri Zuker receive help with their Hebrew lesson from Blanche Wise. Left — Stanley Mitchell, Beth El education director.

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AJC calls for greater involvement in education NEW YORK — The American Jewish Committee, de- ucation requires the intense involvement and serious comclaring that the American Jewish community was endan- mitment of all Jews, lay aw wtU a« professional educators," gering its future by not paying sufficient attention to Jewish and that the agency hod conducted research and other projeducation, called on AJC loaders throughout the country ects dealing with Jewish education for many years, the to become active and knowledgeable members of their local . statement concludes: .Jewish school boards, to become vigorous advocates of more effective Jewish education, and to insist that Jewish schools "We call upon the leadership of AJC chapters I hroughout be answerable to the community. the country to become familiar with the educational goal*, programs and curricula in the Jewish schools of their com"We must demand," wys the AJC statement, "the same munities on (I to make their voice* heard on the local, rehigh standards and the same pursuit of excellence in Jewish gional and national lev tit* in support of educational education that we demand in the secular education of our accountability. We urge our members to a*sum« responchildren. We should insist that processes for impartial evaluation of instruction. Mich a* testing and external professional assessment, be instituted and strengthened, and that the results of Hurh measures he made available to parents and communal leadership.

sibility f»r Jewish education through membership on Communal Bcmrd« or Bureau* of Jewish Education and education committee* of synagogue* and lay schools so as to better assure the transition of their concerns into policies and programs..., "Jewish life depends upon the transmission of Jewish knowledge from one Kent-ration lo the n e x t . . . . AJC's leadership, by forcefully advocating Accountability in Jewish education, can spark a process that will raise the level of Jewish knowledge, thereby contributing toward the survival of Judaism and the continuing vitality of its culture."

Jewish schools costs doubled in decade

"Knowledge about both the achievements and the failures of Jewish education is essential to effective community efforts to improve Jewish education." The statement says that report! received and published by the human relation! agency during the past decade "cast doubt on the effectiveness of much of the Jewish education in the United States today." "It is apparent," the statement charges, "that the Jewish community has not devoted to Jewish education the skill, energy, organizing capacity and resources that it has devoted to other causes. Although larger financial resources have been made available to Jewish education in recent years, still more are clearly needed, and insufficient emphasis has been placed on the effective use of resource* and on the quality and result* of Jewish education." Inadequate Jewish education, the statement goes on, "opens the door to assimilation... undermines self-respect and thereby increases vulnerability to anti-Semitism, and . . . weakens the common bonds among Jew*, undermining Jewish communality and the basis of world Jewish unity," adding: 'The future of the American Jewish community is imperiled by ignorance of its heritage, ignorance of the historic experience of the Jewish people, ignorance of the literature, culture and language that comprise a distinctive Judaic civilization, and ignorance of the sources of Jewish moral valued that have helped shape the history of the Western world." Noting that AJC "believes that the cause of Jewish ed-

Findings released by the Board of Jewish Education of Greater New York, in the most comprehensive study to date on the cost of Jewish education in the New York area, indicate that day school costs have doubled within the past decade. The 1981 -2 survey represents combined figures for a total of 146 school*, comprised of 96 elementary and 50 high schools. The total enrollment of 41,646 students reprc&cnU 75 per cent of the total pupil population in Jewish day schools in Greater New York. In the elementary schools, the range of per pupil costs was $1,15&O3 to $4/J3T>.2D, while official tuition fees varied from $300 to $.3,225. The average per pupil cost was $2,003.56, with an average official tuition fee of £1,317.08. The range of per pupil tuition income was $262.25 to $lt917.fi9, with an average per pupil tuition income of S1.23Z75. In high schools, the survey indicated a range of per pupil cosu of 91 fid® to $6^22, while official tuition fees varied from $000 to 13,075. The overage per pupil cost was $3,440, with an average official tuition fee of $1,579. The range of per pupil tuition income was $596 to $2,008. with an average per pupil tuition income of $1,498. BJE president Dr. Albert Hornblass noted that "Comparisons with expenditures of a decade ago underscore the spiraling cosu of education." In 1972, the average per pupil cost was approximately $900 for the elementary grades and

$1,500 for the high school level. "Since then", Homblass said, "average elementary cost* have more than doubled, while high school costs have almost tripled". Dr. Alvin I. Schiff, BJE's executive vice president who headed the study, noted the consequences: "These finding* represent a critical fiscal challenge for the Jewish and the general community. Insufficient funds make it difficult to recruit teacher* and to provide adequate support for special needs, such as pupil scholarships end program* for the gifted and learning disabled". The overall average annual per pupil cost of $2,600 is comparable for both the Jewish day school* and for the public schools in the New York area. Dr. Schiff explained that "In reality this h a commentary on the cost effectiveneta of the Jewish day school. The school day in a Yeshiva or all-day school is approximately two to four hours longer than the public school day." The dual program in a day school combines n full curriculum of Jewish and general studies every day. The factors that make this possible art essentially a relatively small physical plant, low annual maintenance, low instructional coats and maximum utilization of school resource* and personnel. Despite the low per pupil expenditures, pupil achievement in these schools is significantly higher than most schools in the country. "The logical conclusion," Schiff commented, "is that tuition tax credits make sense for Jewish day schools.' Bach dollar spent on Jewish all-day education provides maximum return*'.

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829 So. 129 Ave.

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Ir Ganim — Kiryat Menachem A Project Renewal effort The Ir Ganim/Kiryat Menachem neighborhood is located in the southwest corner of Jerusalem. The area was settled in the 1950s and 1960s to accommodate the waves of immigration of those years.

Increased resident participation in deci•ion-making processes from the house committee to the neighborhood committee level is matched by increased resident participation in community-wide activities.

Economic limitations end the need to provide housing quickly for large numbers of people resulted in substandard housing and physical infrastructure. Housing units, in addition to being poorly built, are small and inadequate for the generally large families of the residents. In contrast to the norm in Israel, relatively few residents own their own homes.

The new employment center has already had a impact on both employment and vocational patterns in the neighborhood and ail municipal and Government services have been significantly improved.

Recently, several homing complexes with high standard apartments were built in Kiryat Menachem and one 150-flat complex (Milzpeh Menahem) i* under construction.

Serious problems with alienated youth, education in general and physical renovations Mill remain to be solved. Plans must be made for preparation of the neighborhood for the eventual withdrawal of the Project.

In general, in comparison with the national average, there is a higher percentage of under- 13-year-olds in tr Ganim/Kiryat Menachem and slightly fewer residents over the age of 65. The educational level is lower than the national urban level ua in the average income level. There are relatively few academician*, manager*, professionals and skilled workers and a relatively large number of service workers, clerk* and army and police personnel.

Happy children — thin one showing her Purim mask.

A significant gap Mill exists between the Renewal area and the more entoblinhed areas of Jerusalem. However, although hard figures do not exist, there arc indications that residents are now more inclined to remain in the neighborhood. An indication of the more positive attitudes of residents is the pressure they ore putting on authorities to improve neighborhood conditions. Another i» the success of the renovation loan program which enabled 65 young couples to repair their purchased apartments. Over 5 0 £ of all apartment buildings in the neighborhood have undergone some renovation or improvement in living condition*.

Much attention U given to after school studying with volunteer teacher*.

.1 The community center serves as a main focal ftoint for this sob neighborhood in the area. Typical housing I* In background. • , •

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March 25,1883

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BESTWISHES FOR A HAPPY PASSOVER Ltntps • Shades • I m p Reosr

VISIT YOUB FRIENDS AT VILLAGE INN. Bring this ad and receive a FREE cup of Coffee, Tea, or 12 oz. Soft Drink with any purchase. Offer good through 4/30/83 at Locations Listed Below:

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90th & Bedford 54th & L 108th & L 305 N. Ft. Crook Rd. 2935 W. Broadway 1131 N. Broadway And our new Location In Fremont

2423 S. 120th-330-1330

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MA YF AIR TEXTILES. INC. PASSOVER GREETINGS

JACK E. COHEN MARVBROOKSTEIN 1123-Howard 346-5388

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Happy Passover Professional Uniforming for Hi© Professional Nurse-Lab Tech-Dentist-Doctor

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OBRODKEY'S JEWELERS

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890-1244

N. Pltlor and Son

Serving Nebraska and Iowa for three generations

Mechanical Contractors 115 N. 49th St.

TRAVEL ARRANGEMENTS ANYTIME/ANYPLACE

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Norman ft Rose Pttlor Don ft Judl Moore Steve ft Marcia PrUor

Katelman Co. Antiques

TRAVEL AND TRANSPORT, INC.

144 So. 39th St.

207 Italia Mall - Westroads Omaha, Nebraska 68114

651-4388

(402)397-0968

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Beth Israel • TffONrtli Israel SERVICES: ' ' Friday, March 25 8 p.na. Shabbat. March 26 ParshauTiav Services SHABBAT HAGODOL 9 a.m. PASSOVER SERVICES Monday, March 2 8 Service of the First Born 7 a.m. Mincha, Maariv L . 6 p.m. FIRST SEDER Tuesday, March 29 Shacharit '. 9 A.M. Mincha, Maariv 6:30 p.m. COMMUNITY SEDER Tiferetb Israel... 7 p.m. Wednesday. March 30 Shacharit 9 a.m. Friday, April 1 Service* 8 p.m. Shabbat, April 2 Service* „... 9 a.m. Mincha. Maariv, Havdalah 6:30 p.m. Sunday, April 3 Services... 6:30 p.m. Monday, April 4 Shacharit r. 9 a.m. Mincha, Maariv 6:30 p.m. Tuesday, April 5 Shacharit .„ „ 9 a.m. Yizkor Mincha, Maariv ...„.„, 6:30 p.m.

Sabbath Candteiigriting for Friday, March 25, 6:22 p.m.

Lincoln B'nai Jeshunm Rabbi Kenneth N. White will lead Friday night services beginning at 8 p.m. Saturday morning services and study begin at 10:30 a.m. Occasional children's service* begin at 7:30 p.m. Please call the Temple Office at 435-8004 for information. , Oneg SKabbat follow-* each Friday night service.

Offutt Air Base SERVICES: Services are conducted in the Capehart Chapel every Friday at 8 p.m. An Oncg Shabbat follows the service. Service* are conducted by Major Theodore Stainman.

BethEI SERVICES: Friday: 8:15 p.m. llabbi Paul Drazen, Cantor Bmil Berkovita ond the Beth El Choir will conduct the serviced. An Oneg Shabbat will follow. Saturday: Morning services 9:30 a.m. Kiddush following service*. Minha 4:30 p.m. followed by Scudat Shilishit, Maariv and Havdalah.

CONGREGATIONAL SEDER The annual Beth Israel congregational Seder will be held on the first night of the PcMch Holiday, Monday, March 28. at 7 p.m.

Sunday: 9 a.m. PASSOVER SCHEDULE Monday, March 28 Siyyum B'Chorim 6:30 a.m. Minha/Maariv 6:30 p.m. Tuesday, March 20 Shaharit 9:30 a.m. Minha/Maariv 6 p.m. Second Seder at Beth El 6:30 p.m. Wednesday, March 30 Shaharit 9:30 a.m. Minha/Maariv „ 6:45 p.m. Shaharit on March 31. April 1.... 6:45 a.m. Maariv on March 31 ....„ 6:30 p.m.

Old Mill Shopping Center 10866 W. Dodge Rd. Omaha, NE 68154 (402) 493-2200

SERVICES: ' Friday: Mincha and Kabhalat shabbat service -6:30 p.m. Late Friday Night Family Service 8:15 p.m. An Oneg Shabbat follows the service, sponsored by Sisterhood. Bnby-eitter service is provided. Saturday: Morning Service 8:45 a.m. A Kiddush follows the service. Jr. Congregation 10 a.m. Mincha 6:30 p.m. The Rabbi's clans will follow the Mincha Service. Ma'ariv and Havdalah 7:30 p.m. Sunday: Morning Minyon 9 a.m.

Shabbat Hoi Ha-Moed, April I Minha/Maariv. 6 p.m. "Shabbal In The Home" Saturday. April 2

PASSOVER SCHEDULE Monday. March 28 Evening Service 6:30 p.m. AT HOME: First Seder CONGREGATIONAL SEDER... 7 p.m. Tuesday, March 29 Morning Service 8:45 a.m. Evening Service.... , 0:45 p.m. AT HOME: Second Seder Wednesday, March 30 Morning Service 8:45 a.m. Evening Service 6:45 p.m. Friday, April 1 6:45 p.m. (N'o Late Service Will Be Held) Saturday, April 2 8:45 a.m. Sunday, April 3 Evening Service

Shaharit Minha/Maariv

9:30 a.m. 6:40 p.m.

Monday, April 4 Morning Service „ 8:45 a.m. Kvening Service , 6:45 p.m.

Sunday, April 3 Shaharit Minha/Mnariv

9 a.rn. 6:30 p.m.

Tuesday, April 5 Morning Service YIZKOR.. Evening .Service

Monday, April 4 Shnh.irit 9:30 n.m. Minho/Mnariv... , , fi:30 p.m. Shnhnrit Minha/Maariv

9:30 a.m. 6:4ft p.m.

Temple Israel SERVICES: Friday: 8:15 p.m. Rabbi Sidney Brook*. Rabbi Barry Weintt*in and Cantor Harold Firestone will officiate at the services. Saturday: Morning services: 11 a.m. BAT MITZVAH Randi Lyn Epstein, daughter of Mr. and Mrs. Mclvin Epstein, will celebrate her Bat Mitzvah during Sabbath Service! Friday and Saturday, March 25 and 26. PA8SOVER SERVICES Monday, March 28 5:30 p.m. Tuesday, March 29 : 11 n.m.

c av dsons

FURNIIUti SH0WCASI

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CONGREGATIONAL SEDER Tuesday, March 29 6 p.m. Sunday, April 3 ; 5:30 p.m. Monday, April 4 ; JU a.m. Yizkor Memorial Prayers

__

-

8:45 a.m. 11 a.rn. 6:45 p.m.

Council Bluffs B'nai Israel

Tuesday, April 5

Best Wishes & Happy Passover

6:45 p.m.

SERVICES: Saturday: 9 a.m. Sunday: 9 a.m. Services are conducted by Sam Sack*. Special Pat*over Service* will I* conducted on Choi Homocd Pe&ach, Saturday and Sunday, April 2nd and 3rd, at 9 a.m. To make the service more meaningful we invite our former congregants who now reside in Omaha to attend. Many of their parents and grand parents are interred in the Jewish burial ground* in Council Bluffs. Service* are conducted by Mr. Sam Sack*. We trust that many will attend.

B'nai Jacob Adas Yeshitfon SERVICES: Saturday: 8:45 n.m. Sunday: 8 a.m. Tuesday, March 29 (First Dny)... 8:45 a.m. Wednesday, March 30 (Second Day) 8:45 a.m. Saturday, April 2....... 8:45 a.m. Sunday. April 3... „.„.. 8 a.m. Monday, April 4 (Seventh Day).. 8:45 a.m. Tuesday, April 5 (Last Day — Yiskor) 8:45 a.m.

Happy Passover

din master Lnwn systems

397-9220

Sheldon Cohen

March 29,1M3

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COUNTRYSIDE VILLAGE Happy Passover May you and your family have a joyous Passover full of wonderful memories . . . recorded forever!

Greetings

| THE IVLLA

DEaN

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8710 Countryside Plaza

Serving Omaha for 19 years 8701 CountryiWe Plow Countrytkfo VIBag*

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Handsome Fashion Suits and Sport Coats for Men and Boys

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Thank you for your trust and patronage

FINE APPAREL FOR MEN & BOYS Countryside village Pacific at 87th • 3911171

Council Bluffs: Madison Ave. at 1-80 Bellevuo: 410 N. Galvin Road Lincoln: 5501 So. 46th St. and 71st & Q

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A unique flower shopping experience

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passover greetings

noddle development co i

shopping center developers 900 south 74th ptaza

Happy Passover

Joyous Passover

to all our friends and customers

1 1 PEOPLES

Passover Greetings

& Borsheim's Jewelry 346-9422

315 South 16th St.

The Sign of Good Taste

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• CRYSTAL TREE DINING ROOM — for great steaks, prime rib, chicicon ond sea food.

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• LAZY LEOPARD LOUNGE for livo music and dancing.

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• BIRD CAGE PIANO B A R for ting-slongs.

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Sunderland's Home Gallery i™ThoN.b,.«,aFUn.«ureM.n

700S72nd

CouncJ Bluflf, Iowa

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^ SNe w ^To werfwii

391-7657

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78th & Dodge St. •Phone 393-5500

Passover Greetings

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Mortuary Since 1883

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Wishing a Joyous Passover

BUIlCte? S S U p p U j | I I |

I •" 6701 So. 72nd St.

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Margie Kirshenbaum 2447 SO. 120 St.

Unflolw, NtbnikB i • ' -g S a fiilililifitllilililllllllilllllltililllililllllillllllltlilllililllllllililllililill

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Wherefore is this night distinguished from all other nights? On all the other nights we may eat either leavened or unleavened bread, but on this night only unleavened bread; on ali the other nights we may eat any species of herbs, but on this night only bitter herbs; on all thd other nights we do not dip even once, but on this night twice; or»all the other nights we eat and drink, either sitting or leariing, but on this night we all lean.

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