June 14 2013

‫בס"ד‬ ‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

Mazal Tov to Our Graduates!

By Messenger Staff; Pictures taken by Marty Hyman Photography

We salute our wonderful graduates: Lebe Adelman, David Bauman, Danielle Ben-David, Rachelle Benedict, Ethan Berkowitz, Jacob Brennan, Ariel Dubizh, Helena Dweck, William Ehrman, Benjamin Feldmus, Nicole Flamenbaum, Estee Gerber, Miriyam Goldman, Devora Goldstein, Andrew Haberman, Max Herskowitz, Hannah Hudes, Lauren Kirshenbaum, Stephanie Kirshenbaum, Alexander Knapp, Sam Korchnoy, Meir Lesches, Sarah Lidagoster, Rachel Lubitz, Alissa Mackey, Max Marcus, Rachel Mitchell, Jake Nussbaum, Aaron Saxon, Yehuda Schiffenbauer, Yonina Segal, Esther Seligson, Noam Slomovic, Noam Steinerman, Alexander Wildes, Rachelli Zomberg

Candle Lighting Time - 8:10 PM

Page 1

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Mazal Tov to Our Graduates!

By Marty Hyman Photography

Candle Lighting Time - 8:10 PM

Page 2

‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

‫מצוה גוררת מצוה‬: One Mitzvah Leads to Another

By Rabbi Ariel Cohen, acohen@mdsweb.org

The Chafetz Chaim writes in various places about a phenomenon that occurs to most people after 120, once they are in heaven. When the mitzvot and aveirot are counted up, there will be a number of mitzvot that we will not recognize. We will be pleasantly surprised when we see them, but we cannot take credit for things we did not do. We will ask Hashem for an explanation and He will explain to us that these are mitzvot other people fulfilled because of us. Maybe we inspired them to keep a mitzvah in a better way, maybe we collected Tzedaka from them or maybe we simply put them in a good mood allowing them to act better.

One way or another, when we facilitate the adherence to mitzvot, we get rewarded for mitzvot we did not actually fulfill.

This year, the 8th grade boys and girls ran a Mitzvah fair. Andrew Haberman and Max Herskowitz chose the Mitzvah of tzedakah, and, while preparing for their project, they became inspired to make a difference. They decided to raise some money for a wonderful organization known as Kids of Courage, which helps children with a wide variety of illnesses.

Their goal was set at $2000. With the encouragement of their friends, family and teachers, they raised their goal to $3000, $4000, and $5000. They have already raised over $6000 and presented the check to Kids of Courage at graduation.

What is amazing about this feat in not simply the amount of money they raised or the giving of charity in and of itself. It is the fact that they inspired future grades to do the same thing going forward. As they went from class to class announcing their campaign, the 7th graders and 6th graders were already thinking about what charity they would choose next year and how much money they could raise next year. ‫ מצוה גוררת מצוה‬means that one good deed leads to the next. In this case, Andrew and Max, with one act of kindness, helped foster a culture of chessed in our students. Yashar kochachem! May we all merit to create more mitzvot with our mitzvot!

MDS Sephardic Heritage Day was covered in The Jewish Press!

Please check us out in the Community Currents section on page 44 of the June 14th issue.

Here is the direct url (click in the grey box): http://www.jewishpress.com/sections/community/community-currents/ community-currents-june-14-2013/2013/06/12/

Candle Lighting Time - 8:10 PM

Page 3

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

A Tribute to Mr. B.

By Leora Berkowitz Sulimanoff, lberkowitz@mdsweb.org

I was asked by the administration to speak about our very own Mr. B. When I say our very own, I mean just that. Mr. B. has become synonymous with MDS. You’ll forgive me if this is a little long, but we’ve got 40 years to cover.

Mr. B. came to MDS in 1973. It was his first job after graduating college and getting a degree in physical education. He’s been here ever since. Mr. B. has become a staple at MDS. Everyone knows Mr. B. He’s taught every single kid who has been in this school for the past 40 years--that’s a lot of kids. He’s even taught children of students, children and grandchildren of staff members and even spouses of staff members. When Mr. B. came to MDS, there wasn’t much of a gym program. He transformed it. His classes are not just playing a sport--he educates. He teaches skills, how to play, sportsmanship and fitness.

As our school numbers grew, our gym did not. Mr. B. suddenly found himself with over 40 students in the small gym at one time. But somehow he kept order. He created squads and each child knew exactly where to go and what to do when they came into the gym. The squads had different leaders who were given a chance to learn leadership skills as well as good sportsmanship. He even created a number of games that only exist in MDS. Speed ball is completely made up by Mr. B. but ask any kid or adult that went to MDS and they could tell you the rules.

Every kid in MDS loves to play it. It allows for a large number of students to be involved in the game at the same time.

I don’t think people appreciate what Mr. B. does on a daily basis. He controls so many kids in a tiny gym class in an incredible way. Would you want to fit 50 third graders or all the 7th and 8th grade boys in the tiny gym and keep everyone involved and behaved? Everyone hates when Mr. B. is absent. They can’t get a gym teacher sub because they know that no one can do what he does. When he is here, he usually works non-stop with only a lunch break. And even during lunch he doesn’t get a break. He is always surrounded by students asking him what they are playing in gym, talking about yesterday’s game or just schmoozing. I’ve never walked into the gym and seen Mr. B. sitting. He demonstrates and coaches. No wonder he is so skinny. He is constantly “on”. He can have a conversation with two people while reffing the game, keeping score and timing it, all at the same time. Meanwhile, he is refining skills, teaching rules and giving words of encouragement during each class. Whenever I walk by the gym I can hear things like “Great shot!” “Good try!” “So close!” He is not just a “sports guy,” he is an educator.

The kids love Mr. B. They are always joking with him. He loves to be “punny” with them. For example: The kids would wear these pinnies in practice to distinguish which team they were on and he would say, “A pinny for your thoughts” On December 31st he would yell at the kids and say, “You are in so much trouble! That’s it--no gym for the rest of the year!”

They were devastated when they heard he was leaving. I mentioned he was leaving to some students who had him in the 80’s and they just couldn’t get their heads around it. As far removed as they are from the school, they just always think of Mr. B. as being there. Other teachers come and go, but not Mr. B. Mr. B. created the afterschool sports programs at MDS. In 1975, he started coaching his first basketball team and joined the yeshiva league in ’78, with the girls joining in ‘81. He had no-cut basketball tryouts so everyone made the team and could feel a part of it. He put his whole heart and soul into his teams. I have heard over and over the stories of games before I came, names of students who were his stars- like Eric Davis, Shaina Wachsman, the Shandalies, the whole Davis family and, of course, Nati Sulimanoff.

There is the famous story of Rabbi Z. screaming that the clock wasn’t running in one playoff game. It had to have happened over 20 years ago. I have heard the story so many times, but Mr. B. remembers every single detail of the game.

We’ve had a few championships, many teams that reached the finals and most that made it to the playoffs. We are considered a very small school in our league, but somehow we hold our own. I constantly hear from other teams, “Wow, your kids are really coached well.” That is all thanks to Mr. B. In the 80s, things were a little different. Mr. B. used to pile as many kids as he could squeeze into his car (I think some were on laps and some were hanging out the window) and he would drive them to games. As the years went on and bussing became required, he’d spend countless hours travelling on the bus to and from games, sometimes not getting back to MDS until after 10:00 at night. But it didn’t end there. Mr. B. was so dedicated to his teams that he’d tell me in the morning, “I couldn’t sleep all night. I couldn’t stop thinking about the game.” He has 40 years of score books in his office, but even more amazing, he remembers step-bystep every game we play. He’ll talk about a game from 30 years ago like it was yesterday. He’ll say, “We were playing Flatbush, there were two minutes and 20 seconds left and the score was 28-24…” I don’t even remember the score from a game we played yesterday! He remembers all of his kids, and I do mean HIS kids, and how and what they played. You would think after doing this for so many years, he’d just get burned out and not care anymore. But every year he comes in with as much care and intensity as the year before. I’ve never seen anyone with so much dedication. He gives so much to each team.

[Continued next page] Candle Lighting Time - 8:10 PM

Page 4

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

A Tribute to Mr. B.

By Leora Berkowitz Sulimanoff, lberkowitz@mdsweb.org

Besides basketball, Mr. B. also created the afterschool sports programs at MDS. He did all sports with the younger grades and with the older grades he organized basketball, soccer, hockey, Sunday softball, and Friday hardball. That’s in addition to practicing what he preaches. He plays basketball twice a week, proving to his students that the love of the game stays with you.

Whenever graduates come to visit, one of the first places they go is to see Mr. B. Many past students still keep in touch with him. People 50 years old come in and ask if he remembers them. Then they tell him that he’s going to teach their kid. Kids have told me that they come back and he is the same person--he never gets older.

People think he’s tough, but he’s really a softie. (I like to think that that is partly my influence. We like to play good cop/bad cop. He hates seeing a girl cry. If you want something from him, start to cry.

He really cares about his students. In fact, when thinking about how he would tell the kids that he is leaving, he said to me, “I just don’t want them to think I am abandoning them.”

My relationship with Mr. B. has been incredible. I came here 15 years ago and was nervous to coach with Mr. B. I had just coached against him the year before. (Please don’t ask him to tell that story--it didn’t go well for me and he loves to tell it.) I didn’t know if we would mesh. On the first day, he welcomed me and, at practice, I remember him saying, “We are going to pick starting 5, we will pick who we think belongs at point.” He had been teaching solo for so many years, but right away made me feel welcome. At the end of that first season he said to me, “Thank you – I don’t think we would have gotten this far without your help.” (We made it to the semi-finals after going 10-0, but couldn’t win it). And thus the “Killer Bees” were born. Yes, we had our disagreements about how to do things, but that’s what school husbands and wives do. Or at least that is what a number of kids believe. Mr. B. has been called my husband, my father and even my grandfather. When I got engaged, people kept coming to Mr. B. and wishing him a mazal tov.

Mr. B.: I learned so much working together with you. You have been a great mentor.

But even more importantly, I will cherish the friendship we formed. You flew to Niagara Falls for my wedding (along with some other wonderful teachers and administrators). You supported me in good times and bad. I can’t imagine walking into the building in September and not seeing you.

You have given so much to MDS. The influence you have had on the students of MDS is so profound that it’s hard to fathom.

Your presence will be missed. MDS will not be the same without you.

We wish you good luck on your future endeavors, but we know that your roots will always remain here.

Candle Lighting Time - 8:10 PM

Page 5

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Herman Gottesman Library Rededication

By Josh Caplan, Director of Development, jcaplan@mdsweb.org On Monday, June 10th, a dozen descendants of Herman Gottesman joined MDS school dignitaries to officially unveil a new plaque in the MDS library in Mr. Gottesman’s memory.

Daniel Posner and E. Magnus Oppenheim represented the Board of Directors while Rabbi Mordechai Besser, Robert Insel, Michelle Lyons, and Josh Caplan represented the administration and faculty. A special guest was Mrs. Els Bendheim who, along with her husband Charles Bendheim, were among the primary founders of MDS and who personally knew Herman Gottesman. She recounted very interesting personal recollections of Mr. Gottesman that added special historical and personal perspectives to the program.

After remarks by Rabbi Besser, Daniel Posner, Mrs. Bendheim, Michael Gottesman (Mr. Gottesman’s son) and Barbara Friedman (Mr. Gottesman’s granddaughter), the plaque was officially unveiled by Jonathan and Joshua Kloepfer, Mr. Gottesman’s great grandchildren who are current MDS students. Special thanks to Sarah Adelson Kloepfer (Mr. Gottesman’s granddaughter), who organized the event, Michelle Lyons who wrote a description of the services the library provides to our students, and to Karen Brooks and Aleta Gelb for organizing the refreshments.

Mr. Herman Gottesman, a”h, was one of the founders and a longtime Treasurer and member of the Board of Directors of Manhattan Day School (MDS). He served for 27 years and helped MDS in its early days in many aspects of the fledgling yeshiva day school including Fund Raising, Operations, Finances, Maintenance, and Management. He was involved in many other New York City Jewish organizations including the Jewish Center (where he also served as Treasurer), Downtown Talmud Torah, and Vaad Hatzala among others.

For Herman and his wife Fritzie, Torah and Torah learning were integral elements in their home. They included personal Torah learning and support of Torah institutions as major themes in their lives. They also shared a love for antique Sefarim, some handed down from his father and some acquired. They took a course on bookbinding together and used their new skills to partner in high quality rebinding of their collection. Their values and love of books were also passed down to their children, many of whom have been actively involved in school libraries, including here at MDS. Therefore, it is appropriate that the Herman Gottesman’s new dedication plaque will be displayed in our library.

Today, two of Mr. Gottesman’s great-grandchildren, Jonathan and Joshua (Adelson) Kloepfer, are students at MDS. Mr. Gottesman would be so proud to know that the seeds he planted 70 years ago are still bearing fruit for another generation in his family and for so many other Jewish children as well.

Candle Lighting Time - 8:10 PM

Page 6

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Bat-Mitzvah Program Highlights

By Adina Horowitz, 6G

This year the sixth grade girls began celebrating their b’not mitzvah. For every bat mitzvah, we had a special breakfast and davening in the bat mitzvah girl’s honor. The bat mitzvah girl was the chazanit for shacharit and gave a d’var torah, then we enjoyed a delicious breakfast.

We can’t wait to continue this in the fall with the other students in our class who are still 11.

In addition to our bat mitzvah breakfasts, we also benefitted from special activities just for our class. In the beginning of the year, a woman named Fabia Preminger came and helped us make challah for Shabbat. We made the dough and then shaped our challah into “pullaparts” or braids. We learned about the mitzvah of Hafrashat Challah, taking a piece of challah and putting it in the oven to burn and saying a special brachah. She also taught us how challah baking relates to being a Jewish woman and why we make it for Shabbat.

Some of our activities were educational as well as fun. A nutritionist came in to teach us about healthy eating, because now that we are getting older, it is important for us to choose the right foods. We made collages from pictures that we would consider healthy. She also taught us how people in magazine advertisements are photo-shopped and not portrayed realistically.

Yael Goldfisher (a Frisch teacher) gave a talk to our class on Sarah, Rivka and Leah and we did an art project relating to the lesson.

We will be donating part of our bat mitzvah gifts to tzedakah, so part of the program was learning about different tzedakot to which we can donate. One was the Lenox Hill Bikur Cholim. Chava Rose (Julia’s mom) came into the classroom to tell us all about it and we made groggers to give to patients in the hospital. We also visited Project ORE, which is a kosher soup kitchen downtown. While we were there we served lunch to the elderly and poor people. After serving them we went around the room talking to them and helping them. Afterwards, our class sang a bunch of Jewish songs and ended with our national anthem. Then Suzi played a wonderful song on the piano (I think it is in her genes), then Rosie also played a wonderful song. Suzi and Rosie ended off with a duet. We would love to go back to Project ORE again next year.

It was a fun and exciting time for our class and we can’t wait to see what is in store for us in the fall. Mazel tov to Lillie, Rosie, Tova, Chava, Julia, Avigail, Suzi and me on our b’not mitzvah! Thank you to our moms and to the school administration for organizing our bat mitzvah program this year.

Candle Lighting Time - 8:10 PM

Page 7

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Bar Mitzvah Tefillah and Celebratory Breakfast

By Josh Caplan, Director of Development, jcaplan@mdsweb.org

The seventh grade boys (who have either celebrated or will celebrate their b’nei mitzvah) gathered together earlier this week with their parents to daven shacharit as with the already b’nei mitzvah boys leading the minyan.

Rabbi Yablok gave the boys words of chizuk on how proper tefilla can make a difference in their spiritual growth. Rabbi Besser greeted the boys and their parents. He spoke about the privilege we have to be part of a special people and how the consequences of one’s actions are the hallmark of a Bar Mitzvah.

He then introduced Rabbi Genack who showed a video about the “Marshmallow Test.” It was a psychological experiment that showed that in long-term longitudinal studies, children who were able to delay gratification (and not eat their marshmallow right away) did better academically, socially and career-wise than children who could not contain themselves and had to eat their marshmallow immediately. Rabbi Genack connected this personality trait with general “menschlechkeit.” He used the famous Mishnah in Pirei Avot, “Im Ein Ani li Mi li….” He said that only we can decide who we can become and that decisions we make now will impact who we will become in the future.

A beautiful breakfast spread was prepared by Aleta and her crew and an incredible Broadway themed cake was donated by Elliot Saad and his family. Following Birkat Hamazon, each boy was presented by Rabbi Besser and Rabbi Yablok with an ArtScroll chumash set embossed with their Hebrew names (donated by the Parents Council). Thank you to Chavie Kahn and Alison Feit for cochairing this event.

Candle Lighting Time - 8:10 PM

Page 8

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Rashi Play: He Has Taught Us So Much Torah!

By Chana Raitman, craitman@mdsweb.org

Mazal Tov to the entire Third grade cast for a lively, entertaining and professional show on the life of Rashi. Who was Rashi? Where was he born? When did he live? What were his unique contributions to world Jewry? These questions were explored this past semester in the third grade classroom. We focused on interesting facts about the life of Rashi, reading Rashi script and understanding Rashi in a question and answer format. The students rehearsed and invested time and effort to bring the characters and plot of the play to life.

Rashi’s father, Rabbi Yitzchak once found a rare diamond. "Now, there would be no more poverty," he thought, and he went to sell the precious stone to the local jeweler. The jeweler did not have enough money to pay for such a large diamond, and he suggested that the bishop to buy it. The bishop had been looking for such a diamond for his cross. He offered a huge amount of money for it. When Rabbi Yitzchak heard of the purpose for which the bishop wanted the stone, he refused to sell it. He knew, however, that if he did not sell the stone, it would be taken from him forcibly, and so he threw it into the sea. A Heavenly Voice then resounded: "For this great sacrifice, you will be blessed with a son who will outshine all the precious stones in the world, and the light of his Torah will shine forever." The following year, a son was born to him, and he called him Shlomo, saying, may G-d grant him wisdom like unto King Shlomo.

Rashi's father, Reb Yitzhak, was a monumental pillar of faith and strength. Rashi, too, withstood the trials of his times. Students witnessed the power of determination to succeed in Torah despite immeasurable deprivation & suffering.

Market and sailor dances, meaningful Israeli songs, special lighting, and elaborate costumes added a real theatrical dimension to the play! Each student was awarded with a certificate of achievement on reaching a new milestone on their enchanting road to scholarship and wisdom of understanding Torah on a deeper level. Plus ça change, plus c’est la même chose -- The more things change, the more they stay the same. Nine hundred years later our students are still committed to the teachings of Rashi.

Our play concluded with a video clip of students learning the famous Rashi of Vayichan Sham Yisrael followed by a video of highlights of our year. Parents, Grandparents, friends and relatives then joined the third graders in a celebration with French cuisine some of which the students helped prepare. According to Rashi, the third Beit Hamikdash is already built in heaven. May we merit to see it descend here on earth.

Candle Lighting Time - 8:10 PM

Page 9

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Kindergarten Structures & Paper Chromatography

By Jim DeCarle, jdecarle@mdsweb.org

Last week, kindergarteners were introduced to engineering in science. They learned about what an engineer does and how a structure or building must be planned on paper before it is built. They learned that the structures must be built to withstand stress and that square and triangular shapes can make them very strong. The children constructed cube structures and then tested the amount of weight they could support. The children loved working with the candies and testing their structures.

This week, students learned about paper chromatography and were able to separate the color pigments from a variety of ink markers. Students applied a small dot of marker ink on the paper and suspending it in water to allow the rising water to separate the pigments. Green separated into its primary colors, yellow and blue. Black and brown markers had the greatest variety of separated pigments. The children used three types of papers in their experiment to compare the ability of the papers to separate the inks.

A BIG “thank you” to MDS Parent Pooneh Kaplan for helping all year long in the MDS library.

Pooneh has been volunteering hours on a regular basis to help reshelf books and organize the collection.

Her dedication to making the library run smoothly is invaluable and much appreciated!

Candle Lighting Time - 8:10 PM

Page 10

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Acid or Base: Third Graders Decide

By Simona Fisch, sfisch@mdsweb.org

Last week, we had a special visit from a parent for third grade science. Mindy Chassin Horowitz, Shoshana Horowitz's mom, taught us about acids and bases. First, we looked at some foods such as lemons, vinegar, soda, and apple juice, as well as baking powder and laundry detergent. Students predicted for each food or substance whether they thought it would be an acid, base or neutral. We used cabbage juice as an indicator, meaning that when we added it to each substance it changed its color. We compared these colors to a pH scale to find out if the substance was an acid or a base. We were then able to rank each substance in order of most acidic to most basic. It was fascinating to watch the liquids change colors. Some of our predictions were correct but some things, like soda, we were surprised with their acidity.

Thank you to Mrs. Horowitz for sharing such a fun and interesting lesson with us.

Congratulations to 4B for winning our Box Tops Competition.

Don’t forget to save your Box Tops over the summer to help your class win next year!

Thank you to Tova Epstein for organizing our Box Tops program this year!

Candle Lighting Time - 8:10 PM

Page 11

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Sixth Graders Build Robots!

By Julia Rose, 6G

For the past few months, 6G and 6B have been making robots. Robots are mechanical machines that people program to assist them. For example, in space there are robots that are programmed to rotate around certain planets. The robots collect radio waves from space. The 6th graders’ robots are like these except they respond to colors. The students started out making practice robots such as animals shaped as robots. In our class, we programmed the robot to respond to colors by inserting a color sensor. The students of 6G and 6B made their robots out of Legos by following an instruction manual. The Legos had certain pieces like arms and legs. It was amazing how a bunch of little Legos could be put together to make a robot. Once they were built, the students in 6G got to show and explain their robots to the first graders. 6G demonstrated to the first graders how the robots work, where robots are used, and teach them about robots in general. This process has been really fun and exciting for every 6th grader. It was an amazing experience to be able to build a robot from little Lego pieces and explain the process to first graders. Thank you, Mrs. Khanna, for this amazing experience!

Candle Lighting Time - 8:10 PM

Page 12

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

ECD End of Year Celebrations

By Aviva Yablok, Early Childhood Director, ayablok@mdsweb.org; Pictures taken by ECD Parents As another year draws to a close, I thank all the wonderful parents and teachers who joined together as a team to create the unique environment on the second floor at MDS. It has become a custom at Jewish weddings to say some tehillim and special prayers during the chuppah. I was a guest at a wedding several days ago and read the beautiful words of a tefillah for success for our children. It said, ‫”אהובים למעלה ונחמדים‬ “‫למטה‬, may our children be beloved by G-d above and find favor in the eyes of their friends. What a special way to express what we all want for our children. As I watched each class develop and learn throughout the year and as I saw each group of children singing at their class celebrations, listening to their sweet voices, I know that we all ask Hashem for the same things…. to raise children who make Hashem proud and are beloved by Him and loved by their friends and community.

May Hashem grant our wishes.

Candle Lighting Time - 8:10 PM

Page 13

‫‪Volume 12, Issue 29‬‬

‫פרשת חקת‬

‫‪June 14, 2013‬‬

‫אם אני הייתי ַצלָם‪...‬‬ ‫‪Submitted by Havi Pesso, hpesso@mdsweb.org‬‬

‫מאת שלמה שמואלס‬ ‫אני מצלם בניו יורק‬ ‫אני גר בעיר ניו יורק ברחוב ‪ .67‬עשרים רחובות מהבית שלי‪ ,‬יש את "כיכר‬ ‫הזמן" (תימס סקוור)‪ .‬אני רוצה לצלם את כל המודעות הגדולות על המסכים‪.‬‬ ‫אני חושב שהן מאוד מיוחדות כי הן מפורסמות ואנשים מכל העולם רוצים‬ ‫לראות אותן‪.‬‬ ‫מאת יוסי אייכל‬ ‫אם אני צלם‬ ‫אני רוצה לצלם יער עצים‪ .‬במונסי ניו יורק יש יער של עצים ומעיין עם קצת‬ ‫דגים‪ .‬והמים היו נקיים מאוד‪ .‬זה היה באמצע היער‪ .‬זה מקום מאוד יפה‪ .‬אני‬ ‫אוהב את המקום הזה מאוד‪.‬‬ ‫מאת אליעזר איידלר‬ ‫מה אני מצלם‬ ‫אני גר במנהטן‪ .‬אני מצלם מהבנין של האמפיר סטייט‪ .‬אני מצלם משם כי‬ ‫מהבנין הזה יכולים לראות את כל הבנינים בהרבה רחובות מסביב‪ .‬אני יכול‬ ‫לראות את כיכר הזמן‪ ,‬את הפסל החרות‪ ,‬והמגדל החדש של החרות‪ .‬מבנין‬ ‫האמפיר סטייט כל הבנינים קטנים ומכוניות קטנות מאד מאד‪ .‬בנין האמפיר‬ ‫סטייט גבוה מאד‪ ,‬הוא הבנין הכי גבוה בנו ירק אחרי מגדל החרות‪ .‬הבנין הזה‬ ‫מיוחד מאד‪.‬‬ ‫מאת אורן שדיאן‬ ‫אם אני הייתי צלם‬ ‫אם אני הייתי צלם‪ ,‬אני הייתי מצלם את הכותל המערבי בירושלים‪ ,‬כי זה‬ ‫מקום קדוש ויפה‪ .‬יש בירושלים את הכותל‪ ,‬הוא בן שלשת אלפים שנה‪.‬‬ ‫הכותל הוא החתיכה היחידה שנישארה מבית המקדש‪ .‬הייתי מצלם את‬ ‫הצמחים וכל הפתקים בקיר והאנשים שמתפללים והחיילים שמתפללים‬ ‫ושומרים על הכותל‪ .‬בשביל כל זה אני הייתי מצלם את הכותל בירושלים!!‬ ‫מאת עזרא כהן‬ ‫מקום שאני רוצה לצלם‬ ‫אני מצלם את וילה בוים )‪ (VillaBoim‬שב‪ ,Sao Paulo‬ברזיל‪ .‬אני מצלם‬ ‫את המקום הזה כי כאשר גרתי בברזיל‪ ,‬הלכתי לוילה בוים הרבה מאד‪ .‬יש‬ ‫במקום הזה מסעדות ופרקים‪ ,‬וזה קרוב מאוד למגרש של כדור רגל‪ .‬יש הרבה‬ ‫אנשים בוילה בוים‪ .‬זה כמו ה‪ Times Sqare‬של ‪.Sao Paulo‬‬ ‫מאת זאב בולר‬ ‫מצלמים ניו יורק‬ ‫אני גר במנהטן‪ .‬אם אני צלם‪ ,‬אני מצלם את "הבניין אמפיר סטייט" כי זה‬ ‫הבניין הכי גבוה בניו יורק‪ .‬אני גם מצלם את כל הבתים והאנשׁים שרואים‬ ‫מהגג‪ .‬אני גם מצלם את "פסל החרות"‪ .‬אני גם מצלם את "ככר השׁעוֹת"‪.‬‬ ‫מאת דן סמדג'ה‬ ‫ברצלונה‬ ‫אני רוצה לצלם את ברצולונה בספרד כי הסבתא שלי פעם גרה שם ואמרה‬ ‫שזה יפה‪ .‬ואני רוצה לצלם שם את הבית של מסי כי אני אוהב אותו כי הוא‬ ‫השחקן הכי טוב בכדורגל בעולם‪.‬‬ ‫‪Page 14‬‬

‫‪Candle Lighting Time - 8:10 PM‬‬

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Mannahatta!

By Debbie Goodstone, dgoodstone@mdsweb.org

The time had come.

The lunchroom was packed.

Hours of practicing had come to fruition, as the Fourth Graders excitedly walked into the lunchroom last Friday to perform their play, Mannahatta! For the next hour, the crowd was entertained with singing, dancing and the finest acting from the children.

From the Native Americans, to the present day, the audience learned about the history of New York State. A Power Point presentation highlighted the children’s geographical lineage and when their family arrived in America. A wonderful time was had by all!

Candle Lighting Time - 8:10 PM

Page 15

‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

Our Immigration Stories

By Debbie Goodstone, dgoodstone@mdsweb.org

Yvee Rosenthal’s maternal Great- Grandmother and GreatGreat-Aunt were identical twins.

On their first day of First Grade in Berlin, Germany, children were given candy bags to make them feel welcome.

Mia Spira’s Grandfather was born in Foehre wald D.P. Camp, Germany in 1946. His family sent this Rosh Hashana card with the knowledge that they were going to America .

Pictured here at about age eighteen, the twins arrived in America in 1936.

Isaac Betesh’s

Alex Mishan’s Great – Grandmother,

GreatGrandmother

Sally Jemal, was born in Syria, ninety – five

moved to America from

years ago.

She came through Ellis Island

Syria.

Noah Prensky’s maternal Great - Grandfather was a well known artist in Russia.

Candle Lighting Time - 8:10 PM

as a young girl.

Daniella Schreiber’s maternal Grandfather leaving France, May 6th, 1945, after being liberated by the American army, en route to Israel.

Page 16

‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

Our Immigration Stories

By Debbie Goodstone, dgoodstone@mdsweb.org

Rivka Yellin’s Great –Grandmother came from Zlocow, Poland, to Niagara Falls, Ariella Shloush’s Great-Great-Grandparents came to America from Budapest.

New York, in 1917.

The “U.S.S. General LeRoy Eltinge,” carried Rachel Halpern's paternal grandparents, Sam and Gladys, to the United States from Germany, after WW2.

Sharon Chehebar’s Great – Uncle moved to America from Cairo, Eygpt.

Racheli Dubizh’s paternal Grandfather went from Italy to Argentina, and then Brazil.

Her paternal Grandmother went from Brazil to Italy.

Candle Lighting Time - 8:10 PM

Max Jankelovits’s maternal Great-Great-Great Grandmother was born in America. She was the first woman in New York, to vote.

BUSY! – Famous for her cooking, Mrs. Rebecca F. Hoffman, widow of Judge Benjamin Hoffman, finds time for housekeeping and bridge, although she is the Democratic Legislator.

Page 17

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Rain Sticks: Beautifying the Sound of Rain

By Linda Kastner, lkastner@mdsweb.org Students in Mrs. Kastner’s classes just completed the rainstick, which is one of the favorite projects in her art curriculum. It is one of the first things that the kids request to do when they begin their semester in art class. It is a great project that requires focusing, following a series of directions, creativity, sanding, filing, hammering, gluing and lots of tenacity to get it right! As you can see from these photos, the girls did a spectacular job.

A rain stick is a long, hollow tube; in this case, a cardboard mailing tube, which is filled with inserted toothpicks in a spiral formation. The students hammer nail holes along the spiral of the mailing tube and then insert toothpicks dipped with glue into the holes. The glue gives the toothpick stability. When the students fill the tube with rice, beans, pebbles or seeds, the rice falls slowly through the toothpicks to the other end of the tube, making a sound reminiscent of rain falling on wet leaves. If beans are used, the sound is harder and if rice is used the sound is softer. Depending on the amount of toothpicks used and the choice of rice, seeds or beans, the students become musicologists and can experiment with the sound that they want to create.

Of course the rain stick is not complete until it is painted and decorated with either insects or wild life or foliage from the rain forest. They also sponge painted the background for a textured effect. The rain stick was invented either in Chile or Peru and is part of the rich cultural artistic heritage of “The Americas.” Yashar koach for a job well done!

Candle Lighting Time - 8:10 PM

Page 18

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

“My Favorite Part of the Shabbaton Was…”

By Bethany Strulowitz, bstrulowitz@mdsweb.org The students of 7G recently gathered together for a fun-filled and memorable Shabbaton with Rabbi Litton and Mrs. Strulowitz and their families. Here is what they enjoyed most about the Shabbaton:

“I liked singing zemirot together because everyone felt connected, and it felt authentic. We are graduating next year, and I don't know how many more times we are going to get together so it was so nice to connect at the Shabbaton.” —Sophie S.

“What I enjoyed most about the Shabbaton was when we made the challah for the Shabbaton at school.” —Ariella “I enjoyed singing zemirot together.” —Debra “I like havdalah - the fire was super cool and I liked watching Rabbi Litton stick his hand in the fire.” — Gabrielle B. “Making challah was so much fun!” —Danna “I enjoyed eating all the delicious food.” —Talia L. “I like playing with Ms. B.'s kids on Shabbat afternoon.” — Temima “I loved Friday night when the entire class went CRAZY!” —Chana “My favorite part was being with my beloved teachers and friends.

Singing zemirot and hanging out with them really brought us very close together. Thanks to Mrs. Strulowitz and Rabbi Litton for everything!” — Gabrielle P. “My favorite part was playing the ‘How Well Do you Know Your Best Friend’ game and singing together as a class.” —Lily “My favorite part was on Shabbat day when we got stuck at the Strulowitz's apartment. It was pouring and there was lightning outside. However, it was so much fun! Not one person complained and we were all happy! We laughed and played. Another part was the singing. It was amazing how connected we all were. Overall, this Shabbaton was a success! Thank you to the teachers for making this possible!”—Talia G. “I liked singing zemirot and hanging out with our class. Looking around at the table, it felt great. It was a ‘you had to be there’ moment.” —Sarina “Making the challah was so much fun! Yael and I were partners and we made lots of challah with lots of toppings!” —Amanda “My favorite part of the Shabbaton was Shabbat night when our class had our arms around each other and we all sang songs that were special “I enjoyed making challah with to us.” —Yael “My favorite part was hanging out with my class and with my teachers Mrs. Strulowitz.” —Kayla and eating candy.” —Riva

Candle Lighting Time - 8:10 PM

Page 19

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Opening Kids’ Eyes to the Sight-Impaired World

By Yona Glass, yglass@mdsweb.org N4B had a very special guest come to visit to talk about being blind. Bill Gross became blind at birth but although he was limited in his sight he was not limited in his abilities. Bill, the great uncle of N4B student Noam Louzoun, went to a regular high school and college. He even works a regular job selling insurance. The students of N4B were fascinated to hear how Bill is able to do almost everything a sighted person can do, except drive and lein the Torah portion. Bill brought in his Braille siddur, which seemed to be ten times bigger than any siddur the children had ever seen before. He also brought in a Haftorah booklet to show the children how he is able to lein the Haftorah portion for a congregation.

Bill also taught the children how to properly approach a blind person to offer assistance and how to give a blind person your arm to hold while guiding them either across a busy street or in an unfamiliar area. He taught the children how to pour themselves a glass of water, showed them his Braille watch, which helps him tell time, and explained how the texture of the floor on the edge of the subway platform is rough to signal to a blind person that they are approaching the edge.

Before Bill arrived, the students of N4B generated a list of questions relating to being blind. The children were curious how Bill knows what is on his plate at meal time, if he could cook on his own, and how he knew which direction he was walking in when coming out of the subway.

After hearing all about being blind the children had the opportunity to experience some life activities as a blind person would. They practiced pouring from a pitcher, being led around the room by a sighted person and identifying objects by touch.

Thanks to the Jewish Braille Institute, which provides reading material to the blind and visually impaired worldwide, each student was able to take home a Hebrew Braille alphabet as a souvenir!

Thank you to Noam’s mom Meryl Degen for arranging this experience and to Bill and Cheryl Gross for coming to speak with us and teaching us about this important topic.

Candle Lighting Time - 8:10 PM

Page 20

‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

Diving into a Book During Summer Vacation

By Julia Averbuch, Reading Coordinator, javerbuch@mdsweb.org Summer can hold many powerful reading memories. Think about the places you sat while reading some of your favorite books or who you had a “book talk” with or the laughter or sadness the book elicited as you read through the pages. This is the experience and the power of summer reading that will set the stage for a successful academic year in reading.

Many children enjoy moving back and forth from printed pages of a book to an e- reader. There are many apps available which will provide your child with tools to build literacy skills. The Reading Rainbow app invites children to travel to themed islands to discover books. Tales2Go is an award- winning mobile and desktop audiobook designed to provide read-alouds for your child. In addition, Storia, a free e-reading app from Scholastic, provides leveled e-books and let’s some kids highlight text, take notes and use an app dictionary. Many of the Storia’s e-books have built–in activities.

Another activity is to bring the outdoors back into summer reading. Take a “curiosity walk” with your child. These walks provide opportunities for talks about nature and researching books in the library. While at the library, you may wish to select poems that enhance the outdoor observations and experiences.

By motivating and inspiring our children, we are building and shaping life- long readers. Happy Reading!

My Poetry Book

By Yael Glatzer, yglatzer@mdsweb.org The third graders learned to write different styles of poems; personification, imagery, repetition and figurative language. Here are a few written by the students. Enjoy reading!

Loading, Loading

Printer

By Tyler Fischman, 3A

By Leah Roth, 3C

Loading, loading “I’m patient” Loading, loading “This is taking forever” Loading, loading “Errrr” Loading, loading Finally, Update needed.

I’m gonna read a book!

They spit out papers.

They scream out Rap, tap, rap They eat different color lollypops To throw on the papers.

They stick out their tongues To catch the papers.

A Rainy Day

Thunderstorm

By Ella Shwirtz, 3C

By Josh Berkowitz, 3A

On a rainy day, it is very wet.

I can step in the puddles that are on the street.

They make a little splash that tickles my feet.

I hold my umbrella against the wet drops.

They make a beat as they fall down slow, then fast.

The lightning runs through the sky It hears the cry of children, “I’m scared” giving them no mercy at all.

The thunder says, “Boom, boom, boom.”

The lightning shines a bright flashlight in the sky.

The rain dances on the window.

It soon passes by, leaving rainbows on the ground.

Candle Lighting Time - 8:10 PM

Cheetah

By Rinat Heller, 3A I watch it run by as fast as a flash.

It seems like it’s saying “try and catch me” as it zooms by at a speed of light.

Finally, it stops with a loud screech, sounding like a car stopping quickly at a red light.

Page 21

‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

Our Song Festival

By Julienne Dweck, jdweck@mdsweb.org Music is in the air! After much, writing, singing, practice, and preparations, the second graders were a hit! The second graders performed many songs to an audience of their parents and relatives. The songs performed consisted of music they learned throughout the year to enhance the curriculum as well as music that the second graders wrote. The students worked so hard deciding on topics, writing their songs, and working in groups to practice. The music they created was catchy, original, and all around wonderful. Congratulations on a job well done!

The First Day of School

School Day

Constellations

By Rafaela with Racheli and Anaella

By Ben S with Andrew S, Zachary, Josh B, Joseph

By Jem and Tova

When I came to school on the first day, I did not know where to go.

I went to the gym, I saw my friends and I saw a new girl too.

I saw the new girl. I said Hi. She smiled a little but she was shy.

We became friends after that and I’m so glad that we did.

Making new friends and learning, that’s what school is for.

Ooh Ooh get your notebooks out Ooh Ooh here I go on my way to school all my problems are correct school, school, here I am in my class with Mrs. Dweck everybody is having fun I am doing my math homework, it’s due today Ooh Ooh I’m gonna pass my test there’s no stopping my A++ my A++ There is no stopping me now!

Constellations are so bright constellations are in the night constellations, constellations, there are so many to see like the Big Dipper, Orion’s Belt The Great Bear and Hercules

Colors in the World

By Shevy with Aya, Emmie, Ayelet K There are so many colors in the world red is fire, orange is an orange, yellow is the sun green is grass, purple is a grape and pink is a heart in my hand.

There are so many colors in the world.

Candle Lighting Time - 8:10 PM

Simile

Coins

By Marcus with Yosef, Morrison, Izzy, Jeremiah

By Gabi with Ariella, Noah, Ayelet H, Ariel, and Ella

As strong as a lion as quiet as a mouse as scared as seeing a dinosaur As sharp as a cat’s nails as fast as a cowboy as slow as a turtle too.

As nasty as a robber as high as a bird as loud as a screaming baby.

Similes are great similes are cool as cool as seeing a rocket-ship.

One cent, a penny five cents, a nickel nickel ten cents a dime twenty five cents a quarter quarter fifty cents a half dollar and now we know our coins!

Page 22

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Around the World with the Sixth Grade Submitted by Eileen Dahan, edahan@mdsweb.org

Did You Know…

By Ari Mitchell, 6B Our countries project was a long-term project with many different things to do. For example, one of the things we had to do was make a travel brochure for our country or civilization. The civilizations were ancient Greece, ancient Rome, ancient Egypt, the Vikings, and the Aztecs. The countries were Italy, China, Spain, Turkey (yum), Germany, France, and Ireland. Before we started the projects, we had to write down notes about our country or civilization. The notes took months to create. The first project was a creative writing piece. Nadav Heller did a play about his civilization. Next, was to make a map of a country, or for those covering ancient societies, a timeline with pictures. I made a book that included a map and a timeline. After that, we made travel brochures for our civilization or country. Then we had to recreate two artifacts for the ancient civilizations with typed paragraphs about them or a menu for the countries. Finally, it was Country Week. Do not be fooled, even though it is called Country Week, the presentations took more than a week. People dressed up in costumes and / or brought in food. I learned a lot about other countries and civilizations and also my own civilization. For example, did you know that there is a Pantheon and a Parthenon? My mind is now filled with more knowledge. Even though this project was very tough, I learned that when you confront the challenging areas of life, you can achieve a tremendous amount of pleasure upon successfully completing difficult tasks.

Continental Adventures

By Rose Adelman, 6G Since April, the sixth graders have been researching a country. Each student was assigned either a modern country or an ancient civilization. After weeks of research, we got a chance to present all of the information we learned and prove to the class that we were experts on our countries. This was called Country Week! It was fun to learn about so many different in countries in one week. A presentation that were really interesting and exciting was Suzi Dweck’s presentation about Mexico.

Suzi had a lot of information, and she even added a fun activity where we made our own maracas! In addition to all of this, she made a blog that we looked at in class, and some people read at home too.

Another memorable one was by Avigail Deutch, who presented Italy. She made an online tour of Italy on a PowerPoint where we went “site-seeing” with pictures. To have even more fun, Avigail brought in cookies, chocolate spread, sprinkles, and gummy bears so we could make our own candy pizza! A really great one that we all enjoyed was by Rosalie Sohn, who focused on one topic of Japan - Anime.

She showed us a very detailed and informative PowerPoint on the history of Japanese Anime, and then we made our own Japanese Anime by following directions from a YouTube video! To give us a little flavor of Japan, Rosalie served us Japanese tea and mochi, a delicious Japanese frozen treat. Lastly, I would like to mention Lillie Maleh, who researched France. She made a colorful and detailed poster, and while she was presenting it, we enjoyed baguettes with cream cheese and some cinnamon twist cookies (made in France). On behalf of the whole sixth grade, I thank Mrs. Dahan for giving us the opportunity to experience the other countries in our world, a fascinating experience!

Candle Lighting Time - 8:10 PM

Page 23

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Recreating the Genius of the Industrial Revolution

By Zachary Buller, 5B In Mrs. Korn’s 5th Grade Social Studies class, we learned about the Industrial Revolution. The Industrial Revolution was a period of time when many things were invented. Over the years, some inventions were improved, while others were not. There were many different things that were invented during that time, ranging from the stapler to the airplane. Mrs. Korn assigned the class a project. We had to choose one item that was invented during the Industrial Revolution (1800-1920), and we had to write a five paragraph biography about the inventor. Then, we had to make a model of the invention using whatever materials we wanted: cardboard, wood, boxes, Legos, or anything else.

Students came in with many creative ideas such as making the original wooden roller coaster out of K’nex, making a camera out of a shoe box, or making the first cash register out of boxes, pipe cleaners, and pompoms. There was a typewriter made out of cake, traffic lights created from paper and electricity, and a fuel cell, torpedo, radar, and a dishwasher made from cardboard boxes.

Some other examples are: a colorful bicycle (built from wikisticks), metal barbed wire, a silver foil propeller, an electric light, powerpoints - and many more interesting and creative inventions which were all patented by the original inventor were recreated by us. We all learned a lot about the lives of the inventors and how their inventions continue to improve our lives today.

Candle Lighting Time - 8:10 PM

Page 24

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

International Second Graders!

By Julienne Dweck, jdweck@mdsweb.org The second graders completed their elaborate country reports. Students were broken up in groups, researched one country, created an interactive presentation and poster board, and taught the rest of the class about their country! We heard music, ate food, and dressed up in ways that were all inspired by different countries. We got to taste sweet lasi from India, Pellegrino from Italy, fortune cookies from China and tacos from Mexico. We got to smell and take home tumeric – a traditional Indian spice! We watched a reenactment of a Spanish bullfight (no one was harmed!) and an authentic Mexican dance performed by the students. We listened to various national anthems and noticed such different musical traditions. Through this project, the students practiced teamwork, creativity, research, writing, and presentation skills. We couldn’t be more proud!

On Tuesday, June 18th, the last day of school, there is a noon dismissal for grades 1-7.

Bus transportation will be provided.

Candle Lighting Time - 8:10 PM

Page 25

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Mathematics League Contest Champs

By Miryam Alter, malter@mdsweb.org

Manhattan Day School Fourth Graders participated in the National Mathematics League contest. There are thirty questions on the test and answering twenty out of the thirty questions correctly is considered superior. A score of fifteen to nineteen is considered outstanding. We are proud of our fourth graders who received scores of twenty or more. In 4B, the superior scorers were Charlie Eden, first place; Max Jankelovits, second place; Jacob Kadoe and Levi Leches, who tied for third place. In 4G, the superior scorers were Avital Feuerstein, first place; Hannah Skydell, second place; Ruthie Gerber and Zehava Sanders, who tied for third place. Congratulations to all who participated for achieving scores of very good or better!

Shesh Besh: The Final Four

By Rabbi Ariel Cohen, acohen@mdsweb.org

During Sephardic Heritage Day at MDS, we celebrated by having a backgammon tournament. This classic game has been around for thousands of years and can be traced back to the Persians (Iran). A number of sets were brought to the school and the games were played in the library.

Our boys and girls had loads of fun while playing. We set up brackets where 6th, 7th and 8th graders could test their skills against one another. The competition lasted for almost two hours.

When it was all said and done, we were down to the final four: Alex Knapp, Joseph Ambalo, Daniel Honikman, and me.

Joseph quickly took care of Alex while I beat Daniel in a hard-fought battle. The finals were set, two Sephardim going head to head. The old age and wisdom of Rabbi Cohen versus the youth and spunk of Joseph Ambalo. The game kept going back and forth but at the end Joseph lost a nail-biter. We are all looking forward to next year’s tournament.

Candle Lighting Time - 8:10 PM

Page 26

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

End of Year BBQ!

By Julie Walpert; Pictures taken by Josh Caplan, Director of Development, jcaplan@mdsweb.org

MDS celebrated the end of school Thursday night with a barbeque catered by Smokey Joe's. Despite the rainy weather, we nearly 400 people came, and they had fun eating, enjoying a magic show, a photo booth, a balloon twister, and just catching up with friends. The barbeque was a great way to kick off the beginning of summer! Many thanks to all of the volunteers who helped set up and make the event a success.

We thank Rabbi Charlie Savenor and Julie Walpert, parents of Joseph (2A) and Benjy (N4C), for chairing the event.

Candle Lighting Time - 8:10 PM

Page 27

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Parsha Challenge: Chukat Submitted by Rabbi Binyamin Yablok, Associate Principal, based on questions from Congregation Rinat Yisrael in Teaneck, New Jersey

1. (a) Why do the para aduma laws follow the gifts to kohanim at the end of Korach? (b) What makes para aduma a chok (decree beyond human understanding) (2 views)? (c) (1) How did the para atone for the cheit ha’eigel? (2) In what 6 ways did the para aduma process atone for the cheit ha’eigel? (d) (1) Who could slaughter the para aduma (2 views)? (2) Why did Aharon not slaughter it? (e) (1) Why is “ole” (yoke) without a vav? (2) Which items could be placed on the para aduma? (f) How many para adumas have been burnt since matan Torah? (Bamidbar 19:2-3) 1. (a) It teaches that like the kohanim were responsible for obtaining Bnei Yisrael’s atonement for sins, the kohanim obtained their purification (Ramban). (b) (1) The para’s ashes made tahor one who was tamei but tamei one who was tahor (Bamidbar Raba). (2) Something becoming ashes no longer transmits tuma, but the para aduma’s ashes transmitted tuma (Sefer haChinuch – Mitzvah 397). (c) (1) After matan Torah, Hashem raised Bnei Yisrael above the Malach haMavet’s (Angel of Death’s) power – since one could not die, a Jewish corpse’s tuma did not apply. After the cheit ha’eigel, death and its tuma returned – Hashem designated the para aduma to represent the eigel’s mother, which “cleaned up” the tuma caused by her “child,” the eigel (Tiferet Tzion). (2) (i) The para had to be red, signifying sin (Yeshayahu 1:18) – the para cleansed the eigel’s sin; (ii) the para had to be temima (perfect), since Bnei Yisrael were in a state of perfection before the cheit ha’eigel – a “perfect” cow helped return them to this state; (iii) since Bnei Yisrael had thrown off Hashem’s yoke by worshipping the eigel, the para could not have a yoke on it; (iv) the 3 items mixed with the para’s ashes – cedar wood, hyssop and crimson wool – alluded to the 3,000 people who died on account of the eigel; (v) just as the cheit ha’eigel’s punishment would be transmitted in all generations’ sins forever, the para aduma was a chukat olam (an eternal decree); (vi) just as Moshe purified Bnei Yisrael with the eigel’s ashes, the para aduma’s ashes removed Bnei Yisrael’s tuma (Rabeinu Bechaya). (d) (1) All agree that Elazar, the Deputy Kohen Gadol, slaughtered the 1st para aduma – subsequent para adumas (i) had to be slaughtered by the Kohen Gadol (Rebi Eliezer). (ii) could be slaughtered by any kohen (Rebi Yehuda) (Para 4:1). (2) Since he was involved in the cheit ha’eigel (Ramban). (e) (1) To teach that nothing, no matter how small and inconsequential, could be placed on it (Medrash Lekach Tov). (2) Items for the para’s comfort, like a blanket (Para 2:3). (f) 9 – the 10th, says the Rambam, will be in yemot haMashiach (Para 3:5).

2. (a) (1) How long was the period between burning the para aduma (Bamidbar 19) and Miriam’s death in the next verse? (2) How does this date relate to the meraglim’s sin? (3) Why does Miriam’s death follow the para aduma laws? (b) (1) What heavenly gift did Bnei Yisrael get in the midbar in the merit of (i) Moshe? (ii) Aharon? (iii) Miriam? (2) Why was each associated with that gift? (Bamidbar 20:1) 2. (a) (1) 38 years, 8 days – Moshe received the para aduma mitzvah on Rosh Chodesh Nisan of Bnei Yisrael’s 2nd year in the midbar (Gittin 60b) – Elazar burned a para the next day, 2 Nisan – Miriam died on 10 Nisan of the 40th year (Seder Olam). (2) All who were punished with death in the midbar due to the meraglim’s sin already had died – the remaining edah (assembly) was set to live; (3) to teach that like korbanot atoned for sins, so did a tzadik’s death (Rashi). (b) (1) (i) The mun; (ii) Clouds of Glory; (iii) the well; (2) (i) Moshe personified Torah – the daily mun freed Bnei Yisrael to study Torah; (ii) Aharon personified avoda that brings Bnei Yisrael close to the Shechina, signified by the Clouds of Glory; (iii) Miriam personified gemilut chesed by devoting herself to Bnei Yisrael’s welfare – Hashem provided water in her merit (Ta’anit 9a).

3. (a) Due to which sin did Hashem bar Moshe and Aharon from entering Eretz Yisrael (10 views)? (b) How was this penalty a benefit to Moshe and Aharon? (c) Why, in Tefilat Geshem (Prayer for Rain), do we say, “in the merit of [Moshe’s] righteousness, grant abundant water”, since Moshe sinned and was punished for striking the rock to get water – it was no merit to Moshe? (Bamidbar 20:12) 3. (a) (1) Moshe struck but not did speak to the rock (Rashi). (2) Moshe said, “shall we bring water from the rock?” not “shall Hashem bring water?” (Rabeinu Chananel). (3) Moshe was angry, saying, “listen now, rebels” (Ramban). (4) Hashem said, “gather the edah,” – Bnei Yisrael’s pure, prominent members – Moshe and Aharon “gathered the kahal,” – every adult and child (Ba’al haTurim). (5) In an emergency, Moshe and Aharon should not have delayed bringing forth water by asking Hashem (Sefer ha-Ikarim).

(6) Moshe failed to sanctify Hashem by drawing water from each rock to which Bnei Yisrael pointed; (7) Hashem told Moshe and Aharon to speak (ve-dibartem) to the rock – he wanted them to study Torah near it (“ve-dibarta” means talmud Torah – Devarim 6:7) – they did not; (8) Moshe struck it twice – striking it once would have been no sin; (9) Moshe and Aharon did not celebrate the water with song; (10) they did no serious sin here, but since Aharon sinned in the cheit ha’eigel and Moshe erred in sending the meraglim, Hashem used these failures as pretexts for their dying in the midbar (Abarbanel). (b) It was not yet their time to die – they entered olam haba sooner (Yoma 87a). (c) Moshe righteously defended Bnei Yisrael by hitting the rock – had the rock obeyed when he spoke to it, but Bnei Yisrael did not when he spoke to them, they would look worse than a rock (Bamidbar Raba).

Candle Lighting Time - 8:10 PM

Page 28

‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

The MDS Parents Council Thanks You!

Thank you to the parent body, teachers, and MDS staff for making this year an incredible and successful year!

We have thoroughly enjoyed being your Parents Council presidents for the year.

Have a great summer!

Karen Brooks and Mandyf Davoudpour MDS Parents Council Presidents 2012-2013

Candle Lighting Time - 8:10 PM

Page 29

‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

Order MDS Artwork on T-Shirts & Memorabilia!

Want a special keepsake of your child's school year?

Our students’ class art projects, which were featured and sold at our MDS auction, are now available online at Artsonia, a free online kids' art museum.

Go to www.artsonia.com, search "Manhattan Day School", click on your children's class, then purchase T-shirts, mugs, and other memorabilia with imprints of the class art works. Artsonia will donate 20% of their annual product revenue to the school.

Any questions, contact Cara Stein, caravanstein@yahoo.com.

Candle Lighting Time - 8:10 PM

Page 30

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Family Fun Days: SI Yankees vs. Brooklyn, 6/17

If you have already rsvp’d to this event, please email Elena, egrinberg@mdsweb.org to reconfirm your reservation.

Candle Lighting Time - 8:10 PM

Page 31

‫פרשת חקת‬

June 14, 2013

Volume 12, Issue 29

Order School Supplies through MDS!

Order School Supplies through MDS! Deadline: June 26th You asked for it! We're implementing our school supplies program for September 2013! Pre-order your school supplies for your child's specific class. Once you have purchased the supplies, they will be delivered to the school by the first day in September and will be given to your child.

Orders must be placed by June 26th. Link to purchase is: www.shopttkits.com with the school account number 32347.

Grade 1 $24.00 Grade 2 $34.00 Grade 3 $46.00 Grade 4 Boys $40.00 Grade 4 Girls $49.00 Grade 5 $56.00 Grade 6 $69.00 Grade 7-8 $36.00 Special Ed Boys $24.00 Special Ed Girls $38.00 Special Ed Grades 1-2 $36.00 Special Ed Grades 3-4 $35.00 Special Ed Grades 7-8 $50.00 Contact: Jackie Dayton-Berman at dayt18@aol.com with questions.

Candle Lighting Time - 8:10 PM

Page 32

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

Advertise in the MDS Calendar!

Candle Lighting Time - 8:10 PM

Page 33

June 14, 2013

‫פרשת חקת‬

Volume 12, Issue 29

MDS Summer Camp

Candle Lighting Time - 8:10 PM

Page 34

‫פרשת חקת‬

June 14, 2013

Manhattan Day School 310 West 75th Street New York, New York

Volume 12, Issue 29

Shabbat Shalom!

By Messenger Staff

Tel: 212-673-3066 212-376-6800 Fax: 212-376-6389

www.mdsweb.org

Email all articles and graphics to Yehudit Robinson, Director of Educational Technology, yrobinson@mdsweb.org

… 

Thank you for keeping our school a nut-aware environment.



Please join our daily parent tehillim group which meets in the library at 8:15 AM.

Candle Lighting Time - 8:10 PM

In the MDS Family... 

It is with deep regret that we inform you of the passing of Raphael Shimon Ben Olga, brother of Joseph Cohen and uncle of MDS students Ezra (5.B), Jack (3.C) and Morris (N4.B). Shiva has concluded. You may email condolences to joecohen2@gmail.com. To honor the memory of Raphael Shimon Ben Olga A''H, you can donate to the MDS Library Fund on our website or you can send in your contribution to Josh Caplan in the Business Office. The family will be informed of all contributions. May the entire family be comforted among the mourners of Tzion and Yerushalayim.



Mazal tov to Michele and Ben Jacobs and William (3C), Alexander (1A), and Leo (K5C) on the birth of a baby girl.



Thank you to Fran Fine and Miryam Alter for coordinating the Eighth Grade Graduation.



Yashar koach to our Winning Wednesdays raffle winners: Max Grant (1A), Avi Blitzer (6B), and Talia Leitner (7G).



The last day of school for grades 1-7 is on Tuesday, June 18th. There is an early dismissal at 12 noon. Bus transportation will be provided.



Have a wonderful summer! We will miss you! We look forward to welcoming you back in the fall!

Page 35