erious Jewishstudy of Jesus emerged during the 1800s in

Europe. For centuries,Jewish life there had

remained stagnant behind ghetto walls whilesociety was undergoing remarkable changedue to the discovery of the New World, theRenaissance, the Protestant Reformation, andthe commercial and industrial revolutions.When, however, the ghetto walls were flungopen, largely as a result of Napoleon’s con-quest of Europe, Jews were forced to come toterms with Christianity and, in so doing, toput aside centuries of Jewish misconceptionsabout Jesus. In three respects especially, mod-ern Jewish conclusions about Jesus came tocontrast sharply with previous Jewish atti-tudes:

1 Earlier Jewish tradition had caricaturedJesus as a sorcerer who attempted to beguilethe Jewish people and lead them astray.Modern Jewish scholarship restoredrespectability to his image, even reclaimingJesus as a Jew who established no new reli-gion! (Elements of Christianity producing itsbreak from Judaism were now assigned totime-frames after Jesus’ death.)

2 With Jesus now revealed as fully loyal toJudaism, Jews had to reevaluate why their fore-

bears had been so precipitous in urging his exe-cution. This reconsideration eventuated in thejudgment that Roman officialdom (not Jewishauthorities) must have played the determina-tive role in his death. (The Evangelists’ fear ofRome had conditioned their portrait of PontiusPilate’s attempted exoneration of Jesus a gener-ation or two earlier, and had prompted themto shift responsibility for Jesus’ condemnationfrom Roman onto Jewish elements instead.)

3 While, in earlier centuries, Jews had rou-tinely traced the separation between Judaismand Christianity to alleged apostasy by Jesuspersonally, modern Jews now switched thatdecisive role to Paul.

My experiences teaching New Testament torabbinical students, rabbis, and well-readJewish lay persons reveal still other commondenominators among Jewish readers. Almostall manifest a detachment of sorts for this isnot their Bible. Moreover, they read with adisproportionate focus, for they are preoccu-pied with those sections impinging uponJews and Judaism. They also experience asadness, since they are all too cognizant ofhow tragically the New Testament’s anti-Jewish tendencies played themselves out onthe stage of later Jewish history.

Most intriguingly, however, “Jewishminds” appear to process New Testamenttraditions in five characteristic ways, “fiveJewish perspectives.”

PERSPECTIVE #1: Changes in Christianity’s self-perception

vis-à-vis Judaism occasioned corresponding adjustments in portrayals

of Jesus’ stance toward Jews and Judaism as presented in the Gospels.

Almost universally, Jewish readers spot incon-sistencies in Jesus’ behavior toward fellowJews. He urges turning the other cheek, yetsometimes, elsewhere, appears vindictive andvitriolic. How may we reconcile the Jesuswho insists that “every one who is [even]angry with his brother shall be liable to judg-

Dr. Michael J.CookSol and Arlene Bronstein Professor of Judaeo-Christian Studies, HUC–JIR/Cincinnati

Jewish Understandings of the New Testament

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

S

1999 ISSUE 58 ■ 3

The impending Millennium presents a timely opportunity to explore Jewishapproaches to the New Testament and to address the proselytization efforts by Jews-for-Jesus and other missionary cult groups targeting Jewish youth and intermarried Jews.

Pre-Pauline Phase

Christianity perceives itself within Judaism

Jesus portrayed as an exemplar of fidelity toward Judaism

Pauline Phase

Christianity becomes aware of its ownindividuality and regretful that Jews have

abstained from entering the church

Jesus portrayed as regretfulof Jewish opaqueness

Post-Pauline Phase

Christianity’s regret is supplanted byintensifying hostility toward Jews

Jesus portrayed as hostile toward Jewsand their leaders (especially Pharisees)

Changes in Christianity’sself-perception vis-à-vis Judaism

occasioned

corresponding adjustments in portrayals of Jesus’ stance toward

Jews and Judaism

Perspective #1

For Jewish readers,New Testament texts

seem curiously at variance withJudaism, sometimes even anti-Jewish as well. This is curiousbecause the figures primarily

advanced as espousing it, Jesus and Paul,

were themselves Jews!

ment” (Matthew 5:22) with one who decriesthe Pharisees as “you serpents, you brood ofvipers, how are you to escape being sentencedto hell?” (23:33); or the Jesus who instructslisteners to “love your enemies ..., pray forthose who persecute you” (5:44) with onecastigating Jews “who ... believed in him”(!)as being “of your father the devil ..., a mur-derer from the beginning ..., a liar and thefather of lies ...” (John 8:31,44f.)?

Inevitably, Jewish readers infer that conflictingimages of Jesus should be viewed developmen-tally: changes in Christianity’s unfolding self-perception vis-à-vis Judaism occasioned corre-sponding adjustments in portrayals of Jesus’stance toward Jews and Judaism. Thus,• during a pre-Pauline phase, emergent

Christianity, perceiving itself still withinJudaism, naturally preserved or generatedportrayals of Jesus as faithful to Judaism;

• later, when Christianity became more conscious of its own individuality andregretful that most Jews continued toavoid the church, Jesus’ figure was adjust-ed now to reflect regret at this Jewishopaqueness to Christian truths;

• later still, as interchange betweenChristians and Jewish opponents becameincreasingly contentious, regret becamesupplanted by hostility toward Jews, withJesus’ figure enlisted to support thisaccrued bitterness: Jesus himself nowbecame portrayed as hostile toward Jews.

What intimations of Jesus’ consonance withJudaism do Jewish readers ascribe to the firstphase? Most often, the Great Commandment

(Mark 12:28-34a), the Lord’s Prayer(Matthew 6:9-13), parables of the Kingdom.Reflecting the second phase – regret – areechoes of Romans 9-11. The third periodmanifests hostility through words ascribed toJesus (e.g., “woes” against the Pharisees[Matthew 23] and passages in John whichseem abrasive [5:42,45-46; 6:53; 8:23f.,37-38,44-47] or which seem to present Jesusoutside the fold of the Jewish people [10:34;13:33]); and through channels other thanJesus’ words (e.g., the Sanhedrin trial [Mark14:53ff. and parallels] and the Barabbasepisode [Mk 15:6ff. and parallels] with itsinfamous “blood curse” [Matthew 27:24-25],and editorial characterizations impugning theJews’ motives and maligning their conduct).Objections to this approach are possible, yetthe core assertion remains compelling: sincethe developing self-perception of some

Christian elements vis-à-vis Judaism most like-ly did express itself in consecutive phases of (1)consonance, then (2) regret, ultimately sup-planted by (3) hostility, some correspondingadjustments in Jesus’ image would inevitablyhave been forthcoming. Respecting phase #1,that Jesus’ immediate followers remained with-in the synagogue and continued to abide byJewish practice argues that they identified Jesushimself as having been consonant with Jewishbelief and practice. Respecting the end of theprocess (phase #3), the intensity of Gospeldenunciations of Jews can still most plausiblybe assigned to well after Jesus’ death – whenChristianity’s attitude toward many Jews hadbecome suffused with hostility.

PERSPECTIVE #2: The various ways in which Paul’s

theology was understood influenced the

Gospel portraits of Jesus.

Since Paul’s epistles are our earliest Christianwritings, Paul’s thinking may have influenceddirections of differing segments of Christianity.Such influence would have been exerted bothby those adhering to Pauline views (whetheror not interpreting Paul correctly) and thoseresistant to Paul but forced, nonetheless, toaddress his thinking (whether or not inter-preting that thinking correctly). Emphasizedis not what Paul genuinely said or intendedbut rather the determinative role those inter-preting Paul – even in widely diverging fash-ions – played in how Jesus later became por-trayed by Gospel traditions.

Serious Jewish study of Jesusemerged during

the 1800s in Europe… Whenthe ghetto walls were flung

open, largely as a result of Napoleon’s

conquest of Europe, Jews wereforced to come to terms with

Christianity and, in so doing, toput aside centuries of Jewishmisconceptions about Jesus.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 ■ THE CHRONICLE2 ■ THE CHRONICLE

This article is the abridged text of a lecture presented at "Spiritual Commentary: The Annual Interfaith Symposium for Clergy" at CongregationEmanu-El of the City of New York, February 5, 1998. This program was made possible by the generosity of Frances and John L. Loeb through theCenter for Community Service which they established at Temple Emanu-El. It featured distinguished HUC-JIR scholars who explored "Scriptural

Commentary: A Jewish Understanding,” the first in a three-year series of annual examinations of how Judaism, Christianity, and Islam interpret notonly their own sacred texts, but the scriptures of the other monotheistic faiths as well. (From left) Dr. Norman J. Cohen, Provost and Professor of

Midrash, moderated the panel, featuring presentations by Dr. Eugene Mihaly, Professor Emeritus of Rabbinic Literature and Homiletics; Dr. Isacc Jerusalmi, Professor of Bible and Semitic Languages; and Dr. Michael J. Cook.

Rabbi Zimmerman and Dr. Ronald B. Sobel,Senior Rabbi, Congregation Emanu-El of the

City of New York

(continued on page 20)

erious Jewishstudy of Jesus emerged during the 1800s in

Europe. For centuries,Jewish life there had

remained stagnant behind ghetto walls whilesociety was undergoing remarkable changedue to the discovery of the New World, theRenaissance, the Protestant Reformation, andthe commercial and industrial revolutions.When, however, the ghetto walls were flungopen, largely as a result of Napoleon’s con-quest of Europe, Jews were forced to come toterms with Christianity and, in so doing, toput aside centuries of Jewish misconceptionsabout Jesus. In three respects especially, mod-ern Jewish conclusions about Jesus came tocontrast sharply with previous Jewish atti-tudes:

1 Earlier Jewish tradition had caricaturedJesus as a sorcerer who attempted to beguilethe Jewish people and lead them astray.Modern Jewish scholarship restoredrespectability to his image, even reclaimingJesus as a Jew who established no new reli-gion! (Elements of Christianity producing itsbreak from Judaism were now assigned totime-frames after Jesus’ death.)

2 With Jesus now revealed as fully loyal toJudaism, Jews had to reevaluate why their fore-

bears had been so precipitous in urging his exe-cution. This reconsideration eventuated in thejudgment that Roman officialdom (not Jewishauthorities) must have played the determina-tive role in his death. (The Evangelists’ fear ofRome had conditioned their portrait of PontiusPilate’s attempted exoneration of Jesus a gener-ation or two earlier, and had prompted themto shift responsibility for Jesus’ condemnationfrom Roman onto Jewish elements instead.)

3 While, in earlier centuries, Jews had rou-tinely traced the separation between Judaismand Christianity to alleged apostasy by Jesuspersonally, modern Jews now switched thatdecisive role to Paul.

My experiences teaching New Testament torabbinical students, rabbis, and well-readJewish lay persons reveal still other commondenominators among Jewish readers. Almostall manifest a detachment of sorts for this isnot their Bible. Moreover, they read with adisproportionate focus, for they are preoccu-pied with those sections impinging uponJews and Judaism. They also experience asadness, since they are all too cognizant ofhow tragically the New Testament’s anti-Jewish tendencies played themselves out onthe stage of later Jewish history.

Most intriguingly, however, “Jewishminds” appear to process New Testamenttraditions in five characteristic ways, “fiveJewish perspectives.”

PERSPECTIVE #1: Changes in Christianity’s self-perception

vis-à-vis Judaism occasioned corresponding adjustments in portrayals

of Jesus’ stance toward Jews and Judaism as presented in the Gospels.

Almost universally, Jewish readers spot incon-sistencies in Jesus’ behavior toward fellowJews. He urges turning the other cheek, yetsometimes, elsewhere, appears vindictive andvitriolic. How may we reconcile the Jesuswho insists that “every one who is [even]angry with his brother shall be liable to judg-

Dr. Michael J.CookSol and Arlene Bronstein Professor of Judaeo-Christian Studies, HUC–JIR/Cincinnati

Jewish Understandings of the New Testament

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

S

1999 ISSUE 58 ■ 3

The impending Millennium presents a timely opportunity to explore Jewishapproaches to the New Testament and to address the proselytization efforts by Jews-for-Jesus and other missionary cult groups targeting Jewish youth and intermarried Jews.

Pre-Pauline Phase

Christianity perceives itself within Judaism

Jesus portrayed as an exemplar of fidelity toward Judaism

Pauline Phase

Christianity becomes aware of its ownindividuality and regretful that Jews have

abstained from entering the church

Jesus portrayed as regretfulof Jewish opaqueness

Post-Pauline Phase

Christianity’s regret is supplanted byintensifying hostility toward Jews

Jesus portrayed as hostile toward Jewsand their leaders (especially Pharisees)

Changes in Christianity’sself-perception vis-à-vis Judaism

occasioned

corresponding adjustments in portrayals of Jesus’ stance toward

Jews and Judaism

Perspective #1

For Jewish readers,New Testament texts

seem curiously at variance withJudaism, sometimes even anti-Jewish as well. This is curiousbecause the figures primarily

advanced as espousing it, Jesus and Paul,

were themselves Jews!

ment” (Matthew 5:22) with one who decriesthe Pharisees as “you serpents, you brood ofvipers, how are you to escape being sentencedto hell?” (23:33); or the Jesus who instructslisteners to “love your enemies ..., pray forthose who persecute you” (5:44) with onecastigating Jews “who ... believed in him”(!)as being “of your father the devil ..., a mur-derer from the beginning ..., a liar and thefather of lies ...” (John 8:31,44f.)?

Inevitably, Jewish readers infer that conflictingimages of Jesus should be viewed developmen-tally: changes in Christianity’s unfolding self-perception vis-à-vis Judaism occasioned corre-sponding adjustments in portrayals of Jesus’stance toward Jews and Judaism. Thus,• during a pre-Pauline phase, emergent

Christianity, perceiving itself still withinJudaism, naturally preserved or generatedportrayals of Jesus as faithful to Judaism;

• later, when Christianity became more conscious of its own individuality andregretful that most Jews continued toavoid the church, Jesus’ figure was adjust-ed now to reflect regret at this Jewishopaqueness to Christian truths;

• later still, as interchange betweenChristians and Jewish opponents becameincreasingly contentious, regret becamesupplanted by hostility toward Jews, withJesus’ figure enlisted to support thisaccrued bitterness: Jesus himself nowbecame portrayed as hostile toward Jews.

What intimations of Jesus’ consonance withJudaism do Jewish readers ascribe to the firstphase? Most often, the Great Commandment

(Mark 12:28-34a), the Lord’s Prayer(Matthew 6:9-13), parables of the Kingdom.Reflecting the second phase – regret – areechoes of Romans 9-11. The third periodmanifests hostility through words ascribed toJesus (e.g., “woes” against the Pharisees[Matthew 23] and passages in John whichseem abrasive [5:42,45-46; 6:53; 8:23f.,37-38,44-47] or which seem to present Jesusoutside the fold of the Jewish people [10:34;13:33]); and through channels other thanJesus’ words (e.g., the Sanhedrin trial [Mark14:53ff. and parallels] and the Barabbasepisode [Mk 15:6ff. and parallels] with itsinfamous “blood curse” [Matthew 27:24-25],and editorial characterizations impugning theJews’ motives and maligning their conduct).Objections to this approach are possible, yetthe core assertion remains compelling: sincethe developing self-perception of some

Christian elements vis-à-vis Judaism most like-ly did express itself in consecutive phases of (1)consonance, then (2) regret, ultimately sup-planted by (3) hostility, some correspondingadjustments in Jesus’ image would inevitablyhave been forthcoming. Respecting phase #1,that Jesus’ immediate followers remained with-in the synagogue and continued to abide byJewish practice argues that they identified Jesushimself as having been consonant with Jewishbelief and practice. Respecting the end of theprocess (phase #3), the intensity of Gospeldenunciations of Jews can still most plausiblybe assigned to well after Jesus’ death – whenChristianity’s attitude toward many Jews hadbecome suffused with hostility.

PERSPECTIVE #2: The various ways in which Paul’s

theology was understood influenced the

Gospel portraits of Jesus.

Since Paul’s epistles are our earliest Christianwritings, Paul’s thinking may have influenceddirections of differing segments of Christianity.Such influence would have been exerted bothby those adhering to Pauline views (whetheror not interpreting Paul correctly) and thoseresistant to Paul but forced, nonetheless, toaddress his thinking (whether or not inter-preting that thinking correctly). Emphasizedis not what Paul genuinely said or intendedbut rather the determinative role those inter-preting Paul – even in widely diverging fash-ions – played in how Jesus later became por-trayed by Gospel traditions.

Serious Jewish study of Jesusemerged during

the 1800s in Europe… Whenthe ghetto walls were flung

open, largely as a result of Napoleon’s

conquest of Europe, Jews wereforced to come to terms with

Christianity and, in so doing, toput aside centuries of Jewishmisconceptions about Jesus.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 ■ THE CHRONICLE2 ■ THE CHRONICLE

This article is the abridged text of a lecture presented at "Spiritual Commentary: The Annual Interfaith Symposium for Clergy" at CongregationEmanu-El of the City of New York, February 5, 1998. This program was made possible by the generosity of Frances and John L. Loeb through theCenter for Community Service which they established at Temple Emanu-El. It featured distinguished HUC-JIR scholars who explored "Scriptural

Commentary: A Jewish Understanding,” the first in a three-year series of annual examinations of how Judaism, Christianity, and Islam interpret notonly their own sacred texts, but the scriptures of the other monotheistic faiths as well. (From left) Dr. Norman J. Cohen, Provost and Professor of

Midrash, moderated the panel, featuring presentations by Dr. Eugene Mihaly, Professor Emeritus of Rabbinic Literature and Homiletics; Dr. Isacc Jerusalmi, Professor of Bible and Semitic Languages; and Dr. Michael J. Cook.

Rabbi Zimmerman and Dr. Ronald B. Sobel,Senior Rabbi, Congregation Emanu-El of the

City of New York

(continued on page 20)

125ttention all students, instructors,researchers, scholars, and linguists:An international team of scholars,

with headquarters at HUC-JIR/Cincinnati, iscreating a comprehensive lexicon of ancientAramaic, spanning the period from 1000BCE through the Middle Ages. While onecan find dictionaries of individual dialects orbodies of literature, a compilation of theentire language does not yet exist. The newlexicon will be a multi-volume comparativedictionary, available in book or electronicform. Each Aramaic word will be presentedwith a list of the dialects in which it can befound, a list of meanings for the word, andrepresentative citations.

Aramaic, which is a Semitic language that wasfirst used almost 3000 years ago in what isnow Syria and Turkey, is still spoken today incertain communities in Syria, Iraq, Turkey,and Iran, as well as by immigrant communi-ties in Chicago and Israel. The Assyrians,Babylonians, and Persians used Aramaic foradministrative communication beginning inthe 8th century BCE; it was the official lan-guage of the Babylonian and Persian Empires.

Numerous Jewish and Christian texts and lit-erature were written in Aramaic, which isclosely related to Hebrew, including portionsof the Babylonian and Jerusalem Talmuds,portions of the Bible, targums (Aramaictranslations and interpretations of Hebrewscriptures), Christian scriptures that weretranslated from Hebrew and Greek, andChristian writings in an Aramaic dialectcalled Syriac. Jews worshiped, studied, andconversed in Aramaic for centuries; the east-ern wing of the Church has used Aramaic asits official language from the 3rd centurythrough the present day. As a result of theircommon interest in the language, Jewish andChristian scholars are working together onthis project.

Why hasn’t this type of project been donebefore? Dr. Jerome Lund, Senior ResearchAssociate for the project, described Aramaicas a “vast language” since it includes manyscripts, in addition to numerous dialects. Inthe past, funding had not been available for aproject of this scope and duration. The lexi-con is funded by the National Endowmentfor the Humanities (which funds about 80%of the budget)and private contributions,which include financial support as well as thedonation of documents. For example, theMandaean Research Centre in Northbridge,

Australia, provided thelexicon project with anelectronic copy of theGinza Rba, theMandaean’s main reli-gious document. Thisdonation saved theresearchers at least oneyear of work in readingand encoding theobscure script.

Scholars are currentlyworking on three pro-jects that will be inte-grated into the lexicon:a dictionary of JewishBabylonian Aramaic,being written byProfessor MichaelSokoloff (Bar IlanUniversity); a dictio-nary of SamaritanAramaic, being writtenby Professor AvrahamTal (Tel Aviv University); and a dictionary ofMandaean Aramaic. Current work alsoinvolves entering and lexically “tagging” textselectronically (noting where the individualwords would belong in the dictionary), andpreparing citations with translations. Thenext stage of work will include writing thedictionary entries. Lund is currently workingon Syriac poetry and texts about Daniel inSyriac (the best attested dialect of Aramaic),as well as Jewish Palestinian Aramaic poetry.

For more information on this project, seehttp://cal1.cn.huc.edu/

Aramaic:D i d yo u k n o w ?

Aramaic is one of the Semitic languages, an important

group of languages known almost from the beginning

of human history.

What is usually called “Hebrew” script is actually an

Aramaic script.

As the imperial language of administration for the

Babylonian and Persian empires, which ruled from

India to Ethiopia during 700–320 B.C.E., Aramaic held

a position similar to that occupied by English today.

Portions of Ezra and Daniel in the Bible, and some of

the best known stories in biblical literature, including

that of Belshazzar’s feast with the famous “handwriting

on the wall,” are in Aramaic.

Aramaic replaced Hebrew as a dominant language

for Jewish worship, scholarship, and everyday life for

centuries in both the land of Israel and in the diaspo-

ra, especially in Babylon.

Reading the Targum, the Aramaic translation and

interpretation of Hebrew scriptures and Law, became

prevalant in synagogues; the basic language of the

vast compilations of rabbinic commentary and debate

in the Israel and Babylonian Talmuds is in Aramaic.

The many Aramaic texts discovered among the

Dead Sea Scrolls provide the best evidence for

Palestinian Aramaic of the sort used by Jesus and

his disciples.

Although Jesus spoke Aramaic, the Gospels are in

Greek, and only rarely quote actual Aramaic words.

Reconstruction of the Aramaic background of the

Gospels remains a fascinating, but inordinately

difficult area of modern scholarly research.

A form of Christian Aramaic, known as Syriac, sur-

passed in quantity all other Aramaic writings; Syriac

became the language of the entire eastern wing of

the church, from about the third century C.E. until well

past the Muslim conquest.

Almost all of the Greek philosophical and scientific

tradition was eventually translated into Syriac, and

was thus channeled into the Islamic World and

thence, into post-Dark Ages Europe.

Aramaic survives as a spoken language in small

communities in Syria, Iraq, Turkey, and Iran.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

F O R T H E F I R S T T I M E E V E R

THE ComprehensiveAramaic LexiconA

Professor Stephen A. Kaufman (HUC-JIR/Cincinnati)and Professor Joseph A. Fitzmyer (Catholic Universityof America, emeritus) are the editors of TheComprehensive Aramaic Lexicon; Professor MichaelSokoloff (Bar Ilan University) is the associate editor;Dr. Jerome Lund (HUC-JIR/Cincinnati) is the SeniorResearch Associate.

Dr. Stephen A. Kaufman, Professor of Bible and

Cognate Literature, HUC-JIR/Cincinnati and

editor of The ComprehensiveAramaic Lexicon

Dr. Jerry Lund, Senior Research Associate,

HUC-JIR/Cincinnati

Many dictionaries ofsome part of Aramaic

exist, but…it is as thoughwe had a dictionary of Shakespeare, and one of Hemingway,without having a

dictionary of English!

4 ■ THE CHRONICLE4 ■ THE CHRONICLE 51999 ISSUE 58 ■ 5

he year 2000-2001 marks a special moment in Jewish history – the 125th anniver-sary of Hebrew Union College! From its inaugural class of four young rabbinical

students in 1875, HUC-JIR has grown and thrived as the professional development centerfor the Reform Movement and klal Yisrael by training men and women for service to worldJewry as rabbis, cantors, educational and communal professionals, and scholars. Markingthis year are an array of special programs coordinated by Rabbi Alan Fuchs and planningcommittees of Governors, Overseers, administration, faculty, and students. These eventswill take place throughout our four centers of learning and within Reform Movement con-gregations. You are cordially invited to join the celebration! Highlights include:

n Living in the Moment: The Celebration of Jewish Time, an international exhibition of con-temporary Jewish ritual objects, will be on view at all stateside Schools’ Museums,September 2000 through June 2001.

n A CD-ROM of the First Cincinnati Haggadah, produced in Germany in the 15th centuryby Meir Jaffe ha-sofer and housed in the Dalsheimer Rare Book Room of the CincinnatiSchool’s Klau Library, will be presented to each UAHC congregation.

n The Jacob Rader Marcus Center of the American Jewish Archives will sponsor an acade-mic conference, publish a historical calendar, add to its poster series in honor of RabbiZimmerman, and publish a special commemorative issue of The American JewishArchives Journal.

n The Cincinnati School will present a major lecture series for the 2000-2001 academicyear which will feature distinguished alumni of the School of Graduate Studies, in honorof that program’s 50th anniversary.

n The Jerusalem School will hold a conference on Progressive Early ChildhoodEducation, inaugurate a new program for training educators from the former SovietUnion, and celebrate Dr. Avraham Biran’s 90th birthday with the establishment of aChair in Dr. Biran’s honor.

n The Los Angeles School and the USC Institute for the Study of Jews in American Lifewill present a conference, “The Reappearing American Jew: Identity and Continuity,”February 6 & 7, 2000.

n The Lee and Irving Kalsman Institute on Judaism and Health at HUC-JIR/LA will spon-sor a conference, April 2-4, 2000, designed for rabbis, social workers, educators, cantors,and professional health care givers, which will focus on patient care and the health of ourcommunities.

n Governors, Overseers, and leadership of the College-Institute are invited to participate inan exciting, educational Leadership Trip to Israel, September 9-17, 2000.

n Faculty, students and lay leaders will visit UAHC congregations for Shabbat services cele-brating HUC-JIR’s 125th anniversary.

Dra

win

g by

Bru

ce Z

ucke

rman

.

CelebratingHUC-JIR’s 125th

Anniversaryin 2000-2001

T

125ttention all students, instructors,researchers, scholars, and linguists:An international team of scholars,

with headquarters at HUC-JIR/Cincinnati, iscreating a comprehensive lexicon of ancientAramaic, spanning the period from 1000BCE through the Middle Ages. While onecan find dictionaries of individual dialects orbodies of literature, a compilation of theentire language does not yet exist. The newlexicon will be a multi-volume comparativedictionary, available in book or electronicform. Each Aramaic word will be presentedwith a list of the dialects in which it can befound, a list of meanings for the word, andrepresentative citations.

Aramaic, which is a Semitic language that wasfirst used almost 3000 years ago in what isnow Syria and Turkey, is still spoken today incertain communities in Syria, Iraq, Turkey,and Iran, as well as by immigrant communi-ties in Chicago and Israel. The Assyrians,Babylonians, and Persians used Aramaic foradministrative communication beginning inthe 8th century BCE; it was the official lan-guage of the Babylonian and Persian Empires.

Numerous Jewish and Christian texts and lit-erature were written in Aramaic, which isclosely related to Hebrew, including portionsof the Babylonian and Jerusalem Talmuds,portions of the Bible, targums (Aramaictranslations and interpretations of Hebrewscriptures), Christian scriptures that weretranslated from Hebrew and Greek, andChristian writings in an Aramaic dialectcalled Syriac. Jews worshiped, studied, andconversed in Aramaic for centuries; the east-ern wing of the Church has used Aramaic asits official language from the 3rd centurythrough the present day. As a result of theircommon interest in the language, Jewish andChristian scholars are working together onthis project.

Why hasn’t this type of project been donebefore? Dr. Jerome Lund, Senior ResearchAssociate for the project, described Aramaicas a “vast language” since it includes manyscripts, in addition to numerous dialects. Inthe past, funding had not been available for aproject of this scope and duration. The lexi-con is funded by the National Endowmentfor the Humanities (which funds about 80%of the budget)and private contributions,which include financial support as well as thedonation of documents. For example, theMandaean Research Centre in Northbridge,

Australia, provided thelexicon project with anelectronic copy of theGinza Rba, theMandaean’s main reli-gious document. Thisdonation saved theresearchers at least oneyear of work in readingand encoding theobscure script.

Scholars are currentlyworking on three pro-jects that will be inte-grated into the lexicon:a dictionary of JewishBabylonian Aramaic,being written byProfessor MichaelSokoloff (Bar IlanUniversity); a dictio-nary of SamaritanAramaic, being writtenby Professor AvrahamTal (Tel Aviv University); and a dictionary ofMandaean Aramaic. Current work alsoinvolves entering and lexically “tagging” textselectronically (noting where the individualwords would belong in the dictionary), andpreparing citations with translations. Thenext stage of work will include writing thedictionary entries. Lund is currently workingon Syriac poetry and texts about Daniel inSyriac (the best attested dialect of Aramaic),as well as Jewish Palestinian Aramaic poetry.

For more information on this project, seehttp://cal1.cn.huc.edu/

Aramaic:D i d yo u k n o w ?

Aramaic is one of the Semitic languages, an important

group of languages known almost from the beginning

of human history.

What is usually called “Hebrew” script is actually an

Aramaic script.

As the imperial language of administration for the

Babylonian and Persian empires, which ruled from

India to Ethiopia during 700–320 B.C.E., Aramaic held

a position similar to that occupied by English today.

Portions of Ezra and Daniel in the Bible, and some of

the best known stories in biblical literature, including

that of Belshazzar’s feast with the famous “handwriting

on the wall,” are in Aramaic.

Aramaic replaced Hebrew as a dominant language

for Jewish worship, scholarship, and everyday life for

centuries in both the land of Israel and in the diaspo-

ra, especially in Babylon.

Reading the Targum, the Aramaic translation and

interpretation of Hebrew scriptures and Law, became

prevalant in synagogues; the basic language of the

vast compilations of rabbinic commentary and debate

in the Israel and Babylonian Talmuds is in Aramaic.

The many Aramaic texts discovered among the

Dead Sea Scrolls provide the best evidence for

Palestinian Aramaic of the sort used by Jesus and

his disciples.

Although Jesus spoke Aramaic, the Gospels are in

Greek, and only rarely quote actual Aramaic words.

Reconstruction of the Aramaic background of the

Gospels remains a fascinating, but inordinately

difficult area of modern scholarly research.

A form of Christian Aramaic, known as Syriac, sur-

passed in quantity all other Aramaic writings; Syriac

became the language of the entire eastern wing of

the church, from about the third century C.E. until well

past the Muslim conquest.

Almost all of the Greek philosophical and scientific

tradition was eventually translated into Syriac, and

was thus channeled into the Islamic World and

thence, into post-Dark Ages Europe.

Aramaic survives as a spoken language in small

communities in Syria, Iraq, Turkey, and Iran.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

F O R T H E F I R S T T I M E E V E R

THE ComprehensiveAramaic LexiconA

Professor Stephen A. Kaufman (HUC-JIR/Cincinnati)and Professor Joseph A. Fitzmyer (Catholic Universityof America, emeritus) are the editors of TheComprehensive Aramaic Lexicon; Professor MichaelSokoloff (Bar Ilan University) is the associate editor;Dr. Jerome Lund (HUC-JIR/Cincinnati) is the SeniorResearch Associate.

Dr. Stephen A. Kaufman, Professor of Bible and

Cognate Literature, HUC-JIR/Cincinnati and

editor of The ComprehensiveAramaic Lexicon

Dr. Jerry Lund, Senior Research Associate,

HUC-JIR/Cincinnati

Many dictionaries ofsome part of Aramaic

exist, but…it is as thoughwe had a dictionary of Shakespeare, and one of Hemingway,without having a

dictionary of English!

4 ■ THE CHRONICLE4 ■ THE CHRONICLE 51999 ISSUE 58 ■ 5

he year 2000-2001 marks a special moment in Jewish history – the 125th anniver-sary of Hebrew Union College! From its inaugural class of four young rabbinical

students in 1875, HUC-JIR has grown and thrived as the professional development centerfor the Reform Movement and klal Yisrael by training men and women for service to worldJewry as rabbis, cantors, educational and communal professionals, and scholars. Markingthis year are an array of special programs coordinated by Rabbi Alan Fuchs and planningcommittees of Governors, Overseers, administration, faculty, and students. These eventswill take place throughout our four centers of learning and within Reform Movement con-gregations. You are cordially invited to join the celebration! Highlights include:

n Living in the Moment: The Celebration of Jewish Time, an international exhibition of con-temporary Jewish ritual objects, will be on view at all stateside Schools’ Museums,September 2000 through June 2001.

n A CD-ROM of the First Cincinnati Haggadah, produced in Germany in the 15th centuryby Meir Jaffe ha-sofer and housed in the Dalsheimer Rare Book Room of the CincinnatiSchool’s Klau Library, will be presented to each UAHC congregation.

n The Jacob Rader Marcus Center of the American Jewish Archives will sponsor an acade-mic conference, publish a historical calendar, add to its poster series in honor of RabbiZimmerman, and publish a special commemorative issue of The American JewishArchives Journal.

n The Cincinnati School will present a major lecture series for the 2000-2001 academicyear which will feature distinguished alumni of the School of Graduate Studies, in honorof that program’s 50th anniversary.

n The Jerusalem School will hold a conference on Progressive Early ChildhoodEducation, inaugurate a new program for training educators from the former SovietUnion, and celebrate Dr. Avraham Biran’s 90th birthday with the establishment of aChair in Dr. Biran’s honor.

n The Los Angeles School and the USC Institute for the Study of Jews in American Lifewill present a conference, “The Reappearing American Jew: Identity and Continuity,”February 6 & 7, 2000.

n The Lee and Irving Kalsman Institute on Judaism and Health at HUC-JIR/LA will spon-sor a conference, April 2-4, 2000, designed for rabbis, social workers, educators, cantors,and professional health care givers, which will focus on patient care and the health of ourcommunities.

n Governors, Overseers, and leadership of the College-Institute are invited to participate inan exciting, educational Leadership Trip to Israel, September 9-17, 2000.

n Faculty, students and lay leaders will visit UAHC congregations for Shabbat services cele-brating HUC-JIR’s 125th anniversary.

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g by

Bru

ce Z

ucke

rman

.

CelebratingHUC-JIR’s 125th

Anniversaryin 2000-2001

T

Since Rabbi Sally J.Priesand’s ordination atHUC-JIR/Cincinnati in1972 as the first womanever to become a rabbi,HUC-JIR has ordained324 women, including 4Israeli women. Inhonor of her path-

breaking role and the 25th anniversary ofwomen in the rabbinate, the Rabbi SallyJ. Priesand Visiting Professorship isbeing launched this Fall semester atHUC-JIR/NY. The inaugural PriesandVisiting Professor, a noted scholar witha primary focus on women’s studies, isDr. Tikva Frymer-Kensky, Professor ofHebrew Bible at the University ofChicago Divinity School.

The semester-long Professorship willrotate each year at HUC-JIR’s statesideschools. “Students at the College-Institute,who are the future leaders of ourMovement, must be given the opportunityto hear the voices of women as well as men.They must embrace the experiences of all Jewsin the spirit of equality, knowing that everyhuman being is a piece of priceless mosaic inthe design of God’s universe. Andfinally, we must move forward togetherto continue to re-form and refashionour Movement in this light. ThisVisiting Professorship of JewishWomen’s Studies will allow future gen-erations to draw upon the breadth ofwomen’s knowledge and experience,”remarked Priesand.

Dr. Frymer-Kensky’s fields of specializationinclude Women and Religion, BiblicalStudies, Assyriology and Sumerology, andJewish Studies. She is also the Director ofBiblical Studies at the ReconstructionistRabbinical College. Frymer-Kensky isrecognized as a world-class Bible schol-ar with “tremendous teaching creden-tials,” stated Rabbi Norman Cohen,Provost. He believes that the College-Institute “couldn’t find a better person”for this position.

In addition to being available to mentor stu-dents on academic projects and feminist con-cerns, Frymer-Kensky enhances HUC-JIR/NY’s academic offerings with the following:

• a course on Judaismand Feminism at theNew York School (asynthesis of new reli-gious thinkinginspired by feminism,

but not limited to women);

• a class at New York Kollel: HUC-JIR’sCenter for Adult Jewish Study entitledVictors, Victims, Virgins, and Voices: ANew Look at Women in the Bible;

• a cocurricular program for HUC-JIR students and faculty on contem-porary liturgy, feminist concerns, andher book Motherprayer: The PregnantWoman’s Spiritual Companion;

• and adult educations sessions.

As the Priesand Visiting Professor,Frymer-Kensky serves as a role modelto the HUC-JIR community based on

her interest in women’s studies andconcern about feminist issues, her

renowned scholarship, and her commit-ment to Judaism and Jewish education.

The Women’s Rabbinic Network led the fund-raising efforts for the Rabbi Sally J. Priesand

Visiting Professorship of JewishWomen’s Studies. Rabbi RosalindA. Fold and Rabbi Marcia A.Zimmerman, Co-Chairs of theProfessorship Campaign, noted,“We look forward to new ways ofincorporating Jewish women’s voicesinto the ongoing life of our people.We celebrate the work of all of the

more than 300 women who have madehistory through their rabbinic ordination.This Visiting Professorship honors ourfriend and role model, Sally Priesand,

and the women who have comeafter her.”

As of July 1999, 594 donors havecontributed or pledged funds total-ing close to $300,000 for theProfessorship. For further informa-tion or to contribute to the RabbiSally J. Priesand VisitingProfessorship in Jewish Women’s

Studies, please contact Eve Starkman,Director of Development, Eastern Region,HUC-JIR, One West 4th Street, NewYork, NY 10012-1186, (212) 824-2285.

TheTheInauguralInaugural

RRabbi Sally abbi Sally J. PriesandJ. Priesand

VisitingVisitingProfessor ofProfessor of

JeJewishwishWWomen’somen’sStudies:Studies:

Dr. Tikva Frymer-Kensky

issionary Impossible, an imagi-native video and curriculum guidefor teachers, educators, and rabbisto teach Jewish youth how to rec-ognize and respond to “Jews-for-Jesus,” “Messianic Jews,” andother Christian proselytizers, hasbeen produced by six rabbinic stu-dents at HUC-JIR/Cincinnati.The students created the video asa tool for teaching why Jewishcollege and high school youth andJews in intermarried couples areprimary targets of Christian mis-sionaries. Featuring a wide-rang-ing cast, the film is shot in variouscampus, home, and youth groupsettings.

This video developedout of a Fall 1998course on ChristianMissionizing taught byDr. Michael J. Cook,Sol and ArleneBronstein Professor ofJudaeo-ChristianStudies. Rabbinicalstudents David Burstein (C ‘01), Frank DeWoskin (C ‘00),Anthony Fratello (C ‘99), ScottHausman-Weiss (C ‘99), DanMoskovitz (C ‘00), and JoannaTract (C ‘99) created the video.Rabbi Samuel Joseph, Professor ofJewish Education at theCincinnati School, co-advised thevideo’s script and accompanyingcurricular guide.

“Missionary Impossible” is thename of the commando team ofrabbinic student actors in the 45minute video who teach Jewishyouth how to recognize mission-aries and, together with otheractors, model how best to respondto proselytizers.

Simulated dramas underscorethe peer pressure and insecuritiesJewish youths may face duringencounters with cult recruiters.

The video presents four rivetingyet engaging vignettes which posegenuine situations where Jewishyouth may encounter missionar-ies, how they might respond, andthen how they should respond. Byutilizing actual Jewish college andhigh school students as well asrabbinic students rather than pro-fessional actors, the video workswell with its intended audiences,according to Dr. Cook, “since theviewers can more naturally con-

nect and identify with those inthe film.” Despite the sober sub-ject, the video manages to behighly entertaining, in places veryhumorous. Adult viewers say theyhave found themselves remarkablyenlightened, particularly parentswho can now better comprehendboth the approaches of missionar-ies and how more effectively toalert their youngsters.

In addition to presenting lessonsand exercises to accompany thevideo vignettes, the curriculumguide includes discussion ques-tions, an exercise on the differ-ences between Judaism andChristianity, an exercise onFreedom of Religion and its limi-

tations, programming ideasfor camps, and material on recog-nizing missionaries. In order toprepare viewers for missionarytactics, the curriculum guide alsopresents Jews-for-Jesus materialand Biblical texts that are oftencorrupted or mistranslated toendorse messianic cults.

The emphasis is on the conceptu-al framework and practical strate-gies Jewish youth can realisticallyinternalize to render themselvesvirtually immune from missionaryencroachment. More so thanother anti-missionary materialsavailable, this production empha-

sizes conceptual understanding,and does so in ways that are easilyassimilated.

The video and the curriculumguide conclude with positive,affirmative Jewish cultural andreligious celebrations and texts,encouraging viewers to learn andexperience more of their authenticJewish heritage. “Realizing thatthey may not have all the Jewish

answers can serve as an incentivefor Jews of all ages to deepen andenrich knowledge of their faith,”Dr. Cook observes. “The video’sculminating message is that theJewish vibrancy of our camps, ofIsrael, and of our observances andspirituality is a compellingreminder that nothing missionar-ies offer can match the substantiveexcitement of what the Jewishexperience and legacy alreadyafford us.”

The video and guide have beentested, and are recommended, forsynagogue religious schools, adulteducation courses and retreats,

UAHC camps and kallot, secularcollege and high school classes,and Jewish youth programmingof all sorts.

1999 ISSUE 58 ■ 76 ■ THE CHRONICLE

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Frightening Facts• Over the past 25 years, over 250,000 Jews worldwide were

converted by missionaries using deceptive tactics.

• Over 600 missionary groups are actively working to convert Jews in North America, spending more than $150 million annually.

• The annual budget for “Jews for Jesus” is over $12 million.

• According to Gallup and Harris polls, there are over 70 million “born again” Christians in North America.

• According to a 1990 Council of Jewish Federations study, over 600,000Jews in North America identify with some form of Christianity.

• Evangelical Christians have established over 250 “Hebrew-Christian synagogues.” Only 20 such “synagogues” existed 20 years ago.

• In Israel, there are over 40 “Messianic Congregations” and two“Messianic Yeshivot.”

(From Rabbi Bentzion Kravitz, The Jewish Response to Missionaries: Counter-Missionary Handbook,Los Angeles: Jews for Judaism, 1996.)

Missionary ImpossibleA video and curriculum guide, teaching Jewish youth how to recognize and respond to missionaries, created by HUC-JIR rabbinical students.

M

Missionary Impossible(the video and curriculum guide)

is available for $20 at:HUC-JIR College Store

3101 Clifton Avenue Cincinnati, OH, 45220-2488phone (513) 221-1875, ext. 322.

INNOVATING FORTHE FUTURE:JEWISHLEADERSHIPAND LEARNING

Dr. Tikva Frymer-Kensky (2nd from left), the inauguralSally J. Priesand Visiting Professor of Jewish Women’sStudies, with Rabbi Aaron Panken, Dean of the NYSchool (left) and students, after delivering a d’var torahat services at the New York School

Students watching the Missionary Impossible video

Rabbi Sally Priesand (third from left) with RabbiZimmerman and the women of the New York ordinationclass of 1997, 25 years after her ordination

Rabbi Sally J.

Priesand in 1972

Since Rabbi Sally J.Priesand’s ordination atHUC-JIR/Cincinnati in1972 as the first womanever to become a rabbi,HUC-JIR has ordained324 women, including 4Israeli women. Inhonor of her path-

breaking role and the 25th anniversary ofwomen in the rabbinate, the Rabbi SallyJ. Priesand Visiting Professorship isbeing launched this Fall semester atHUC-JIR/NY. The inaugural PriesandVisiting Professor, a noted scholar witha primary focus on women’s studies, isDr. Tikva Frymer-Kensky, Professor ofHebrew Bible at the University ofChicago Divinity School.

The semester-long Professorship willrotate each year at HUC-JIR’s statesideschools. “Students at the College-Institute,who are the future leaders of ourMovement, must be given the opportunityto hear the voices of women as well as men.They must embrace the experiences of all Jewsin the spirit of equality, knowing that everyhuman being is a piece of priceless mosaic inthe design of God’s universe. Andfinally, we must move forward togetherto continue to re-form and refashionour Movement in this light. ThisVisiting Professorship of JewishWomen’s Studies will allow future gen-erations to draw upon the breadth ofwomen’s knowledge and experience,”remarked Priesand.

Dr. Frymer-Kensky’s fields of specializationinclude Women and Religion, BiblicalStudies, Assyriology and Sumerology, andJewish Studies. She is also the Director ofBiblical Studies at the ReconstructionistRabbinical College. Frymer-Kensky isrecognized as a world-class Bible schol-ar with “tremendous teaching creden-tials,” stated Rabbi Norman Cohen,Provost. He believes that the College-Institute “couldn’t find a better person”for this position.

In addition to being available to mentor stu-dents on academic projects and feminist con-cerns, Frymer-Kensky enhances HUC-JIR/NY’s academic offerings with the following:

• a course on Judaismand Feminism at theNew York School (asynthesis of new reli-gious thinkinginspired by feminism,

but not limited to women);

• a class at New York Kollel: HUC-JIR’sCenter for Adult Jewish Study entitledVictors, Victims, Virgins, and Voices: ANew Look at Women in the Bible;

• a cocurricular program for HUC-JIR students and faculty on contem-porary liturgy, feminist concerns, andher book Motherprayer: The PregnantWoman’s Spiritual Companion;

• and adult educations sessions.

As the Priesand Visiting Professor,Frymer-Kensky serves as a role modelto the HUC-JIR community based on

her interest in women’s studies andconcern about feminist issues, her

renowned scholarship, and her commit-ment to Judaism and Jewish education.

The Women’s Rabbinic Network led the fund-raising efforts for the Rabbi Sally J. Priesand

Visiting Professorship of JewishWomen’s Studies. Rabbi RosalindA. Fold and Rabbi Marcia A.Zimmerman, Co-Chairs of theProfessorship Campaign, noted,“We look forward to new ways ofincorporating Jewish women’s voicesinto the ongoing life of our people.We celebrate the work of all of the

more than 300 women who have madehistory through their rabbinic ordination.This Visiting Professorship honors ourfriend and role model, Sally Priesand,

and the women who have comeafter her.”

As of July 1999, 594 donors havecontributed or pledged funds total-ing close to $300,000 for theProfessorship. For further informa-tion or to contribute to the RabbiSally J. Priesand VisitingProfessorship in Jewish Women’s

Studies, please contact Eve Starkman,Director of Development, Eastern Region,HUC-JIR, One West 4th Street, NewYork, NY 10012-1186, (212) 824-2285.

TheTheInauguralInaugural

RRabbi Sally abbi Sally J. PriesandJ. Priesand

VisitingVisitingProfessor ofProfessor of

JeJewishwishWWomen’somen’sStudies:Studies:

Dr. Tikva Frymer-Kensky

issionary Impossible, an imagi-native video and curriculum guidefor teachers, educators, and rabbisto teach Jewish youth how to rec-ognize and respond to “Jews-for-Jesus,” “Messianic Jews,” andother Christian proselytizers, hasbeen produced by six rabbinic stu-dents at HUC-JIR/Cincinnati.The students created the video asa tool for teaching why Jewishcollege and high school youth andJews in intermarried couples areprimary targets of Christian mis-sionaries. Featuring a wide-rang-ing cast, the film is shot in variouscampus, home, and youth groupsettings.

This video developedout of a Fall 1998course on ChristianMissionizing taught byDr. Michael J. Cook,Sol and ArleneBronstein Professor ofJudaeo-ChristianStudies. Rabbinicalstudents David Burstein (C ‘01), Frank DeWoskin (C ‘00),Anthony Fratello (C ‘99), ScottHausman-Weiss (C ‘99), DanMoskovitz (C ‘00), and JoannaTract (C ‘99) created the video.Rabbi Samuel Joseph, Professor ofJewish Education at theCincinnati School, co-advised thevideo’s script and accompanyingcurricular guide.

“Missionary Impossible” is thename of the commando team ofrabbinic student actors in the 45minute video who teach Jewishyouth how to recognize mission-aries and, together with otheractors, model how best to respondto proselytizers.

Simulated dramas underscorethe peer pressure and insecuritiesJewish youths may face duringencounters with cult recruiters.

The video presents four rivetingyet engaging vignettes which posegenuine situations where Jewishyouth may encounter missionar-ies, how they might respond, andthen how they should respond. Byutilizing actual Jewish college andhigh school students as well asrabbinic students rather than pro-fessional actors, the video workswell with its intended audiences,according to Dr. Cook, “since theviewers can more naturally con-

nect and identify with those inthe film.” Despite the sober sub-ject, the video manages to behighly entertaining, in places veryhumorous. Adult viewers say theyhave found themselves remarkablyenlightened, particularly parentswho can now better comprehendboth the approaches of missionar-ies and how more effectively toalert their youngsters.

In addition to presenting lessonsand exercises to accompany thevideo vignettes, the curriculumguide includes discussion ques-tions, an exercise on the differ-ences between Judaism andChristianity, an exercise onFreedom of Religion and its limi-

tations, programming ideasfor camps, and material on recog-nizing missionaries. In order toprepare viewers for missionarytactics, the curriculum guide alsopresents Jews-for-Jesus materialand Biblical texts that are oftencorrupted or mistranslated toendorse messianic cults.

The emphasis is on the conceptu-al framework and practical strate-gies Jewish youth can realisticallyinternalize to render themselvesvirtually immune from missionaryencroachment. More so thanother anti-missionary materialsavailable, this production empha-

sizes conceptual understanding,and does so in ways that are easilyassimilated.

The video and the curriculumguide conclude with positive,affirmative Jewish cultural andreligious celebrations and texts,encouraging viewers to learn andexperience more of their authenticJewish heritage. “Realizing thatthey may not have all the Jewish

answers can serve as an incentivefor Jews of all ages to deepen andenrich knowledge of their faith,”Dr. Cook observes. “The video’sculminating message is that theJewish vibrancy of our camps, ofIsrael, and of our observances andspirituality is a compellingreminder that nothing missionar-ies offer can match the substantiveexcitement of what the Jewishexperience and legacy alreadyafford us.”

The video and guide have beentested, and are recommended, forsynagogue religious schools, adulteducation courses and retreats,

UAHC camps and kallot, secularcollege and high school classes,and Jewish youth programmingof all sorts.

1999 ISSUE 58 ■ 76 ■ THE CHRONICLE

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Frightening Facts• Over the past 25 years, over 250,000 Jews worldwide were

converted by missionaries using deceptive tactics.

• Over 600 missionary groups are actively working to convert Jews in North America, spending more than $150 million annually.

• The annual budget for “Jews for Jesus” is over $12 million.

• According to Gallup and Harris polls, there are over 70 million “born again” Christians in North America.

• According to a 1990 Council of Jewish Federations study, over 600,000Jews in North America identify with some form of Christianity.

• Evangelical Christians have established over 250 “Hebrew-Christian synagogues.” Only 20 such “synagogues” existed 20 years ago.

• In Israel, there are over 40 “Messianic Congregations” and two“Messianic Yeshivot.”

(From Rabbi Bentzion Kravitz, The Jewish Response to Missionaries: Counter-Missionary Handbook,Los Angeles: Jews for Judaism, 1996.)

Missionary ImpossibleA video and curriculum guide, teaching Jewish youth how to recognize and respond to missionaries, created by HUC-JIR rabbinical students.

M

Missionary Impossible(the video and curriculum guide)

is available for $20 at:HUC-JIR College Store

3101 Clifton Avenue Cincinnati, OH, 45220-2488phone (513) 221-1875, ext. 322.

INNOVATING FORTHE FUTURE:JEWISHLEADERSHIPAND LEARNING

Dr. Tikva Frymer-Kensky (2nd from left), the inauguralSally J. Priesand Visiting Professor of Jewish Women’sStudies, with Rabbi Aaron Panken, Dean of the NYSchool (left) and students, after delivering a d’var torahat services at the New York School

Students watching the Missionary Impossible video

Rabbi Sally Priesand (third from left) with RabbiZimmerman and the women of the New York ordinationclass of 1997, 25 years after her ordination

Rabbi Sally J.

Priesand in 1972

A Living LegacyA Living LegacyTHE GROUNDBREAKING FOR THE

EDWIN A. MALLOY EDUCATION BUILDING

1999 ISSUE 58 ■ 9

In the first sobering years following theHolocaust, there was the realization thatthe preservation of the continuity of

Jewish life and learning in the aftermath ofWorld War II was the urgent responsibilityof the Jews of America – now the largest andmost influential community in the world.

It was the vision of Dr. Jacob Rader Marcus– esteemed scholar, rabbi and teacher –whose idea it was to document, collect, andpreserve the history of Jews and Jewish com-munities in the Western Hemisphere. With afocus on the American Jewish experience,Dr. Marcus dreamed that the new center, theAmerican Jewish Archives, would one daybecome one of the world’s largest repositoriesof materials documenting the history andexperience of the North American Jewishcommunity. And so it has.

Through the years, Dr. Marcus’ vision hasbeen wholly embraced, cultivated, and sus-tained by legions ofscholars, researchers,and lay leaders whokeenly understood theprofound impact thisinstitution would haveon the Jewish world –-and on the world atlarge.

One such leader wasEdwin A. Malloy – adevoted Vice Chairand long-time mem-ber of the HUC-JIRBoard of Governorswho passed away in1998. His lifelonglove of the College-

Institute, of higher Jewish learning, books,and libraries will be memorialized in perpe-tuity upon the construction and establish-ment of the Edwin A. Malloy EducationBuilding at the Jacob Rader Marcus Centerof the American Jewish Archives. A $2 mil-lion gift from the Malloy Family’s Sun HillFoundation will enable The Marcus Centerto erect a peerless new academic and educa-tional home.

So now, in 1999, as we stand on the thresh-old of a new century, Dr. Marcus’ vision willblossom anew – in ways perhaps he himselfnever imagined.

“Edwin was a great friend of Jacob Marcusand served on the board in New York formany, many years,” notes Susan Malloy,Edwin’s wife and an active member of theNew York School’s Exhibitions AdvisoryCommittee. “His involvement with theCollege-Institute’s Board of Governors was

so important to him thatwe, his family, wanted tomemorialize his name insome meaningful way.The new EducationBuilding seems like the perfect way to do that.”

Ground was broken on Sunday, November 7,1999, for both the Edwin A. MalloyEducation Building and a new archival repos-itory building (which will be funded by theJacob Rader Marcus Endowed Trust). Thesetwo new structures will provide desperatelyneeded space for the institution’s archival col-lections as well as for a new educational cen-ter, seminar room, and exhibition gallery.This will enhance The Marcus Center’s abili-ty to welcome the hundreds of scholars andstudents who visit the American JewishArchives annually; to hold The MarcusCenter’s Fellowship Seminars and communitylectures; to feature compelling exhibits; and

to do the critical workof preservation andconservation.

“This wonderful giftfrom the Malloys andtheir family founda-tion, Sun Hill, consti-tutes a philanthropiclandmark for theAmerican JewishArchives,” said Dr.Gary P. Zola,Executive Director ofthe Jacob RaderMarcus Center. “Withthe advent of theEdwin A. MalloyEducation Building,Plans for the new Edwin A. Malloy Education Building at the Jacob Rader Marcus Center of the American Jewish Archives

our institution will be literally transformed.This building will enable us to bypass the hin-drances of limited space and overcome theimpediments of outmoded facilities.”

Edwin A. Malloy’s leadership and impact onthe College-Institute will resonate for genera-tions. A Reform Jew, Malloy looked toHUC-JIR to provide a foundation for hisfaith in Judaism and to satisfy his perennialthirst for Jewish knowledge and learning. Hewas unfailing in his support of the College-Institute, and exhorted others tirelessly to thissame ideal. As chairman of the BuildingCommittee for the construction of the NewYork School, he carefully steered his hard-working committee through a maze of diffi-cult decisions. The new building took shapeunder his quiet, but forceful, leadership inrecord-breaking time for a New York con-struction project. His service on the Board ofGovernors was characterized by the unselfishgiving of his time, knowledge and experience.

“Edwin was aloyal and car-ing Jew. Heworked hard toensure the pre-sentation of thepast, the needsof the present,and the visionfor our future.

Ever an optimist, heaffirmed his very being asan American and as a Jew.As congregational leaderand as an active Governorand Overseer of theCollege-Institute, he hasbequeathed a unique andsingular legacy of loyaltyand devotion,” statedRabbi Zimmerman,HUC-JIR President.

Edwin Malloy’s compas-sionate brand of serviceto the Jewish communitywas extended evenbeyond the College-Institute. He served asPresident of the Board of Trustees of TempleEmanu-El in New York City. He also ren-dered board service to Temple Israel inWestport, Connecticut.

Together with his wife Susan, and childrenJennifer and Timon, Edwin cultivated hisabiding love of art, theater, and music. TheMalloys supported numerous arts organiza-tions including the Whitney Museum ofAmerican Art in Stamford, Connecticut andthe Tudor Foundation.

“I think my father would be pleased to havehis name attached to the new building at the

American JewishArchives,” says Jennifer.“He was very interestedin history and librariesand was involved for solong with The MarcusCenter.”

According to sonTimon, “Dad was amodest person. Hewouldn’t have asked toname a building afterhimself but he wouldindeed be proud to beremembered in such aspecial way.”

Professionally, EdwinA. Malloy was

Chairman of the Board and President ofFred R. French Investing Company. Amember of the Real Estate Board of NewYork, Edwin received the prestigious “Manof the Year” award from the RealtyFoundation of New York in 1975.

“I knew Edwin Malloy as both a good friendand respected colleague,” said Aaron Levine,Executor of the Jacob Rader Marcus estateand former financial officer of HUC-JIR.“His dedication to the College-Institute andto the American Jewish Archives was inspir-ing – and evident to me throughout hisentire life and career.”

“The Edwin A. Malloy Education Buildingwill be part of a world class home for what isprobably the largest cataloged collection ofsource materials documenting the history ofUnited States Jewry,” said Dr. Zola. “TheEducation Building and the new repositoryare rightful tributes to both Ed Malloy andto Dr. Marcus, whose friendship Edwin cher-ished and whose vision he unfailingly sup-ported. The American Jewish Archives willnow be properly fitted to fulfill its uniquemission as we enter the 21st century.”

The Edwin A. Malloy Educational Buildingwill serve as a perpetual memorial for a dedi-cated benefactor of the American JewishArchives and a lifelong friend of its reveredfounder, Dr. Jacob Rader Marcus.

M A R C U S C E N T E R O F A M E R I C A N J E W I S H A R C H I V E S▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Edwin A. Malloy, z”l

(L-R) Rabbi Gary P. Zola, Executive Director, The Jacob Rader Marcus Center of the AmericanJewish Archives; Rabbi Sheldon Zimmerman; Dr. Ronald B. Sobel, Senior Rabbi, Congregation

Emanu-El of the City of New York; Susan Malloy, wife of Edwin A. Malloy; Timon Malloy, son ofEdwin A. Malloy; Rabbi Alfred Gottschalk, Chancellor; Burton Lehman, Chair, Board of Governors

Susan and Timon Malloy

8 ■ THE CHRONICLE

A Living LegacyA Living LegacyTHE GROUNDBREAKING FOR THE

EDWIN A. MALLOY EDUCATION BUILDING

1999 ISSUE 58 ■ 9

In the first sobering years following theHolocaust, there was the realization thatthe preservation of the continuity of

Jewish life and learning in the aftermath ofWorld War II was the urgent responsibilityof the Jews of America – now the largest andmost influential community in the world.

It was the vision of Dr. Jacob Rader Marcus– esteemed scholar, rabbi and teacher –whose idea it was to document, collect, andpreserve the history of Jews and Jewish com-munities in the Western Hemisphere. With afocus on the American Jewish experience,Dr. Marcus dreamed that the new center, theAmerican Jewish Archives, would one daybecome one of the world’s largest repositoriesof materials documenting the history andexperience of the North American Jewishcommunity. And so it has.

Through the years, Dr. Marcus’ vision hasbeen wholly embraced, cultivated, and sus-tained by legions ofscholars, researchers,and lay leaders whokeenly understood theprofound impact thisinstitution would haveon the Jewish world –-and on the world atlarge.

One such leader wasEdwin A. Malloy – adevoted Vice Chairand long-time mem-ber of the HUC-JIRBoard of Governorswho passed away in1998. His lifelonglove of the College-

Institute, of higher Jewish learning, books,and libraries will be memorialized in perpe-tuity upon the construction and establish-ment of the Edwin A. Malloy EducationBuilding at the Jacob Rader Marcus Centerof the American Jewish Archives. A $2 mil-lion gift from the Malloy Family’s Sun HillFoundation will enable The Marcus Centerto erect a peerless new academic and educa-tional home.

So now, in 1999, as we stand on the thresh-old of a new century, Dr. Marcus’ vision willblossom anew – in ways perhaps he himselfnever imagined.

“Edwin was a great friend of Jacob Marcusand served on the board in New York formany, many years,” notes Susan Malloy,Edwin’s wife and an active member of theNew York School’s Exhibitions AdvisoryCommittee. “His involvement with theCollege-Institute’s Board of Governors was

so important to him thatwe, his family, wanted tomemorialize his name insome meaningful way.The new EducationBuilding seems like the perfect way to do that.”

Ground was broken on Sunday, November 7,1999, for both the Edwin A. MalloyEducation Building and a new archival repos-itory building (which will be funded by theJacob Rader Marcus Endowed Trust). Thesetwo new structures will provide desperatelyneeded space for the institution’s archival col-lections as well as for a new educational cen-ter, seminar room, and exhibition gallery.This will enhance The Marcus Center’s abili-ty to welcome the hundreds of scholars andstudents who visit the American JewishArchives annually; to hold The MarcusCenter’s Fellowship Seminars and communitylectures; to feature compelling exhibits; and

to do the critical workof preservation andconservation.

“This wonderful giftfrom the Malloys andtheir family founda-tion, Sun Hill, consti-tutes a philanthropiclandmark for theAmerican JewishArchives,” said Dr.Gary P. Zola,Executive Director ofthe Jacob RaderMarcus Center. “Withthe advent of theEdwin A. MalloyEducation Building,Plans for the new Edwin A. Malloy Education Building at the Jacob Rader Marcus Center of the American Jewish Archives

our institution will be literally transformed.This building will enable us to bypass the hin-drances of limited space and overcome theimpediments of outmoded facilities.”

Edwin A. Malloy’s leadership and impact onthe College-Institute will resonate for genera-tions. A Reform Jew, Malloy looked toHUC-JIR to provide a foundation for hisfaith in Judaism and to satisfy his perennialthirst for Jewish knowledge and learning. Hewas unfailing in his support of the College-Institute, and exhorted others tirelessly to thissame ideal. As chairman of the BuildingCommittee for the construction of the NewYork School, he carefully steered his hard-working committee through a maze of diffi-cult decisions. The new building took shapeunder his quiet, but forceful, leadership inrecord-breaking time for a New York con-struction project. His service on the Board ofGovernors was characterized by the unselfishgiving of his time, knowledge and experience.

“Edwin was aloyal and car-ing Jew. Heworked hard toensure the pre-sentation of thepast, the needsof the present,and the visionfor our future.

Ever an optimist, heaffirmed his very being asan American and as a Jew.As congregational leaderand as an active Governorand Overseer of theCollege-Institute, he hasbequeathed a unique andsingular legacy of loyaltyand devotion,” statedRabbi Zimmerman,HUC-JIR President.

Edwin Malloy’s compas-sionate brand of serviceto the Jewish communitywas extended evenbeyond the College-Institute. He served asPresident of the Board of Trustees of TempleEmanu-El in New York City. He also ren-dered board service to Temple Israel inWestport, Connecticut.

Together with his wife Susan, and childrenJennifer and Timon, Edwin cultivated hisabiding love of art, theater, and music. TheMalloys supported numerous arts organiza-tions including the Whitney Museum ofAmerican Art in Stamford, Connecticut andthe Tudor Foundation.

“I think my father would be pleased to havehis name attached to the new building at the

American JewishArchives,” says Jennifer.“He was very interestedin history and librariesand was involved for solong with The MarcusCenter.”

According to sonTimon, “Dad was amodest person. Hewouldn’t have asked toname a building afterhimself but he wouldindeed be proud to beremembered in such aspecial way.”

Professionally, EdwinA. Malloy was

Chairman of the Board and President ofFred R. French Investing Company. Amember of the Real Estate Board of NewYork, Edwin received the prestigious “Manof the Year” award from the RealtyFoundation of New York in 1975.

“I knew Edwin Malloy as both a good friendand respected colleague,” said Aaron Levine,Executor of the Jacob Rader Marcus estateand former financial officer of HUC-JIR.“His dedication to the College-Institute andto the American Jewish Archives was inspir-ing – and evident to me throughout hisentire life and career.”

“The Edwin A. Malloy Education Buildingwill be part of a world class home for what isprobably the largest cataloged collection ofsource materials documenting the history ofUnited States Jewry,” said Dr. Zola. “TheEducation Building and the new repositoryare rightful tributes to both Ed Malloy andto Dr. Marcus, whose friendship Edwin cher-ished and whose vision he unfailingly sup-ported. The American Jewish Archives willnow be properly fitted to fulfill its uniquemission as we enter the 21st century.”

The Edwin A. Malloy Educational Buildingwill serve as a perpetual memorial for a dedi-cated benefactor of the American JewishArchives and a lifelong friend of its reveredfounder, Dr. Jacob Rader Marcus.

M A R C U S C E N T E R O F A M E R I C A N J E W I S H A R C H I V E S▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Edwin A. Malloy, z”l

(L-R) Rabbi Gary P. Zola, Executive Director, The Jacob Rader Marcus Center of the AmericanJewish Archives; Rabbi Sheldon Zimmerman; Dr. Ronald B. Sobel, Senior Rabbi, Congregation

Emanu-El of the City of New York; Susan Malloy, wife of Edwin A. Malloy; Timon Malloy, son ofEdwin A. Malloy; Rabbi Alfred Gottschalk, Chancellor; Burton Lehman, Chair, Board of Governors

Susan and Timon Malloy

8 ■ THE CHRONICLE

he Jacob Rader MarcusCenter of the American

Jewish Archives recently hostedan innovative, first-of-its-kindconference, on the preservationand conservation of synagoguehistory, entitled Going BeyondMemory: A Conference onSynagogue Archiving. Morethan 50 participants – most rep-resenting Union of AmericanHebrew Congregationsthroughout the country –attended this inaugural collo-quium held at the CincinnatiSchool on August 29-30.

“This innovative confer-ence was designed tohelp synagogues discoverhow their documents,oral histories, andgenealogies can truly bringAmerican Jewish history to life intheir own communities,” said Dr.Gary Zola, Executive Director ofThe Marcus Center. “It also gaveattendees an opportunity to visitThe Marcus Center – one of thenation’s largest repositories ofdocuments relating to AmericanJewish history – as well as theCollege-Institute’s historicCincinnati School.

The conference was chaired byKevin Profitt, Chief Archivist atthe AJA, and a small steeringcommittee comprised of SaulBriebart of Kahal Kodosh BethElohim in Charleston, SouthCarolina; Gerry Cristol, ofTemple Emanu-El in Dallas,Texas; Lois England ofWashington HebrewCongregation in Washington,D.C.; Norman Grabstein of

Congregation Emanu-El in SanFrancisco, California; andFrances Hess of CongregationEmanu-El of the City of NewYork. This group began plan-ning the event a year in advance,and most of the planners attend-ed the colloquium as well. “Allof the archival professionals atThe Marcus Center have beenenergized by the success of thisevent,” Profitt noted. “And weare looking forward to hostingadditional programs of this sortin the years ahead.”

Conference partici-pants heard keynoteaddresses by Dr.Zola, Rabbi LanceJ. Sussman, Ph.D.,Associate Professor

of American Jewish History atBinghamton University andRabbi at Temple Concord inBinghamton, New York, andKaren Franklin, Immediate PastPresident of the InternationalSociety of Jewish Genealogists.In addition to Profitt, the confer-ence’s archival faculty includedAJA archivists Kathy Spray,Dorothy Smith, MelindaMcMartin, and Dr. FredericKrome, Managing Editor of TheAmerican Jewish Archives Journal.

Participants enjoyed numerousworkshops on “Archives 101:Starting from Scratch;” “TheLone Arranger: Providing PublicServices in a Small Repository;”“Globally Wired: Archives in theInformation Age;” and“Genealogists and Archivists:Working Together to CreateSynagogue and Family Histories.”

“The conference was very wellorganized,” said Phyllis Marcusof Congregation B’nai Israel inMonroe, Louisiana. “I am takingback some very valuable informa-tion that will help me enhanceour already existing archive.”

“I have been our synagoguearchivist for 20 years,” notedAnnette Ratkin of The Templein Nashville, Tennessee. “Thisconference was done superbly toall levels of ability. Everyonereceived great direction and a lotof inspiration!”

Many attendees, such as LeslieBerkey of Beth Israel Temple inHamilton, Ohio, came to theconference to find out how tostart a synagogue archive fromthe ground up. “I think we canget our archive going now,” shesaid. “All of our documents arecurrently in boxes, but I am

eager to begin to organize themand display some of the historyof our congregation which goesback a great many years.”

The Marcus Center is commit-ted to assisting the ReformMovement’s congregations pre-serve their archival history. Inresponse to the interest expressed

by many of the participants inattending subsequent confer-ences on synagogue archiving atThe Marcus Center, plans arealready underway for the secondConference on SynagogueArchiving to be held in the Fallof 2001. Kevin Profitt’s defini-tive publication, Creating ASynagogue Archive, is availablefrom The Marcus Center.

For more information on TheMarcus Center’s programs andpublications, please contact LisaFrankel, Director of Programs atThe Marcus Center (513-221-1875).

10 ■ THE CHRONICLE 1999 ISSUE 58 ■ 11

T

GOING BEYOND MEMORY: A Confer ence on Synagogue Ar ch iv ing

Conference participants learning how to preserve synagogue archives

ane West Walsh (MAJE ‘85) effusesenthusiasm for Jewish learning and thefield of Jewish education. As the recently

appointed Educational Research Fellow atThe Jacob Rader Marcus Center for theAmerican Jewish Archives at HUC-JIR/Cincinnati, she is developing strategiesand materials for teaching and learning aboutthe American Jewish experience using archivaldocuments. Continuing the legacy of Dr.Marcus, z”l, and working with ExecutiveDirector Dr. Gary Zola, archival staff, andeducator colleagues around the world, hermission is to bring the historical riches of theAmerican Jewish experience into the hands ofJewish educators, rabbis, and communityleaders. She is an innovator – seeking newways to engage teachers and learners in thestudy of Jewish tradition and culture.

It is hard to believe that West Walsh was notalways so involved in Jewish communal life,Jewish learning, and the field of Jewish edu-cation. Initially pursuing a career in sciencecommunications in Denver where she livedprimarily as a secular Jew, it was only duringher late 20’s as an adult learner, that she start-ed to look deeper at Jewish tradition, texts,and culture. She realized that there was “agreat treasure to uncover.” Adult educationclasses and a wonderful experience teachingsixth grade at Temple Emanuel in Denver,under the supervision of Max Frankel, kin-dled a love for teaching and her desire to con-tinue learning more about Judaism.

Whereas previously she had used her artisticand graphic talents to teach about scienceand ecology, she now decided to make herfocus the heritage and values of Judaism.Her studies at the Rhea Hirsch School ofEducation (RHSOE) were “the most chal-lenging and enriching experiences of my lifeto that point,” she noted. She credits the fac-ulty, their excellent teaching, and their com-mitment to research and practice in the field.She also credits the Rhea Hirsch School’s corevision of creating a “collegial network ofJewish educators” for ongoing success in link-ing the ever expanding network of graduates.To strengthen this network, she is activelyinvolved in the RHSOE Alumni Association,which supports ongoing professional develop-ment for alumni, and programs of theRHSOE and the College-Institute.

With West Walsh’s passionate commitmentand achievements in Jewish education (shedirected the religious education programs atTemple Israel in Omaha, Nebraska, andTemple Shaaray Tefila in New York City, wasinvolved in Jewish communal educationwork in Baltimore and Cleveland, taught atthe Cleveland College of Jewish Studies andBaltimore Hebrew University, and was a par-ticipant in the Senior Educator’s FellowshipProgram at the Melton Centre for JewishEducation at Hebrew University in

Jerusalem), it comes as no sur-prise that a committee of thealumni of the RHSOE hon-ored her as the first-everRHSOE alumnus/a-in-resi-dence. Launched during theFall 1998 semester, this pro-gram was sponsored by thealumni association’s Lee-Rothberg Fund, created tohonor RHSOE DirectorProfessor Sara Lee for receiving the presti-gious Rothberg Prize for significant achieve-ment in the field of Jewish Education, atHebrew University in 1997.

As Alumna-in-residence, West Walsh taughteducation classes, delivered a dvar torah andread Torah during student services, and pre-pared a Yom Iyyun (day of study for clinicalfaculty and students) based on Daniel

Goleman’s research onemotional intelligence.A highlight of her resi-dency was the pro-gram “A Conversationin Muslim and JewishEducation,” in whichshe and a Muslim educator colleague, NadiraCharaniya, facilitated an interreligious learn-ing program. West Walsh and Charaniyabased the program on a curriculum analysisthey had done comparing Muslim and

Jewish educational materials. By presentingaspects of their reflections on the uses ofHebrew and Arabic, values stories, use of his-torical leaders as role models, and responsesto the challenges of teaching Jewish andMuslim traditions while living in a predomi-nantly Christian and secular society, theyintroduced the Los Angeles School commu-nity to Ismaili Muslim education, tradition,

How a science communicationsprofessional became a leadingReform Jewish educator, thanksto the Rhea Hirsch School ofEducation The Rhea Hirsch School of Education in Los

Angeles, which offers programs leading to the Doctorof Philosophy degree in Jewish Education, Master ofArts degree in Jewish Education, and Joint Mastersdegree in Jewish Education and Jewish CommunalService, will celebrate its 30th anniversary in theyear 2000. To date, there are 208 RHSOE alumniserving the Reform Movement and world Jewry.HUC-JIR’s first honorary doctoral degrees for dis-tinguished alumni, the Doctor of Sacred Education,are anticipated to be awarded at Graduation in theSpring of 2000. Please help HUC-JIR recruit talented and motivated students

for careers in Jewish Education. Please direct potential candi-

dates to: Professor Sara Lee, Director, Rhea Hirsch School of

Education, HUC-JIR, 3077 University Avenue, Los Angeles,

CA 90007-3796; (213) 749-3424; slee@huc.edu

Jane West Walsh MAJE ’85

M A R C U S C E N T E R O F A J A▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

INNOVATING FORTHE FUTURE:JEWISHLEADERSHIPAND LEARNING

J

(continued on page 39)

Dr. Jacob Rader Marcus, z”l

he Jacob Rader MarcusCenter of the American

Jewish Archives recently hostedan innovative, first-of-its-kindconference, on the preservationand conservation of synagoguehistory, entitled Going BeyondMemory: A Conference onSynagogue Archiving. Morethan 50 participants – most rep-resenting Union of AmericanHebrew Congregationsthroughout the country –attended this inaugural collo-quium held at the CincinnatiSchool on August 29-30.

“This innovative confer-ence was designed tohelp synagogues discoverhow their documents,oral histories, andgenealogies can truly bringAmerican Jewish history to life intheir own communities,” said Dr.Gary Zola, Executive Director ofThe Marcus Center. “It also gaveattendees an opportunity to visitThe Marcus Center – one of thenation’s largest repositories ofdocuments relating to AmericanJewish history – as well as theCollege-Institute’s historicCincinnati School.

The conference was chaired byKevin Profitt, Chief Archivist atthe AJA, and a small steeringcommittee comprised of SaulBriebart of Kahal Kodosh BethElohim in Charleston, SouthCarolina; Gerry Cristol, ofTemple Emanu-El in Dallas,Texas; Lois England ofWashington HebrewCongregation in Washington,D.C.; Norman Grabstein of

Congregation Emanu-El in SanFrancisco, California; andFrances Hess of CongregationEmanu-El of the City of NewYork. This group began plan-ning the event a year in advance,and most of the planners attend-ed the colloquium as well. “Allof the archival professionals atThe Marcus Center have beenenergized by the success of thisevent,” Profitt noted. “And weare looking forward to hostingadditional programs of this sortin the years ahead.”

Conference partici-pants heard keynoteaddresses by Dr.Zola, Rabbi LanceJ. Sussman, Ph.D.,Associate Professor

of American Jewish History atBinghamton University andRabbi at Temple Concord inBinghamton, New York, andKaren Franklin, Immediate PastPresident of the InternationalSociety of Jewish Genealogists.In addition to Profitt, the confer-ence’s archival faculty includedAJA archivists Kathy Spray,Dorothy Smith, MelindaMcMartin, and Dr. FredericKrome, Managing Editor of TheAmerican Jewish Archives Journal.

Participants enjoyed numerousworkshops on “Archives 101:Starting from Scratch;” “TheLone Arranger: Providing PublicServices in a Small Repository;”“Globally Wired: Archives in theInformation Age;” and“Genealogists and Archivists:Working Together to CreateSynagogue and Family Histories.”

“The conference was very wellorganized,” said Phyllis Marcusof Congregation B’nai Israel inMonroe, Louisiana. “I am takingback some very valuable informa-tion that will help me enhanceour already existing archive.”

“I have been our synagoguearchivist for 20 years,” notedAnnette Ratkin of The Templein Nashville, Tennessee. “Thisconference was done superbly toall levels of ability. Everyonereceived great direction and a lotof inspiration!”

Many attendees, such as LeslieBerkey of Beth Israel Temple inHamilton, Ohio, came to theconference to find out how tostart a synagogue archive fromthe ground up. “I think we canget our archive going now,” shesaid. “All of our documents arecurrently in boxes, but I am

eager to begin to organize themand display some of the historyof our congregation which goesback a great many years.”

The Marcus Center is commit-ted to assisting the ReformMovement’s congregations pre-serve their archival history. Inresponse to the interest expressed

by many of the participants inattending subsequent confer-ences on synagogue archiving atThe Marcus Center, plans arealready underway for the secondConference on SynagogueArchiving to be held in the Fallof 2001. Kevin Profitt’s defini-tive publication, Creating ASynagogue Archive, is availablefrom The Marcus Center.

For more information on TheMarcus Center’s programs andpublications, please contact LisaFrankel, Director of Programs atThe Marcus Center (513-221-1875).

10 ■ THE CHRONICLE 1999 ISSUE 58 ■ 11

T

GOING BEYOND MEMORY: A Confer ence on Synagogue Ar ch iv ing

Conference participants learning how to preserve synagogue archives

ane West Walsh (MAJE ‘85) effusesenthusiasm for Jewish learning and thefield of Jewish education. As the recently

appointed Educational Research Fellow atThe Jacob Rader Marcus Center for theAmerican Jewish Archives at HUC-JIR/Cincinnati, she is developing strategiesand materials for teaching and learning aboutthe American Jewish experience using archivaldocuments. Continuing the legacy of Dr.Marcus, z”l, and working with ExecutiveDirector Dr. Gary Zola, archival staff, andeducator colleagues around the world, hermission is to bring the historical riches of theAmerican Jewish experience into the hands ofJewish educators, rabbis, and communityleaders. She is an innovator – seeking newways to engage teachers and learners in thestudy of Jewish tradition and culture.

It is hard to believe that West Walsh was notalways so involved in Jewish communal life,Jewish learning, and the field of Jewish edu-cation. Initially pursuing a career in sciencecommunications in Denver where she livedprimarily as a secular Jew, it was only duringher late 20’s as an adult learner, that she start-ed to look deeper at Jewish tradition, texts,and culture. She realized that there was “agreat treasure to uncover.” Adult educationclasses and a wonderful experience teachingsixth grade at Temple Emanuel in Denver,under the supervision of Max Frankel, kin-dled a love for teaching and her desire to con-tinue learning more about Judaism.

Whereas previously she had used her artisticand graphic talents to teach about scienceand ecology, she now decided to make herfocus the heritage and values of Judaism.Her studies at the Rhea Hirsch School ofEducation (RHSOE) were “the most chal-lenging and enriching experiences of my lifeto that point,” she noted. She credits the fac-ulty, their excellent teaching, and their com-mitment to research and practice in the field.She also credits the Rhea Hirsch School’s corevision of creating a “collegial network ofJewish educators” for ongoing success in link-ing the ever expanding network of graduates.To strengthen this network, she is activelyinvolved in the RHSOE Alumni Association,which supports ongoing professional develop-ment for alumni, and programs of theRHSOE and the College-Institute.

With West Walsh’s passionate commitmentand achievements in Jewish education (shedirected the religious education programs atTemple Israel in Omaha, Nebraska, andTemple Shaaray Tefila in New York City, wasinvolved in Jewish communal educationwork in Baltimore and Cleveland, taught atthe Cleveland College of Jewish Studies andBaltimore Hebrew University, and was a par-ticipant in the Senior Educator’s FellowshipProgram at the Melton Centre for JewishEducation at Hebrew University in

Jerusalem), it comes as no sur-prise that a committee of thealumni of the RHSOE hon-ored her as the first-everRHSOE alumnus/a-in-resi-dence. Launched during theFall 1998 semester, this pro-gram was sponsored by thealumni association’s Lee-Rothberg Fund, created tohonor RHSOE DirectorProfessor Sara Lee for receiving the presti-gious Rothberg Prize for significant achieve-ment in the field of Jewish Education, atHebrew University in 1997.

As Alumna-in-residence, West Walsh taughteducation classes, delivered a dvar torah andread Torah during student services, and pre-pared a Yom Iyyun (day of study for clinicalfaculty and students) based on Daniel

Goleman’s research onemotional intelligence.A highlight of her resi-dency was the pro-gram “A Conversationin Muslim and JewishEducation,” in whichshe and a Muslim educator colleague, NadiraCharaniya, facilitated an interreligious learn-ing program. West Walsh and Charaniyabased the program on a curriculum analysisthey had done comparing Muslim and

Jewish educational materials. By presentingaspects of their reflections on the uses ofHebrew and Arabic, values stories, use of his-torical leaders as role models, and responsesto the challenges of teaching Jewish andMuslim traditions while living in a predomi-nantly Christian and secular society, theyintroduced the Los Angeles School commu-nity to Ismaili Muslim education, tradition,

How a science communicationsprofessional became a leadingReform Jewish educator, thanksto the Rhea Hirsch School ofEducation The Rhea Hirsch School of Education in Los

Angeles, which offers programs leading to the Doctorof Philosophy degree in Jewish Education, Master ofArts degree in Jewish Education, and Joint Mastersdegree in Jewish Education and Jewish CommunalService, will celebrate its 30th anniversary in theyear 2000. To date, there are 208 RHSOE alumniserving the Reform Movement and world Jewry.HUC-JIR’s first honorary doctoral degrees for dis-tinguished alumni, the Doctor of Sacred Education,are anticipated to be awarded at Graduation in theSpring of 2000. Please help HUC-JIR recruit talented and motivated students

for careers in Jewish Education. Please direct potential candi-

dates to: Professor Sara Lee, Director, Rhea Hirsch School of

Education, HUC-JIR, 3077 University Avenue, Los Angeles,

CA 90007-3796; (213) 749-3424; slee@huc.edu

Jane West Walsh MAJE ’85

M A R C U S C E N T E R O F A J A▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

INNOVATING FORTHE FUTURE:JEWISHLEADERSHIPAND LEARNING

J

(continued on page 39)

Dr. Jacob Rader Marcus, z”l

schools reaffirm their responsibility for build-ing a vibrant future for the Jewish communi-ty while they provide high quality generaland Jewish education to their students.

Temple Beth Am Day School in Miami wasone of the participating schools in DS21. Abroad group from the school community,including teachers, administrators, parents,and board members, identified the school’score Jewish values, developed a broad con-sensus about the school’s mission, and initi-ated a series of programs to translate thatvision into action. Parents are now asked tosign a Brit Ketana (a mini-covenant) whenthey enroll their children in the school.They promise to share responsibility withthe school for the Jewish education of theirchildren by attending adult Jewish learningprograms and providing a Jewish home envi-ronment. The school also initiated a series offamily education programs to support fami-lies in their quest to create a lively Jewishhome for children.

In a trail blazing move, Beth Am DaySchool along with Jacobson Sinai Academy,a Reform day school sponsored by TempleSinai for North Miami Beach, and anotherDS21 school, created a Jewish certificationprogram for classroom teachers. As theschools move towards creating an enrichedJewish program for children and their par-

ents, more is beingasked of teachers. Inorder to help teachersfulfill these new expec-tations, the schools havetaken responsibility forhelping teachers learnmore about Jewish tra-dition. With the coop-eration of the localCentral Agency forJewish Education, BethAm and Jacobson Sinainow require teacherswho teach math, socialstudies and languagearts to learn about

Jewish holidays, history and prayer so thatthey can play a significant role in creatingthe Jewish environment of the school.

The Rashi School, the Boston area’s ReformJewish day school, also participated inDS21, as did community day schools inMinneapolis and Marblehead, MA.

The new program which the Rhea HirschSchool of Education began this fall willbuild upon the success of DS21. Eight ele-mentary Jewish day schools will be invitedto join Jewish Day Schools for the 21stCentury. These schools will be guidedthrough a process of discerning their guid-ing Jewish values, developing communityconsensus around these values, and planninga series of programmatic initiatives to trans-late these values into programs for childrenand adults in the school community. As theschools go through this planning process,they will also learn the skills that will enablethem to become Jewish learning communi-ties and Jewish learning organizations:Jewish text study which enriches delibera-tions around the school’s values and pro-grams, and reflection on current realitiesand future possibilities.

UC–JIR ispoised to con-

tinue its importantrole in helping Jewishday schools fulfilltheir potential as oneof the most powerfulways to insure Jewishcontinuity. As aresult of a significantgrant from the AVICHAI Foundation,the Rhea HirschSchool of Educationwill continue JewishDay Schools for the21st Century, agroundbreaking pro-ject designed toenhance the effective-ness of Reform andliberal communityday schools acrossNorth America.

The 1990s has beenthe decade of the“continuity crisis” inthe American Jewishcommunity, spurredby the 1990 NationalJewish PopulationSurvey and its inter-marriage statistics.Researchers, policy makers, and professionaland lay leaders in the Jewish communityhave spent much of the decade trying toidentify ways to insure the Jewishness of thenext generation of American Jews. In sur-vey after survey, one factor repeatedlyproves to have a dramatic impact on thelevels of Jewish observance, participation insynagogues and other Jewish organizations,and other measures of Jewish identity:attending a Jewish day school as a child.

The Reform Movement was late in joiningthe move towards offering day school educa-tion as an option. While the first modern

American day schoolsopened during WorldWar II and the firstConservative dayschools began in the1950s, Reform Jewsdid not sponsor dayschools until 1970,when Temple Beth Amin Miami andCongregation RodephSholom in New Yorkopened full-day ele-mentary schools. TheReform Movement didnot formally endorseJewish day schoolsuntil the 1985 UAHCBiennial in Los Angeles.

The Rhea HirschSchool of Educationhas taken a leading rolein encouraging andsupporting ReformJewish day schoolssince 1985. The firstmeeting of representa-tives of Reform dayschools in the wake ofthe UAHC’s approvalof day schools washeld on the LosAngeles campus ofHUC-JIR in 1986.

In the late 1980s, the Rhea Hirsch Schoolconducted a Certificate Program in DaySchool Leadership to re-train congregationaleducators and day school teachers to serve asheads of day schools. More than a dozengraduates of this program went on to head dayschools, and four new Reform day schoolswere created by this group of professionals.

More recently, the Rhea Hirsch School ofEducation, in partnership with PARDeS, theassociation of Reform day schools, sponsoredDay Schools for the 21st Century (DS21).This pilot project was designed to help

Jewish Day Schools forthe 21st Century is direct-ed by Dr. Michael Zeldin,Professor of JewishEducation at HUC-JIR/LosAngeles. Dr. Zeldin is anational authority on

Reform day schools, and has expertise inthe process of institutional change andcurriculum development for Jewish schools.He is joined by Professor Sara S. Lee,Director of the Rhea Hirsch School ofEducation, who serves as Senior Advisor tothe project. Professor Lee is a leadingexpert on organizational development andinstitutional transformation.

The AVI CHAI Foundation,established and endowedin 1984 by Zalman C.Bernstein, z”l, seeks toencourage the growingJewish Day School move-ment in North Americathrough grants assisting inmarketing new high schools, interest-freeloans for facility improvements, advancedtraining for educational leaders, start-uplibraries for students transferring to Jewishhigh schools, special programs assistingnew day school students to catch up withthe Jewish knowledge of their peers, andtesting innovative ways of reducing thecosts of Jewish schooling.

“We are delighted that HUC-JIR will con-tinue to build on the success of the DS21project. Day schools are having a mea-surable impact on our children’s Jewishfuture, and DS21 will help strengthen theJewish educational environment in manyschools. We applaud those schools andthe parents, educators, administrators,and lay leadership who are participatingin this important program.”

Henry Taub, AVI CHAI Foundation Trustee

Jewish Day Schools for the 21st Century

A groundbreaking project designed to

strengthen Reform and liberal community

day schools across North America

Dr. Michael Zeldin

Professor Sara Lee

Children, parents, and grandparents studying together at Temple Beth Am Day Schoolin Miami, one of the first Reform Jewish day schools and a founding participant in thefirst stage of Day Schools for the 21st Century.

INNOVATING FORTHE FUTURE:JEWISHLEADERSHIPAND LEARNING

H

Students preparing for Purim at Temple Beth Am DaySchool in Miami

The Rhea HirschSchool of Educationhas taken a leadingrole in encouraging

and supportingReform Jewish dayschools since 1985.

INNOVATING FORTHE FUTURE:

JEWISHLEADERSHIP

AND LEARNING

1999 ISSUE 58 ■ 1312 ■ THE CHRONICLE

schools reaffirm their responsibility for build-ing a vibrant future for the Jewish communi-ty while they provide high quality generaland Jewish education to their students.

Temple Beth Am Day School in Miami wasone of the participating schools in DS21. Abroad group from the school community,including teachers, administrators, parents,and board members, identified the school’score Jewish values, developed a broad con-sensus about the school’s mission, and initi-ated a series of programs to translate thatvision into action. Parents are now asked tosign a Brit Ketana (a mini-covenant) whenthey enroll their children in the school.They promise to share responsibility withthe school for the Jewish education of theirchildren by attending adult Jewish learningprograms and providing a Jewish home envi-ronment. The school also initiated a series offamily education programs to support fami-lies in their quest to create a lively Jewishhome for children.

In a trail blazing move, Beth Am DaySchool along with Jacobson Sinai Academy,a Reform day school sponsored by TempleSinai for North Miami Beach, and anotherDS21 school, created a Jewish certificationprogram for classroom teachers. As theschools move towards creating an enrichedJewish program for children and their par-

ents, more is beingasked of teachers. Inorder to help teachersfulfill these new expec-tations, the schools havetaken responsibility forhelping teachers learnmore about Jewish tra-dition. With the coop-eration of the localCentral Agency forJewish Education, BethAm and Jacobson Sinainow require teacherswho teach math, socialstudies and languagearts to learn about

Jewish holidays, history and prayer so thatthey can play a significant role in creatingthe Jewish environment of the school.

The Rashi School, the Boston area’s ReformJewish day school, also participated inDS21, as did community day schools inMinneapolis and Marblehead, MA.

The new program which the Rhea HirschSchool of Education began this fall willbuild upon the success of DS21. Eight ele-mentary Jewish day schools will be invitedto join Jewish Day Schools for the 21stCentury. These schools will be guidedthrough a process of discerning their guid-ing Jewish values, developing communityconsensus around these values, and planninga series of programmatic initiatives to trans-late these values into programs for childrenand adults in the school community. As theschools go through this planning process,they will also learn the skills that will enablethem to become Jewish learning communi-ties and Jewish learning organizations:Jewish text study which enriches delibera-tions around the school’s values and pro-grams, and reflection on current realitiesand future possibilities.

UC–JIR ispoised to con-

tinue its importantrole in helping Jewishday schools fulfilltheir potential as oneof the most powerfulways to insure Jewishcontinuity. As aresult of a significantgrant from the AVICHAI Foundation,the Rhea HirschSchool of Educationwill continue JewishDay Schools for the21st Century, agroundbreaking pro-ject designed toenhance the effective-ness of Reform andliberal communityday schools acrossNorth America.

The 1990s has beenthe decade of the“continuity crisis” inthe American Jewishcommunity, spurredby the 1990 NationalJewish PopulationSurvey and its inter-marriage statistics.Researchers, policy makers, and professionaland lay leaders in the Jewish communityhave spent much of the decade trying toidentify ways to insure the Jewishness of thenext generation of American Jews. In sur-vey after survey, one factor repeatedlyproves to have a dramatic impact on thelevels of Jewish observance, participation insynagogues and other Jewish organizations,and other measures of Jewish identity:attending a Jewish day school as a child.

The Reform Movement was late in joiningthe move towards offering day school educa-tion as an option. While the first modern

American day schoolsopened during WorldWar II and the firstConservative dayschools began in the1950s, Reform Jewsdid not sponsor dayschools until 1970,when Temple Beth Amin Miami andCongregation RodephSholom in New Yorkopened full-day ele-mentary schools. TheReform Movement didnot formally endorseJewish day schoolsuntil the 1985 UAHCBiennial in Los Angeles.

The Rhea HirschSchool of Educationhas taken a leading rolein encouraging andsupporting ReformJewish day schoolssince 1985. The firstmeeting of representa-tives of Reform dayschools in the wake ofthe UAHC’s approvalof day schools washeld on the LosAngeles campus ofHUC-JIR in 1986.

In the late 1980s, the Rhea Hirsch Schoolconducted a Certificate Program in DaySchool Leadership to re-train congregationaleducators and day school teachers to serve asheads of day schools. More than a dozengraduates of this program went on to head dayschools, and four new Reform day schoolswere created by this group of professionals.

More recently, the Rhea Hirsch School ofEducation, in partnership with PARDeS, theassociation of Reform day schools, sponsoredDay Schools for the 21st Century (DS21).This pilot project was designed to help

Jewish Day Schools forthe 21st Century is direct-ed by Dr. Michael Zeldin,Professor of JewishEducation at HUC-JIR/LosAngeles. Dr. Zeldin is anational authority on

Reform day schools, and has expertise inthe process of institutional change andcurriculum development for Jewish schools.He is joined by Professor Sara S. Lee,Director of the Rhea Hirsch School ofEducation, who serves as Senior Advisor tothe project. Professor Lee is a leadingexpert on organizational development andinstitutional transformation.

The AVI CHAI Foundation,established and endowedin 1984 by Zalman C.Bernstein, z”l, seeks toencourage the growingJewish Day School move-ment in North Americathrough grants assisting inmarketing new high schools, interest-freeloans for facility improvements, advancedtraining for educational leaders, start-uplibraries for students transferring to Jewishhigh schools, special programs assistingnew day school students to catch up withthe Jewish knowledge of their peers, andtesting innovative ways of reducing thecosts of Jewish schooling.

“We are delighted that HUC-JIR will con-tinue to build on the success of the DS21project. Day schools are having a mea-surable impact on our children’s Jewishfuture, and DS21 will help strengthen theJewish educational environment in manyschools. We applaud those schools andthe parents, educators, administrators,and lay leadership who are participatingin this important program.”

Henry Taub, AVI CHAI Foundation Trustee

Jewish Day Schools for the 21st Century

A groundbreaking project designed to

strengthen Reform and liberal community

day schools across North America

Dr. Michael Zeldin

Professor Sara Lee

Children, parents, and grandparents studying together at Temple Beth Am Day Schoolin Miami, one of the first Reform Jewish day schools and a founding participant in thefirst stage of Day Schools for the 21st Century.

INNOVATING FORTHE FUTURE:JEWISHLEADERSHIPAND LEARNING

H

Students preparing for Purim at Temple Beth Am DaySchool in Miami

The Rhea HirschSchool of Educationhas taken a leadingrole in encouraging

and supportingReform Jewish dayschools since 1985.

INNOVATING FORTHE FUTURE:

JEWISHLEADERSHIP

AND LEARNING

1999 ISSUE 58 ■ 1312 ■ THE CHRONICLE

e asked the Classof 1989 to reflectupon their experiencesat the College-Institute, advise cur-rent students, andupdate us on theirlives over the past 10years. Where are ouralumni? What pathshave they chosen?What were the high-lights of their years atHUC-JIR? Whathave been their mostsignificant accom-plishments? How have they made a differ-ence in their communities?

We received responses from our rabbinical,cantorial, education, communal service, andgraduate studies alumni in California,Connecticut, Florida, Iowa, Massachusetts,Minnesota, Mississippi, New York, Ohio,Pennsylvania, and Wisconsin. Their livesencompass a wide range of professionalvenues, from congregations, Jewish organiza-tions, foundations, hospitals, and churches,to universities/colleges (including HUC-JIR),Hillels, and libraries.

Our alumni felt prepared by their experi-ences as students at HUC-JIR. Interactionwith the faculty – academically and personally– was especially highly regarded by alumni.They praised their internships and studentpulpits, as well as peer interaction and theHUC-JIR community. They valued HUC-JIR’s leadership and organizational develop-ment training, course work, and preparationfor synagogue life. Their travel experiences,the choirs, and the library were also noted ashighlights of their years at HUC-JIR.

Frances Silverstein Fischer (MAJCS)praised the School of JewishCommunal Service as “one of themost rewarding experiences of mylife. I cannot imagine how dif-ferent my life would be withoutthe friends, career opportunities,learning, and humor I gained....”Andrea Zoll-Stein (MAJCS/MSW)remarked, “The value HUC-JIRplaces on its students and graduates isunlike anything I’ve ever encountered.”

Although many graduatesknew exactly what theywanted to do upon comple-tion of their studies, othersweren’t sure which path tochoose. Either way, theirgoals have developed andchanged over the past 10years. Respondents agreedthat they find their currentpositions to be both person-ally and professionallyrewarding. Rabbi AmmielHirsch responded, “The well-being and perpetuation of

the Jewish people is what motivated me toenter the rabbinate. In this aspect I feel Iam playing a role.” Professor Paul Y.Tashiro remarked, “I am doing exactly whatGod called me to do.”

A vast majority of alumni, many of whomare interested in mentoring current stu-dents, offered advice. They emphasizedthat HUC-JIR students should make themost of their time at the College-Institute– taking advantage of resources, enrollingin classes that interest them, building closerelationships with faculty, staff, and otherstudents, and realizing the importance ofcharacter and nurturing spirituality. Theyencouraged students to study and absorb asmuch as possible, pursue career guidanceearly, be open to changing career goals, andto try something “off the beaten track.”They urged that students get a sense ofwhat a work week in a desired position isreally like and learn about the manage-ment/organization of places where theyintern, define their goals, publish their the-ses, and find a good mentor upon gradua-

tion. Alumni also commented that theequality and partnership of rabbis

and cantors should be reinforcedat HUC-JIR so that it will con-tinue to be nurtured in thefield.

As part of their ongoing rela-tionship with the College-

Institute, many of the respon-dents expressed an interest in con-

tinuing education programs. Theywould like to see text study and courses

in time management, organizational devel-

TEN YEARS

LATER:THE

HUC-JIRCLASS OF

1989

opment, leadershipdevelopment/staffmanagement, pro-fessional develop-ment, music histo-ry, Jewish history,Talmud, educa-tion, and philoso-phy. They suggest-ed that Internetguided studycourses be offered.

Since alumnipraised the inclu-sive communityduring their yearsat the College-Institute, it follows that theywould like to see that perpetuated after theyleave. Roslyn Roucher (MAJE) suggestedtext classes/kallot, where all alumni wouldstudy together, in addition to the campusdays which are held each year; she also pro-posed a national retreat. Cantor Lisa LipcoLevine emphasized the importance of allalumni associations for all graduates ofHUC-JIR programs. She recommended thatthe College-Institute invite all alumni back tovisit every year. Cantor Betsy S. Peters-Epstein suggested that alumni visit a campusto discuss their careers with students.

Another suggestion, which came from RabbiJonathan E. Kraus, encouraged more interac-tion between faculty and lay people – “themore faculty and lay people can interact, themore we develop a shared vision for theCollege-Institute and our congregations. It’s arelationship that’s bene-ficial in both directions.Faculty keep in touchwith the Jewish worldthat their students areencountering and laypeople come to under-stand the value ofHUC-JIR.” Rabbi PeterB. Schaktmanremarked, “I’m gratefulthat so many of myteachers remain in thecommunity, and hopethat I can continue tofind ways to partake oftheir wisdom.”Technological and other

advances at HUC-JIR are fulfillingsome of the alum-ni suggestions andenabling theCollege-Instituteto be more helpfulto alumni andtheir constituen-cies. The on-linecataloguing ofHUC-JIR’slibraries, now inprocess, and theplans for distanceeducation using

the Internet will make it easier to participatein the academic life of the College-Institute.It will also facilitate continued contact withthe faculty, in addition to the biennials andCCAR conferences, and it will offer moreshort-term courses announced well inadvance for continuing education. The elec-tronic publications on HUC-JIR’s website atwww.huc.edu/faculty/pubs.html and Keshernewsletter already provide important sermonsand guest lectures.

Our alumni expressed the ongoing struggleto achieve a balance between work and per-sonal life. But in summing up their lives 10years later, most echoed the sentiments ofRabbi Jonathan Kraus: “The frustration anddisappointments can be enormous, but socan the rewards. The rabbinate still feels likethe right work for me to be devoting my lifeto and a great privelege.”

We are grateful to themembers of the Class of1989 who participatedin this survey. Wewould like to encouragethe strengthening andcontinuity of alumnities with HUC-JIR.Please be involved withour community: recruitpotential students; men-tor current students;continue your studies inan HUC-JIR program;and keep us updated onyour lives and activities.

1999 ISSUE 58 ■ 1514 ■ THE CHRONICLE

Among the MostSignificant

ProfessionalAccomplishmentsof the Class of 1989:� Rabbi Rachel Cowan: Working with

Nancy Flam to start the Jewish HealingCenter and working with Larry Hoffmanto start Synagogue 2000

� Rabbi Michael L. Feshbach: Providinghigh quality adult education programs;increasing the level of congregant par-ticipation and involvement; publishingarticles and writings

� Frances Silverstein Fischer, MAJCS:Making connections with Jewish stu-dents through my Hillel work and help-ing them enter and participate in theJewish community...

� Rabbi Edwin Goldberg: Building a bettercommunity

� Rabbi Jonathan Kraus: Leading my cur-rent congregation to a time of strengthand renewed confidence

� Cantor Lisa Lipco Levine: Composingoriginal pieces, such as “MiSheberach,”which have become popular in congre-gations around the country

� Cantor Betsy S. Peters-Epstein: Raisingthe level of Jewish musical literacythrough my presentations, and trainingmy congregations to participate in themusical aspects of religious services

� Rabbi Richard Rheins: Writing six CCARresponsa and contributing to dozens ofothers

� Rabbi Peter B. Schaktman: Having anongoing, meaningful, and satisfying rolein the lives of the congregants withwhom I have worked

� Rabbi Sharon L. Sobel: Having my stu-dents choose to become Jewish profes-sionals themselves – either rabbis, edu-cators, or cantors

� Pastor Bernard Taylor: Having my disser-tation published in 2 volumes byHarvard University

� Andrea Zoll-Stein, MAJCS/MSW: Sittingon a number of hospital committees tofacilitate institutional change during atime of hospital restructuring...

AmusingObservationsabout Life At

and After HUC-JIRThe qualifiers are always interesting. In a small city, I was introduced as the

“the Jewish rabbi,” in larger ones as “the Reform rabbi,” to someone with a smallchild from a different city whose rabbi is female as “a male rabbi.”(Rabbi Michael L. Feshbach, Temple Beth Am)

I was heartbroken to learn of the loss of Jack Dauber. One of my favoritememories was teaching him how to hula hoop at the annual retreat.

He promised me an “A” if I could teach him. Too bad it waspass/fail... (Frances Silverstein Fischer, MAJCS)

The Cincinnati Rabbinical Class of 1989 Rabbi Edwin Goldberg officiating at a wedding at Temple Judea in Coral Gables, Florida

Cantor Lisa Lipco Levine (l) in her Jewish folk duo, “Lisa and Lynn”

W

e asked the Classof 1989 to reflectupon their experiencesat the College-Institute, advise cur-rent students, andupdate us on theirlives over the past 10years. Where are ouralumni? What pathshave they chosen?What were the high-lights of their years atHUC-JIR? Whathave been their mostsignificant accom-plishments? How have they made a differ-ence in their communities?

We received responses from our rabbinical,cantorial, education, communal service, andgraduate studies alumni in California,Connecticut, Florida, Iowa, Massachusetts,Minnesota, Mississippi, New York, Ohio,Pennsylvania, and Wisconsin. Their livesencompass a wide range of professionalvenues, from congregations, Jewish organiza-tions, foundations, hospitals, and churches,to universities/colleges (including HUC-JIR),Hillels, and libraries.

Our alumni felt prepared by their experi-ences as students at HUC-JIR. Interactionwith the faculty – academically and personally– was especially highly regarded by alumni.They praised their internships and studentpulpits, as well as peer interaction and theHUC-JIR community. They valued HUC-JIR’s leadership and organizational develop-ment training, course work, and preparationfor synagogue life. Their travel experiences,the choirs, and the library were also noted ashighlights of their years at HUC-JIR.

Frances Silverstein Fischer (MAJCS)praised the School of JewishCommunal Service as “one of themost rewarding experiences of mylife. I cannot imagine how dif-ferent my life would be withoutthe friends, career opportunities,learning, and humor I gained....”Andrea Zoll-Stein (MAJCS/MSW)remarked, “The value HUC-JIRplaces on its students and graduates isunlike anything I’ve ever encountered.”

Although many graduatesknew exactly what theywanted to do upon comple-tion of their studies, othersweren’t sure which path tochoose. Either way, theirgoals have developed andchanged over the past 10years. Respondents agreedthat they find their currentpositions to be both person-ally and professionallyrewarding. Rabbi AmmielHirsch responded, “The well-being and perpetuation of

the Jewish people is what motivated me toenter the rabbinate. In this aspect I feel Iam playing a role.” Professor Paul Y.Tashiro remarked, “I am doing exactly whatGod called me to do.”

A vast majority of alumni, many of whomare interested in mentoring current stu-dents, offered advice. They emphasizedthat HUC-JIR students should make themost of their time at the College-Institute– taking advantage of resources, enrollingin classes that interest them, building closerelationships with faculty, staff, and otherstudents, and realizing the importance ofcharacter and nurturing spirituality. Theyencouraged students to study and absorb asmuch as possible, pursue career guidanceearly, be open to changing career goals, andto try something “off the beaten track.”They urged that students get a sense ofwhat a work week in a desired position isreally like and learn about the manage-ment/organization of places where theyintern, define their goals, publish their the-ses, and find a good mentor upon gradua-

tion. Alumni also commented that theequality and partnership of rabbis

and cantors should be reinforcedat HUC-JIR so that it will con-tinue to be nurtured in thefield.

As part of their ongoing rela-tionship with the College-

Institute, many of the respon-dents expressed an interest in con-

tinuing education programs. Theywould like to see text study and courses

in time management, organizational devel-

TEN YEARS

LATER:THE

HUC-JIRCLASS OF

1989

opment, leadershipdevelopment/staffmanagement, pro-fessional develop-ment, music histo-ry, Jewish history,Talmud, educa-tion, and philoso-phy. They suggest-ed that Internetguided studycourses be offered.

Since alumnipraised the inclu-sive communityduring their yearsat the College-Institute, it follows that theywould like to see that perpetuated after theyleave. Roslyn Roucher (MAJE) suggestedtext classes/kallot, where all alumni wouldstudy together, in addition to the campusdays which are held each year; she also pro-posed a national retreat. Cantor Lisa LipcoLevine emphasized the importance of allalumni associations for all graduates ofHUC-JIR programs. She recommended thatthe College-Institute invite all alumni back tovisit every year. Cantor Betsy S. Peters-Epstein suggested that alumni visit a campusto discuss their careers with students.

Another suggestion, which came from RabbiJonathan E. Kraus, encouraged more interac-tion between faculty and lay people – “themore faculty and lay people can interact, themore we develop a shared vision for theCollege-Institute and our congregations. It’s arelationship that’s bene-ficial in both directions.Faculty keep in touchwith the Jewish worldthat their students areencountering and laypeople come to under-stand the value ofHUC-JIR.” Rabbi PeterB. Schaktmanremarked, “I’m gratefulthat so many of myteachers remain in thecommunity, and hopethat I can continue tofind ways to partake oftheir wisdom.”Technological and other

advances at HUC-JIR are fulfillingsome of the alum-ni suggestions andenabling theCollege-Instituteto be more helpfulto alumni andtheir constituen-cies. The on-linecataloguing ofHUC-JIR’slibraries, now inprocess, and theplans for distanceeducation using

the Internet will make it easier to participatein the academic life of the College-Institute.It will also facilitate continued contact withthe faculty, in addition to the biennials andCCAR conferences, and it will offer moreshort-term courses announced well inadvance for continuing education. The elec-tronic publications on HUC-JIR’s website atwww.huc.edu/faculty/pubs.html and Keshernewsletter already provide important sermonsand guest lectures.

Our alumni expressed the ongoing struggleto achieve a balance between work and per-sonal life. But in summing up their lives 10years later, most echoed the sentiments ofRabbi Jonathan Kraus: “The frustration anddisappointments can be enormous, but socan the rewards. The rabbinate still feels likethe right work for me to be devoting my lifeto and a great privelege.”

We are grateful to themembers of the Class of1989 who participatedin this survey. Wewould like to encouragethe strengthening andcontinuity of alumnities with HUC-JIR.Please be involved withour community: recruitpotential students; men-tor current students;continue your studies inan HUC-JIR program;and keep us updated onyour lives and activities.

1999 ISSUE 58 ■ 1514 ■ THE CHRONICLE

Among the MostSignificant

ProfessionalAccomplishmentsof the Class of 1989:� Rabbi Rachel Cowan: Working with

Nancy Flam to start the Jewish HealingCenter and working with Larry Hoffmanto start Synagogue 2000

� Rabbi Michael L. Feshbach: Providinghigh quality adult education programs;increasing the level of congregant par-ticipation and involvement; publishingarticles and writings

� Frances Silverstein Fischer, MAJCS:Making connections with Jewish stu-dents through my Hillel work and help-ing them enter and participate in theJewish community...

� Rabbi Edwin Goldberg: Building a bettercommunity

� Rabbi Jonathan Kraus: Leading my cur-rent congregation to a time of strengthand renewed confidence

� Cantor Lisa Lipco Levine: Composingoriginal pieces, such as “MiSheberach,”which have become popular in congre-gations around the country

� Cantor Betsy S. Peters-Epstein: Raisingthe level of Jewish musical literacythrough my presentations, and trainingmy congregations to participate in themusical aspects of religious services

� Rabbi Richard Rheins: Writing six CCARresponsa and contributing to dozens ofothers

� Rabbi Peter B. Schaktman: Having anongoing, meaningful, and satisfying rolein the lives of the congregants withwhom I have worked

� Rabbi Sharon L. Sobel: Having my stu-dents choose to become Jewish profes-sionals themselves – either rabbis, edu-cators, or cantors

� Pastor Bernard Taylor: Having my disser-tation published in 2 volumes byHarvard University

� Andrea Zoll-Stein, MAJCS/MSW: Sittingon a number of hospital committees tofacilitate institutional change during atime of hospital restructuring...

AmusingObservationsabout Life At

and After HUC-JIRThe qualifiers are always interesting. In a small city, I was introduced as the

“the Jewish rabbi,” in larger ones as “the Reform rabbi,” to someone with a smallchild from a different city whose rabbi is female as “a male rabbi.”(Rabbi Michael L. Feshbach, Temple Beth Am)

I was heartbroken to learn of the loss of Jack Dauber. One of my favoritememories was teaching him how to hula hoop at the annual retreat.

He promised me an “A” if I could teach him. Too bad it waspass/fail... (Frances Silverstein Fischer, MAJCS)

The Cincinnati Rabbinical Class of 1989 Rabbi Edwin Goldberg officiating at a wedding at Temple Judea in Coral Gables, Florida

Cantor Lisa Lipco Levine (l) in her Jewish folk duo, “Lisa and Lynn”

W

30Reflections

on the FirstThirty Yearsof the Irwin

DanielsSchool of

JewishCommunal

Service

ayne Stein heads a fifteen-person taskforce to investigate hate crimes in the

greater Baltimore area. Jacob Green is aprogram director for Hillel. For the pasteleven years Sarah Siegel has served as cam-paign director for the Cleveland JewishFederation. Steven Cohen lived in Rwandafor eighteen months feeding starving chil-dren. Miriam Gold directs a chemicaldependency rehabilitation program designedespecially for Jewish teenagers. Rabbi DanielField was recently appointed director of anAIDS service agency. These people are pro-totypes of a group who go about the busi-ness of Tikkun Olam, of repairing the world,in different parts of our society and in differ-ent capacities. They represent the over fivehundred Jewish professionals who have grad-uated from HUC-JIR’s Irwin Daniels Schoolof Jewish Communal Service (SJCS) since itsbeginning 30 years ago.

The launching of the SJCS was rooted in thesocietal developments of the 1960s.According to Dr. Alfred Gottschalk, HUC-JIR Chancellor, the social programs andpolitical changes of the 1960s created a“brain drain” in the American Jewish com-munity. Jewish professionals left Jewishagencies to join the New Frontier and GreatSociety ranks. “There were a number ofpositions (in the Jewish community) thatwere simply not getting filled by qualifiedindividuals,” Dr. Gottschalk commented.

In 1967 Jewish community federationsraised over 179 million dollars for the IsraelEmergency Fund of the United JewishAppeal. These monies were in addition tothe UJA’s regular 1967 campaign funds.According to the 1967 Jewish Yearbook,

eight new Jewish community centers werecompleted at a cost of approximately 9.1million dollars. The number of JewishCommunity Centers would increase by fif-teen in the late 1960s. Despite the tremen-dous growth within the Jewish community,all the Jewish sponsored agencies in Americawere staffed by fewer than 5,000 professionalor semi-professional people who, for themost part, had little or no positive Jewishidentity. There was concern that these indi-viduals, while able to provide services, wouldbe unable to provide positive Jewish rolemodels for the next generation of Jews.

The first response to the growing dearth ofJewish communal professionals camethrough Dr. Gottschalk. Bert Gold, thenDirector of the Jewish Community CentersAssociation of Los Angeles, wrote aFeasibility Report to determine the viabilityof a school of Jewish communal service.With that report, HUC-JIR, under the lead-ership of Dr. Gottschalk, launched a trail-blazing approach to the education of Jewishcommunal workers that would foreverchange the lives of its alumni, its facultymembers, and the hundreds of Jewish andsecular institutions where Jewish communalprofessionals work.

Gold proposed that HUC-JIR’s Los AngelesSchool create a Department of JewishCommunal Service and offer a “series ofcourses in Jewish studies on both the under-graduate and graduate levels to supplementthe courses offered in undergraduate majorsin social welfare and in graduate schools ofsocial work.” He further proposed that thedepartment award a master’s degree in JewishCommunal Service. Gold’s proposal

1968School of JewishCommunal Servicefounded

1969Certificate programin Jewish commu-nal service (sum-mer sessions only)

1971Masters program inJewish communalservice at HUC-JIR

1972Dual Masters degreein social work (withUniversity ofSouthern California)and Jewish commu-nal service

• Joint degree withthe Rhea HirschSchool ofEducation, HUC-JIR

1973First Israel Seminarsponsored by theSJCS

1974Dual Masters degreein social work (withthe George WarrenBrown School ofSocial Work,WashingtonUniversity, St. Louis)and Jewish commu-nal service

1975Dual Mastersdegree in gerontol-ogy (with School ofGerontology, USC)and Jewish com-munal service

1982Dual Mastersdegree in publicadministration(with USC) andJewish communalservice

received endorsement from the full HUC-JIR Board of Governors. The SJCS thusbecame an intrinsic part of the evolving mis-sion of HUC-JIR’s Los Angeles School.

On July 1, 1968, Professor Gerald B. Bubiswas appointed Director of the SJCS. He wasgiven one year to realize the vision of Gold,Gottschalk, and the College-Institute. “Iwas given a great gift of time to think, toprepare, to construct, to theorize,” ProfessorBubis said. “I went all over the country andread all there was to read about prior schools.I interviewed people in fourteen cities andseven Jewish camps. I asked professionalswhat they thought should be taught to otherprofessionals.” As the SJCS became a reality,its first mission statement was adopted:

The School of Jewish Communal Service atHebrew Union College-Jewish Institute ofReligion was created to help meet the per-sonnel needs of the American Jewish com-munity agencies. It is dedicated to theenrichment of American Jewish life. TheSchool seeks to awaken its students to theirJewish heritage and values, and to preparethem for service in the Jewish community.The School will concentrate on the values,knowledge, and skills most likely to developa commitment to careers in Jewish commu-nity service. Eclectic in its approach andcontemporary in its outlook, the Schoolhopes to contribute to its students’ inde-pendence of thought and inquiry, to theircreativity and open-mindedness, and totheir desire to serve the American Jewishcommunity and their fellow man.

During the spring of 1969, seventy-five peo-ple inquired about the new program.Twenty-four applied. Thirteen men and two

women from eight states and one Canadianprovince were accepted. The first officialsemester of the Jewish Communal Servicedepartment began on HUC-JIR’s original site

on Appian Way in the Hollywood Hills.Class size was clearly limited by availablespace. Bubis shared his office with the librar-ian, Harvey Horowitz. The rare book collec-tion was housed in the walk-in refrigerator.

Howard Charish, executive director of thePhiladelphia Jewish Federation, was a mem-ber of that inaugural class. “It was veryexciting to be a part of that first year. Iremember Fred Gottschalk telling us howimportant this new program was.”

A high-caliber faculty added to the enthusi-asm of that first year. Judah Shapiro waspast president of the National Conference ofJewish Communal Service and had workedwith the Joint Distribution Committee torestore Jewish agencies in Europe after WorldWar II. Isidore Sobeloff had been ExecutiveVice President of the Detroit Federation andExecutive President of the Los AngelesJewish Federation. Ellis Rivkin was aProfessor of Jewish history at the CincinnatiSchool and author of Jewish Values andBeliefs. Boris Smolar had been editor at theJewish Telegraphic Agency.

By its second year, the SJCS was alreadyexhibiting the Jewish pluralism that contin-ues today. Its four men and nine womenidentified as Lubavitch, Orthodox, ModernOrthodox, “Conservadox,” Reform,Reconstructionist, culturally Jewish, and“Just Jewish.” Such diversity under the aegisof a Reform institution continues to be justone of the many remarkable characteristics ofthe School of Jewish Communal Service.

Another remarkable characteristic is the on-going ability to adapt changes in curriculumto accommodate the growing needs of the

16 ■ THE CHRONICLE

1984Dual Mastersdegree in socialwork (with theUniversity ofPittsburgh Schoolof Social Work)and Jewish com-munal service

1989Dual Mastersdegree in socialwork (with SanFrancisco StateUniversity) andJewish communalservice

1990SJCS rededicatedas Irwin DanielsSchool of Jewishcommunal service

1991Dual Mastersdegree in publicadministration(with USC) andJewish communalservice, adds spe-cialization in syn-agogue manage-ment

1992Dual Mastersdegree in commu-nications man-agement (withthe AnnenbergSchool ofCommunications,USC) and Jewishcommunal service

1999Dual Mastersdegree in busi-ness administra-tion (with theMarshall Schoolof Business, USC)and Jewish com-munal serviceannounced, tobegin Summer2000.

2000Track in informalJewish educationwith the RheaHirsch School ofEducation

3 0 Y E A R S A T T H E I R W I N D A N I E L S S C H O O L O F J E W I S H C O M M U N A L S E R V I C E

Mary Baron, MAJCS/MSW, 1994 and Michelle Krotinger Wolf, MAJCS/MPA, 1985

Stephen Breuer's class for synagogue adminis-trators in Los Angeles

JINNOVATING FORTHE FUTURE:

JEWISHLEADERSHIP

AND LEARNING

1999 ISSUE 58 ■ 17

Dr. Alfred Gottschalk (left), under whose HUC-JIR

presidency and leadership the Daniels School of

Jewish Communal Service was established, with

members of the Class of 1991

The five past and current Directors of the IrwinDaniels School of Jewish Communal Service(l to r) Dr. Steven Windmueller (current direc-tor), Dr. Jack Mayer (1990-94), Jerry Bubis(1968-88), Marla Abraham, Assistant Director,Interim Director (1994-95), (seated) Ted Kanner(1988-90)

30Reflections

on the FirstThirty Yearsof the Irwin

DanielsSchool of

JewishCommunal

Service

ayne Stein heads a fifteen-person taskforce to investigate hate crimes in the

greater Baltimore area. Jacob Green is aprogram director for Hillel. For the pasteleven years Sarah Siegel has served as cam-paign director for the Cleveland JewishFederation. Steven Cohen lived in Rwandafor eighteen months feeding starving chil-dren. Miriam Gold directs a chemicaldependency rehabilitation program designedespecially for Jewish teenagers. Rabbi DanielField was recently appointed director of anAIDS service agency. These people are pro-totypes of a group who go about the busi-ness of Tikkun Olam, of repairing the world,in different parts of our society and in differ-ent capacities. They represent the over fivehundred Jewish professionals who have grad-uated from HUC-JIR’s Irwin Daniels Schoolof Jewish Communal Service (SJCS) since itsbeginning 30 years ago.

The launching of the SJCS was rooted in thesocietal developments of the 1960s.According to Dr. Alfred Gottschalk, HUC-JIR Chancellor, the social programs andpolitical changes of the 1960s created a“brain drain” in the American Jewish com-munity. Jewish professionals left Jewishagencies to join the New Frontier and GreatSociety ranks. “There were a number ofpositions (in the Jewish community) thatwere simply not getting filled by qualifiedindividuals,” Dr. Gottschalk commented.

In 1967 Jewish community federationsraised over 179 million dollars for the IsraelEmergency Fund of the United JewishAppeal. These monies were in addition tothe UJA’s regular 1967 campaign funds.According to the 1967 Jewish Yearbook,

eight new Jewish community centers werecompleted at a cost of approximately 9.1million dollars. The number of JewishCommunity Centers would increase by fif-teen in the late 1960s. Despite the tremen-dous growth within the Jewish community,all the Jewish sponsored agencies in Americawere staffed by fewer than 5,000 professionalor semi-professional people who, for themost part, had little or no positive Jewishidentity. There was concern that these indi-viduals, while able to provide services, wouldbe unable to provide positive Jewish rolemodels for the next generation of Jews.

The first response to the growing dearth ofJewish communal professionals camethrough Dr. Gottschalk. Bert Gold, thenDirector of the Jewish Community CentersAssociation of Los Angeles, wrote aFeasibility Report to determine the viabilityof a school of Jewish communal service.With that report, HUC-JIR, under the lead-ership of Dr. Gottschalk, launched a trail-blazing approach to the education of Jewishcommunal workers that would foreverchange the lives of its alumni, its facultymembers, and the hundreds of Jewish andsecular institutions where Jewish communalprofessionals work.

Gold proposed that HUC-JIR’s Los AngelesSchool create a Department of JewishCommunal Service and offer a “series ofcourses in Jewish studies on both the under-graduate and graduate levels to supplementthe courses offered in undergraduate majorsin social welfare and in graduate schools ofsocial work.” He further proposed that thedepartment award a master’s degree in JewishCommunal Service. Gold’s proposal

1968School of JewishCommunal Servicefounded

1969Certificate programin Jewish commu-nal service (sum-mer sessions only)

1971Masters program inJewish communalservice at HUC-JIR

1972Dual Masters degreein social work (withUniversity ofSouthern California)and Jewish commu-nal service

• Joint degree withthe Rhea HirschSchool ofEducation, HUC-JIR

1973First Israel Seminarsponsored by theSJCS

1974Dual Masters degreein social work (withthe George WarrenBrown School ofSocial Work,WashingtonUniversity, St. Louis)and Jewish commu-nal service

1975Dual Mastersdegree in gerontol-ogy (with School ofGerontology, USC)and Jewish com-munal service

1982Dual Mastersdegree in publicadministration(with USC) andJewish communalservice

received endorsement from the full HUC-JIR Board of Governors. The SJCS thusbecame an intrinsic part of the evolving mis-sion of HUC-JIR’s Los Angeles School.

On July 1, 1968, Professor Gerald B. Bubiswas appointed Director of the SJCS. He wasgiven one year to realize the vision of Gold,Gottschalk, and the College-Institute. “Iwas given a great gift of time to think, toprepare, to construct, to theorize,” ProfessorBubis said. “I went all over the country andread all there was to read about prior schools.I interviewed people in fourteen cities andseven Jewish camps. I asked professionalswhat they thought should be taught to otherprofessionals.” As the SJCS became a reality,its first mission statement was adopted:

The School of Jewish Communal Service atHebrew Union College-Jewish Institute ofReligion was created to help meet the per-sonnel needs of the American Jewish com-munity agencies. It is dedicated to theenrichment of American Jewish life. TheSchool seeks to awaken its students to theirJewish heritage and values, and to preparethem for service in the Jewish community.The School will concentrate on the values,knowledge, and skills most likely to developa commitment to careers in Jewish commu-nity service. Eclectic in its approach andcontemporary in its outlook, the Schoolhopes to contribute to its students’ inde-pendence of thought and inquiry, to theircreativity and open-mindedness, and totheir desire to serve the American Jewishcommunity and their fellow man.

During the spring of 1969, seventy-five peo-ple inquired about the new program.Twenty-four applied. Thirteen men and two

women from eight states and one Canadianprovince were accepted. The first officialsemester of the Jewish Communal Servicedepartment began on HUC-JIR’s original site

on Appian Way in the Hollywood Hills.Class size was clearly limited by availablespace. Bubis shared his office with the librar-ian, Harvey Horowitz. The rare book collec-tion was housed in the walk-in refrigerator.

Howard Charish, executive director of thePhiladelphia Jewish Federation, was a mem-ber of that inaugural class. “It was veryexciting to be a part of that first year. Iremember Fred Gottschalk telling us howimportant this new program was.”

A high-caliber faculty added to the enthusi-asm of that first year. Judah Shapiro waspast president of the National Conference ofJewish Communal Service and had workedwith the Joint Distribution Committee torestore Jewish agencies in Europe after WorldWar II. Isidore Sobeloff had been ExecutiveVice President of the Detroit Federation andExecutive President of the Los AngelesJewish Federation. Ellis Rivkin was aProfessor of Jewish history at the CincinnatiSchool and author of Jewish Values andBeliefs. Boris Smolar had been editor at theJewish Telegraphic Agency.

By its second year, the SJCS was alreadyexhibiting the Jewish pluralism that contin-ues today. Its four men and nine womenidentified as Lubavitch, Orthodox, ModernOrthodox, “Conservadox,” Reform,Reconstructionist, culturally Jewish, and“Just Jewish.” Such diversity under the aegisof a Reform institution continues to be justone of the many remarkable characteristics ofthe School of Jewish Communal Service.

Another remarkable characteristic is the on-going ability to adapt changes in curriculumto accommodate the growing needs of the

16 ■ THE CHRONICLE

1984Dual Mastersdegree in socialwork (with theUniversity ofPittsburgh Schoolof Social Work)and Jewish com-munal service

1989Dual Mastersdegree in socialwork (with SanFrancisco StateUniversity) andJewish communalservice

1990SJCS rededicatedas Irwin DanielsSchool of Jewishcommunal service

1991Dual Mastersdegree in publicadministration(with USC) andJewish communalservice, adds spe-cialization in syn-agogue manage-ment

1992Dual Mastersdegree in commu-nications man-agement (withthe AnnenbergSchool ofCommunications,USC) and Jewishcommunal service

1999Dual Mastersdegree in busi-ness administra-tion (with theMarshall Schoolof Business, USC)and Jewish com-munal serviceannounced, tobegin Summer2000.

2000Track in informalJewish educationwith the RheaHirsch School ofEducation

3 0 Y E A R S A T T H E I R W I N D A N I E L S S C H O O L O F J E W I S H C O M M U N A L S E R V I C E

Mary Baron, MAJCS/MSW, 1994 and Michelle Krotinger Wolf, MAJCS/MPA, 1985

Stephen Breuer's class for synagogue adminis-trators in Los Angeles

JINNOVATING FORTHE FUTURE:

JEWISHLEADERSHIP

AND LEARNING

1999 ISSUE 58 ■ 17

Dr. Alfred Gottschalk (left), under whose HUC-JIR

presidency and leadership the Daniels School of

Jewish Communal Service was established, with

members of the Class of 1991

The five past and current Directors of the IrwinDaniels School of Jewish Communal Service(l to r) Dr. Steven Windmueller (current direc-tor), Dr. Jack Mayer (1990-94), Jerry Bubis(1968-88), Marla Abraham, Assistant Director,Interim Director (1994-95), (seated) Ted Kanner(1988-90)

Jewish community. In1971, for example, theSJCS formed a part-nership with theUniversity of SouthernCalifornia School of

Social Work. Students beginning their gradu-ate training in social work could enroll in theSJCS’s master’s degree program concurrentlyto receive a double master’s degree. TheCertificate in Jewish Communal Serviceremained as a stand-alone option.

Changes such as the MSW-MAJCS dualdegree paved the way for an explosion ofprofessional degree programs for Jewishcommunal professionals. This partnershipwith the University of Southern Californiasignificantly altered the conventional educa-tional path for professionals interested inJewish communal service.

Over the years, many changes have beenmade in the program. The original doublemaster’s program of MAJCS and MSW hasbeen expanded and there are now seven dif-ferent programs offering dual degrees. TheMAJCS is now available with Master of Artsin Jewish Education, Judaic Studies, PublicAdministration, CommunicationsManagement, Gerontology, and for rabbinicstudents. The single master’s in JewishCommunal Service is, of course, still avail-able. Field placement in agencies and pro-grams throughout Jewish Los Angeles ismandatory, with opportunities includingplacements at the American JewishCongress, B’nai B’rith Anti-DefamationLeague, the Bureau ofJewish Education, theNational Council ofJewish Women, and theJewish Home for theAged, among otherorganizations.

The most recent degreeemphasis is SynagogueManagement. Thisinnovative program wasdeveloped in partner-ship with the NationalAssociation of TempleAdministrators to fillthe growing demandsfor this vitally complexprofession.

All communal service stu-dents are expected to attend athree-week intensive seminarin Israel during their studiesin the SJCS. Many studentsreport that this Israel experi-ence crystallized their profes-sional and personal commit-ment to the Jewish State. “Itreally helped me to see thebig picture of Jewish life andit became an important turn-ing point in my professionaldevelopment,” said DanRothblatt (’86), Director ofDevelopment at the University of Judaism inLos Angeles. “I think the Israel trip providesstudents with tremendous insights into thenuances of Israeli life and society.”

Deborah Messenger (’80), DevelopmentDirector of American Friends of Technion,said that the Israel trip provided her with“… a finger on the pulse of Israel that wastruly amazing. I came away with a real senseof Israel’s profound vitality.”Exposure to excellent faculty is a factor citedby many students applying to HUC-JIR’sSJCS. “Studying with some of the bestJewish thinkers, both in Los Angeles and inIsrael, was so great,” said a late 1970s gradu-ate. “Although there have been times in mycareer when I would have left the Jewishcommunity, that exposure helped me hearkenback to the idealism and vision of the field.”

For many students, the informal educationalopportunities have been invaluable. One

alumnus said, “For me theschool was not just classes. Itwas a way of life. Learningtook place formally andinformally. I felt we wereenacting the Jewish commu-nity in microcosm.” Theseinformal learning experiencesinclude Shabbat dinners,evening lectures, camp week-ends, co-curricular days, spe-cial holiday programs, bi-weekly synagogue services aswell as a full agenda of work-ing meetings and planning

sessions for school events.

When alumni look back on these experi-ences, they often talk about a ‘new perspec-tive’ gained after graduation. “I learned howto think critically,” said Marsha Rothpan(’94), Assistant Director of the Council ofJewish Life of the Jewish Federation of LosAngeles. “Just learning the right questionsto ask was very important.”

Over the years, students from Israel, France,Czechoslovakia, Argentina, Slovakia, andSweden have attended the SJCS. These stu-dents instilled their North American class-mates with a global sense of the Jewish com-munity and helped provide new perspectiveswhile learning about the American Jewishcommunity. The SJCS is working with theJoint Distribution Committee in bothEurope and Latin America to create oppor-tunities for more foreign students to attendHUC-JIR’s communal service programs.

Throughout theyears, studentshave exhibited acollective changein Jewish identifi-cation. RitaLowenthal servedas Director ofField Educationfrom 1977 until1992. She notedthat “in the 1970smany studentswere essentiallycoming home toJudaism. After cir-cuitous routes

Communal service alumni in attendance at the August 11th Culmination Exercises held at the HUC-JIRSkirball Cultural Center. Rabbi Zimmerman was the key note speaker; Dean Lewis Barth (far left) andDr. Steven Windmueller (far right) were also featured.

18 ■ THE CHRONICLE

INNOVATING FORTHE FUTURE:

JEWISHLEADERSHIP

AND LEARNING

SJCS FieldWork PrizesIn honor of the 30th Anniversary of

the Irwin Daniels School of Jewish

Communal Service, two field work

prizes were established: the

Madeline and Eugene Goodwin Prize

in Field Work Education, established

by George Goodwin (‘85) and his

siblings in honor of their parents,

and the Field Family Prize in Field

Work Education, established by

Edward Field (‘89) and his family.

(continued on page 24)

� Ambassador RichardHolbrooke received the 1999 Dr. Bernard Heller Prize atGraduation in Cincinnati. In hisaddress, Ambassador Holbrookestated, “One cannot think aboutAmerica’s role in the world anddivorce it from values....If prob-lems are ignored, if they’re allowedto fester, they explode on a muchgreater level of severity and inten-sity later....”

� The Institute of ContemporaryHistory and Wiener Library, inLondon, represented by its director,Dr. David Cesarani, and theJewish Historical Institute, inWarsaw, represented by its director,Dr. FeliksTych, receivedthe 1999 RogerE. Joseph Prizeat Ordinationand Investiturein New York.

� We are happy to welcome thefollowing Overseers who have beeninducted during 1998-1999.

New York: Mark Biderman (1), Stephen Friedlander (2), Dennis Gilbert (3), John Golden (4), Jodi Hessel (5),Sandy Miot (6), Phyllis Perkins(7), Seymour Reich (8), Michael Spritzer (9)

Cincinnati:Paul E. Flotken(10), Edward J. Goldstein(11), Robin Harvey (12), Kim Morris Heiman(13), Mark S. Kanter (14), Lawrence Linkon (15), Michael R. Oestreicher (16)

Los Angeles:John A. Altschul (17), RosylandBauer (ex officio) (18), RabbiMichael Berk (ex officio),* AlanBloch (19), Marcia Burnam (20),Rabbi Alice Dubinsky (ex offi-cio)(21), Dorothy Goren,*Arthur Levitt (22), MichaelNissenson,* Dr. Morton Schapiro(23), Evely Laser Shlensky (24), Glenn Wasserman (25), Allyne Winderman (26)

Jerusalem:Dr. David Morrison (27)*not pictured

Additional photographs of new Overseers will

appear in the Spring 2000 issue of The

Chronicle.

32 4

5

1

11 12

15

10

14 16

17

21 25 26 2722 23 24

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76

SEEN AROUND

1999 ISSUE 57 ■ 19

8

9

Perspective #2 Paul’s theology influenced the evolution of the gospel portraits of Jesus

Paul’s

interpretation of

the Christ

Jesus’ image and teachings as preserved, embellished,

transformed through the filter of Paul’s interpretation

e.g., Jesus on LAW OF MOSES;on TURNING to the Gentiles; on

SUPERSESSION of Jews byGentiles

Incorporation and/or reaction to these ideas

though process of GOSPEL REDACTION

The historical Jesus

and his teachings

The conceptualization here is that the earliestimages of the historical Jesus and his teach-ings were filtered through Paul’s interpreta-tion of the meaning of the Christ (and thusas well through others’ interpretations ofPaul’s interpretation), the consequence beingthat Jesus’ image and teachings were not sim-ply preserved but also embellished – in somecases significantly transformed. Respectingsubsequent Christian-Jewish relations, threethemes of decisive importance were generatedthrough this process, each bearing theimpress either of what Paul himself preached,or of how others construed, or misconstrued,that preaching:• The motif of rejection of the Law of Moses.

• The motif of Christian missionaries turn-ing the focus of their preaching away fromJews and toward Gentiles instead.

• The motif of Jews as superseded by Gentilesas God’s chosen people.

While some Gospel traditions depict Jesus him-self espousing these motifs, many Jewish readersdeny that Jesus ever actually broke with the Law,counseled a turning away from Jews and towardGentiles instead, or sanctioned notions of Jewsas superseded by Gentiles. Since these threethemes contributed centrally to stereotyping ofJesus as an apostate by ancient and medievalJewish tradition, as well as to supersessionist andtriumphalist theology of some Christians past andpresent, suggestions that these motifs derivemore from how Paul was interpreted (or misin-terpreted) than from what Jesus personallyespoused carry significant ramifications!

PERSPECTIVE #3: In the process of responding to challenges byJewish opponents, emerging Christianity

adjusted or added to Jesus-traditions teachings and nuances not authentic to Jesus’ ministry; accordingly, teachingsascribed to Jesus – and impinging on

Jews and Judaism – should not be viewedonly as an undifferentiated mass.

Between Jesus’ ministry (ca. 30 C.E.) and thecompletion of the Gospels (70-100), dilem-mas arose for emerging churches, some stem-ming from challenges by (non-Christian)Jews to Jesus’ credentials and to the validity ofChristian preaching about him. Despite theGospels’ ostensible preoccupation withretelling details of Jesus’ ministry decades ear-lier, the Evangelists were also addressing thesemore recently surfacing concerns – issues soformidable that Christianity had to enlistJesus’ authoritative image to solve them.Conceiving that their own immediate prob-lems had already originated during Jesus’ day,and that solutions were therefore discoverablein his words and deeds, the Gospel writersoften recast his actual teachings to renderthem germane for later circumstances.

• Illustration: Noting that some Christiansfailed to abide by Jewish dietary laws, Jewishopponents posed a challenge: how can youprofess to fulfill God’s covenant while violat-ing laws of kashrut? In helping his con-stituents to respond, Mark (7:18-23) adjusteda genuine teaching of Jesus to mean some-thing other than what was originally intended– redirecting Jesus’ words, “Do you not seethat whatever goes into a man from outsidecannot defile him?” to mean that Jesus had“thus declared all foods clean” (7:19b). WhileJesus’ intent may have been to teach that

what truly matters is internal moral con-sciousness, Mark instead applied Jesus’ wordsto the different problem of dietary laws, so asto address a challenge from Jews first arisingbetween Jesus’ ministry and completion ofMark’s Gospel forty years later.

• Illustration: Confronted by Jewish denialsof the resurrection, Christianity came toadvance an empty tomb tradition.Responding to this unexpected claim, Jewishskeptics ascribed the alleged emptiness of thetomb to the disciples’ theft of the body, acharge Matthew tried to neutralize by hisown “proofs” that a theft was impossible (cf.27:62-66; 28:11-15). Suggestion of a theftwas an inevitable Jewish retort to the emptytomb story. That Mark, the earliest Gospel,does not mention let alone cope with thisresponse hints that the empty tomb traditionfirst surfaced either with Mark himself (whofailed to anticipate the Jewish reaction) oronly shortly before him (so this reaction –insinuation of a “theft” – had yet to surfaceto his attention). We may thus conclude thatthe tomb tradition was a Christian responseto a Jewish challenge arising between Jesus’ministry and Mark decades later.

PERSPECTIVE #4: Study of the Gospels of Mark, Matthew, and Luke in parallel columns reveals thatlater writers intensified the anti- Judaism

of their sources. Therefore, one might plausibly argue that anti- Judaism decreases

as we regress toward Christian origins.

Most New Testament scholarship holds thatMatthew and Luke are not only literarilydependent upon Mark but have also alteredhis text, with some of their variations reflect-

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Jewish Understandings of the New Testament(continued from page 3)

(continued from page 26)

20 ■ THE CHRONICLE

24 � THE CHRONICLE

through various freedom movements of the1960s, they had chosen to make a differencethrough Judaism.”

Bruce Phillips is a professor of JewishCommunal Service and has taught at HUC-JIR since 1980. He echoed the observationmade by Rita Lowenthal. “There has beenmuch more interest in Jewish studies overthe past ten years. Before that, studentscame in search of professional skills and wemandated them to study Jewish subjects. It’salmost the other way around now.”

Change was the catalyst that helped createthe SJCS. Change continues to be a forcebehind the School informing everything itdoes. Since this program began in 1968, avibrant dynamic has been in play. Studentsgraduate from the School and go into theJewish community as Jewish professionals.These alumni effect changes in their variousfields which in turn feed back to the Schooland shape the curriculum.

The most recent comprehensive study of alum-ni was The Chai Report: 18 Years of HUC-JIRSchool of Jewish Communal Service AlumniSpeak. This study was conducted in 1988 byDeborah Burg-Schnirman, Ruth Dubin,Theodore Flaum, Holly Hollander, Esther Li-Dar, Jeanette Macht, Karen Michel, and LisaNey. One hundred and eighty alumni of thecertificate, single, and double masters programsresponded. A high percentage of the alumniremain in professions within the Jewish com-munity. Many experienced several job changesat the beginning of their careers but the majori-ty remained within the Jewish professionalcommunity. Alumni also identified several cri-teria for job selection. These criteria remainedconstant whether they were looking for theirfirst or their tenth job: the opportunity for pro-fessional growth and advancement. A varietyof responsibilities. Personal job satisfaction.The mission of the work. Several studentsfrom the class of 1999 are compiling an updat-ed study on the status of graduates.

“The word got out rather quickly that theSJCS was a serious academic environment,”Dr. Gottschalk recalls. “The chance to studywith Jerry, who had already established him-self as a visionary in the field, as well as withthe other faculty was really pretty incredible.Bert Gold agreed with Dr. Gottschalk say-ing, “The school really turned out the waywe had hoped.”

One Jewish professional observed that theSJCS “… raised the bar on how Jewish pro-fessionals can and should work in the field.It was the first program to underscore the

Jewish aspect of com-munal service whilestill retaining a loyal-ty to the social workmilieu in which ithad originated.”

“The School set standards for how knowledgeof the field should be applied on a pragmaticbasis,” Dr. Gottschalk recently observed. “Ithas served the Reform Movement in a verysophisticated way by having people in keyleadership positions in Europe, Israel, andNorth America who have an appreciation, anda sense of kinship, because of their participa-tion in the program.”

Richard Meyer (‘79), Executive Director ofthe Milwaukee Jewish Federation, observesthat, “Looking back almost twenty yearssince completing the double-masters programand entering Jewish communal service, I amamazed at how much of what I learned still isapplicable in my daily practice. Perhaps theprogram’s most significant impact was that itimbued within me a very clear picture, bothof what to expect in the field (lay/professionalrelations, identifying key community issues,formal and informal institutional politics,among others) and more importantly, how toact in a professional way to accomplishJewish and organizational goals. To a largeextent my grounding, comfort, and confi-dence is a direct result of that experience.”

A more recent graduate is Dana Sheanin(‘96), a Social Worker at AMETZ AdoptionProject of the Jewish Childcare Associationin New York City. “How did the School ofJewish Communal Service shape my ideasand practice? First and foremost, the Schoolprovided me with unique opportunities tomeet professional mentors who have contin-ued to serve as teachers, role models, andfriends, and who have helped me strategizein challenging professional situations overthe past three years. I have often foundmyself considering what one of them mightdo with a given task, or how one of themmight tackle a problem. As a student I feltvery fortunate to have their guidance, but Ifeel more fortunate that these relationshipshave continued after school, and with mymove to New York. The second area is interms of my leadership skills. The Schoolprovided multiple opportunities to learn

Orly Bender and Michele Waldman

(l to r) Shoshanna Arnall (MAJCS/MSW '99), JackMayer, Director of Valley Alliance Federation, JoySisisky (MAJCS/MPA student), and Scott Minkow(MAJCS/MSW '99)

Reflections on the First Thirty Years

of the Irwin DanielsSchool of Jewish

Communal Service(continued from page 18)

INNOVATING FORTHE FUTURE:JEWISHLEADERSHIPAND LEARNING

Communal, rabbinical, and education studentsplanting a tree in South Central Los Angeles

(continued on page 28)

ing their intentional adjustments (not simplydependence on other sources). In particular,anti-Jewish nuances present in Matthew andLuke, yet absent from parallel material inMark, likely reflect the later editors’ owninclinations, conditioned by tensions ofChristian-Jewish discourse in their day.

“Jesus Before the Sanhedrin” (Mark 14:55-56; Matthew 26:59-60) – Here, theMatthaean account significantly changesMark’s rendition by adding (in 26:59) a singleword: “false.” While in Mark the Jewish offi-cials sought (what they apparently believed tobe) true testimony against Jesus, in Matthewthey set about finding false testimony fromthe start. In Mark’s understanding, therefore,the Jewish authorities, genuinely believingJesus guilty, had only to seek out honest wit-nesses to confirm their belief. Yet Matthewimplies that because Jewish authorities knewJesus to be innocent they actually had to seekout specifically false witnesses to condemnhim! Thus does Matthew’s adjustment ofMark heighten an already earlier anti-Jewishtendency of the Christian tradition.

“The Sentence of Death” (Mark 15:12-15;Matthew 27:22-26; Luke 23:21-25) – InMark, the Roman governor, Pontius Pilate,attempts to acquit Jesus (verse 14), and it is the

Jewish mob who calls for Jesus’ crucifixion.Matthew’s incorporation of the so-called “bloodcurse” (verses 24-25), however, intensifies theJews’ culpability even as it further downplaysPilate’s own involvement. Luke, by emphaticallyemploying the third person, likewise heightensthe Jews’ accountability – “they were urgent,demanding ... he ... be crucified”; “and theirvoices prevailed” (verse 23); “that their demandshould be granted” (v. 24); “the man ... whomthey asked for”; “delivered up to their will” (v.25). Luke also has Pilate acquit Jesus three times(23:4,14,22) rather than merely once (cf. Mark15:14; Matthew 27:23).

Just as Matthew and Luke revised theirsources, Mark likewise edited his ownreceived traditions, transforming into con-frontation teachings of Jesus not originallyuttered in contexts of controversy. Suchobservations are compatible with Perspective#1: that the further we recede into earliestChristianity – approaching the time frame ofJesus himself – the more plausibly mayGospel expressions of anti-Judaism be under-stood as stemming from the developingchurch rather than Jesus’ ministry.

PERSPECTIVE #5: A major reason why passages in the

Jewish Bible seem to predict the coming of Jesus is that Christian tradition came

to model Jesus’ image in conformity with Jewish scriptural imagery.

For centuries, missionaries have drummedhome to Jews a steady staccato of “proof-texts” from Jewish Scripture, citations said toprove that Jesus alone fulfilled predictions ofthe Messiah’s coming: for example, the appar-ent correspondence of Jesus with Isaiah’s“Suffering Servant” (Isaiah 53); of Jesus’ entryto Jerusalem on a donkey with its presumedprediction by Zechariah (9:9); or of the sceneand words of Jesus on the cross with imagery

from Psalms (e.g., 22; 69:21). Such claimswere likely stimulated by Paul’s insistencethat “Christ died ... in accordance with thescriptures” and “was raised ... in accordancewith the scriptures” (1 Corinthians 15:3f.),rendering it likely that early Christians wouldlook to Jewish Scripture (still, their onlyBible) to sustain their theological beliefs.

Reflective Jews have reasoned out a dynamiclikely underpinning at least some of theseostensible correlations: namely, that develop-ing Gospel tradition fashioned details ofJesus’ life to match predictions alleged to fore-tell him. Once eyewitnesses of Jesus’ ministrybegan to die off, the Jewish Bible potentiallybecame of inestimable assistance! BecauseChristians believed not only that Jesus wasthe Christ but also that Scripture had pre-dicted the Messiah’s coming, they could read-ily see the Bible as prophesying Jesus in par-ticular. If sufficient details about Jesus’ min-istry seemed unavailable, Scripture could becombed as a ready repository of missing cluesto which the image of Jesus could then beconfidently conformed – since Jesus’ ministryand Jewish Scripture were indeed presumedfully congruent one to the other.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILLENNIUM ON OUR MINDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Perspective #4Study of Mark, Matthew and Luke in parallel

columns suggests that later writers intensifiedthe anti-Judaism of their sources.

[Anti-Judaism may decrease as we regress towardChristian origins.]

Perspective #3 In the process of responding to challenges by Jewish opponents,emerging Christianity adjusted or added to Jesus-traditions teachings and nuances not authentic to Jesus’ministry. [Accordingly, teaching ascribed to Jesus–and impinging on Jews and Judaism–should not be viewed only as anundifferentiated mass.]

EARLY CHRISTIAN BELIEF AND PRACTICE

Example I – Gentile-Christians ignore Jewishdietary laws

Example II – Christians argue the legitimacy ofJesus’ messianic credentials

Example III – Christians claim Jesus was resurrected

CHALLENGES POSED BY JEWISH RESISTANCE

Jewish Challenge: How can you Christians profess to fulfill God’s covenant while violating the laws of kashrut?

Jewish Challenge: Elijah, the herald authenticating thetrue Messiah, has not yet come.[Mk. 9:11 – “...Why do the scribessay that first Elijah must come?”]

Jewish Challenge #1: Jesus was not resurrected.

Jewish Challenge #2: Tomb empty because disciplesstole the body.

RESULTANT ADJUSTMENTS OF ORADDITIONS TO JESUS TRADITIONS

Christian Response: “‘...Do you not see that whatevergoes into a man from outside cannot defile him...?’(Thus he declared all foods clean.)”[Mk. 7:18-19]

Christian Response: [Mt. 17:13 – “Then the disciplesunderstood that he was speakingto them of John the Baptist.][Mk. 9:13 – “‘...I tell you that Elijahhas come....’”] [+ Antipas (=Ahab)/Herodias (=Jezebel) imagery, etc.]

Christian Response: The fashioning of the empty tombnarrative.

Christian Response: Theft story a fiction:[Mt. 28:15b “And this story has beenspread among the Jews to this day”].

(continued on page 31)

26 � THE CHRONICLE

(continued from page 20)

Jewish Understandings of the New Testament

28 � THE CHRONICLE

where my strengths and weaknesses were,and to challenge myself to overcome themwhenever possible. Classes, such as the onetaught by Jack Dauber, addressed leadershipskills in a direct or concrete way, but themany occasions of interaction with class-mates in the School of Communal Service,and across the lines of the Jewish educationand rabbinic programs, offered ‘real life’opportunities to grow as a leader.”

In his The Birth of a School Jerry Bubis wrote,“…we are but beginning a new educationalenterprise. Its final form will ever elude us forit must be ever fresh and self renewing.”

In the dynamic interplay between the Jewishprofessional field and the SJCS, both willcontinue to influence each other. Changesalready begun include a greater emphasis onthe study of Jewish Texts, Hebrew, andschool-wide services and programs. Anincreased emphasis on management skills isalso emerging. Marla Eglash Abraham,Associate Director of the SJCS commentedthat students today, compared to her gradu-ating class of 1985, are much more pragmat-ic. “Students understand that they needmanagement and fund raising skills, particu-larly clinical social work students who didn’talways perceive the need.”

Dr. Bruce Phillips sees the role of the SJCSas pivotal to the success of the overall LosAngeles School. “This program was reallythe first formal connection to the USC cam-pus,” he said. “It was the foundation forother relationships with the Jerome H.Louchheim School and the two new under-graduate minors that were created justrecently, in early 1999: Judaic Studies andAmerican Jewish Studies.”Dr. Steven Windmueller, Director of theSJCS, believes a trend in the coming years isthat of further integration of HUC-JIR’sSchools. He points to a decision by theHUC-JIR leadership to create a required sur-vey course at all four HUC-JIR sites. At theLos Angeles School there is a growing aware-ness that the rabbinic students have much to

learn in the way of leadership skills from boththe Jewish Communal Service students andfrom the Rhea Hirsch School of Educationstudents. Communal Service students arenow part of the twice weekly worship service.An elective called Synagogue Practicum isoffered to meet demands of students andneeds within the Jewish community.

Dr. Windmueller described an “entrepre-neurial spirit” taking hold at the School withworkshops and programs being offered forother non-profit organizations, lay leaders ofthe Jewish community, and working profes-sionals who seek to upgrade their skills.Three new advanced degree programs withUSC are currently under discussion. Thefirst new program is a joint Public PolicyPh.D. program with the School of PublicAdministration. Reflecting a need for, andan emphasis on, Jewish professionals skilledin public relations, an MA in PublicRelations/MAJCS with the AnnenbergSchool of Communications at USC is beingoffered and an MBA/MAJCS with theMarshall School of Business at USC will beoffered in the academic year 2000.

Two alumni surveys revealed a fairly consis-tent vision of Jewish communal profession-als as enablers, transformers and, in manycases, leaders of their agencies and commu-nities. “It is very important that our stu-dents believe in their ability to transformtheir agencies and organizations,” Dr.Windmueller explained. “Especially at atime when the organized Jewish communityneeds new and innovative ideas to attractmembers and donors. We believe we have alot to offer our students and the field.”

Dr. Windmueller credits a number of LosAngeles Jewish leaders, especially IrwinDaniels, a Los Angeles business and civicleader, for his 1990 commitment to helpunderwrite support for the SJCS. Over theyears the School’s Advisory Board, which hasbeen chaired by Robert Arkush, MartinKozberg, Dorothy Goren, and is presently

Dennis Eisner (left) with David Levy(MAJCS/MSW '88), Campaign Director of theSan Fernando Valley Alliance

Communal service students' biennial winterintersession program in Israel, to developgreater expertise in Israeli political, social, andcommunal issues, adds an important dimensionto their training to be professionals in JewishFederations and communal and social serviceorganizations in North America. (left to right)Kari Edelman, Michelle Rosen, Ruth Reaven, andOr Mars

Los Angeles Mayor Tom Bradley (right) congratu-lates communal service student Deborah Hansonon completion of her first internship in the BradleyProgram in Multicultural Understanding, a jointHUC-JIR/USC program, coordinated by Dr. CynthiaCherrey (USC, left) and Rita F. Lowenthal (HUC-JIR).

Irwin Daniels School of Jewish Communal Servicestudent Scott Becker reads from Robert Peters'Songs for a Son at the Jewish Home for the Aging,Los Angeles. Sarah Cohen is 95 years young.

Reflections on the First Thirty Years of the

Irwin Daniels School of Jewish Communal

Service (contiued from page 24)

INNOVATING FORTHE FUTURE:

JEWISHLEADERSHIP

AND LEARNING

(continued on page 39)

Thus, uncanny similarity of the Gospels’Jesus-image to Isaiah’s “Suffering Servant”could have arisen from the specific likeningof Jesus to the “Suffering Servant” model.Details of the scene on the cross (e.g., Jesus’being scornfully mocked by passers-by, andlots cast for his garments) could “fulfill”Psalm 22 if they were enlisted therefrom!Matthew, misrendering (the Hebrew)Zechariah’s prediction (9:9), had Jesus rideinto Jerusalem on two animals simultaneously– a telltale indication of the lengths to whichGospel tradition could go in matching Jesus’image to Jewish Scripture.

An apt analogy would be to arrows shot at ablank wall, with bulls’-eye painted aroundthem only thereafter! Reality, of course, woulddiffer from appearance: for rather than arrowshitting targets, targets would have beenaccommodated to arrows! In some instances,at least, “predictions” from Scripture wouldhave served as “arrows” with Jesus’ Gospel image

the “bull’s-eye” consciously – though in fullfaith and confidence – painted around each ofthem. At the least we may say that evenregarding actual events in Jesus’ life Scriptureinfluenced which ones would be remembered:thus, not only may narrators have created inci-dents “to give scriptural flavor” but from inci-dents that did occur narrators dramatized thosecapable of echoing the Scriptures. In eithercase, the Jewish Bible played some formativerole in the development of Jesus narratives.

In summary: For Jewish readers, NewTestament texts seem curiously at variancewith Judaism, sometimes even anti-Jewish aswell. This is curious because the figures pri-marily advanced as espousing it, Jesus andPaul, were themselves Jews!

The seeming anomaly of a Pharisaic-liketeacher of parables espousing a new“Christian” theology, at least implicitly anti-Jewish, is most acceptably resolved for Jewsby (1) reclaiming Jesus as a Jew and (2)ascribing the Gospels’ anti-Judaism instead towriters who redirected the image of the his-torical Jesus along anti-Jewish lines. In sur-mising possible reasons for such alteration,many Jewish readers are drawn to the hostili-ty characterizing Christian-Jewish relations inthe Evangelists’ own day. Jesus himself is thusspared responsibility for the Gospels’ anti-Judaism (though that he had disputes withfellows Jews on particular issues is not there-by precluded). Later Christianity, in its issueswith Jews – over challenges posed to the suf-ficiency of Jesus’ messianic credentials and tothe validity of the Christian preachment –readily enlisted Jesus’ image for support, eventhough these were challenges concerningwhich he may have had neither any involve-ment nor antecedent awareness.

1999 ISSUE 58 �31

Rabbi David Komerofsky has beenappointed Associate Dean of Students atthe Cincinnati School. Ordained this pastJune at HUC-JIR/Cincinnati, he served asreligious school principal at TempleShalom in Cincinnati for the last two years.

Rabbi Richard Levy has beenappointed Director of the School ofRabbinic Studies for HUC-JIR/LA. Forover two decades, Rabbi Levy has beenExecutive Director of the Los AngelesHillel Council, recently completed a two-year appointment as President of theCentral Conference of American Rabbis,and has served as Adjunct Lecturer inJudaic Studies at the HUC–JIR’s DanielsSchool of Jewish Communal Service andthe Rabbinic School in Los Angeles.

Dr. Steven F. Windmueller, Directorof the Irwin Daniels School of JewishCommunal Service, has been appointedto the rank of Adjunct Associate Professoron the new blended track for administra-tors who also teach at the College-Institute.Dr. Windmueller is the first person at theLos Angeles School to receive an appoint-ment on this new academic track.

IN MEMORIAMNaomi BooneThe cherished granddaughter ofMary and Charles Tobias, HonoraryGovernor and Secretary of the Boardof Governors, who will hold a placein our hearts.

Leo GoldThe dear father of Stanley P. Gold,member of the Board of Governorsand its former Chair, whose memo-ry will be a blessing.

Rosalind KaufmanThe beloved wife of HUC-JIR/Cincinnati faculty member Dr.Stephen Kaufman, who will beremembered fondly.

Beatrice StoneThe beloved mother of Donald J.Stone, a member of the Board ofGovernors, who will be deeplymissed.

Dr. Geoffrey WigoderEsteemed member of the JerusalemBoard of Overseers, editor-in-chiefof the Encyclopedia Judaica and TheEncylcopedia of Judaism, and distin-guished author, who will be remem-bered for his wisdom, humor, andhumility.

Perspective #5The reason why passages in the Jewish Bible seem

to predict the coming of Jesus is that Christiantradition came to model Jesus’ image

in conformity with Jewish scriptural imagery.

Jewish Understandings of the New Testament(continued from page 26)

Look how far we’ve come!

P R O G R A M S U P P O R TPROGRAM SUPPORThe College-Institute has been blessed tohave Dr. Paul M. Steinberg as a part of itsadministration and

faculty for over 40 years.Ordained at the JewishInstitute of Religion in1949, he has served as abeloved mentor andteacher to generations of students. His distin-guished career has seen service as Dean of theRabbinical School, Dean of the School ofEducation, Dean of the School of SacredMusic, Dean of the New York School,Executive Dean of the Jerusalem School, VicePresident of the College-Institute and, current-ly, the Eleanor Sinsheimer DistinguishedService Professor of Jewish ReligiousEducation and Human Relations, and SpecialAssistant to the President.

To honor his commitment to the College-Institute and to the Reform Movement, andthat of his wife Trudy Steinberg, Dr. Steinbergwas awarded a Doctor of Humane Letters,honoris causa at a Special AcademicConvocation in 1997. Trudy Steinberg was

recognized as ”a dedicated unofficial ambas-sador of the College-Institute,” for her aid in

the creation and implemen-tation of HUC-JIRprograms in the UnitedStates and overseas. HUC-JIR lauds their commitmentto Jewish spiritual, intellec-

tual, and cultural education and continuity.

To further celebrate the Steinbergs’ devotionto HUC-JIR, the College-Institute createdThe Dr. Paul M. Steinberg and TrudySteinberg Endowment Fund for the Teachingof Human Relations to establish a visitingprofessorship. Over 350 donors have alreadymade contributions to the Fund, nowtotalling more than $600,000.

The visiting professorship will be in the fieldof Human Relations, which will includecounseling and group dynamics. In additionto the rabbi’s significant mission as teacher,Dr. Steinberg views the rabbi as a skilled prac-titioner of human relations and seescounseling as a critical and integral compo-nent of the rabbi’s service. Dr. Steinberg

notes that the newly established professorshipwill “enlarge upon the skills of the studentswho are preparing for service to our people.”In addition to teaching responsibilities at theNew York School, the Visiting Professor willalso give public lectures and participate inCollege-Institute sponsored conferences.

TThe Dr. Paul M. and

Trudy Steinberg Visiting Professorship

Dr. Paul M. and Trudy Steinberg

32 ■ THE CHRONICLE

t all began at an HUC-JIR AssociatesProgram in Rockville, MD, last April. AshGerecht approached Rabbi Aaron Panken,

Dean of the NewYork School,with a simplequestion: “DoesHUC-JIR havean Outreach Professor?” “No, but would youlike to give us one?” quipped Rabbi Panken.“Maybe,” was the response, and the rest, asthey say, was history. With the assistance ofDru Greenwood, National Director ofOutreach at the UAHC, and after a fewmonths of thoughtful cooperative plan-ning, the Gerecht Family Institute forOutreach at HUC-JIR was born.

Through the generosity of Ash and GloriaGerecht and the National Center toEncourage Judaism, this Institute will beendowed with a $1 million gift. Thismajor gift will enable the College-Institute to develop comprehensiveoutreach education for students at allthree stateside centers of learning and to cre-ate opportunities for advanced study forrabbis in the field. In an interview, theGerechts remarked: “We are pleased that thisnew Institute will further the goals of out-reach in the Reform Movement, and it is ourhope that it will also encourage other sectors

of Judaism to become more active in out-reach as well.”

In expressing deep gratitude to the Gerechtfamily for theirforesight andtheir generoussupport of thisvital initiative,

Rabbi Pankennoted: “Outreach tothose on the mar-gins of the Jewishcommunity, to the

intermar-ried, andto thosewho are

interested in exploring Judaism, is a criticalpart of the role of the rabbi in our currentAmerican context. Training our graduates toface the real world they will see in congrega-tions is imperative.”

Ash and Gloria Gerecht established a publicfoundation in 1980 which became a private

family foundation, the National Center toEncourage Judaism (NCEJ), in 1995. NCEJsubsidizes the advertising of introductoryJudaism courses by Jewish organizations inthe secular press. These grants have beengiven to many Reform congregations in thepastfive

years, with the cooperation of the UAHCOutreach Department.

Ash Gerecht is chair of CD Publications, anational subscription newsletter firm that heand his wife, Gloria Lantz Gerecht, foundedin 1961 in Washington, DC. A Kansas City,MO, native, he is a graduate of WashingtonUniversity, St. Louis and the University ofChicago. Gloria Gerecht grew up in Dallasand Houston, TX and is a graduate of theUniversity of Chicago.

Empowering Outreach Training:The Gerecht Family Institute for

Outreach at HUC-JIR

I

Rabbi Sam Joseph teaching at anOutreach Fellows Program at HUC-

JIR/Cincinnati, where Reform lay leaders,under the supervision of their rabbis, aretrained to work with those in the process

of conversion

HUC-JIR rabbinical students participating in the “PromotingJewish Identity in an Age of Choice” Seminar, Buffalo, 1999

Rabbi Nancy Kasten (NY ‘90), teach-ing at “A Taste of Judaism: Are You

Curious?” class in Dallas

early 50 members of the HUC-JIR/NYYoung Leadership Initiative, whichseeks to acquaint

younger Jewish professionalswith the College-Institute,met for the first session of this year’s innova-tive program, “The God We Believe In (ordon’t): Coming to Grips with Holiness inLiberal Judaism.”

This monthly program brings congregationalleaders from the New York area to HUC-

JIR/NY tostudy andengage in

dialogue with some of the greatest teachers inReform Judaism.

The first session met on October 19 withRabbi Lawrence Kushner (C ’69) on the

topic of The God of the Kabbalists – Ancientand Modern. Participants studied and dis-cussed texts on spirituality, God, andKabbalah. Teachers of future sessions areProfessor Michael Meyer, Professor TikvaFrymer-Kensky, Rabbi Aaron Panken, RabbiJack Luxemburg, Cantor Benjie EllenSchiller, and Rabbi Andrea Weiss.

New York Young Leadership N

reception washeld at ToddSchiffman’s home

in Beverly Hills to kickoff the fund-raisingefforts for the Sexual Orientation Issues inCongregations and Community initiative.The afternoon raised more than $45,000for scholarships, internships, and program-

ming to provide students with the skillsnecessary to successfully work withinan inclusive Jewish community, and totransform commonly-held negativestereotypes. Rabbinic, education, and

communal service students will benefitfrom the initiative. The program is chairedby John Altschul and Dr. Les Zendle.

A An InclusiveCommunityInitiative

(l to r) John Altschul, chair; Amy Sapowith, rabbinic student; Dr. Les Zendle, chair; Lisa Rosenberg, rabbinic student; and

Dr. Lewis M. Barth attended the reception at Todd Shiffman’s home in Beverly Hills to initiate the fund-raising efforts for the Sexual Orientation Issues in Congregations and Community program.

n 1958, the HUC–JIR Bulletin (a predeces-sor of TheChronicle)

proudlyannounced“Rabbinic StudyGoes Electronical!” Reel-to-reel tape recordingand slide projection were in the vanguard ofteaching tools for students at that time.

Today, HUC–JIR has advanced to a new levelof technology:• The Administrative Video Conferencing sys-tems, made possible by the generous gift ofManuel and Rhoda Mayerson, are in place atthe Cincinnati, Los Angeles, and New YorkSchools, and the installation of this system atthe Jerusalem School is projected for the lateFall. With this remarkable new system, it willbe possible to conduct regular meetings ofsmall groups via video conferencing – anotherimportant step in the integration of our fourcenters of learning!

• Through the generous support of the Klaufamily, the College-Institute has been able tosubstantially upgrade and computerize all fourSchools. In addition, the Klau family hasfunded the Automated Library System, andlaid the foundation for video- and web-basedDistance Learning.

• The HUC-JIR website www.huc.edu isnow located on the same server as theUAHC and the CCAR, allowing users tosearch the entire Reform web presence usinga single search function.

• Plans for raising funds to create an integratedStudent Information Service database to unifythe information of the four Schools, includingfinancial information, donor information, stu-dent records, and student inquiries, are underway.For more information or to donate to theStudent Information Services Fund, please con-tact John Bruggeman, Director of InformationServices, at (513) 221-1875, ext. 269 orjbruggeman@huc.edu

Further information about the implementationof new technology can be found in Library Newson page 46.Technology, Then

and Now

At weekly conferences, staff checks student progress and adjusts teaching

tempos. Professor Ezra Spicehandler isseated, holding paper. (From HUC-JIR

Bulletin, Vol. 10, No. 2, January 1958.)

Using slides, instructordrills class in sight

translations and gram-mar. (From HUC-JIR

Bulletin, Vol. 10, No. 2,January 1958.)

IBM digitizer, 1999

1999 ISSUE 57 ■ 33

I

Look how far we’ve come!

P R O G R A M S U P P O R TPROGRAM SUPPORThe College-Institute has been blessed tohave Dr. Paul M. Steinberg as a part of itsadministration and

faculty for over 40 years.Ordained at the JewishInstitute of Religion in1949, he has served as abeloved mentor andteacher to generations of students. His distin-guished career has seen service as Dean of theRabbinical School, Dean of the School ofEducation, Dean of the School of SacredMusic, Dean of the New York School,Executive Dean of the Jerusalem School, VicePresident of the College-Institute and, current-ly, the Eleanor Sinsheimer DistinguishedService Professor of Jewish ReligiousEducation and Human Relations, and SpecialAssistant to the President.

To honor his commitment to the College-Institute and to the Reform Movement, andthat of his wife Trudy Steinberg, Dr. Steinbergwas awarded a Doctor of Humane Letters,honoris causa at a Special AcademicConvocation in 1997. Trudy Steinberg was

recognized as ”a dedicated unofficial ambas-sador of the College-Institute,” for her aid in

the creation and implemen-tation of HUC-JIRprograms in the UnitedStates and overseas. HUC-JIR lauds their commitmentto Jewish spiritual, intellec-

tual, and cultural education and continuity.

To further celebrate the Steinbergs’ devotionto HUC-JIR, the College-Institute createdThe Dr. Paul M. Steinberg and TrudySteinberg Endowment Fund for the Teachingof Human Relations to establish a visitingprofessorship. Over 350 donors have alreadymade contributions to the Fund, nowtotalling more than $600,000.

The visiting professorship will be in the fieldof Human Relations, which will includecounseling and group dynamics. In additionto the rabbi’s significant mission as teacher,Dr. Steinberg views the rabbi as a skilled prac-titioner of human relations and seescounseling as a critical and integral compo-nent of the rabbi’s service. Dr. Steinberg

notes that the newly established professorshipwill “enlarge upon the skills of the studentswho are preparing for service to our people.”In addition to teaching responsibilities at theNew York School, the Visiting Professor willalso give public lectures and participate inCollege-Institute sponsored conferences.

TThe Dr. Paul M. and

Trudy Steinberg Visiting Professorship

Dr. Paul M. and Trudy Steinberg

32 ■ THE CHRONICLE

t all began at an HUC-JIR AssociatesProgram in Rockville, MD, last April. AshGerecht approached Rabbi Aaron Panken,

Dean of the NewYork School,with a simplequestion: “DoesHUC-JIR havean Outreach Professor?” “No, but would youlike to give us one?” quipped Rabbi Panken.“Maybe,” was the response, and the rest, asthey say, was history. With the assistance ofDru Greenwood, National Director ofOutreach at the UAHC, and after a fewmonths of thoughtful cooperative plan-ning, the Gerecht Family Institute forOutreach at HUC-JIR was born.

Through the generosity of Ash and GloriaGerecht and the National Center toEncourage Judaism, this Institute will beendowed with a $1 million gift. Thismajor gift will enable the College-Institute to develop comprehensiveoutreach education for students at allthree stateside centers of learning and to cre-ate opportunities for advanced study forrabbis in the field. In an interview, theGerechts remarked: “We are pleased that thisnew Institute will further the goals of out-reach in the Reform Movement, and it is ourhope that it will also encourage other sectors

of Judaism to become more active in out-reach as well.”

In expressing deep gratitude to the Gerechtfamily for theirforesight andtheir generoussupport of thisvital initiative,

Rabbi Pankennoted: “Outreach tothose on the mar-gins of the Jewishcommunity, to the

intermar-ried, andto thosewho are

interested in exploring Judaism, is a criticalpart of the role of the rabbi in our currentAmerican context. Training our graduates toface the real world they will see in congrega-tions is imperative.”

Ash and Gloria Gerecht established a publicfoundation in 1980 which became a private

family foundation, the National Center toEncourage Judaism (NCEJ), in 1995. NCEJsubsidizes the advertising of introductoryJudaism courses by Jewish organizations inthe secular press. These grants have beengiven to many Reform congregations in thepastfive

years, with the cooperation of the UAHCOutreach Department.

Ash Gerecht is chair of CD Publications, anational subscription newsletter firm that heand his wife, Gloria Lantz Gerecht, foundedin 1961 in Washington, DC. A Kansas City,MO, native, he is a graduate of WashingtonUniversity, St. Louis and the University ofChicago. Gloria Gerecht grew up in Dallasand Houston, TX and is a graduate of theUniversity of Chicago.

Empowering Outreach Training:The Gerecht Family Institute for

Outreach at HUC-JIR

I

Rabbi Sam Joseph teaching at anOutreach Fellows Program at HUC-

JIR/Cincinnati, where Reform lay leaders,under the supervision of their rabbis, aretrained to work with those in the process

of conversion

HUC-JIR rabbinical students participating in the “PromotingJewish Identity in an Age of Choice” Seminar, Buffalo, 1999

Rabbi Nancy Kasten (NY ‘90), teach-ing at “A Taste of Judaism: Are You

Curious?” class in Dallas

early 50 members of the HUC-JIR/NYYoung Leadership Initiative, whichseeks to acquaint

younger Jewish professionalswith the College-Institute,met for the first session of this year’s innova-tive program, “The God We Believe In (ordon’t): Coming to Grips with Holiness inLiberal Judaism.”

This monthly program brings congregationalleaders from the New York area to HUC-

JIR/NY tostudy andengage in

dialogue with some of the greatest teachers inReform Judaism.

The first session met on October 19 withRabbi Lawrence Kushner (C ’69) on the

topic of The God of the Kabbalists – Ancientand Modern. Participants studied and dis-cussed texts on spirituality, God, andKabbalah. Teachers of future sessions areProfessor Michael Meyer, Professor TikvaFrymer-Kensky, Rabbi Aaron Panken, RabbiJack Luxemburg, Cantor Benjie EllenSchiller, and Rabbi Andrea Weiss.

New York Young Leadership N

reception washeld at ToddSchiffman’s home

in Beverly Hills to kickoff the fund-raisingefforts for the Sexual Orientation Issues inCongregations and Community initiative.The afternoon raised more than $45,000for scholarships, internships, and program-

ming to provide students with the skillsnecessary to successfully work withinan inclusive Jewish community, and totransform commonly-held negativestereotypes. Rabbinic, education, and

communal service students will benefitfrom the initiative. The program is chairedby John Altschul and Dr. Les Zendle.

A An InclusiveCommunityInitiative

(l to r) John Altschul, chair; Amy Sapowith, rabbinic student; Dr. Les Zendle, chair; Lisa Rosenberg, rabbinic student; and

Dr. Lewis M. Barth attended the reception at Todd Shiffman’s home in Beverly Hills to initiate the fund-raising efforts for the Sexual Orientation Issues in Congregations and Community program.

n 1958, the HUC–JIR Bulletin (a predeces-sor of TheChronicle)

proudlyannounced“Rabbinic StudyGoes Electronical!” Reel-to-reel tape recordingand slide projection were in the vanguard ofteaching tools for students at that time.

Today, HUC–JIR has advanced to a new levelof technology:• The Administrative Video Conferencing sys-tems, made possible by the generous gift ofManuel and Rhoda Mayerson, are in place atthe Cincinnati, Los Angeles, and New YorkSchools, and the installation of this system atthe Jerusalem School is projected for the lateFall. With this remarkable new system, it willbe possible to conduct regular meetings ofsmall groups via video conferencing – anotherimportant step in the integration of our fourcenters of learning!

• Through the generous support of the Klaufamily, the College-Institute has been able tosubstantially upgrade and computerize all fourSchools. In addition, the Klau family hasfunded the Automated Library System, andlaid the foundation for video- and web-basedDistance Learning.

• The HUC-JIR website www.huc.edu isnow located on the same server as theUAHC and the CCAR, allowing users tosearch the entire Reform web presence usinga single search function.

• Plans for raising funds to create an integratedStudent Information Service database to unifythe information of the four Schools, includingfinancial information, donor information, stu-dent records, and student inquiries, are underway.For more information or to donate to theStudent Information Services Fund, please con-tact John Bruggeman, Director of InformationServices, at (513) 221-1875, ext. 269 orjbruggeman@huc.edu

Further information about the implementationof new technology can be found in Library Newson page 46.Technology, Then

and Now

At weekly conferences, staff checks student progress and adjusts teaching

tempos. Professor Ezra Spicehandler isseated, holding paper. (From HUC-JIR

Bulletin, Vol. 10, No. 2, January 1958.)

Using slides, instructordrills class in sight

translations and gram-mar. (From HUC-JIR

Bulletin, Vol. 10, No. 2,January 1958.)

IBM digitizer, 1999

1999 ISSUE 57 ■ 33

I

34 ■ THE CHRONICLE

ynagogue 102, a support group of theLos Angeles School, held a programentitled

“SacredSymbols:Form,Expressionand a Sense of Place” at Temple Isaiah inLos Angeles on June 15. The program fea-tured Marcia Reines Josephy,director/curator of the Los AngelesMuseum of the Holocaust, and exploredthe role of art in the synagogue experience.

Synagogue 102

(l to r) Jay and Jean Abarbanel; Rabbi James Kaufman,Synagogue 102 Rabbinic Committee co-chair; Dr. Lewis M.

Barth; and Vicki and Arnie Kupetz attended Synagogue 102’s program

“Sacred Symbols; Form, Expression and a Sense of Place“ at Temple Isaiah in Los Angeles.

The Irwin Daniels School of Jewish Communal Service (SJCS) of HUC-JIR received a $10,000 donation from

Hillside Memorial Park and Mortuary. The annual gift benefitsthe SJCS Scholarship Fund. Pictured above are (l to r) Dr. Steven Windmueller, Director, SJCS; SJCS students Leah Lewis and Talya Limon; and Mark A. Friedman,

Chief Executive Officer, Hillside Memorial Park and Mortuary.

he College-Institute is blessed to havethe support of Women of ReformJudaism (WRJ), one of the most gener-

ous donors to the College-Institute in itshistory. WRJ, which started as the NationalFederation of TempleSisterhoods, has been sup-porting our rabbinicstudents since 1913. In1924, the Sisterhoods donated $287,000 tobuild a dormitory at the Cincinnati School;during the past 21 years alone, the WRJ hasdonated $2.1million to theCollege-Institute.

Through theWRJ’s YES(Youth,Education,and SpecialProjects)Fund, localSisterhoodshelp fundNorth American rabbinical students at HUC-JIR, Israeli students at HUC-JIR/Jerusalem,overseas rabbinical students (through substan-tial donations to the World Union forProgressive Judaism), and UAHC high schooland college activities.

The WRJ donates $90,000 a year for scholar-ships to HUC-JIR’s North Americanrabbinical students, in addition to the fundingthey provide to our foreign students and stu-dents in Israel and the awards they designatefor cantorial students, as well as the dorm atthe Cincinnati School and the reading roomat the New York School which they have

funded. This amount,which has continued toincrease over the years,demonstrates the orga-nization’s commitment

to the ongo-ing growthand expan-sion of

rabbinical studies atHUC-JIR.

Currently, WRJ con-sists ofalmost600 groups in Reform syna-gogues across the countrywhich comprise approximately100,000 members. JudithSilverman, WRJ President,stated that “our supportof HUC-JIR rabbinicalscholarships and cantorialstudents is one of themost important thingsthat WRJ does.” She

added that their goal is to continue toincrease donations in the next few yearsso that WRJ can contribute $100,000annually to the College-Institute.

Ellen Rosenberg, WRJ Director, empha-sized that from the beginning themembers of the Sisterhoods felt that “thesupport of rabbinical students was one of themost important things that they could do.”She continued by noting, “congregants tothis day recognize their rabbis as the core ofthe congregation – as needed and appreciatedleaders – thus emphasizing the need for ourinvestment in rabbinical students.”

Rabbi SheldonZimmerman laudedthe WRJ: “From theearliest days of theNational Federation ofTemple Sisterhoodsuntil this very day withthe Women of ReformJudaism, a very specialbond has connected uswith each other. Thesupport provided theCollege-Institutethrough the Sisterhood

dormitory, the YES fund, and other scholar-ship funds has enabled generations ofstudents to complete their studies and servethe Jewish people and our ancient, yet evernew, covenant with God. Hundreds of thou-

sands of lives have been touched by the menand women whose education was made pos-sible by the wonderful and faithful Womenof Reform Judaism. Without WRJ, wewould be far less than we strive to be.”

Women of Reform Judaism

T

S

The National Federation of Temple Sisterhoods at the New York State Peace Convention (ca. 1920).

Mrs. Edward B. Schulkind, Mrs. Louis A. Rossett, and Mrs. Victory Jacobyof the National Federation of Temple Sisterhoods. Photos: Courtesy of

The Jacob Rader Marcus Center of the American Jewish Archives.

The National Federation of Temple Sisterhoods (1948).

he Marjorie Spritzer Scholarship Fundhas been established in memory of theunforgettable Margie Spritzer, z”l, a

beloved member of theHUC–JIR Board ofGovernors and New YorkOverseer. This fund pro-vides a scholarship to astudent at the College-Institute who exhibits thesame level of passion andcommitment to Jewish educa-tion as Margie did.

Michael Spritzer, Margie's hus-band, said, "The family regardsthe awarding of this scholar-ship, and the perpetuation ofMargie's memory, with greatpride. It is our hope that thisscholarship fund will grow, allowing moreHUC-JIR students to carry out Margie's lega-cy and commitment to the College-Instituteand the Reform Movement.”

The first recipient of the Marjorie SpritzerScholarship is Jason Rosenberg, a 4th yearrabbinic student at HUC-JIR/NY.

“Jason brings a quick mind, agreat sense of humor, and acaring nature to everything hedoes, sharing Margie's unshak-able commitment to study and

to the future of ReformJudaism,” says Rabbi AaronPanken, Dean of the New YorkSchool. “Supporting him is aterrific way to keep Margie’svision in the years to come.”

Jason will join Rabbi Pankenand Eve Starkman, Director ofDevelopment, Eastern Region,at Temple Judea in Coral Gables

in November for an opportunity to meetMichael and Margie's family and other localdonors to the fund. The fund drive was led byGovernor/Overseer Debbie Silverman and herhusband Russell.

A Living Tribute toMarjorie Spritzer

T

Marjorie Spritzer, of blessed memory

obin and ElliottBroidy have generously

demonstrated theircommitment to the training of professionalJewish educators and support of the expansionof the Rabbinical Program to include ordina-tion at the Los Angeles School. They haveestablished a permanent scholarship endow-ment known as The Robin and Elliott BroidyScholarship Fund. The scholarship will benefita student from the Los Angeles School’s RheaHirsch School ofEducation and Schoolof Rabbinical Studieson an alternating basisannually.

Elliott Broidy is afounder and serves onthe Board of Trusteesof the California Israel

Chamber ofCommerce. He isalso a Vice Presidenton the Board of

Trustees of Wilshire Boulevard Temple, and isactive in numerous civic endeavors. He is aPresidential Associate of his alma mater, theUniversity of Southern California. RobinBroidy serves as Chair of the Board ofWilshire Boulevard Temple’s Day School.

Elliott Broidy operates Broidy CapitalManagement, a private investment company

in Los Angeles. RobinBroidy is a formerSenior Vice Presidentof Twentieth CenturyFox Film Corporation.They have two daugh-ters and reside in LosAngeles.

The Robin and Elliott BroidyScholarship Fund R

Elliott and Robin Broidy (center) with Howard Bernstein, Chair,Los Angeles Board of Overseers (left), and Dr. Lewis M. Barth,

Dean, HUC-JIR/LA.

1999 ISSUE 57 ■ 35

SCHOLARSHIP SUPPORTSCHOLARSHIP SUPPORTn our generation,few alumni havedemonstrated

such an extraordinarycommitment to ourCollege-Institute asRabbi Fred Schwartz.As a passionate advo-cate for the faculty,students, and staff,his support hasextended wellbeyond the manydollars he has givenand raised, and hisimpact will continueto be felt by the generations to come. Hehas been an unstinting supporter of ourUAHC camping program and has served asa model for all in his dedication to theyouth of the Reform Movement.

In recognition of Rabbi Schwartz's nearlyhalf a century of commitment to theCollege-Institute and young people of theReform Movement, the College-Institute,with the help of Fred's former assistants andassociates and many other loyal friends, hasestablished the Frederick C. Schwartz Prizefor Youth Service. This annual prize will bepresented to a third or fourth year studentwho has demonstrated, during his/herHUC-JIR career, a serious commitment toTorah and the teaching of Torah to theyouth of our Movement, whether throughcamp, NFTY, Hillel, or other youth work.

If you would like to participate in this effort,please contact: Judy Geleerd, Director ofDevelopment, Chicago Regional Office, (847) 835-7256 or jgeleerd@huc.edu.

I

Rabbi Frederick C. Schwartz

The Frederick C. SchwartzPrize for Youth Service

34 ■ THE CHRONICLE

ynagogue 102, a support group of theLos Angeles School, held a programentitled

“SacredSymbols:Form,Expressionand a Sense of Place” at Temple Isaiah inLos Angeles on June 15. The program fea-tured Marcia Reines Josephy,director/curator of the Los AngelesMuseum of the Holocaust, and exploredthe role of art in the synagogue experience.

Synagogue 102

(l to r) Jay and Jean Abarbanel; Rabbi James Kaufman,Synagogue 102 Rabbinic Committee co-chair; Dr. Lewis M.

Barth; and Vicki and Arnie Kupetz attended Synagogue 102’s program

“Sacred Symbols; Form, Expression and a Sense of Place“ at Temple Isaiah in Los Angeles.

The Irwin Daniels School of Jewish Communal Service (SJCS) of HUC-JIR received a $10,000 donation from

Hillside Memorial Park and Mortuary. The annual gift benefitsthe SJCS Scholarship Fund. Pictured above are (l to r) Dr. Steven Windmueller, Director, SJCS; SJCS students Leah Lewis and Talya Limon; and Mark A. Friedman,

Chief Executive Officer, Hillside Memorial Park and Mortuary.

he College-Institute is blessed to havethe support of Women of ReformJudaism (WRJ), one of the most gener-

ous donors to the College-Institute in itshistory. WRJ, which started as the NationalFederation of TempleSisterhoods, has been sup-porting our rabbinicstudents since 1913. In1924, the Sisterhoods donated $287,000 tobuild a dormitory at the Cincinnati School;during the past 21 years alone, the WRJ hasdonated $2.1million to theCollege-Institute.

Through theWRJ’s YES(Youth,Education,and SpecialProjects)Fund, localSisterhoodshelp fundNorth American rabbinical students at HUC-JIR, Israeli students at HUC-JIR/Jerusalem,overseas rabbinical students (through substan-tial donations to the World Union forProgressive Judaism), and UAHC high schooland college activities.

The WRJ donates $90,000 a year for scholar-ships to HUC-JIR’s North Americanrabbinical students, in addition to the fundingthey provide to our foreign students and stu-dents in Israel and the awards they designatefor cantorial students, as well as the dorm atthe Cincinnati School and the reading roomat the New York School which they have

funded. This amount,which has continued toincrease over the years,demonstrates the orga-nization’s commitment

to the ongo-ing growthand expan-sion of

rabbinical studies atHUC-JIR.

Currently, WRJ con-sists ofalmost600 groups in Reform syna-gogues across the countrywhich comprise approximately100,000 members. JudithSilverman, WRJ President,stated that “our supportof HUC-JIR rabbinicalscholarships and cantorialstudents is one of themost important thingsthat WRJ does.” She

added that their goal is to continue toincrease donations in the next few yearsso that WRJ can contribute $100,000annually to the College-Institute.

Ellen Rosenberg, WRJ Director, empha-sized that from the beginning themembers of the Sisterhoods felt that “thesupport of rabbinical students was one of themost important things that they could do.”She continued by noting, “congregants tothis day recognize their rabbis as the core ofthe congregation – as needed and appreciatedleaders – thus emphasizing the need for ourinvestment in rabbinical students.”

Rabbi SheldonZimmerman laudedthe WRJ: “From theearliest days of theNational Federation ofTemple Sisterhoodsuntil this very day withthe Women of ReformJudaism, a very specialbond has connected uswith each other. Thesupport provided theCollege-Institutethrough the Sisterhood

dormitory, the YES fund, and other scholar-ship funds has enabled generations ofstudents to complete their studies and servethe Jewish people and our ancient, yet evernew, covenant with God. Hundreds of thou-

sands of lives have been touched by the menand women whose education was made pos-sible by the wonderful and faithful Womenof Reform Judaism. Without WRJ, wewould be far less than we strive to be.”

Women of Reform Judaism

T

S

The National Federation of Temple Sisterhoods at the New York State Peace Convention (ca. 1920).

Mrs. Edward B. Schulkind, Mrs. Louis A. Rossett, and Mrs. Victory Jacobyof the National Federation of Temple Sisterhoods. Photos: Courtesy of

The Jacob Rader Marcus Center of the American Jewish Archives.

The National Federation of Temple Sisterhoods (1948).

he Marjorie Spritzer Scholarship Fundhas been established in memory of theunforgettable Margie Spritzer, z”l, a

beloved member of theHUC–JIR Board ofGovernors and New YorkOverseer. This fund pro-vides a scholarship to astudent at the College-Institute who exhibits thesame level of passion andcommitment to Jewish educa-tion as Margie did.

Michael Spritzer, Margie's hus-band, said, "The family regardsthe awarding of this scholar-ship, and the perpetuation ofMargie's memory, with greatpride. It is our hope that thisscholarship fund will grow, allowing moreHUC-JIR students to carry out Margie's lega-cy and commitment to the College-Instituteand the Reform Movement.”

The first recipient of the Marjorie SpritzerScholarship is Jason Rosenberg, a 4th yearrabbinic student at HUC-JIR/NY.

“Jason brings a quick mind, agreat sense of humor, and acaring nature to everything hedoes, sharing Margie's unshak-able commitment to study and

to the future of ReformJudaism,” says Rabbi AaronPanken, Dean of the New YorkSchool. “Supporting him is aterrific way to keep Margie’svision in the years to come.”

Jason will join Rabbi Pankenand Eve Starkman, Director ofDevelopment, Eastern Region,at Temple Judea in Coral Gables

in November for an opportunity to meetMichael and Margie's family and other localdonors to the fund. The fund drive was led byGovernor/Overseer Debbie Silverman and herhusband Russell.

A Living Tribute toMarjorie Spritzer

T

Marjorie Spritzer, of blessed memory

obin and ElliottBroidy have generously

demonstrated theircommitment to the training of professionalJewish educators and support of the expansionof the Rabbinical Program to include ordina-tion at the Los Angeles School. They haveestablished a permanent scholarship endow-ment known as The Robin and Elliott BroidyScholarship Fund. The scholarship will benefita student from the Los Angeles School’s RheaHirsch School ofEducation and Schoolof Rabbinical Studieson an alternating basisannually.

Elliott Broidy is afounder and serves onthe Board of Trusteesof the California Israel

Chamber ofCommerce. He isalso a Vice Presidenton the Board of

Trustees of Wilshire Boulevard Temple, and isactive in numerous civic endeavors. He is aPresidential Associate of his alma mater, theUniversity of Southern California. RobinBroidy serves as Chair of the Board ofWilshire Boulevard Temple’s Day School.

Elliott Broidy operates Broidy CapitalManagement, a private investment company

in Los Angeles. RobinBroidy is a formerSenior Vice Presidentof Twentieth CenturyFox Film Corporation.They have two daugh-ters and reside in LosAngeles.

The Robin and Elliott BroidyScholarship Fund R

Elliott and Robin Broidy (center) with Howard Bernstein, Chair,Los Angeles Board of Overseers (left), and Dr. Lewis M. Barth,

Dean, HUC-JIR/LA.

1999 ISSUE 57 ■ 35

SCHOLARSHIP SUPPORTSCHOLARSHIP SUPPORTn our generation,few alumni havedemonstrated

such an extraordinarycommitment to ourCollege-Institute asRabbi Fred Schwartz.As a passionate advo-cate for the faculty,students, and staff,his support hasextended wellbeyond the manydollars he has givenand raised, and hisimpact will continueto be felt by the generations to come. Hehas been an unstinting supporter of ourUAHC camping program and has served asa model for all in his dedication to theyouth of the Reform Movement.

In recognition of Rabbi Schwartz's nearlyhalf a century of commitment to theCollege-Institute and young people of theReform Movement, the College-Institute,with the help of Fred's former assistants andassociates and many other loyal friends, hasestablished the Frederick C. Schwartz Prizefor Youth Service. This annual prize will bepresented to a third or fourth year studentwho has demonstrated, during his/herHUC-JIR career, a serious commitment toTorah and the teaching of Torah to theyouth of our Movement, whether throughcamp, NFTY, Hillel, or other youth work.

If you would like to participate in this effort,please contact: Judy Geleerd, Director ofDevelopment, Chicago Regional Office, (847) 835-7256 or jgeleerd@huc.edu.

I

Rabbi Frederick C. Schwartz

The Frederick C. SchwartzPrize for Youth Service

1999 ISSUE 57 ■ 39

introduced the Los Angeles School commu-nity to Ismaili Muslim education, tradition,and history, and fostered deeper reflectionabout Jewish education, within a context ofinterreligious learning. In fact, Jewish-Muslim interreligious learning is the themeof West Walsh’s doctoral research currentlyunderway in the field of adult education.Working with Charaniya, she will beresearching the learning processes that takeplace when Jews and Muslims engage ininterreligious dialogue for a significantamount of time. They currently are seekingpeople who arewilling to talkabout theirJewish-Musliminterreligious dia-logue experiencesto participate intheir researchstudy.

While engaged inher own workwith the MarcusCenter and herdoctoral studies,West Walshremains commit-ted to the practice of Jewish education andthe practical concerns of recruiting new stu-dents for the RHSOE. More “top-notch”people — those starting out in their firstcareer, and those on their next one, like WestWalsh — need to be recruited. They willcontinue to bring needed leadership to ourexpanding Reform congregational religiouseducation programs and the exciting newinitiatives in our Movement-wide camps,adult kallot, and youth programs. Too manyopenings are left unfilled each year in com-munities across the country. West Walshstated that currently there are not enoughHUC-JIR graduates to fill available positionsand that a “tremendous amount of work”still needs to be done by the leaders of our

Movement to advocate that the best and thebrightest Jewish minds consider entering thefield. She noted, “It is the responsibility ofall Reform Jews to work together in order tomeet this challenge.”West Walsh believes that professional oppor-tunities for Reform Jewish educators haveexpanded, as the demand for innovativeJewish learning experiences has grown acrossthe country in recent years. While bothopportunity and need are still there, nolonger is the professional Reform Jewisheducator limited to working in an afternoon

or weekendschool or class-room setting.The spectrumhas widened toinclude “infor-mal” andnon-formaleducation set-tings such asretreat pro-grams, camps,and Israeltrips; dayschool settingsincluding

Jewish early childhood and family life pro-grams; and communal agency settingsserving local, regional, national, and interna-tional populations. Reform Jewish educatorsare having a large impact on Jewish familyand adult education initiatives being imple-mented all over the Jewish world.

Wherever they work, Rhea Hirsch School ofEducation graduates become influentialJewish leaders. They have become full part-ners in forming, shaping, and carryingforward the current renaissance of Jewishlearning and living. Thanks to the graduatesof the RHSOE, like Jane West Walsh, thedoors are wide open for our future ReformJewish educators.

Jane West Walsh(contiued from page 11)

Jane West Walsh (MAJE ‘85), the Educational Research Fellow at The Jacob RaderMarcus Center of the American Jewish Archives (AJA) at HUC-JIR/Cincinnati

INNOVATING FORTHE FUTURE:JEWISHLEADERSHIPAND LEARNING

headed by Mike Nissenson, has served as acritical link between the community and theDaniels School. In addition to offering guid-ance to the School on policies and programs,advisory members have aided the Schoolfinancially and have functioned as mentors toour students during their years of study.

Dr. Jack Mayer, a former director of theSJCS, recently observed that Jews havealways been involved in Tikkun Olam.Opening a school for Jewish communal pro-fessionals did not create the notion ofrepairing the world. However, according toDr. Mayer, it changed the Tikkun Olam con-cept by giving it a professional focus. Dr.Mayer adds that while HUC-JIR representsReform Judaism in its Schools of SacredMusic, Education, and Rabbinic Studies, theSchool of Jewish Communal Service is plu-ralistic. Its students represent all branches ofJudaism. He calls this the gift of the ReformMovement to the total Jewish communityand yet another way in which the world canbe repaired.

At HUC-JIR, future rabbis are schooled inTorah and service to the Jewish people.Despite the push–pull of political move-ments, the SJCS specifically seeks to inspireand direct its students by combining theprinciples of Torah with acts of human car-ing and social service. In doing so, theSchool seeks not only to challenge its gradu-ates, but to push the world in the directionof Gimelut Hasadim, loving acts of kindness.And thus the world may be sustained.

It is the responsibility of the Jewish commu-nity to repair the world. We are notexpected to complete the work, only to doour share. For thirty years, HUC-JIR’s SJCSin Los Angeles has been preparing others todo their share. As Rabbi Tarfon said: Youare not required to complete the work, but nei-ther are you at liberty to abstain from it.[Pirke Avot 2:21]

Reflections on the FirstThirty Years of the IrwinDaniels School of JewishCommunal Service (contiued from page 28)

ith the rise of new technologies,HUC-JIR’s library system is prepar-

ing its collections and outreach for the 21stcentury. Cyberspace will now link ourlibraries with communities across the globe.

HUC-JIR will soon have an integrated onlinelibrary system which will link the libraries ofthe Los Angeles, New York, and CincinnatiSchools. New York and Los Angeles librariansare currently converting 40,000 paper catalogrecords to a computerized format. These willbe added to the existing computerized catalog,creating a database of over 200,000 biblio-graphic records.

The database, which should be available onthe Internet in the late fall, will use Hebrewand English alphabets. HUC-JIR’s KlauLibrary will thus become available not onlyto our family of students, faculty, alumni,Governors, Overseers, and staff, but to aworldwide community of students, scholars,Reform Movement congregants, and thelarger public seeking information on the his-tory and culture of the Jewish People.

In addition, the library is embarking on thecreation of a CD-ROM of Judaica and man-uscript materials relating to the Jewish com-munity of Kaifeng, China. This CD-ROMwill include scholarly commentary and his-torical analysis of this unique community,which flourished in the Honan province ofcentral China from 1127 through the late

17th century. The community originatedwith the arrival of Jews, from Persia or India,whose expertise in the production of printedcotton was extremely useful at a time whenChina, with its rapidly increasing popula-tion, was just introducing cotton in order tomeet the acute silk shortage. (During the18th and 19th centuries, the communitydeclined due to its complete isolation fromother centers of Jewish life).

HUC-JIR’s internationally renowned collec-tion of rare Kaifeng items, including fifty-nine manuscript volumes, will be digitizedfor this CD-ROM. It will feature HUC-JIR’sgenealogical roster in Chinese and Hebrewof the Kaifeng community (1660-70) as wellas a large collection of prayer books obtainedby Christian missionaries from Kaifeng in1850-51. HUC-JIR has entered into anagreement with the Bridwell Library,Southern Methodist University, to includeBridwell’s Kaifeng Torah scroll. In addition,other libraries are being invited to contributeunique Kaifeng manuscripts for this CD-ROM.

FrFrom Ciom Cincincinnnanatiti

tto Ko Kaiai fefengng,,

CChhiina: na:

A LibraryFor The

21stCentury

John L. Frankel, of LosAngeles, has donatedfour volumes of musical manuscript containingthe regular Sabbath and holiday liturgy used atthe Hauptsynagogue in Nürnberg. They hadbeen the property of his father, TheodorFraenkel, who served as Cantor there from 1901until his untimely death in 1930.

Two volumes, “Hohe Festage” and “Sabbath,”had belonged to his predecessor, CantorMoritz Rosenhaupt* (1841-1900). The othertwo volumes contain entries, both composi-tions and arrangements of the compositions ofothers, by Cantor Fraenkel.

These constitute a mostunusual and certainly

unique artifact of Jewish musical life in thatcommunity.

* The Klau Library, HUC-JIR/NY hasRosenhaupt’s three-volume work, “Schire OhelJaakov” in the Rare Book Room.

W

MUSICAL MANUSCRIPTS FROM NÜRNBERG

Brookdale Center, One West 4th Street, New York, New York 10012-1186

HEBREW UNION COLLEGE – JEWISH INSTITUTE OF RELIGION,usvhv hgsnk iufn – 'dkue iuhbuh urchv

NON-P R O F I T ORG.U . S . P O S T A G E

P A I DPERMIT NO. 7732N E W Y O R K , N Y