Not one of my students!
Not One of My Students!
Welcome - Baruchim Habaim
Welcome - Baruchim Habaim
Wednesday, March 30, 2011
Shalom Kitah Gimel Students and Families #22
Today, our modern Hebrew lesson was conducted almost entirely in Hebrew, beginning with the Blessing for Torah Study and cookies and the attendance conversation. To review the vocabulary students had studied for homework, we did an activity called Ma B'Kufsa? ("What's in the box?") Each table received a different type of box with an object or a picture inside. The objects and pictures represented some of the review words. Students used several Hebrew language patterns (written on the board) to form sentences about the object in each box. Students also answered questions to demonstrate understanding of the content of the story they'd read for homework. Students worked on three written exercises in their Chapter 6 packets. These exercises required recall of Hebrew nouns and prepositions from past chapters and the use of masculine and feminine verb forms. We corrected the first exercise together. Students will be given extra time next week to complete the remaining two exercises, as these are challenging. We read aloud the final story in Chapter 6, Yom Shabbat, Yom M'nucha ("Sabbath Day, Day of Rest"). We certainly didn't do any resting in class, but two new vocabulary words, avodah ("work") and oveid ("is working") describe perfectly the effort students put in to our Hebrew activities - as we studied Hebrew in Hebrew for 60 minutes! Avodah Tovah M'od! "Very Good Work!" For homework, students are to read the new story aloud and review the story vocabulary for at least ten minutes daily. (Students received a sheet with the new story and vocabulary.) Time went by so quickly that we didn't have a chance to engage in Torah Study. Next week, we'll study Tazria, this week's Torah Portion, together with Metzora, next week's Torah Portion, as these two Portions are sometimes combined in the cycle of Torah reading. As they left for T'fila, students shared two things they'd learned from our modern Hebrew activities. Their responses included the fact that the words "bagel" and "banana" are the same in Hebrew as in English - instant increase in vocabulary! In T'fila, students continued their avodah. (The word, avodah, means "religious observance" as well as "work"). The Cantor guided them in following the trope symbols for the Sh'ma Prayer and encouraged each student to keep his or her eyes on the words and symbols, even though the Sh'ma is very familiar. While we strive to memorize vocabulary in modern Hebrew class, when we pray, we always look carefully at each word in order to pray with heartfelt intention. L'hitraot - see you soon, Morah Ronni
Saturday, March 26, 2011
Shabbat Commentary - Shemini
This week's Portion, Shemini, opens with God (through Moses) commanding Aaron and his sons to make offerings for themselves and for the children of Israel "...because today YHWH is appearing to you." (Leviticus 9:4) The offerings are made "And YHWH's glory appeared to all the people." (Leviticus 9:23) in the form of a fire which "...consumed the burnt offering and the fats on the altar.) (Leviticus 9:24)
Immediately following this awe-inspiring event, Aaron's sons Nadav and Abihu offer "...unfitting fire which He had not commanded them..." (Leviticus 10:1) For this incorrect action, the fire of God consumes them. (Leviticus 10:2) Swift and terrible punishment for failing to precisely heed God's commandments.
With this intense image of Divine judgement before us, we find in the remainder of Shemini, God's commandments regarding edible animals and those forbidden t0 be eaten.
God also warns the children of Israel against becoming "impure" by coming in contact with "impure" objects such as an animal carcass. (Leviticus11:24-47)
Shemini's' teaching regarding edible and forbidden ("detestable") animals,along with God's warning that "You shall not cook a kid in its mother's milk) (Exodus 23:19) form the basis for the Jewish dietary laws (Kashrut) Milennia of rabbinic rulings and interpretations have expanded and structured these sections of Torah to create the Jewish dietary rules which are a defining element in today's Jewish community, whether or not one actually keeps kosher.
A quick glance at my kitchen shelves revealed apple juice, soda, potato chips, pickles, and dishwashing liquid - all with the kosher symbols of one or another of the American kosher certification institutions. Definitely a quantum leap away from Shemini and God's separation of the animals into edible and "detestable."
Shemini brought to mind an incident which occurred some time ago. I attended a day-long Jewish educators' conference at a JCC near Syracuse, NY. After the morning workshops, the participants gathered in a multi-purpose room, where tables, chairs, and a lunch buffet were set up. The kosher lunch selections were bagels, cream cheese, pasta salad, tuna salad, mushroom barley soup, cookies. I have a number of food allergies and couldn't eat any of it. However, I'd come prepared (or so I thought) with a lunchbox filled with fresh carrot sticks, an orange, a banana, and rice cakes. As a courtesy, I brought my lunchbox to the conference Chairperson, explained about my food allergies, and showed her the items I'd brought.
The Chairperson was unexpectedly perturbed.
"I need to consult the JCC Director," she said. "We only allow food here that's been prepared in a kosher kitchen." (I don't keep kosher.)
I kept my lunchbox tightly closed and waited for her to return. I considered offering to eat in my car, but it was winter with below freezing temperatures and that wasn't an option.
After about ten minutes the Chairperson returned.
She said, " You can't eat your food where we're serving the kosher lunch. There is just one place in the JCC where you can eat. Follow me."
I followed her down a corridor to the back of the building. She opened a door. "You can eat in here."
She shut the door and returned to the kosher lunch area.
"In here" turned out to be the janitor's broom closet - a small windowless room with metal shelves of cleaning materials and brooms, mops, a vacuum, and a floor polisher leaning against the wall.
I sat down on an industrial sized canister of disinfecting powder and quickly ate the lunch food which had been deemed so horrendously non-kosher that I was banished from all the sacred (?) spaces of the JCC to a toxic closet.
After lunch, I re-joined the conference participants and fulfilled my professional responsibilities by going to workshops dealing with Jewish values, building our students' self-esteem, and interpreting Judaic texts.
In all the years since that lunch in the broom closet, I've thought about ways that I should have responded. Had I been more engaged in Torah Study at that period in my Jewish journey, I might have pointed out that the JCC Director and the Chairperson were hardly following Abraham's example of welcoming guests as described in Parshat Vayera.
This week, as I read Parshat Shemini, I imagined myself insisting that we find more reasonable ways to separate my "impure" food from the kosher food; ways that would still have allowed me to remain in the multi-purpose room. I might even have challenged their assumption that an orange, a banana, and rice cakes were somehow tainted by being stored on a shelf in a non-kosher kitchen, when, in fact, plant products were never even mentioned in God's commandments regarding edible and detestable animals.
In Shemini, we can only guess what Nadav and Abihu were thinking when they intentionally or unintentionally misinterpreted God's commandments. We do know the tragic consequences.
Regarding that humiliating lunch incident, I'll never know whether I was dealing with well-meaning, but cruelly rigid adherence to God's commandments as interpreted in the rules of Kashrut; or were the Chairperson and the JCC Director demonstrating ignorance, a lack of commonsense, and a disdain for Jewish values? I only know the disturbing results of their actions.
As always, Torah Study raises questions, suggests many possible answers, encourages deeper thinking, and is eternally relevant.
Shabbat Shalom Rest and Renew
Resource: All quotes from Shemini are from Commentary on the Torah by Richard Elliott Friedman
Immediately following this awe-inspiring event, Aaron's sons Nadav and Abihu offer "...unfitting fire which He had not commanded them..." (Leviticus 10:1) For this incorrect action, the fire of God consumes them. (Leviticus 10:2) Swift and terrible punishment for failing to precisely heed God's commandments.
With this intense image of Divine judgement before us, we find in the remainder of Shemini, God's commandments regarding edible animals and those forbidden t0 be eaten.
God also warns the children of Israel against becoming "impure" by coming in contact with "impure" objects such as an animal carcass. (Leviticus11:24-47)
Shemini's' teaching regarding edible and forbidden ("detestable") animals,along with God's warning that "You shall not cook a kid in its mother's milk) (Exodus 23:19) form the basis for the Jewish dietary laws (Kashrut) Milennia of rabbinic rulings and interpretations have expanded and structured these sections of Torah to create the Jewish dietary rules which are a defining element in today's Jewish community, whether or not one actually keeps kosher.
A quick glance at my kitchen shelves revealed apple juice, soda, potato chips, pickles, and dishwashing liquid - all with the kosher symbols of one or another of the American kosher certification institutions. Definitely a quantum leap away from Shemini and God's separation of the animals into edible and "detestable."
Shemini brought to mind an incident which occurred some time ago. I attended a day-long Jewish educators' conference at a JCC near Syracuse, NY. After the morning workshops, the participants gathered in a multi-purpose room, where tables, chairs, and a lunch buffet were set up. The kosher lunch selections were bagels, cream cheese, pasta salad, tuna salad, mushroom barley soup, cookies. I have a number of food allergies and couldn't eat any of it. However, I'd come prepared (or so I thought) with a lunchbox filled with fresh carrot sticks, an orange, a banana, and rice cakes. As a courtesy, I brought my lunchbox to the conference Chairperson, explained about my food allergies, and showed her the items I'd brought.
The Chairperson was unexpectedly perturbed.
"I need to consult the JCC Director," she said. "We only allow food here that's been prepared in a kosher kitchen." (I don't keep kosher.)
I kept my lunchbox tightly closed and waited for her to return. I considered offering to eat in my car, but it was winter with below freezing temperatures and that wasn't an option.
After about ten minutes the Chairperson returned.
She said, " You can't eat your food where we're serving the kosher lunch. There is just one place in the JCC where you can eat. Follow me."
I followed her down a corridor to the back of the building. She opened a door. "You can eat in here."
She shut the door and returned to the kosher lunch area.
"In here" turned out to be the janitor's broom closet - a small windowless room with metal shelves of cleaning materials and brooms, mops, a vacuum, and a floor polisher leaning against the wall.
I sat down on an industrial sized canister of disinfecting powder and quickly ate the lunch food which had been deemed so horrendously non-kosher that I was banished from all the sacred (?) spaces of the JCC to a toxic closet.
After lunch, I re-joined the conference participants and fulfilled my professional responsibilities by going to workshops dealing with Jewish values, building our students' self-esteem, and interpreting Judaic texts.
In all the years since that lunch in the broom closet, I've thought about ways that I should have responded. Had I been more engaged in Torah Study at that period in my Jewish journey, I might have pointed out that the JCC Director and the Chairperson were hardly following Abraham's example of welcoming guests as described in Parshat Vayera.
This week, as I read Parshat Shemini, I imagined myself insisting that we find more reasonable ways to separate my "impure" food from the kosher food; ways that would still have allowed me to remain in the multi-purpose room. I might even have challenged their assumption that an orange, a banana, and rice cakes were somehow tainted by being stored on a shelf in a non-kosher kitchen, when, in fact, plant products were never even mentioned in God's commandments regarding edible and detestable animals.
In Shemini, we can only guess what Nadav and Abihu were thinking when they intentionally or unintentionally misinterpreted God's commandments. We do know the tragic consequences.
Regarding that humiliating lunch incident, I'll never know whether I was dealing with well-meaning, but cruelly rigid adherence to God's commandments as interpreted in the rules of Kashrut; or were the Chairperson and the JCC Director demonstrating ignorance, a lack of commonsense, and a disdain for Jewish values? I only know the disturbing results of their actions.
As always, Torah Study raises questions, suggests many possible answers, encourages deeper thinking, and is eternally relevant.
Shabbat Shalom Rest and Renew
Resource: All quotes from Shemini are from Commentary on the Torah by Richard Elliott Friedman
Wednesday, March 23, 2011
Shalom Kitah Gimel Students and Families #21
Welcome back from vacation.
Class began with a student leading the Blessings for Torah Study and cookies.
Students also led the attendance conversation and discovered that Haona lo choref. ("The season is not winter.") Haona aviv. ("The season is spring.") YAY!
Modern Hebrew Language
Drum roll! Trumpets! I'm pleased to announce that our modern Hebrew activities were conducted almost entirely in Hebrew - for 45 minutes! Questions, answers, directions, explanations - all in Hebrew. From now on, we'll study modern Hebrew in Hebrew. This is a major accomplishment for our students. The more we apply the vocabulary and language patterns we've learned, the more fluent we'll become.
I shared with the students an e-mail in Hebrew which I'd received from a friend in Israel. As I read the e-mail, students noted words which were familiar. Together we translated the e-mail into English and found out about the Purim costumes that the children in my friend's family wore. We also discussed that the words in the e-mail were written without vowels, as is customary in modern Hebrew.
Modern Hebrew activities included transforming words from singular to plural; translating Hebrew words and phrases into English; a review of the story, Shabbat Shalom, which students studied over the vacation; and a written exercise which further checked comprehension and translation skills.
Students were given sheets with all the vocabulary words which they've learned in Chapters 1-5 of our textbook, Shalom Ivrit. Students may refer to these sheets when creating original sentences during class activities.
Students received a packet for Chapter 6 in our textbook. They read a new story, Mi Babayit B'Shabbat? ("Who is in the house on Shabbat?"), silently and out loud, noting new vocabulary words. Students also answered questions about the story. Remember - all in Hebrew!
For homework, students were assigned a sheet with the new story. For 10 minutes each day, they are to read the story aloud and review the new vocabulary words. Students are also challenged to create and say aloud 5 original sentences using vocabulary from the story and from their vocabulary cards.
For your convenience in helping our students complete their homework assignments, students were given a sheet with all of the Chapter 6 vocabulary in transliteration. Thank your for your continuing support for our students' efforts to develop modern Hebrew language skills.
Torah Study
Students studied information sheets on last week's Torah Portion, Tzav, and this week's Portion, Shemini. In both Portions, God (through Moses) instructs Aaron and his sons and the Israelites in the rules for making offerings in the Mishkan. (God has appointed Aaron and his sons to be priests who are in charge of the rituals in the Mishkan.)
God also orders the Jews not to eat certain foods. This is the origin of the rules of keeping Kosher. Students learned why pigs, lobsters, and eagles, for example, aren't Kosher.
They also learned that two of Aaron's sons were destroyed by God for performing an inappropriate ritual in the Mishkan. As one student pointed out, it's as though God is saying, "My way or the highway!"
As they left the classroom for T'fila, students shared two new things they'd learned - one from modern Hebrew language activities and one from our study of Torah.
In T'fila, students participated in the eveing service. The Cantor complimented them on showing respect for one another during silent prayer.
We concluded T'fila with the song Oseh Shalom. The Cantor reminded us that we always include in our prayers those who are suffering from violence and natural disasters. We pray that someday there will truly be peace in all the world.
Remember that registration is in process for Camp Oranim - a wonderful summer program.
L'hitraot - See you soon,
Morah Ronni
Class began with a student leading the Blessings for Torah Study and cookies.
Students also led the attendance conversation and discovered that Haona lo choref. ("The season is not winter.") Haona aviv. ("The season is spring.") YAY!
Modern Hebrew Language
Drum roll! Trumpets! I'm pleased to announce that our modern Hebrew activities were conducted almost entirely in Hebrew - for 45 minutes! Questions, answers, directions, explanations - all in Hebrew. From now on, we'll study modern Hebrew in Hebrew. This is a major accomplishment for our students. The more we apply the vocabulary and language patterns we've learned, the more fluent we'll become.
I shared with the students an e-mail in Hebrew which I'd received from a friend in Israel. As I read the e-mail, students noted words which were familiar. Together we translated the e-mail into English and found out about the Purim costumes that the children in my friend's family wore. We also discussed that the words in the e-mail were written without vowels, as is customary in modern Hebrew.
Modern Hebrew activities included transforming words from singular to plural; translating Hebrew words and phrases into English; a review of the story, Shabbat Shalom, which students studied over the vacation; and a written exercise which further checked comprehension and translation skills.
Students were given sheets with all the vocabulary words which they've learned in Chapters 1-5 of our textbook, Shalom Ivrit. Students may refer to these sheets when creating original sentences during class activities.
Students received a packet for Chapter 6 in our textbook. They read a new story, Mi Babayit B'Shabbat? ("Who is in the house on Shabbat?"), silently and out loud, noting new vocabulary words. Students also answered questions about the story. Remember - all in Hebrew!
For homework, students were assigned a sheet with the new story. For 10 minutes each day, they are to read the story aloud and review the new vocabulary words. Students are also challenged to create and say aloud 5 original sentences using vocabulary from the story and from their vocabulary cards.
For your convenience in helping our students complete their homework assignments, students were given a sheet with all of the Chapter 6 vocabulary in transliteration. Thank your for your continuing support for our students' efforts to develop modern Hebrew language skills.
Torah Study
Students studied information sheets on last week's Torah Portion, Tzav, and this week's Portion, Shemini. In both Portions, God (through Moses) instructs Aaron and his sons and the Israelites in the rules for making offerings in the Mishkan. (God has appointed Aaron and his sons to be priests who are in charge of the rituals in the Mishkan.)
God also orders the Jews not to eat certain foods. This is the origin of the rules of keeping Kosher. Students learned why pigs, lobsters, and eagles, for example, aren't Kosher.
They also learned that two of Aaron's sons were destroyed by God for performing an inappropriate ritual in the Mishkan. As one student pointed out, it's as though God is saying, "My way or the highway!"
As they left the classroom for T'fila, students shared two new things they'd learned - one from modern Hebrew language activities and one from our study of Torah.
In T'fila, students participated in the eveing service. The Cantor complimented them on showing respect for one another during silent prayer.
We concluded T'fila with the song Oseh Shalom. The Cantor reminded us that we always include in our prayers those who are suffering from violence and natural disasters. We pray that someday there will truly be peace in all the world.
Remember that registration is in process for Camp Oranim - a wonderful summer program.
L'hitraot - See you soon,
Morah Ronni
Friday, March 18, 2011
Shabbat Commentary - Tzav
My Torah commentary for this Shabbat is dedicated to the memory of our brother-in-law whose actions throughout his life exemplified the Mitzvah of G'milut Chasadim (Acts of Loving Kindness). Zichrono L'Bracha - May his memory be for a Blessing.
This week's Portion, Tzav, describes in detail the procedures which the priests (Aaron and his sons) are to follow in offering up different types of sacrifices brought to the Mishkan by the children of Israel. God commands the priests that sacrifices be offered in a very specific manner; that these offerings are Holy.
God commands Moses to clothe Aaron and his sons in the priestly garments, to anoint them "to function as priests for YHWH" (Leviticus 7:35)*, and to offer a sacrifice for them.
God also commands Moses to anoint the Mishkan. This sets the stage for Aaron and his sons to officially assume the duties of the priesthood and to officiate over the sacrificial rituals which God has commanded the Israelite community to observe.
We, the descendents of the ancient Israelites, hear Parshat Tzav chanted in a synagogue where we offer prayers in a service led by a Rabbi and a Cantor. The Mishkan, the sacrificial offerings, the priestly officiants have been replaced as Judaism has evolved. Still, we gather together to dedicate ourselves to following God's commandments and to strengthen one another.
We study Tzav's account of sacrifices and the priestly role to understand the teachings which we can apply in a world vastly different from the wilderness of the Mishkan. As always, the teachings are there.
Among the phrases that are repeated in Tzav is God's warning that if a person in an impure state should eat the sacrificial meat or if any person should eat blood from a sacrificial animal, "...that person will be cut off from his people." (Leviticus7:20-21, 25-26).* This repetition calls our attention to this dire consequence and emphasizes the essentially communal nature of Judaism. In the time of the Mishkan, to be "cut off" from one's people meant to be left to wander alone in the wilderness, without the protection and support of the community and without proximity to God's Presence which filled the Mishkan. One who was "cut off" would most likely die.
Tzav teaches that from its earliest inception, Judaism was not meant to be a religion of solitary contemplation and individual worship. While we may each develop a personal connection with God, we affirm our faith and declare our belief in The Eternal as a community.
Together we pray:
"Sh'ma Yisrael Adonai Eloheinu..." - "Hear Oh Israel, Adonai is OUR God..."
"Baruch Ata Adonai Eloheinu v'eilohei avoteinu v'imoteinu..." - "Blessed are You Adonai OUR God, God of OUR fathers and OUR mothers..."
"Avinu Malkeinu..." - "OUR Parent, Our Ruler..."
"Aleinu l'shabeach laadon hakol..." - "WE must praise Adonai..."
From the ancient to the "_nu."
The "_nu" ending of such Hebrew words as Eloheinu, Avoteinu, Aleinu means "our" or "we." The "_nu" in the prayers that we offer up today recalls God's warning in the first moments of Jewish communal worship as described in Tzav - We must follow God's commandments or risk being "cut off."
One further note-
In the coming weeks as we prepare for Pesach, be mindful of the teachings of Tzav. Re-examine the wrongdoing of the "wicked" child in the Haggadah who asks, "Whatever does this service mean to you?" and in so doing, "...excludes himself or herself from the community and rejects a major principle of faith.."**
Following God's commandments with "our people" keeps us spiritually alive, always.
Shabbat Shalom - Rest and Renew
*From Commentary on the Torah by Richard Elliott Friedman
**From A Different Night: A Family Participation Haggadah by Noam Zion and David Dishon
This week's Portion, Tzav, describes in detail the procedures which the priests (Aaron and his sons) are to follow in offering up different types of sacrifices brought to the Mishkan by the children of Israel. God commands the priests that sacrifices be offered in a very specific manner; that these offerings are Holy.
God commands Moses to clothe Aaron and his sons in the priestly garments, to anoint them "to function as priests for YHWH" (Leviticus 7:35)*, and to offer a sacrifice for them.
God also commands Moses to anoint the Mishkan. This sets the stage for Aaron and his sons to officially assume the duties of the priesthood and to officiate over the sacrificial rituals which God has commanded the Israelite community to observe.
We, the descendents of the ancient Israelites, hear Parshat Tzav chanted in a synagogue where we offer prayers in a service led by a Rabbi and a Cantor. The Mishkan, the sacrificial offerings, the priestly officiants have been replaced as Judaism has evolved. Still, we gather together to dedicate ourselves to following God's commandments and to strengthen one another.
We study Tzav's account of sacrifices and the priestly role to understand the teachings which we can apply in a world vastly different from the wilderness of the Mishkan. As always, the teachings are there.
Among the phrases that are repeated in Tzav is God's warning that if a person in an impure state should eat the sacrificial meat or if any person should eat blood from a sacrificial animal, "...that person will be cut off from his people." (Leviticus7:20-21, 25-26).* This repetition calls our attention to this dire consequence and emphasizes the essentially communal nature of Judaism. In the time of the Mishkan, to be "cut off" from one's people meant to be left to wander alone in the wilderness, without the protection and support of the community and without proximity to God's Presence which filled the Mishkan. One who was "cut off" would most likely die.
Tzav teaches that from its earliest inception, Judaism was not meant to be a religion of solitary contemplation and individual worship. While we may each develop a personal connection with God, we affirm our faith and declare our belief in The Eternal as a community.
Together we pray:
"Sh'ma Yisrael Adonai Eloheinu..." - "Hear Oh Israel, Adonai is OUR God..."
"Baruch Ata Adonai Eloheinu v'eilohei avoteinu v'imoteinu..." - "Blessed are You Adonai OUR God, God of OUR fathers and OUR mothers..."
"Avinu Malkeinu..." - "OUR Parent, Our Ruler..."
"Aleinu l'shabeach laadon hakol..." - "WE must praise Adonai..."
From the ancient to the "_nu."
The "_nu" ending of such Hebrew words as Eloheinu, Avoteinu, Aleinu means "our" or "we." The "_nu" in the prayers that we offer up today recalls God's warning in the first moments of Jewish communal worship as described in Tzav - We must follow God's commandments or risk being "cut off."
One further note-
In the coming weeks as we prepare for Pesach, be mindful of the teachings of Tzav. Re-examine the wrongdoing of the "wicked" child in the Haggadah who asks, "Whatever does this service mean to you?" and in so doing, "...excludes himself or herself from the community and rejects a major principle of faith.."**
Following God's commandments with "our people" keeps us spiritually alive, always.
Shabbat Shalom - Rest and Renew
*From Commentary on the Torah by Richard Elliott Friedman
**From A Different Night: A Family Participation Haggadah by Noam Zion and David Dishon
Friday, March 11, 2011
Shabbat Commentary - Vayikra
WARNING! This post contains material which may be disturbing to some readers. If you are squeamish, a vegetarian, or passionate about animal rights, you may want to quickly exit this site and avoid engaging in the study of this week's Torah Portion, Vayikra.
For you brave folks who've chosen to remain, Vayikra (the first Portion in the Book of Vayikra) describes in minute detail the array of animal sacrifices to be performed in the newly built Mishkan. In examining this Portion, I suggest taking a metaphorical view of this practice which today we find so abhorrent.
When it comes to Torah imagery and action, we are uplifted by the image of Noah's rainbow, awed by the Revelation at Sinai, comforted by the sacred cloud over the Mishkan. We can even accept the divine rationale for the Ten Plagues and the slaughter of 3000 Israelites who worshipped the Golden Calf.
It's a challenge, however, to find Vayikra's descriptions of bloody sacrificial rituals revealing rather than repugnant.
The Hebrew word for "sacrifice," korban, originates from the root letters kuf, reish, vet, which means to "draw near." The animal and meal sacrifices in the Mishkan were God's way of drawing the children of Israel closer to God's Commandments, of giving them an opportunity to atone for sins, to ask for peace, to deal with guilt. The daily sacrificial acts brought the community together and kept the children of Israel focused on One God who had brought them out of slavery- One God who was preparing them to enter the land promised to their ancestors.
The sights, sounds, and odors of animal sacrifice certainly stimulated the senses and engaged the attention of the ancient Israelites. Not only were the Israelites commanded to give up a valuable animal for sacrifice, they were also commanded to place a hand on the creature as it was slaughtered, its blood splashed on the altar, and its body parts burned.
Such rituals today are absolutely unthinkable. However, we can learn from Vayikra. We can strive to bring such a level of intention (Kavannah), connection, and spiritual energy to our prayers that we echo the fervor of worshippers in the Mishkan, even as we stand in the sacred space of our synagogue sanctuary.
This Shabbat, in honor of Vayikra, I suggest that as we pray, we envision that we are grasping an imaginary rope leading an equally imaginary animal to be sacrificed. Let this image from our distant past power thoughtful, focused participation in Shabbat services and inspire prayers that are as pleasing an offering to God as an unblemished animal from the flocks of the children of Israel.
In the end, no animals were harmed in the posting of this commentary. We can embrace and apply the wisdom of Vayikra without approving and emulating its practices. That's the eternal beauty of Limud Torah (Torah Study).
Shabbat Shalom Rest and Renew
Resources consulted for this post:
A Torah Commentary For Our times by Harvey J. Fields
Commentary on the Torah by Richard Elliott Friedman
For you brave folks who've chosen to remain, Vayikra (the first Portion in the Book of Vayikra) describes in minute detail the array of animal sacrifices to be performed in the newly built Mishkan. In examining this Portion, I suggest taking a metaphorical view of this practice which today we find so abhorrent.
When it comes to Torah imagery and action, we are uplifted by the image of Noah's rainbow, awed by the Revelation at Sinai, comforted by the sacred cloud over the Mishkan. We can even accept the divine rationale for the Ten Plagues and the slaughter of 3000 Israelites who worshipped the Golden Calf.
It's a challenge, however, to find Vayikra's descriptions of bloody sacrificial rituals revealing rather than repugnant.
The Hebrew word for "sacrifice," korban, originates from the root letters kuf, reish, vet, which means to "draw near." The animal and meal sacrifices in the Mishkan were God's way of drawing the children of Israel closer to God's Commandments, of giving them an opportunity to atone for sins, to ask for peace, to deal with guilt. The daily sacrificial acts brought the community together and kept the children of Israel focused on One God who had brought them out of slavery- One God who was preparing them to enter the land promised to their ancestors.
The sights, sounds, and odors of animal sacrifice certainly stimulated the senses and engaged the attention of the ancient Israelites. Not only were the Israelites commanded to give up a valuable animal for sacrifice, they were also commanded to place a hand on the creature as it was slaughtered, its blood splashed on the altar, and its body parts burned.
Such rituals today are absolutely unthinkable. However, we can learn from Vayikra. We can strive to bring such a level of intention (Kavannah), connection, and spiritual energy to our prayers that we echo the fervor of worshippers in the Mishkan, even as we stand in the sacred space of our synagogue sanctuary.
This Shabbat, in honor of Vayikra, I suggest that as we pray, we envision that we are grasping an imaginary rope leading an equally imaginary animal to be sacrificed. Let this image from our distant past power thoughtful, focused participation in Shabbat services and inspire prayers that are as pleasing an offering to God as an unblemished animal from the flocks of the children of Israel.
In the end, no animals were harmed in the posting of this commentary. We can embrace and apply the wisdom of Vayikra without approving and emulating its practices. That's the eternal beauty of Limud Torah (Torah Study).
Shabbat Shalom Rest and Renew
Resources consulted for this post:
A Torah Commentary For Our times by Harvey J. Fields
Commentary on the Torah by Richard Elliott Friedman
Thursday, March 10, 2011
Shalom Kitah Gimel Students and Families #20
We began as we do every week with a student leading the Blessings for Torah Study and cookies. The student who led the attendance conversation challenged the class by asking the questions out of order. Students still readily responded with the correct answers.
Modern Hebrew Language
To review language patterns and vocabulary which students had studied for homework, we played "Search and Say." Cards with students' names and the Hebrew names for classroom objects were drawn from boxes. Students incorporated their classmates' names and the names of various objects into sentences using the possessive form. Before a student could respond, however, he/she had to find the object or a picture of the object to demonstrate an understanding of the word's meaning.
This activity required careful listening and a knowledge of vocabulary and sentence structure.
I am working toward using "only Hebrew" (rak ivrit) to give directions and guide activities.
We began Chapter 6 in our text, Shalom Ivrit. Students read the first story aloud and answered questions to show their understanding. This story describes a family gathered around the table to welcome Shabbat.
For homework, students took home the story sheet. Their assignment is to read the story aloud and study the new words in the vocabulary box for at least ten minutes a day until we meet again on March 23rd. (Next week , Wednesday March 16th, there will be no Hebrew class due to spring vacation.)
In addition, each student received an index card with a list of the Hebrew words he/she had used incorrectly on last week's pop quiz. Each word is translated. Student are to review these cards as part of their homework assignment.
Conscientious preparation of homework assignments helps students to build vocabulary and develop Hebrew language fluency.
Torah Study
As we are about to begin the Third Book of Torah, Va-Yikra, students were given a sheet summarizing the Portions in the Second Book of Torah, Shemot. They read the sheet in table groups. Each group wrote down several themes which they noted in the Book of Shemot. They then shared their ideas which included:
Modern Hebrew Language
To review language patterns and vocabulary which students had studied for homework, we played "Search and Say." Cards with students' names and the Hebrew names for classroom objects were drawn from boxes. Students incorporated their classmates' names and the names of various objects into sentences using the possessive form. Before a student could respond, however, he/she had to find the object or a picture of the object to demonstrate an understanding of the word's meaning.
This activity required careful listening and a knowledge of vocabulary and sentence structure.
I am working toward using "only Hebrew" (rak ivrit) to give directions and guide activities.
We began Chapter 6 in our text, Shalom Ivrit. Students read the first story aloud and answered questions to show their understanding. This story describes a family gathered around the table to welcome Shabbat.
For homework, students took home the story sheet. Their assignment is to read the story aloud and study the new words in the vocabulary box for at least ten minutes a day until we meet again on March 23rd. (Next week , Wednesday March 16th, there will be no Hebrew class due to spring vacation.)
In addition, each student received an index card with a list of the Hebrew words he/she had used incorrectly on last week's pop quiz. Each word is translated. Student are to review these cards as part of their homework assignment.
Conscientious preparation of homework assignments helps students to build vocabulary and develop Hebrew language fluency.
Torah Study
As we are about to begin the Third Book of Torah, Va-Yikra, students were given a sheet summarizing the Portions in the Second Book of Torah, Shemot. They read the sheet in table groups. Each group wrote down several themes which they noted in the Book of Shemot. They then shared their ideas which included:
- God shows God's presence in "extreme ways" such as the Ten Plagues and the Cloud and Fire in the Mishkan.
- Many "specific details" are given regarding the building of the Mishkan.
- God gives the Ten Commandments and many other Laws.
- Moses showed "reverance" for God, even though "Moses' people betrayed him by building the Golden Calf."
- Donations were collected both for the Mishkan and for the Golden Calf.
- Water played an important role. For example - A Plague turned the Nile River to blood. The Israelites complained that they had no water and Moses struck the rock. God parted the Red Sea for the Israelites, while the Egyptians drowned.
Excellent thinking!
Students then read an information sheet on this week's Torah Portion, the first Portion of the Third Book of Torah, Va-Yikra. Va-Yikra deals with sacrifices offered in the Mishkan. Students recognized that today, instead of a Mishkan, priests, and sacrifices, we worship in a synagogue, led by the Rabbi and the Cantor. Sacrifices have been replaced by G'milut Chasadim and Prayers.
When asked what we pray for in our Prayers, students mentioned that we ask for forgiveness; for God "to listen to us." We also thank God "for health and life" and "for the good and bad things that happen to us."
As they left the classroom for T'fila, students shared one new thing they'd learned today. There were many possibilities!
Students and families gathered for T'fila where we recited the weekday evening Prayers and sang one of our favorite songs, "Od Yavo Shalom Aleinu." Students were asked how they would impact the world in the coming week through acts of Tikun Olam. Answers included taking shorter showers and re-cycling!
L'hitraot -See you soon. Enjoy spring vacation.
Morah Ronni
Friday, March 4, 2011
Shabbat Commentary - Pekudei
In this week's Torah Portion, Pekudei, Moses gives an accounting of the precious materials which the children of Israel contributed for the building and furnishing of the Mishkan. The items made from these contributions are meticulously described and include the priestly garments and ornaments, as well as the structural elements and ritual "equipment."
God commands Moses to set up the Mishkan and directs him in the placement of its furnishings. God further instructs Moses, "And you shall take the anointing oil and anoint the Tabernacle and everything that is in it, and you shall make it and all of its equipment holy and it will be holiness." (Exodus 40:9)*
Moses also anoints Aaron and his sons into the priesthood.
When Moses has completed his work as God commanded, God's presence fills the Mishkan in the form of a cloud over it by day and fire in it at night. Thus ends the final Portion of the Book of Shemot. Chazak! Chazak! V'Nitchazeik. ("Be strong, very strong, and let us grow stronger together.")**
As I studied Moses' detailed accounting and careful setting up of the Mishkan, I sensed something familiar about Pekudei.
True, tradition tells us that we were all spiritually present with the Israelites when they fled Egypt, gathered at Sinai, and built the Mishkan. But my sense of deja vu derived from a more recent experience.
In my years as a Jewish educator, I've received and administered various grants from funding organizations. As a condition for accepting such grant funds, my co-workers and I were required to account for exactly how the funds were used in completing the grant project.
It was necessary to prove that the completed project which the funders had paid for, matched the funder's directives which we'd promised to fulfill in our grant proposal. Representatives of the funding organization might even visit to see the project in action. In advance of their visit, everything had to be in order, exactly as the fundraisers expected.
Imagine Moses assembling and placing all the complicated elements of the Mishkan Project, following God's instructions exactly.
Imagine Moses readying Aaron and his sons to fill their priestly roles as God had commanded.
The demanding preparations described in Pekudei seem to echo elements of the modern grant process.
God had "funded" the Mishkan by commanding the Israelites to contribute precious materials. God had laid out the form and purpose of the Mishkan. Moses and the Israelites were charged with the task of taking the "funds" and actually building the Mishkan as God had commanded.
Would the Mishkan meet with God's approval? Would God grant the children of Israel divine guidance and protection in return for their hard work and careful attention to God's Commandments? YES. According to Pekudei, God's presence did fill the Mishkan.
We no longer have the Mishkan, but God continues to be our grant Partner. We promise to follow God's Commandments, to fulfill mitzvot. In return, we ask God to grant us such Blessings as peace, hope, strength, wisdom, and forgiveness.
As our grant projects enhance the Jewish community, so God's "grants" and God's presence enhance our lives.
Shabbat Shalom Rest and Renew
*Translation from Commentary on the Torah by Richard Elliott Friedman
**Translation from My Weekly Sidrah by Melanie Berman and Joel Lurie Grishaver
God commands Moses to set up the Mishkan and directs him in the placement of its furnishings. God further instructs Moses, "And you shall take the anointing oil and anoint the Tabernacle and everything that is in it, and you shall make it and all of its equipment holy and it will be holiness." (Exodus 40:9)*
Moses also anoints Aaron and his sons into the priesthood.
When Moses has completed his work as God commanded, God's presence fills the Mishkan in the form of a cloud over it by day and fire in it at night. Thus ends the final Portion of the Book of Shemot. Chazak! Chazak! V'Nitchazeik. ("Be strong, very strong, and let us grow stronger together.")**
As I studied Moses' detailed accounting and careful setting up of the Mishkan, I sensed something familiar about Pekudei.
True, tradition tells us that we were all spiritually present with the Israelites when they fled Egypt, gathered at Sinai, and built the Mishkan. But my sense of deja vu derived from a more recent experience.
In my years as a Jewish educator, I've received and administered various grants from funding organizations. As a condition for accepting such grant funds, my co-workers and I were required to account for exactly how the funds were used in completing the grant project.
It was necessary to prove that the completed project which the funders had paid for, matched the funder's directives which we'd promised to fulfill in our grant proposal. Representatives of the funding organization might even visit to see the project in action. In advance of their visit, everything had to be in order, exactly as the fundraisers expected.
Imagine Moses assembling and placing all the complicated elements of the Mishkan Project, following God's instructions exactly.
Imagine Moses readying Aaron and his sons to fill their priestly roles as God had commanded.
The demanding preparations described in Pekudei seem to echo elements of the modern grant process.
God had "funded" the Mishkan by commanding the Israelites to contribute precious materials. God had laid out the form and purpose of the Mishkan. Moses and the Israelites were charged with the task of taking the "funds" and actually building the Mishkan as God had commanded.
Would the Mishkan meet with God's approval? Would God grant the children of Israel divine guidance and protection in return for their hard work and careful attention to God's Commandments? YES. According to Pekudei, God's presence did fill the Mishkan.
We no longer have the Mishkan, but God continues to be our grant Partner. We promise to follow God's Commandments, to fulfill mitzvot. In return, we ask God to grant us such Blessings as peace, hope, strength, wisdom, and forgiveness.
As our grant projects enhance the Jewish community, so God's "grants" and God's presence enhance our lives.
Shabbat Shalom Rest and Renew
*Translation from Commentary on the Torah by Richard Elliott Friedman
**Translation from My Weekly Sidrah by Melanie Berman and Joel Lurie Grishaver
Wednesday, March 2, 2011
Shalom Kitah Gimel Students and Families #19
Shalom. Students led the Blessings for Torah Study and cookies. In our attendance conversation, students commented that even though Ha ona choref ("The season is winter."), it felt more like spring today.
Modern Hebrew Language
Students were given one minute to review the vocabulary words which had been assigned for homework. Then, without the help of their Chapter 5 packets, they completed a pop quiz. The quiz involved translating English sentences into Hebrew and Hebrew sentences into English. The sentences were based on students' knowledge of the vocabulary which they had reviewed during the week. Home review of vocabulary is vital to students' progress.
Everyone received a lollypop for taking the "pop" quiz.
We read aloud the last story in Chapter 5 of our modern Hebrew textbook. This story introduced the plural forms of words whose singular forms students had already studied. After several oral exercises using words and phrases from the story, students made eight new vocabulary cards to study at home during the week. Just ten minutes a day of vocabulary review makes a big difference in a students' ability to remember and use modern Hebrew words and phrases.
Torah Study
We have reached the final Portion, Pekudei, in the Book of Shemot. Students read and discussed an information packet on Pekudei and briefly recalled highlights of previous Portions.
In Pekudei, Moses gives God an account of how all the contributions for the Mishkan were used. Moses also puts the final touches on the Mishkan and its furnishings. God's presence enters the completed Mishkan in the form of a cloud by day and a column of fire by night.
In our discussion, students noted that it was necessary for Moses to account for the children of Israel's gifts for the Mishkan, so that everything would "be in order" and no gift would be "forgotten" or misplaced. Everything concerning the Mishkan had to "be done right," as God had instructed.
Students explained that the cloud and the column of fire were a way for God to remind the children of Israel that God was with them, so they "wouldn't forget and build another Golden Calf" as worshipping idols was forbidden by the Ten commandments.
As is customary upon completion of a Book of Torah, we held up our study packets to represent the Torah Scroll and declared the traditional words, Chazak, Chazak, V'Nitchazeik! ("Be strong, very strong, and let us grow stronger together.")
As students left class for T'fila, they read and explained a Hebrew word related to Purim from a list on the chalkboard. We're looking forward to the gala Purim Carnival on Sunday.
In T'fila, the Cantor presented additional Torah Trope symbols. Each student received a sheet with lines from the Torah. We practiced chanting these lines according to the Trope symbols, an important first step on the journey to Bar or Bat Mitzvah. Students brought their sheets home to share, along with an additional sheet showing the Trope symbols students have practiced.
Lhitraot - See you soon.
Morah Ronni
Modern Hebrew Language
Students were given one minute to review the vocabulary words which had been assigned for homework. Then, without the help of their Chapter 5 packets, they completed a pop quiz. The quiz involved translating English sentences into Hebrew and Hebrew sentences into English. The sentences were based on students' knowledge of the vocabulary which they had reviewed during the week. Home review of vocabulary is vital to students' progress.
Everyone received a lollypop for taking the "pop" quiz.
We read aloud the last story in Chapter 5 of our modern Hebrew textbook. This story introduced the plural forms of words whose singular forms students had already studied. After several oral exercises using words and phrases from the story, students made eight new vocabulary cards to study at home during the week. Just ten minutes a day of vocabulary review makes a big difference in a students' ability to remember and use modern Hebrew words and phrases.
Torah Study
We have reached the final Portion, Pekudei, in the Book of Shemot. Students read and discussed an information packet on Pekudei and briefly recalled highlights of previous Portions.
In Pekudei, Moses gives God an account of how all the contributions for the Mishkan were used. Moses also puts the final touches on the Mishkan and its furnishings. God's presence enters the completed Mishkan in the form of a cloud by day and a column of fire by night.
In our discussion, students noted that it was necessary for Moses to account for the children of Israel's gifts for the Mishkan, so that everything would "be in order" and no gift would be "forgotten" or misplaced. Everything concerning the Mishkan had to "be done right," as God had instructed.
Students explained that the cloud and the column of fire were a way for God to remind the children of Israel that God was with them, so they "wouldn't forget and build another Golden Calf" as worshipping idols was forbidden by the Ten commandments.
As is customary upon completion of a Book of Torah, we held up our study packets to represent the Torah Scroll and declared the traditional words, Chazak, Chazak, V'Nitchazeik! ("Be strong, very strong, and let us grow stronger together.")
As students left class for T'fila, they read and explained a Hebrew word related to Purim from a list on the chalkboard. We're looking forward to the gala Purim Carnival on Sunday.
In T'fila, the Cantor presented additional Torah Trope symbols. Each student received a sheet with lines from the Torah. We practiced chanting these lines according to the Trope symbols, an important first step on the journey to Bar or Bat Mitzvah. Students brought their sheets home to share, along with an additional sheet showing the Trope symbols students have practiced.
Lhitraot - See you soon.
Morah Ronni
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