The Phoenix Jewish news., 1960-09-16
u. s. Education


of some sort" Nine percent had
no Jewish schooling whatever.
Most 13-year-olds, after Bar
Mitzvah or Bas Mitzvah, graduate
from Judaism rather than into it.
Age 13, instead of being a starting
point for secondary Jewish educa-
ton, is too often a lifetime termi-
nal point.
RABBIS ARE agreed that the Bar
MitZvah should ep r n t an
awakening and not finish. 1t is
only after Bar Mitzvah, during
adolescence, that Jewish culture
and religion can begin to have real
meaning and influence. Skillful
educators could transform the
powerful mystique of Bar Mitzvah
into a personal Jewish awakening.
AS everywhere, there is the
problem of entrenched interests
holding back progress. PhiloSo-
phies and Jewish education are
vauge and conflicting. Many texts
are mediocre and uninspiring.
Consider the teachers side of the
story. The teacher complains about
low salaries; lack Of interest and
cooperation on the part of parents;
lack of community respect; un.
clear goals, insufficient time; lack
of good texts and aids, and lack of
discipline among the children.
OF the $500 Jewish schools in
America, only slightly more than
1000 receive central supervision.
Jewish teaching is a part-time oc-
cupation. This is true not only IN
one-day schools but also to a con-
siderable extent in weekday
schools.
The general incompetence of
Sunday School teachers is confirm
ed statistically. A recent study re-
vealed that only 40% received
Pedagogic training. Turnover OF
teachers is constant and rapid.
Twenty percent of teachers stay
less than one year, the majority
less than 3 years.
JEWISH DAY schools have in
creased dramatically in the last 8
decades. There is sufficient interest
to warrant community support OF
these schools for those who want
them.
There is a striking similarity in
the fundamental principles of the
educational detectives Of the three
groups, Orthodox, Conservative,
and Reform-although they are
implemented differently.
The three groups agree that In
Jewish education the aim is to
foster a sense of belonging and
Identification; impact knowledge; /;
engender beliefs and values, at
titudes, appreciationS, and lncul-
cate participation, ritual and COM
munal. There is agreement that
teaching must be skilfully linked,
in pursuit of Jewish knowledge,
with literature, history and langu-
age.
Over $50, ,OOO, 900 is spent annually
in the United States for jewish
education. This is about $11O per
pupil per year or about $11.40 for
every Jew person in America, ex-
elusive of capital outlay Tor
schools. About half of the total
budget is paid by parents. About
79o or go comes from the organic
ed Jewish community. The re-
mainder is supplied by donors who
feel there can be no Jews without
Judaism.
SLOWLY Jewish education is
moving from the periphery to the
center of communal responsibility
and interest. Some cities are far
ahead of others. There is a con-
stant, general trend toward more
intensive Jewish education for in
creased numbers of children.
The first requirement of educa-
ton is education to the need for
education. The children are willing
to learn. But parental ignorance
and indifference are widespread.
Underscored is the great task OF
adult Jewish education.