Playing an active role in our local communities is a long-standing Southern Jewish tradition. Our community, Temple Israel in Columbus, Georgia, wanted to do even more with community engagement—so we reached out to Malkie Schwartz at the ISJL. With that help and guidance, our Community Engagement committee has been able to build an amazing relationship with the students and staff of Rothschild Leadership Academy (RLA), a local public middle school that serves students in 6th-8th grade.
During the summer, the committee approached Dr. Mike Forte, the Principal of Rothschild Leadership Academy and asked this critical community engagement question: What do you need?
Dr. Forte responded: “Help the kids read.”
And so began our community’s implementation of the ISJL’s literacy program Read, Lead, Succeed.
Read, Lead, Succeed is a program first piloted in Jackson, Mississippi. We’re excited to now be piloting it here in Columbus, Georgia. Read, Lead, Succeed uses I See Sam phonetics based reading materials. The I See Sam curriculum was designed to help young elementary school students so we’ve modified the program to better fit the needs of 6th graders. For example, our students read individually for privacy as well as personalized instruction. Additionally, we have added an “attitude assessment” that students take when they first begin the program and after completing other predesignated milestones. The program deftly integrates learning with a positive environment that fosters relationships and a love of reading.
Many of our volunteer team members were concerned the I See Sam system was too simple for the students. We quickly learned that there are many students who read below grade level and this program helped address gaps in their reading abilities. It comes down to that same question: What do you need? This program, and the system behind it, is filling a need.
Our Community Engagement Committee members have been personally impacted by this program. I asked some of them to share their thoughts and reflections:
“The success of Read, Lead, Succeed at Rothschild Leadership Academy is a marvelous manifestation of the trust we forged by listening. We listened to Dr. Forte describe the needs at his school. We listened to his priorities. After the commitment and excellence we showed through the gardening project, he and his staff were receptive to our suggestion to help in a deeper way.” – Mark Rice
“Initially, I was concerned that the books would be too easy for them … I was surprised to see that in fact, they were the level they were reading at. My heart went out to them. Their improvement and eagerness to learn each week motivated me even more. I am so proud of them and I know they will continue to improve. The need for someone to spend time with them reading is vital. The programs straightforward approach was very helpful.” – Suzanne Reed Fine
In the future, the Community Engagement Committee of Columbus, Georgia hopes to expand Read, Lead, Succeed by adding volunteers and students to the program at RLA. We also envision launching the program in the elementary schools that feed into RLA. We believe that preventing students from falling behind in elementary school will lead to greater success in middle school and beyond. We are proud for our Southern Jewish congregation to continue playing our part, working in our community and helping meet the needs that are right here at home.
I recently completed a one-year Kahn Fellowship for the Jewish Federation of Greater Los Angeles. My aim during the fellowship was to specifically work on engaging the young queer Jewish community. In return, my own personal growth would be nurtured through an additional immersive experience. My colleague Margalit suggested something called TENT.
One of TENT’s week-long intensive programs, “Tent:The South,” would be take participants from all over the country on a road trip, from New Orleans to Memphis through Mississippi, learning about Jewish history and contemporary culture in these regions.
I had never thought about Jews in the South. It was so far removed from everything I knew about the history of the South – which was delineated along racial lines that excluded Jewishness. I was excited to go on this trip. Who were these Jews in the South? Perhaps even more interesting, who are they now?
We started out in New Orleans, a city rich with history and supporting three synagogues. Even the Orthodox synagogue in town, Anshe Sfard, is working toward inclusivity and seeks LGBT involvement. This was astonishing to me, but also exciting. From there, we traveled up through Mississippi and into the Delta, all the way up to Memphis. We stopped in many towns and small cities, and met with local Jewish communities, continuously learning about our Jewish history in the South.
I had many emotional and informative experiences on this trip. Perhaps most personal to my understanding of my own identity was really digging into what the South “is” and “isn’t” and what it really means to me as someone who was raised in a border state.
Growing up in Maryland, whenever I spoke with Northerners I was told I was from the South, and whenever I spoke with Southerners, I was told I was from the North. I tried to claim my border-statehood, but that wasn’t good enough for people – they needed to “other” me to the other side of the tracks, or in this case, the other side of the Mason-Dixon line. I left Maryland at 14 to go to a private school in Pennsylvania, and I’ve never identified as a Marylander since.
It was on this trip, this Southern Jewish trip that I got to go on as a result of my work with the LGBTQ Jews in Los Angeles, that I learned to own the Marylander in me. And in a way, more of my Jewishness too.
Growing up, I saw myself as an “other” compared to the Jews I knew, because of my queer identity. But now I really see the cultural narrative of Jewishness as one of “otherness;” and I see my Jewishness as part of my personal narrative. Many people say they are Jew-ISH; I used to say I wasn’t practicing – I was just good at it. Now I don’t know what to say. I suppose I am “exploring my Jewishness.”
Finally, now I see: not feeling like I’m from the South or from the North, not feeling like my home state has a place in this country’s delineation, is really part of my greater narrative. I am a person in-between, or on the line, an “other” from the norm like all Jews and from the Jewish “other.” Never here nor there. I live on the border between the LGBTTQQIA2S (and growing) alphabet. I live on the border between secular and religious (and changing). And now I am finally owning that I grew up on the border between North and South. I am from a border state, and like the place from which I hail– I, too, am a perpetual border state.
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Today’s guest post is from our friend (and one of our favorite scholars!) Dr. Joel M. Hoffman. Last year, we shared a piece from Michele Schipper about why her Jewish family celebrates Halloween. This year, we asked Joel for his scholarly insights on the holiday, its history, and whether or not celebrating Halloween conflicts with Jewish identity. Turns out, he had already written a good deal on the subject on his own blog, and was generous enough to let us share some of it here, too. You can learn more about Joel and his work on his website. Enjoy this not-so-scary Halloween treat!
When I was 11 years old, a grumpy Israeli teacher told me that good Jews don’t dress up for Halloween because it’s a Christian holiday when Christians persecuted Jews.
He couldn’t have been more wrong.
First of all, Halloween began as a Pagan holiday, not Christian. The Celtic Pagan year was divided into two halves. The first half, roughly from spring to fall, was for the world of light, and the second half was for the world of darkness. Holidays marked the transitions from each half to the other.
In spring, Beltane celebrated the spiritual beginning of light-filled summer days and the life-giving force of the sun.
By contrast, Samhain (pronounced “sow-an”), the precursor to Halloween, fell on November 1 and represented summer’s end, winter nights, and, in general, darkness. As is typical of gateways and transitions (which are known technically as “liminal” times), Samhain was regarded with suspicion and even reverence. It was seen as a bridge between two opposite worlds: the human world of light and good on one hand, and the netherworld of darkness and evil on the other. Samhain was the time when the inhabitants of the latter might cross over to the former.
The custom of masks and costumes probably comes from the holiday’s general celebratory character. Some people may have dressed up specifically as ghouls to chase away the real evil powers, perhaps hoping that the denizens of the netherworld would try to distribute themselves evenly, and, seeing an abundance in one place, would go elsewhere. Or they may have thought that even the goblins were afraid of other goblins.
The Catholic Church highlighted the theme of the dead on the holiday when it adapted Samhain for its own purposes, merging it into its existing day for saints. All Saints Day, as it was called, was a time for recognizing the power the saints have over the still living. In some traditions, people paid special homage to the newly dead or offered prayers on behalf of the souls stuck in purgatory, hoping to pave a way to heaven rather than hell. Some people carried candles in turnips to represent the souls stuck in purgatory. In America, these would become our jack o’lanterns.
Since Catholic mass was held on the day, All Saints Day was also called All Saints Mass, the Middle English for which is Alholowmesse, and the Modern English for which is Hallowmas. (Christmas similarly gets its name from the mass held for Christ.)
Because the Catholic Church at the time still followed the Jewish tradition of reckoning days from sundown to sundown, Alholowmesse actually began on the evening before November 1, that is, on the evening of October 31, which was called Alholowevening, or more colloquially Alholowe’en. That gave us our Modern English name Halloween.
In addition to offering words of prayer for the dead, some Christians prepared physical food for their departed loves ones. Once food was potentially available, the poor wanted in on the action, and before long, the holiday became, in part, a day for begging (leading to Shakespeare’s image of “a beggar at Hallowmas”).
But the Puritans who largely founded America despised both the Pagan and Catholic aspects of Halloween, and in this country Halloween was never regarded as a sectarian celebration. It wasn’t even on most American calendars until the mid-nineteenth century. When it finally did take root, it was a mixture of pranks, dress up, jack o’lanterns, and candy, none of which is un-Jewish in any way.
So my grumpy Israeli teacher was wrong. He was equally wrong when he told me that Halloween was created to persecute Jews. There were no Jews living among the Celts when Samhain arose, and the Jews had already been exiled from England by the time the Christians turned Samhain into All Saints Day there.
But he was most severely wrong in his general approach. He failed to distinguish the history of the holiday from the holiday itself. If we abandoned everything that had a disagreeable history, we’d have to give up many of our favorite Jewish rituals, too.
Whatever their non-Jewish roots, American holidays such as Thanksgiving and, yes, Halloween are now symbols of pluralism, yearly signposts advertising America’s freedom and tolerance. These holidays are an opportunity for Americans, regardless of background, to come together and share an experience. And they can be an enormous amount of fun.
Pluralism, tolerance, community, and fun are all Jewish ideals. So I’ll continue to look forward to greeting bizarrely dressed children as they come to my door and ask for treats.
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