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.
Since moving to Mississippi ten years ago, I have been continually struck by the state’s rich but complicated history. One of the most overused quotes down here is from William Faulkner: “the past isn’t dead, it isn’t even past.” Indeed, my state’s past still haunts and inspires Mississippians today. For many southern whites, the past evokes tangled feelings of both pride and shame. They wrestle with the question of whether they can celebrate the bravery of Confederate ancestors while acknowledging the central role of slavery in the Civil War. The imposition of Jim Crow after Reconstruction and the violence directed against southern blacks during the Civil Rights era remain difficult for many southern whites to face, many of whom insist that this ugly history is best forgotten. Yet the wounds of this dark past are not yet fully healed, and black and white southerners still struggle with how to move forward as a unified society.
Figuring out how Jews fit into this southern story has been a central focus of my career as a historian. Recently, a visit to Columbus, Georgia, got me thinking about how Jews have interacted with the South’s conflicted history. Columbus is home to an old Jewish community that goes back before the Civil War. One of its early Jewish residents was Raphael Moses, a lawyer who moved to Columbus in 1849. Wanting to join the ranks of southern planters, Moses bought a plantation on a hill outside the city, which he named Esquiline. By 1850, Moses already owned sixteen slaves, five of whom were children. Moses focused his plantation on growing peaches, and he became the first planter to sell the fruit outside of the state. By 1860, Moses had 47 slaves working on his plantation.
During the Civil War, Moses joined the Confederate army, but was too old to serve in combat. Instead, he became Confederate Commissary of Georgia, responsible for supplying and feeding 54,000 Confederate troops. He was close with General Robert E. Lee, and was with him at the Battle of Gettysburg. Three of Moses’ sons fought for the South; one died in the war. After emancipation, Moses was shocked when all but one of his slaves decided to leave Esquiline once they gained their freedom. Moses, like other slave owners, believed in the delusional and paternalistic notion that their slaves greatly appreciated their masters for caring for them over the years. Moses became a political leader after the war, serving in the state legislature during Reconstruction. When a political opponent raised his Jewishness as a disqualifying factor, Moses wrote a famous letter asserting his Jewish pride: “I feel it an honor to be of a race whom persecution cannot crush, whom prejudice has in vain endeavored to subdue.” The irony of a former slave owner decrying persecution and prejudice was apparently lost on Moses.
When I was in Columbus, I was very excited to learn that the Esquiline Cemetery, containing the graves of Moses and his family, was still there. The plantation is long gone. The grand home owned by Moses burned down in the early 20th century. Eventually, the family sold off the 1000-acre plantation, and now the cemetery is surrounded by a housing subdivision. Parking on a cul-de-sac filled with modest homes, my local guides led me through a clearing in the adjacent woods. After a short distance, we came upon the small cemetery, ringed by a chain-linked fence topped with barbed wire. Though many of the stones have been broken over the years, a heavy sense of history still infuses this small plot of ground.
Columbus Jews today are rightfully proud of Moses. He was one of the city’s most prominent citizens, and his advancements in the storage and shipping of peaches helped make the fruit one of Georgia’s most lucrative crops. He ascended the social ranks of plantation owners, proving that his Jewishness was no barrier to entry. He is evidence that Jews were loyal southerners, and were fully integrated within southern life and culture. And yet, it’s hard to embrace Moses fully. While the names of Moses and his ancestors are etched into stone in the Esquiline Cemetery and in history books, we don’t know the names of the slaves and their children who once called the plantation home. What were their lives like? How did they respond to the opportunities and challenges of freedom? These questions went through my head as I visited the graves at Esquiline.
This ambivalence and uneasiness with the past echoes a larger tension that still permeates southern life today. White southerners often have a complicated relationship with the region’s history. That southern Jews do as well is yet another indication of just how southern we are.
By ISJL Education Fellow Dan Ring
The ISJL Education Curriculum addresses Israel in many ways at various grade levels. The fifth grade, for example, contains a lesson about the Western Wall (also called the Kotel) in Jerusalem. For an activity, teachers can have students write prayers to be placed in the Wall and ask their Education Fellows to arrange for the letters to reach their intended destination.
Although you can easily do this virtually through different websites, I was excited when the fifth grade class at Temple Israel Religious School in Columbus, Georgia, wrote physical letters, which I was able to have delivered through face-to-face social networks.
Here is how it went down:
1. During Lesson 7 of the 5th grade curriculum, students in Columbus composed their own prayers and put them all in an envelope.
2. During my fall visit, the class surprised me with the collected notes.
3. Two weeks later, I attended a bar mitzvah in Baltimore, my hometown. My friend Josh, a Yeshiva student in Jerusalem and the brother of the bar mitzvah boy, was visiting for the occasion. So I gave him the envelope.
5. A few days later, Josh returned to Jerusalem, where he took the written prayers to the Wall.
6. The prayers have been delivered (to the Wall).
Thanks again to Josh for helping out the fine students of Temple Israel, and to another Josh for taking such great photographs!