I have very fond memories of my first time at Jewish summer camp. It seems like it was only yesterday.
Actually, it kind of was: my first Jewish summer camp experience was this summer, at 23 years old.
That’s right, somehow I made it this far without a Jewish camping experience. I understand that it may shock you that I am a Jewish professional who never went to Jewish summer camp. Please don’t be too upset: I had plenty of Jewish education and lots of fun with my family doing other summertime activities.
Still, I was curious about the Jewish camp experience that so many of my friends and colleagues had growing up, so I jumped at the opportunity to spend a week on faculty at URJ Greene Family Camp in Bruceville, Texas.
Lucky for me I was visiting with two camp veterans, my ISJL coworkers Rachel Stern and Missy Goldstein. Before I even left my apartment they had already imparted great wisdom about how to pack, especially about “camp-propriate” fashion. When I arrived the staff at camp led us on a whirlwind a tour of the grounds, which included a visit to the new eco-village, a view of Lake Jake, and an introduction to the camp llama, Caramel.
On subsequent days I spent most of my mornings at camp leading alternative t’filah (prayers) and short shiurim (classes) in various bunks. One of my favorite t’filah activities was an adaptation of the game Things, in which campers wrote down what they thought of when they thought about God, prayer, or being Jewish. Everyone then had to guess who in their bunk had submitted each answer. It was amazing to see the different responses throughout the groups, and a lot of fun to see how close friends could guess each other’s answers after so much time together at camp!
I also learned a lot of important skills, including how to dodge flying grasshoppers, how to bus tables in the dining hall, and the appropriate Hebrew words for all camp locations.
Reflecting on my visit to camp, I have learned so much about the value of Jewish camp and why it is such a formative experience. At camp, kids get to be themselves. For a lot of Jewish students it is one of only a few opportunities they have to spend time with other Jews their age. They get to just hang out, be friends, and learn through experiences rather than formal education. Interacting with campers also showed me a lot about how to teach students with actions, not just with words.
Whether we are clergy, teachers, volunteers, or just Jews around town, we are all role models for young Jews. We have to take that responsibility seriously, including in informal settings, and realize how life-changing those informal moments can be. I am excited to go forward into my second year as an ISJL Fellow with my new camp experience in mind.
“Where do we start?”
That’s a question I hear often from groups of people seeking to make an impact in their community. I can’t ever say I have the answer but I often suggest looking at the data and studying the community’s strengths, weaknesses, opportunities and challenges.
Kids Count just released data from 50 states that ranks each state according to the well-being of families and children in the state. The state I live in, Mississippi, is on the bottom of that list—and not for the first time.
As someone who works in community engagement, teaming up with Jewish congregations and other committed partners to make meaningful and sustainable change, reports like this are important. They can also be disheartening. So when we are presented with data, we ask again: “Where do we start?”
Luckily, the data itself can help guide our tikkun olam efforts.
Jamie Bardwell, Program Director at the Women’s Foundation of Mississippi (an organization that has supported the ISJL’s peer mediation program, T.A.P.) points out that advancing in ranks requires that interconnected indicators are simultaneously addressed. In other words, to alleviate poverty, we cannot focus solely on job training for single mothers, or better education for their children, or access to affordable child care; we must work on all of these interconnected indicators of poverty.
One thing to point out is that there is hope. Even while Mississippi is ranked lowest, there is evidence of some improvement. And while we know we have our work cut out for us, we can use this data to create benchmarks. For example, Mississippi ranks 50th in the economic well-being of children. A total of 256,000 children, or 35% of all children living in Mississippi, live in poverty. As a starting point, what would it take to get us from 50th up to 49th in children’s poverty?
New Mexico currently sits at 49th with 29% of their children living in poverty. That means, if we can move approximately 43,000 children out of poverty, we could move up in our rankings. This might still seem daunting, but the data provides us with benchmarks and goals to strive toward. Ultimately, the goal is to reduce child poverty to 0% and that is an important goal to keep in mind. But, the data can help us push our state to move ahead in increments.
Have you looked at the data released about your state? Is there anything that surprised you? Are you and your congregation helping to move the needle in your state? If you are, please share what you are doing!
For most Jews, education is a top priority. That’s one of the reasons our community engagement efforts are often focused on issues related to education—including the fact that throughout the nation, public schools are woefully underfunded.
Right now, there is an effort underway in Mississippi to make an “adequate” education a constitutional right. In 1997, the legislature passed the Mississippi Adequate Education Program (MAEP), a law that creates a formula to distribute adequate funds to school boards to be used to ensure an adequate education for all Mississippi children.
While the formula remains the law in Mississippi, there is no requirement that the legislature fund education according to that formula. In fact, this formula has only been fully funded twice and, in 2014, the gap between the funds necessary to adequately fund education and the funds that are designated by the legislature for education has widened starving Mississippi’s educational institutions.
Mississippi’s registered voters have the power to put an important issue to a vote through a ballot initiative called Better Schools Better Jobs-a petition to place a referendum on the 2015 ballot that will require the Legislature to fully fund education according to the formula set out in MAEP. If the 110,000 required signatures are collected, voters will be empowered to decide whether to amend the Mississippi constitution to require the adequate funding of education.
For Mississippians who can potentially take part in this effort, you can learn more about Better Schools Better Jobs here.
That’s what’s going on where I live, and one way my fellow citizens here can keep the activist spirit of Freedom Summer alive. Do you know whether education is adequately funded in your state? Please let us know what people in your state are doing to ensure that all children receive, at minimum, an adequate education.