For my family, like many Jewish families, holidays play an important role in our life. Holidays are the times when we all get together. There are endless, crazy traditions. Holidays meant coming home, and being with my family.
I grew up in Florida, and went to college in Florida. When my parents moved from Florida to Texas, I suddenly had a to plan on a plane ride instead of a two-hour drive to be with my family for the holidays. Then I graduated from college and started a real job, forcing me to face the reality of not spending every holiday with my family. Being “home for the holidays” was no longer a given.
I certainly am not alone. Every recent college graduate balances making it home for celebrations with our families to what our “grown up life” and holiday celebrations will look like. Luckily, with my first out-of-college job, I literally am not alone.
When I moved to Jackson to start work for the ISJL, I knew that I was joining a new family. My Education Fellow cohort has family dinners together. We look out for each other. We bring each other pints of ice cream with a Shabbat candle for birthdays, squeal over the sweet story of a fellow Fellow’s engagement, and make sure that everyone has a family with whom to spend the holidays. We celebrate together. And yes, we have even and taken family portraits at JC Penney together.
This year in particular, I have been truly blessed in the holiday-celebration regard. One of our board members invited anyone who was in town to spend all or part of the High Holy days with her family in Greenwood, Mississippi. Even though I wasn’t able to spend Yom Kippur with my family, another family opened its arms to welcome me in. I fasted, watched football, and broke fast with M&Ms and Diet Coke—just as I would have done with my family of origin.
As Education Fellows, this happens to us all year round. We each have six or seven communities that we visit and, with the gift of home hospitality, we are lucky to be welcomed into many families throughout our two years. We light the candles at Shabbat dinners in these families’ homes, and hear about how everybody’s week has been. They allow us to truly be part of the family and the greater community; in addition to celebrating many Jewish holidays, I have also cheered at soccer games (even though I don’t entirely remember the rules), attended local craft and historical festivals, and participated in a charity fundraiser.
Other Fellows have enjoyed family movie nights, gone on afternoon hikes, and visited kids’ art shows; there’s no end to the possibilities!
Not only do our hosts welcome us into their families for the weekend, but we also share our lives with them. We tell stories about the shenanigans and adventures of group summer visits. Especially as second year Fellows, we want to contact our hosts or education directors when exciting things develop for graduate school or plans for Life After The Fellowship.
I still love getting to be with my family. I also love how much more “family” I have now. When I first started at the ISJL in June 2013, I added 8 Fellows to my family. Over the last 18 months, that family has grown exponentially with every summer, fall, and spring visit I make. Not every recent college graduate gets so warmly embraced by so many families, who make us feel at home even when we’re far from home. I look forward to continuing growing my Southern Jewish family this year, and staying in touch as the world takes us in all different directions.
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Picture this: a really mean kid.
A kid who spends each day at school calling others names, like fat and loser. He chooses specific targets to publicly humiliate. He excludes people from the lunch table where their own friends sit, getting other kids to “vote out” someone who was once their friend, which they all do for fear of becoming the next target. His behavior is documented, but his parents take no responsibility, and the school needs more concrete evidence before they can suspend him. He faces no consequences, despite behavior that is hurtful, harmful and unacceptable.
In fact, that same year, he stands on the bimah and is welcomed with open arms as an adult in the Jewish community. His bullying is known to many, but he is given another title: Bar Mitzvah.
In most congregations, to become Bar or Bat Mitzvah, there are many requirements to fulfill. A students must attend x number of services, master the prayers, learn Torah and haftarah portions, and write a speech about what he/she has learned during this process. We ask that students adhere to the guidelines that Judaism provides for living a moral and ethical life. But what about the children who go against what the Torah instructs us to do? If a student is a known bully, do we ignore that as long as his prayers are memorized and his speech pays lip service to kindness and being a good Jewish adult?
Judaism instructs us clearly that it is a sin to shame another person. Many Jewish children’s first lesson is the Golden Rule: love your neighbor as yourself. And if you do something wrong, you HAVE to make it right. The Jewish system of teshuvah, repentance, provides explicit guidelines instructing us how to make right our wrongs. The essential step of teshuvah is taking responsibility and saying sorry for your actions.
When someone converts to Judaism we conduct a Beit Din (mini jury) as part of the conversion ceremony, to determine if the candidate for conversion is ready and that her intentions are good ones. What would it look like if we had a similar vetting for a Bar/Bat Mitzvah student? What if our clergy and tutors interviewed and even convened a Beit Din with their B’nai Mitzvah students before they began working with them? What would that look like? Would it involve other children – the peers of the bully?
Perhaps part of Bar/Bat Mitzvah preparation should be letters of recommendation, in which the recommenders needed to answer some pointed questions about the student’s behavior and character. These recommendations could come from teachers, peers, community members. We could ask the Bar/Bat Mitzvah candidates to answer questions in an essay that describes their character and intentions.
Does it seem extreme? Consider this story.
Recently, a high school coach from Utah suspended his entire football team because he caught wind that some of the players were involved in cyber-bullying. Those of us in the South know that you DON’T mess with football – but this coach did. His brave gesture was so against the norm that it made national news. This coach made examples of his players, showing that being a good person is the main requirement for any life experience and if this requirement is not met, then additional experiences and privileges are taken away. The football players could earn back their spot on the team through participation in community service.
This act not only had a direct consequence on the players but also offered a public message to the students that had been mistreated that they mattered, and that people were there to help them.
If a coach can do it, why can’t a rabbi? Or a teacher? We’re the ones who have the chance to show all kids they matter, and maybe even through teshuvah and attention, turn a bully into a mensch. What a mitzvah that could be.
Do you think bullies should be allowed on the bimah? Should a Bar or Bat Mitzvah student’s treatment of others be considered?
According to the National Jewish Population Survey, there are approximately 1.5 million non-Jews helping to raise Jewish families in the United States.
Certainly, this reality is prevalent in the Southern Jewish communities I work with, and we often face the question: “To what extent can these non-Jews participate in the rites of Judaism?”
This question becomes front and center as a family prepares for a child’s Bar or Bat Mitzvah. With its focus on the “transmission of Torah,” this event is full of symbolism. Recreating the Mt. Sinai moment, the rabbi often will take the Torah from the ark and pass it to the grandparents, who then pass it on to the parents, who finally give it to the child.
But, which family: non-Jews, or just Jews?
Obviously, this question is highly charged, religiously as well as relationally, both for the family and the officiating clergy. Because, how can one honor a child’s entire lineage while maintaining our unique Jewish legacy? Recently, officiating at a Bat Mitzvah held in a 100 year-old Mississippi Delta congregation, I approached the challenge in this way, attempting to honor both family and history:
“Here stand the generations of this Bat Mitzvah’s family. Though all may not be able to trace their lives back to Sinai, surely all have transmitted Torah to this child. For some, it was done through the written word. For others, it was done through action, as they maintained a life in accordance to the eternal values of our faith. There are those who say this is odd; our Sages disagree. For, they questioned, ‘Why was Torah given to the people on Mt. Sinai and not in the land of Israel?’ Because, they answered, ‘had God delivered Torah in Israel, the Israelites may erroneously think it as their sole intellectual property. But, as Torah was given in an ownerless place (i.e. the wilderness), it is and should always be open and available to all.’ [Numbers Rabbah 1:7]”
Thinking and acting as if Torah belongs to Jews and Jews alone would have been a mistake then, and now. Sure, it is our honored responsibility to ensure Torah’s existence from generation to generation, but we do so in order that others may have the opportunity to freely live by its lessons. That what’s occurring in this family, and so many others throughout the Jewish world, where non-Jews are actively molding the next generation of Jews.
So, we all must ask ourselves: how are we ensuring that the blessing of non-Jews within the Jewish community is being celebrated?
How do you (or your congregation) work to include non-Jewish community members in your midst? Share your thoughts in the comments below!