(Copyright, 1960, Jewish
Telegraphic Agency, Inc.)
BY MILTON FRIEDMAN
WASHINGTON — Is Jewish
education in America a mile
wide but only an inch deep?
Jews are well informed on
current events: anti-Semitism
and Israeli • problem s. But
what is the status of Judaism
as a living faith? How much
do American Jews know about
their religion, culture, and his-
tory?
The sages of Israel, in ancient
days, asked why Jerusalem
was destroyed. Replying to this
rhetorical question, they con-
cluded that "Jerusalem was de-
stroyed only because the chil-
dren remained untaught . . .
Jerusalem was destroyed only
because men of scholarship
and learning were despised ...
Jerusalem was destroyed only
because there were no longer
men of faith and hope in her
midst."
Jewish teenagers are
caught in the spirit of the
Space Age. They have no-
ticed the huge number of
great scientists of Jewish
origin. Is this capacity for
learning due to centuries of
Talmudic study, to Jewish
tradition? Then, what is the
Talmud? What is Jewish tra-
dition? Such questions have
emerged from Jewish youth.
What do Jews believe? Are
we a Chosen People? How and
why are Jews different?
Are Jewish parents equipped
to answer these questions? Is
organized Jewish education
meeting the challenge?
Recently, 11,000 Jewish
boys and girls were ques-
tioned about their attitudes
on Jewish education. The
great majority, more than
nine out of 10, accepted such
education as desirable and
natural in ate American en-
vironment. They thought all
children should receive some
form of religious education.
But the children said they
liked their public school teach-
ers better than Jewish teachers.
They preferred public school to
Jewish schooling. Students of
high school age complained
about paor teaching in Jewish
classes and boring presentation
of con t en t. They wanted to
learn about Judaism and were
ready for an interesting presen-
tation. But their teachers were
too poorly equipped to meet
the challenge. -
Directors of Bnai Brith Hillel
foundations at • various univer-
sities report they no longer
have to stru le to elicit inter-
est. Today's udent is rebelling
against his parents' indiffer-
ence.
. A major eakness is found in
e Jewis teacher. It has been
r Lably timated that 58% of
Jewish nday School teachers
had "o y elementary Jewish
sort" Nine
so
schooli
*sh school-
no
perce
ing
13-year-olds, fter Bar
, gradu-
tzvah or Bas
er than
e from Jud is
of being
nto it Acr 1
secondary
star
too often a
Jewish
oint.
lifetim
ishes For
appy New Year
01. e
the blouse
that has
„everything!
The tea cher complains
about low salaries; lack of
interest and cooperation on
the part of parents; lack of
community respect; unclear
goals, insufficient time; lack
of discipline among the civil-
dress.
Of the 3,300 Jewish schools in
America, only slightly more
than 1,000 receive central su-
pervision. Jewish teaching is a
part-time occupation. This is
true not only in one-day schools
but also to a considerable ex-
tent in weekday schools.
The general. incompetence of
Sunday School teachers is con-
firmed statistically. A recent
study revealed that only 40%
received pedagogic training.
Turnover of teachers is con-
stant and rapid. Twenty percent
of teachers stay less than one
year, the majority less than
three years.
Ideas are being discussed
about consolidation and im-
provement of small, inadequate
congregational weekday schools.
Jewish day schools have in-
creased dramatically in the last
three decades.
Over $60,000,000 is spent an-
nually in the United States for
Jewish education. This is about
$110 per pupil per year or about
$11.40 for every Jewish person
in America, exclusive of capital
outlay for schools. About half
of the total budget is paid by
parent s. About '7% or 8%
comes from the organized
Jewish community. The remain-
der is supplied by donors who
feel there can be no Jews with-
out Judaism.
Slowly, Jewish education is
moving from the periphery to
the center of communal respon-
sibility and interest. Some cities,
are far ahead of others. There
is a constant, general trend to-
ward more intensive Jewish
education for increased num-
bers of children.
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21 - THE D ETROIT JEWISH NEWS — Friday, Septemb er 23, 1960
Jewish Learning Moves from Periphery to Central Interest in U. S.