Importance of Audio Visual Coursell -labet Ushma' Explained by Mathis
The importance of the United Hebrew Schools' "Habet Ushma"
audio visual course was outlined in an important article by J.
Meyer Mathis in the Hebrew magazine Sheviley Hahinukh. The
following portion of the article relates to the current program. It
was translated from the Hebrew by Julian Tobias.
* * s
makes possible constant drill with-
The United Hebrew Schools in-
out tiring of either teacher or pupil.
troduced, in the academic year
F. Makes habitual the reading of un-
1967-68, the audio visual course
G. By this method, the natural af-
"Habet Ushma" (Didier Chilton)
finity of the American student for
technology expresses itself in a
—twenty lessons in film strips
more positive attitude toward learn-
with accompanying audio tapes,
ing Hebrew and to the teacher who
each lesson in two units. The sys-
tem was begun in nine classes—
The Midrasha of the United He-
six. high school and three elemen- brew Schools of Detroit has intro-
tary—and the instructors in those duced a course in instructional
classes found the method most ef- technology in which twenty-two
fective in the achievement of the veteran United Hebrew Schools in-
structors and undergraduate stu-
I. To encourage the student to speak dents have taken part. Follow-up
Z. To provide practice in expressing courses are arranged for smaller
one's self in fluent Hebrew.
groups of teachers for the pur-
3. To accustom the student to the
native Israeli accent which may pose of developing techniques for
differ from that of the teacher.
the planning and production of
To describe everyday situations in
teacher-made audio visual mate-
The advantages of the above are:
A. Concentrating the student's atten-
tion through simultaneously seeing
Inseparable from planning the
and hearing subject matter.
B. The lengthening of the pupil's at- use of the material is the planning
tention span, even among those of its production. Even though we
deficient in it.
C. Aiding the solving of disciplinary realize that "Habet Ushma" was
problems in difficult classes.
D. Planned learning according to the intended primarily for immigrants
capability of the class as well as to Israel who knew neither how
the individual student (No more
to read nor write Hebrew, we
E. The use of the audio visual equip- were ready to accept It as a start-
ment and methods broadens the les-
sons, enriches the vocabulary and ing point in teaching the use of
Hebrew as an everyday spoken
language. In this respect, we have
been able to reconcile the neces-
sary improvisations, additions and
changes in this course without ap-
Jireciably deviating from the basic
instructional principles of "Habet
The educational objectives of
our afternoon American Hebrew
Schools differed appreciably from
that which the originators of "Ha-
bet Ushma" intended, and there-
fore alterations and adaptations
were appropriate and necessary.
The basic •problem was: "How do
we brdige the gap between this
20010 James Couze n s Drive
elementary "conversational" He-
brew and the teaching of 'Fora,
Detroit 35, Michigan
the Prophets and Literature In
We have approached this prob-
P! o n e: 342-5666
lem on the high school level in
Invites the Community to Hear
DR. JAKOB J.
at Hebrew Union College
MONDAY, JANUARY 6th
At 8:30 p.m., Temple Israel
17400 Manderson Rd.
On the Subject
"THE BIBLE OF
How the Rabbis Read Scripture"
The speaker, Dr. Petuchowski, is Professor of Rabbinics and
Jewish Theology at the Hebrew Union College-Jewish Institute
of Religion in Cincinnati. One of the most respected theologians
In the country today, Dr. Petuchowski has written over 250 ar-
ticles in the fields of rabbinics and theology. His important mes-
sage is easily translated by Dr. Petuchowski into laymen's terms.
Final speaker in Temple Israel Lecture Series will be:
Rabbi Eugene B. Horowitz, Professor of Jewish Religious Thought
e in New
at Hebrew Union
1N AMERICAN JEWISH FICTION." THE
RELIGIOUS TURN College
the United Hebrew Schols by in-
ventorying the total vocabulary of
the twenty units in an annotated
alphabetic word list. In addition,
we have added word lists for each
unit, covering the vocabulary of
each particular lesson. We have
introduced the reading of short
Hebrew stories from the series of
"Ivrit Kala" (Easy Hebrew).
At the end of the tenth unit, a
special instructional method has
been developed in our audio-visual
laboratory for the purpose of in-
troducing the students to the stu-
dy of the book of Joshua, utilizing
the media that the students were
already accustomed to, ie., the
film strip, the audio tape, re-
lated printed scripts, etc. The utili-
zation of the above self-produced
material facilitates the familiari-
zation of our students with the
sophisticated classic Hebrew of
the high school curriculum.
The instructional audio visual
laboratory of the United Hebrew
Schools was established at the be-
ginning of the school year, and
the prospects for development and
utilization are already apparent.
Several classes were provided
with audio visual equipment as
well as proper '-material for the
teaching of reading, language and
history. Among the teachers who
are familiar with the more mod-
ern processes of teaching-learning
there is an aparent . growing en-
thusiasm for implimentation of
the work and for the creation of
The problem of fragmentation
of creative talents and efforts
Book on Midrash
A Review by Irving I. Katz
A distinguished president of a
noted Catholic seminary is the
author of a scholarly Hebrew
work. He is the Very Rev. Addison
G. Wright, S. S., rector of St.
John's Provincial Seminary in
Plymouth, whose book "Midrash"
was recently published by Alba
House, Staten Island, N.Y.
Father Wright is a prominent
biblical scholar and an authority
on biblical Hebrew. Apriest of the
Society of St. Sulpice, he received
his master in Semitic languages
from the Catholic University of
America, his Licentiate in Sacred
Scripture from the Pontificial Bib-
lical Institute in Rome, and his
Doctorate in Sacred Theology
from the Catholic University of
America. Prior to his assumption
of the presidency of St. John's
Seminary, he served as professor
of Old Testament and Biblical He-
brew at St. Mary's Seminary,
In his thoroughly documented
book, based on the best Jewish
and non-Jewish sources in many
languages, Father Wright traces
the name Midrash from its first
appearance in the Bible (in the
Second Book of Chronicles—Chap-
ter 13, verse; Chapter 24, verse
27) where reference is made to
the "Midrash of the Prophet Iddo"
and the "Midrash of the Book of
Kings," to the meaning of Midrash
in Qumran literature, rabbinic
literature, and its modern usage.
A chapter is devoted to examples
of pre-rabbinic Midrash, such as
the Midrash on the Passover Hag-
gada (the book containing the
ritual for the Passover Seder), the
Pesharim (biblical commentaries
from Qumran), the Palestinian
(translations), the Biblical Anti-
quities of Pseudo-Philo, the Gene-
sis Apocryphon, etc. Another chap-
ter is concerned with the charac-
teristics of Rabbinic Midrash.
Father Wright's pioneering in-
vestigation of Midrash as a liter-
ary form critically delineates its
primary characteristics, points to-
ward a definition, and clarifies his
position with examples. His work
is based on patient and long re-
search. As a significant contribu-
tion to modern biblical studies, it
deserves a careful study by all
'students of Scripture.
caused by the lack of communica-
tion and coordination between
Jewish educational institutions,
educators and teachers in the
United States is a grave one. Each
of us is busy creating material,
systems and methods in the same
subject and areas wtih almost
identical objectives (wherever we
may be located). It would be most
worthwhile if we could concen-
trate all these creative efforts in
central places and effect coopera-
tion of all the pioneering "road
builders" into one unified force.
In conclusion it is our hope that
the national institutions as well as
local school systems will initiate
regional" centers for these pur-
1. Introduction of multi-media meth-
ods into the curriculum of Hebrew
2. Training of technical aides.
3. Preparation of master prototypes.
4. Instruction of teachers in the prep-
aration of audio *visual teaching
5. Establishment of regional experi-
mental laboratories for scientific
evaluation of achievements.
6. Coordination of the work of vari-
ousregional centers in one national
audio visual center.
THE DETROIT JEWISH NEWS
Friday, January 3, 1969-7
Belgian Reserve Officers
Give to Israel Invalids
BRUSSELS (ZINS)—At the an-
nual convention of reserve officers
in Belgium, 50,000 francs was col-
lected for Israel's war invalids.
The check was accompanied by a
warm letter of greetings to the
Israeli army, congratulating them
on their heroic defense of their
Arab diplomats in Brussels have
exerted every effort to frustrate
this demonstration of friendship
toward Israel on the part of the
Belgian officers but without suc-
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