MEMORIZE page 15
their own.
On the test day, the
boys and the rabbis sat
around a table at Dovid
Ben Nuchim. The mood
was solemn, but the stu-
dents did not appear ner-
vous. Questions were
asked in English and
Yiddish. The text itself is
in Hebrew, as are Rashi's
commentaries (both of
which the boys memo-
rized). Other accompany-
ing commentaries are in
Aramaic.
"It's amazing," Rabbi
Kagan said. "These boys
are completely fluent.
You can't catch them."
Boys at Lubavitch ched-
ers throughout the coun-
try this year memorized
Tractate Ketuvot, a text
selected more or less at
random. The local pro-
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gram is considered one of
the top in the country,
Rabbi Kagan said.
Quizzing the students
were Rabbis Shimon
Druk and Yosef Gourarie,
of the Farmington Hills
Lubavitch Cheder; Rabbi
Shaiall Zachariash of
Shomrey Emunah; Rabbi
Meilech Silberberg of
Bais Chabad of West
Bloomfield; Rabbi Chasel
Grubner of Dovid Ben
Nuchim; Rabbi Leo Gold-
man of Shaarey Sho-
mayim; Rabbis Moshe
Rubin and Shmuel Stein
of Montreal; Rabbi Yis-
roel Altein of Pennsyl-
vania; Rabbi Shimon
Lazaroff of Texas; and
Rabbi Israel Deren of
Connecticut. ❑
n metropolitan Detroit,
most Jewish youths
have the opportunity to
socialize within the
religion. While many take
advantage of the demo-
graphics, most do not
cross denominational
lines. The level of comfort
and interaction between
more- and less-observant
Jews often keeps them
apart.
Armand Lauffer, direc-
tor of Project STaR, a
master's degree program
at the University of
Michigan specializing in
Judaica and Jewish com-
munal service, was curi-
ous about this behavior —
when it is learned and
how it is formed.
He linked Project STaR
with the Wilstein Insti-
tute for Jewish Policy
Studies into a collabora-
tive look at the impact of
Jewish schooling in form-
ing attitudes and behav-
iors toward other Jews.
Following several years
of study, analysis and fol-
low up, Professor Lauffer
presented the work to his
colleagues in June at the
annual conference of the
Network for Research in
Jewish Education.
"We were specifically
interested in finding out
whether what happens in
Jewish schools contributes
to or reduces polarizaton
by impacting on the atti-
tudes, beliefs, or behav-
iors of children and ado-
lescents toward Jews affil-
iated with different move-
ments and streams within
Judaism," Professor Lauf-
fer said in the report.
Work began in 1989, at
the height of the "Who is a
Jew?" controversy in
Israel.
The study found stu-
dents might be able to
identify who a Jew is, but
not the beliefs and prac-
tices of Jews outside their
The study began
during the "Who is
a Jew?"
controversy.
own movement. The op-
portunities for interaction
between denominations in
Detroit is limited, thus
leaving many unasked,
unanswered questions.
Six institutions in the
metropolitan Detroit area
were chosen for the pro-
ject: two day schools and
four supplementary
schools operating under
Orthodox, Reform, Con-
servative, Secular-Hu-
manist and community
auspices.
All participated with
KIDS page 18