EDITOR'S NOTEBOOK
LETTERS
Letters are posted
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An Early Window Into Judaism
y
ou may be born Jewish, but that doesn't mean you know what it means to
live Jewishly. Because you are most impressionable as a youngster, pre-
school may well be the best time to learn about Jewish history and her-
itage.
Look around in your everyday experiences and it quickly becomes apparent that
preschoolers, age 4 and younger, have boundless curiosity and an unlimited capacity
to learn. A Jewish Federation of Metropolitan Detroit-sponsored report found that
"exposure to Jewish education is stimulating and can be very meaningful to them.
Yet, 66 percent of Detroit Jewry's 5,000 preschool age children — two-thirds — are
not enrolled in a Jewish preschool program, according to Federation's Alliance for
Jewish Education.
Federation's Alliance calls early education "the first, crucial step in
a child's, and a family's, Jewish education." It sees the preschool
years as a prime conduit for helping families make Jewish choices.
I do, too.
Over the years, the Jewish News has covered lots of Jewish pre-
school programs that convey just how passionate kids can get about
their Jewish identity. It's because of that passion that many families
now light Shabbat candles or celebrate Jewish holidays. And it's
because of that passion that we chose to spotlight the formative
ROBERT A.
years of preschool in our third annual "Voices in Jewish Education"
SKLAR
special report, which begins on page 21.
Editor
Clearly, the preschool years set the stage for the students of
tomorrow in both our day and congregational schools. These
schools hold the keys to sustaining a thirst for Jewish learning into adulthood.
Our day school enrollment tops 2,000. Congregational schools have nearly 6,000
students, with a growing number staying on beyond bar or bat mitzvah. Preschool
enrollment is roughly 1,700, but projected to rise with the opening of new class-
rooms this fall.
Dramatically higher school funding and scholarship support through the
Federation is a reason to be optimistic about the state of our schools. But concerns
temper that optimism. The Coalition for the Advancement of Jewish Education
raises these issues for Jewish schools of all kinds: finding, training and keeping staff;
controlling school fees; developing innovative coursework; helping the cultural arts
resonate. There's also inequity between larger and smaller schools when it comes to
available computers and computer instructors.
"
o Longer A Luxury
ewish preschool was once considered an "extra." But large numbers of families
here both parents work as well as research extolling the benefits of early learn-
ing have combined ro make it "integral." Rising enrollment underscores that.
Meanwhile, not having enough qualified teachers is acute at the preschool level.
Nearly half of our preschool teachers are ages 35-54. Nearly 30 percent are 55-65.
Only 13 percent are 18-34. Low pay, no benefits and little prestige
re among the deterrents to entering the field. But better compen-
tion alone won't turn the tide. The job of preschool teacher also
ust yield greater respect. It's disingenuous to entrust our children
co them, then take them for granted.
I like the Alliance's ideas for trying to solve the recruitment
roblem — creating internships to attract new graduates and pro-
oting the field as a career change — because they target both
ounger and seasoned professionals.
Harlene
A successful preschool program also must boast a culture that Appelman
rovides teacher mentoring and development. Teachers can be a
pringboard or a turnoff to Judaism. Those who are engaging
nstill a love for Judaism among kids and serve as a valued Judaic resource for
heir families. Says Alliance director Harlene Appelman: "They have the opportuni-
to create holy habits — Jewish behaviors for both children and their families."
But I'm concerned by Alliance findings that nearly 40 percent of our pre-
chool teachers haven't attended a Jewish school or don't have teaching creden-
ials. The Alliance is right: These teachers should "be the best-trained profession-
s we have to offer."
As Appelman, ever perceptive, put it: "Current research clearly supports the
acts that children develop their most important cognitive skills during the pre-
chool years." E
La
Working To Fight
Palestinian Bias
Seeds of Peace works to secure last-
ing peace in the Middle East ("A
World Of Good," Aug. 10, page 14)
by equipping the next generation
with the tools to make peace. Each
summer, Seeds of Peace brings hun-
dreds of teenagers together at a
month-long program in Maine,
where they live together, work
together and play together.
This is a wonderful ideal; howev-
er, it is in direct conflict with what
Palestinian Arab children are being
taught in their schools.
For example:
• "Drive out the Jews": "Know,
my son, that Palestine is your coun-
try, that its pure soil is drenched
with the blood of martyrs. Why
must we fight the Jews and drive
them our of our land?" Our Arabic
Language for Fifth Grade, pp. 64-66.
• A woman waving a Palestinian
Authority flag. In the background is
a map of "Palestine" in place of all
Israel. National Palestinian
Education for First Grade #509, p.
11.
To achieve the stated ideals of
Seeds of Peace, which are lasting
peace and coexistence, a necessary
and immediate project must be to
eliminate the hatred and de-legit-
imization of Israel presently taught
in the Palestinian Arab schools.
Peace starts with true education
for peace.
Janet Aronoff
Bloomfield Hills
Rae Sharfman
West Bloomfield
Israel Battles
Islamic Fervor
Your editorial on the IsraelNow
Solidarity Mission to Israel ("Make
It Your Mission," Aug. 3, page 25)
stated, "... Israel has found peace to
be elusive in the Arab-dominated
Mideast." The peace with Egypt and
Jordan contradicts the relevance of
Arab domination.
Israel faces two distinct conflicts;
a territorial conflict with its neigh-
bors, who happen to be Arabs, and
a Muslim assault on Judaism.
Iranians identify themselves as
LETTERS on page 6
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2001
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