The proposed West Side kindergarten: 1. Purposes. The plan is to establish a kindergarten for the academic year beginning Sept. 1953 and to follow it up progressively with grade school classes. The educational philosophy of this school will combine the most progressive of modern techniques with the most traditional Jewish spirit. This particular enterprise is aimed at two groups: A – All of the Manhattan residential Jewry, from the Lower East Side until the 70s and 80s, East and West. There is no All-Day School between Jacob Joseph and Ramaz. Many of those who live close to the Lower East Side yeshivos are reluctant to send their children to those schools. The Stuyvesant area in particular has to be exploited. B – There are, no doubt, many small businessmen, manufacturers and employers, and employees of all grades who spend the entire day in our area and who have young children of kindergarten age. It would be a valuable service for them if it could be arranged that the parents bring the children with them to the 4th floor garment area in the morning, and pick them up in the late afternoon. 2. Building facilities. The plan is that of the floor conv. It is contemplated to remove the folding partition between rooms 1 and 2 and use that for the kindergarten. The only real difficulty is that of height. Had there been an elevator, there would certainly be no problem today. City authorities would normally give their consent to our project only grudgingly because of this factor. However, they will be satisfied by the one mitigating factor which is the excellent roof which we have. The roof is only one flight above the school floor, is well tiled, and is well guarded by high parapets. Properly equipped, the roof becomes an excellent outdoor playground and the children do not have to climb the 4 flights more than once a day. The capacities of the rooms are as follows: Room 1 – 400 sq. ft.; Room 2 – 465 sq. ft.; Room 3 – 297 sq. ft.; Room 4 – 385 sq. ft. Rooms 1 and 2 combin…

Dear Rabbi Rosenfeld: I want to call to your attention the fact that no All–Day school exists in all mid–town. I believe that it is possible to establish an All–Day kindergarten and perhaps arrange for classrooms in my synagogue, the West Side Jewish Center. I hope that you will be able to be of assistance to me in this project. I know that I can count on you and the Jewish Education Committee for full cooperation. Sincerely, Norman Lamm, Rabbi

לכבוד מורי ורבי הרה"ג וכו' שליט"א, שליט"א, הנני מעיז להיות בין חומסי עתותיו בשאלת הלכה למעשה. אך זכותי לעשות כן מצאתי בדבריו המלהיבים שדבר אלינו רק אתמול לרגלי חג הסמיכה, באמרו עלינו, תלמידיו ומעריציו, להגיש אליו כל השאלות החמורות ולהביא לפניו את כל דבר קשה. השאלה איננה מן השאלות אשר תשובותיהן נמצאות בש"ע, אלא מסוג הבעיות של public relations, ובכן פתרונה נעלם ממני עוד יותר. מרגע הראשון שראיתי תחת השפעת רומע"כ, למדתי להעריך את המפעל של רנין ישיבות – בתי-ספר כל יומיים – כהדרך העיקרי להרבצת התורה.

Hatikvah: Kol ode balei-vav pni-mah Ne-fesh yehu-di, ho-miyah Ule-fa-a-sey Mizrach Ka-di-mah A-yin letzion Tzo-fi-yah. Ode lo av-dah tik-va-tei-nu Ha-Tik-vah shnot al-payim Li-he-yot am chof-shi bear-tsei-nu BeSeretz Tzion viye-ru-sha-la-yim. Torah: Torah Tzi-vah lanu Mosheh Torah–Torah–tainu Torah Tzi-vah lanu Mosheh Mo-ra-shah Kehilas Ya-akov Torah Tzi-vah lanu Mosheh. Yisrael V’oraita (Israel and the Torah are one. Torah is light): Yi-yi-yi-yis-ra-el Yi-yis-ra-e V’oraisa chad hu Torah o-rah Torah o-rah Halleluyah. Baruch Eloheinu: Baruch Eloheinu Shebaranu lichvodo Ode hapa’am Lichvodo V’nosan Lanu Toras emess Ode hapa’am Toras emess. Amar Rabbi Akiva: Amar Rabbi Akiva Ve’ahavta l’reyacha kamocha Sheli shelach Zeh klal gadol baTorah. Lo Yisa Goy el Goy Cherev: Lo yisa goy el goy cherev V’lo yilmedu od milchamah. Hinei Mah Tov: Hinei mah tov umah na’im Shevet achim gam yachad. Im Ein Ani Li: Im ein ani li, mi li U’cheshe’ani l’atzmi, mah ani V’im lo achshav eimatai. Chasdei Hashem: Chasdei Hashem ki lo samu Ki lo chalu rachamav Yenomar lefanav Shirah chadashah Halleluyah. V’karave Pizurenu: V’karave pizurenu Mibein hagoyim U’nefutzosenu kanes Miyarksei aretz. Aileh Chamda Libi: Aileh chamda libi Chusah na v’al tisalem. Mah Tovu: Mah tovu ohalecha Yaakov Mishkenotecha Yisrael. Hashiveinu: Hashiveinu Hashem eilecha V’nashuvah Chadeish yameinu kekedem. Hazorim B’dimah: Hazorim b’dimah Berinah yiktzoru. Achakeh Lo: Achakeh lo Bechol yom sheyavo. Utzu Eitzah: Utzu eitzah v’tufar Dabru davar v’lo yakum Ki imanu Kel. Eretz Yisrael: Eretz Yisrael bli Torah Hi keguf bli neshama Hey dun-dai. Na’aleh L’artzeinu: Na’aleh L’artzeinu berinah Yom gilah – yom rinah – yom menuchah – yom kedushah. Anu Banu Artzah: Anu Banu Artzah – Livnot u’lehibanot bah Anu, Anu, Banu, Artzah Livnot u’lehibanot, u’lehibanot bah Anu Banu Artzah Livnot livnot u’lehibanot bah. Emek Avodah: Emek, Emek Avodah, Emek, Emek, Horah Horah, Horah Emek Emek Horah. Artzah Alinu: Artzah Alinu K’var charashnu,…

Dear Friend: Now that a number of weeks have passed since our Winter Torah Seminar, I want to tell you how wonderful and lasting an impression it made upon me. When I say "it" I mean all who participated, for it was you who made the Seminar the success it was. I particularly enjoyed spending the week with the "geza" group of which you were a member. I was happy, though not surprised, at your enthusiasm and interest in the Jewish studies sessions. However, as I indicated to you then, the intensive program we enjoyed together was not meant to substitute for a Jewish education. It was meant to stimulate a greater desire on your part to intensify your Jewish education. There are many ways that can be done. One of them is through attending a Jewish school. (We hope that some of you eventually will be able to attend either Yeshiva University or Stern College.) Another way is through private instruction. But there is also a third way which every mature and intelligent teenager should take advantage of: reading. As a follow-up to our nine Jewish studies sessions, I recommend the following books. They are all easy to read, interesting, reliable, and informative. You will enjoy them, and they will benefit you greatly. You may order them at the stated price by sending the money and order to Bloch Publishers, 31 West 31st Street, New York, New York.The Siddur and Prayer a) The Hertz Siddur – Prepared by the late Dr. Hertz, Chief Rabbi of the British Empire; contains the Hebrew prayers, translation, and an excellent running commentary. No Jewish home should be without this prayerbook! b) The World of Prayer – by Dr. Elie Munk of Paris. This is an excellent commentary on the daily prayers. It is especially good for those who can read some Hebrew. Price $3.75Chumash a) The Hertz Bible – A standard work, corresponding to the Hertz Siddur. Price $6 b) The Soncino Bible – While the Hertz culls from ancient and modern commentaries, this commentary offers only the interpretations of t…

My dear Friend, it is a real and genuine pleasure for me to say "Hello" and welcome you in the pages of this, the first Kodimoh Youth Bulletin. I want to say that I am proud of you and of your group leaders and teachers. And I think you should be proud of your synagogue, Kodimoh. During the past several months, we have really been happy to work not only for you, but with you. Together we have made a success of each of our projects – from Junior Cong. to Senior Cong., from our youngest Junior Oneg Shabbat group through the Yaar Ganim to the Bnei Mitzvah. Now, thank God, we have published our first Bulletin. Remember – it is your Bulletin, just like it's your group and your synagogue. Feel free to criticize it, and to write for it. Remember that this is your project, and whether it succeeds or fails depends upon you. Let me wish you lots of luck in this new venture. May God be with you as you become a proud, respected, and noble son or daughter of Kodimoh. Sincerely, Rabbi Norman Lamm.

The following curriculum which we are presenting to our Staff is an approximation of what we expect should be covered in each of our grades from first through ninth. This particular curriculum covers only the Bible-History portion. Following our policy of de-emphasizing the great stress here, to fore laid on narrative history and the Holiday trappings in favor of the practical working concepts and practices of every day life of the Jew, we ask that this curriculum serve as a minimum guide rather than as an absolute prerequisite. In many cases we are using texts which definitely are not the best, either because we already have a large number of them in stock or because there are none available that are much superior. Our main objections to these texts are their treatment of major portions of Biblical History. Parts that may sound miraculous are not readily explicable by natural means such as the Crossing of the Red Sea are presented as "legend" or "poetry" or as usual natural occurences with all the miracle-aspects stripped. Our objection is two-fold:first, on religious grounds we accept the Bible as such and not the diluted version many of these children’s texts offer. And second: it is the previlege of a child to be given the story in its full beauty without having its esthetic value impaired by the bias of some rationalist author. Bven more serious is the occasional reference by some of the tests to "cus- toms" that״were once practiced by our ancestors", customs which Orthodox Jews still do practice and preach. I want to stress as much as possible that our aim in teaching Bible History is not merely to give them factual information as much as to make the Bible and Judaism relevant and real to them. "Our ancestors" are terribly distant from any child-as from any adult. But when we are hospitable just as is Abraham, or when Moses asks them to be fair or eat xiatzoh, the entire cast of Biblical personalities is so much closer to them. The amount of material suggeste…

מוצא בילקוט שזכות בידי בני קרח, שבשעה שהיו יושבין אצל קורח אביהם רואין את משה וכובשין פניהן בקרקע, אמרו אב נעמוד בפני מ״ר נוהגין בציון באבינו וכבר נצטוינו על כיבוד או״א, ואם לא נעמד כבר כתיב מפני שיבה תקום, מותר שנעמד מפני משה רבינו אע״פ שאנו נוהגין בציון באבינו. ע״כ, ולכאורה לפי״ז צריך תלמיד זה להזניח מרות הוריו וללמד כאוות נפשו. אבל באמת רק בבני קרח כן בשם הדין נותן לקום בפני משה כי כבוד או״א הוא רק בעושה מעשה עמיו, כמבואר בכמה מקומות בבש״ס, וכאשר

1) Allow me to remind you of the conclusions we came to at our Staff Meeting on Monday, September 8th. a) A great part of the time in class will be devoted to the forthcoming holidays. b) Use the same texts you have in the past, unless you prefer ones I suggested. c) On the basis of your experience with your pupils up to October 8th, please submit a detailed plan of what you want to achieve by the end of the term (including texts, chapters covered, etc.) Please have it ready by October 15th. 2) Mr. Julius: Miss Judith Rothenberg will be taking your grade 4 class on Sundays. Please meet with her, and let her have a detailed plan for the lessons on those days. They should be a continuation of your work during the week. My very best wishes for a Happy and Blessed New Year, and for a year of satisfying and fruitful associations. Sincerely, Rabbi N. Lamm

Mr. Kaufman: Please order for the Jewish Center Hebrew School the following supplies. Hebrew writing books, Hebrew lined pads, pencils, chalk, skull caps, Teachers attendance book, ping pong balls, board erasers, crayons, coloring paper, hard covered notebook, colored chalk, construction paper (small) (large), Paste, Pictures to color, Map of Israel, Record Player, Folders. Thank you. Rabbi N. Lamm