Yeshivos Should Spice It Up

By Yitzchok A.

Having read many of the comments to my article – most in agreement and some valid disagreements etc., and having seen that this matter is taken very seriously by so many people, I decided to write Part 2.

Where do we go from here? Here are some constructive ideas to help upgrade the status quo.

It would be great if someone qualified would write an article that focuses on the social/emotional/spiritual side of things – not so much the content of what is taught, but rather HOW to educate our children, with sensitivity and respect, which in term will engender similar behavior between the children and their peers and teachers, something often times neglected.

I am not writing as a qualified teacher to offer techniques etc., I am writing as a parent who went through the system myself and has had several sons go through the system as well.

At our Chabad House (I’m a Shliach) there is a woman who one Shabbos morning, after a class on how important it is to develop a real feeling of love for Hashem, she commented, “Wow, your sons in Yeshiva really spend their days developing this type of feeling?”

At that moment, I had nothing to tell her, because unfortunately it was never presented to me that way as a child and growing up, or to my children.

“Wow, you are so lucky to be a Yid – that is awesome, you are Hashem’s child. He loves you and you should love him!”

Something as simple as that, but needed, to get the child on batter’s plate.

Often times we don’t even start thinking in these terms until we have to move out into the big world and attempt to inspire others to concepts like Ahavas Hashem etc., and it gets us thinking – where do I stand on this issue?

Sure we learned about it, but always as a matter of fact without much personal discussion. Sure we focus on Davening, but it seems to be more about who davens louder then “Wow Kinderlach we are about to talk to Hashem! We will thank him for everything he gives us and ask for what we need etc.”

And as the child matures, so does the discussion, but we stop to reflect and think about who we are as Yiden and Chassidim and what are our goals. We take so much for granted, something we can ill afford to do.

SPICE IT UP

There is another critical issue and that is burnout. One of the ways to avoid this is to mix it up. Instead of one or two topics all day long, break up the day with other Torah topics of interest which are simply not taught.

Here are some suggestions:

Pirush Hamilos (not just in the younger grades) in a very serious way. This will add hugely to a bochur’s davening. I challenge anyone to tell me that they understood a word of Selichos today without checking in the English translation. This is something mentioned recently in Hayom Yom.

Divrei Ymei Yisroel – Jewish history. My father told me that when he learned in 770 in the 60’s, the Rebbe encouraged Bochurim to learn exactly that.

Nach – why isn’t that taught as a serious Limud?

Dikduk – will it hurt if a Bochur will actually understand a Rashi on Torah when Rashi starts explaining Dikduk instead of just reading through it like Tehilim?

Oratorical skills – many bochurim will eventually become public speakers. Would it not be helpful if they were given some direction in this area. In Yeshivas Chachmei Lublin, they taught public speaking.

These are just a few examples of Torah subjects outside the realm of the typical Yeshiva Bochur’s curriculum.

TEACH IT RIGHT

Then there are topics that are taught, it seems to me are taught without the introduction necessary to truly understand the content.

Many Meforshim have a Hakdomo-introduction before they begin their commentary. They explain exactly what they are attempting to do – see Ramban, Chinuch etc. We can’t take anything for granted especially when you approach subjects like Gemara and Tanya. Gemara is extremely difficult to understand. It requires great effort. Do we explain who wrote the Gemara? How was it compiled? What does it try to accomplish? What is its relationship with the Mishnah?

And then more difficult issues: Do we explain the structure of Gemara? The logic employed? The systematic questions and answers and conclusions and how they evolve into halacha? Gemara is something the greatest minds of our people grapple with and here we throw kids into the deep end without a life jacket.

Tanya/Chassidus. I never understood a word of Tanya on the most basic level until I began teaching it to educated and mature adults and at that point, I had to break my head with the different seforim and tapes that were available. The concepts in Chassidus are very abstract and spiritual. They must be taught properly and comprehensively – concept by concept so that a bochur gains a true insight into this awesome G-dly wisdom. A bochur’s interaction with Tanya should not only be learning it baal pe.

Nu… enough said.

I implore COLlive readers to read the article objectively and understand that it was written with the best intentions without any negative finger pointing at any particular moised or individual.

I am raising what I believe to be critical issues in the chinuch of our children which can be improved as long as there is change from the top down. Those who develop the curriculums that the teachers are expected to implement, are in the best position to make meaningful change. We love, cherish and appreciate the staff of the Yeshivos who work so hard on behalf of our children.