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A new book made me appreciate Jewish Sunday schools — and the volunteer women who have powered them
(JTA) — As a kid I went to Sunday school at our Reform synagogue. I didn’t hate it as much as my peers did, but let’s just say there were literally dozens of other things I would have preferred to do on a weekend morning.
As a Jewish adult, I had a vague understanding that Sunday school was a post-World War II invention, part of the assimilation and suburbanization of American Jews (my synagogue was actually called Suburban Temple). With our parents committed to public schools and having moved away from the dense urban enclaves where they were raised, our Jewish education was relegated to Sunday mornings and perhaps a weekday afternoon. The Protestant and Catholic kids went to their own religious supplementary schools, and we Jewish kids went to ours.
In her new book “Jewish Sunday Schools,” Laura Yares backdates this story by over a century. Subtitled “Teaching Religion in Nineteenth-Century America,” the book describes how Sunday schools were the invention of pioneering educators such as Rebecca Gratz, who founded the first Sunday school for Jewish children in Philadelphia in 1838. As such, they were responses by a tiny minority to distinctly 19th-century challenges — namely, how to raise their children to be Jews in a country dominated by a Protestant majority, and how to express their Judaism in a way compatible with America’s idea of religious freedom.
Although Sunday schools would become the “principal educational organization” of the Reform movement, Yares shows that the model was adopted by traditionalists as well. And she also argues that 20th-century historians, in focusing on the failures of Sunday schools to promote Jewish “continuity,” discounted the contributions of the mostly volunteer corps of women educators who made them run. Meanwhile, the supplementary school remains the dominant model for Jewish education among non-Orthodox American Jews, despite recent research showing its precipitous decline.
I picked up “Jewish Sunday Schools” hoping to find out who gets the blame for ruining my Sunday mornings. I came away with a new appreciation for the women whose “important and influential work,” Yares writes, “extended far beyond the classrooms in which they worked.”
Yares is assistant professor of Religious Studies at Michigan State University, with a joint appointment in the MSU Program for Jewish Studies. Raised in Birmingham, England, she has degrees from Oxford University and a doctorate from Georgetown University.
Our conversation was edited for length and clarity.
Tell me how your book came to be about the 19th century as opposed to the common 20th-century story of suburbanization.
There’s a real gap in American Jewish history when it comes to the 19th century, chiefly because so many American Jews today trace their origins back to the generation who arrived between 1881 and 1924, the mass migration of Jews from from Eastern Europe. So there’s a sense that that’s when American Jewish history began. Of course, that’s not true at all.
The American Jewish community dates back to the 17th century and there was much innovation that laid the foundations for what would become institutionalized in the 20th century.
Sunday school gets a very bad rap among most historians of American Judaism. If they’ve treated it at all, they tend to be dismissive — you know, there was no substance, they just taught kids the 10 Commandments, it was run by these unprofessional volunteer female teachers, so it was feminized and feminine.
But there’s also a lot of celebration of Rebecca Gratz, who founded the first Sunday school for Jewish children.
That’s the first indication I had that there might be more of a story here. Rebecca Gratz is lionized as being such a visionary and being so inventive in developing this incredible volunteer model for Jewish education for an immigrant generation that was mostly from Western Europe. And yet, by the beginning of the 20th century, [Jewish historians] say it has no value. So what’s the story there?
Two other things led me on the path to thinking that there was more of a story in this 19th-century moment. I did my Ph.D in Washington, D.C. And as I was searching through the holdings of the Library of Congress, there were tons and tons of Jewish catechisms.
“Sunday school gets a very bad rap among most historians of American Judaism,” says Dr. Laura Yares, author of the new book, “Jewish Sunday Schools.” (Courtesy of the author)
A catechism is a kind of creed, right? It’s a statement of religious beliefs. “These are things we believe as Jews.”
So Jewish catechisms had that, but they were also philosophical meditations in many ways. Typically, the first question of the catechism was, what is religion? And then the second question is, what is Jewish religion?
And then I started reading them. They were question-and-answer summaries of the whole of Judaism: belief, practices, holidays, Bible, you name it, that the children were expected to memorize. This idea that you’ve got to cram these kids with knowledge went against this historiographic dismissal of this period as being very thin and that kids were not really learning anything. The idea that children had a lot to learn is something that Sunday school educators actually really wrestle with during this period.
What was the other thing that led you to pursue this subject?
When I was beginning to research my dissertation, I was working as a Hebrew school teacher in a large Reform Hebrew school in Washington, D.C. And I remember very distinctively the rabbi coming in and addressing the teachers at the start of the school year. He said, “I don’t care if a student comes through this Hebrew school and they don’t remember anything that they learned. But I care that at the end of the year they feel like the temple is a place that they want to be, that they feel like they have relationships there and they have an (he didn’t use this word) ‘affective’ [emotional] connection.”
And so I’m sitting there by day at the Library of Congress, reading these catechisms that are saying, “Cram their heads with knowledge.” What is the relationship between Jewish education as a place where one is supposed to acquire knowledge and a place where one is supposed to feel something and to develop affective relationships? The swing between those two poles was happening as far back as the 19th century.
You write that owing to gaps in the archives, it was really hard to get an idea of the classroom experience. But to the degree that there’s a typical classroom experience in the 1860s, 1870s and you’re the daughter or grandchild of probably German-speaking Jewish immigrants, maybe working or lower middle class, what would Sunday school be like? I’m guessing the teacher would be a woman. Are you reading the Bible in English or Hebrew?
You are probably going for an hour or two on a Sunday morning. It’s a big room, and your particular class would have a corner of the room. It’s quite chaotic. Most of the teachers were female volunteers. They were either young and unmarried, or older women whose children had grown. Except for the students who are preparing for confirmation — the grand kind of graduation ritual for Sunday schools. Those classes were typically taught by the rabbi, if there was a rabbi associated with the school.
There would be a lot of reading out loud to the students with students being expected to repeat back what they had heard or write it down so they had a copy for themselves. Often the day would begin with prayers said in English, and often the reading of the Torah portion, typically in English, although in many Sunday schools, we do have children reporting they learned bits of Hebrew by rote memorization. Or they memorized the first chapters of the book of Genesis, for example, but I’m not sure that they quite understood what they memorized. “Ein Keloheinu” is a song that often children tell us [in archival materials] that they had memorized in Hebrew. They probably would have learned at least Hebrew script, and a little bit of Hebrew decoding. But it is fair to say that if they were reading the Bible, they were reading it mostly in English, because you have to remember that most of the women who were volunteering to teach in these schools came of age in a generation where Hebrew education wasn’t extended to women.
What’s the goal of these Sunday schools?
The Sunday school movement arose because there was a whole generation of immigrant children who did not have access to Jewish education, because their parents didn’t have either the economic capital or the social capital to become part of the established Jewish community. They couldn’t afford a seat in the synagogue, they couldn’t afford to send their children to congregational all-day or every-afternoon schools [which were among the few options for Jewish education when Gratz opened the Philadelphia Sunday school]. Sunday schools are really a very innovative solution to a problem of a lack of resources.
You also write that the founders of these supplementary schools want to defend children against “predatory evangelists.”
That was how Rebecca Gratz described her goal when she created the first Sunday school. She was very, very worried about the Jewish kids who were not receiving any kind of Hebrew school education. She talks about Protestant missionaries and teachers who would go out onto the street ringing the bell for Sunday school and offering various kinds of trinkets, and Jewish kids would get kind of swept into their Sunday schools. There was a very concrete need to give Jewish children somewhere else to go.
So Gratz and the people who created the first Hebrew Sunday school in Philadelphia looked at what the Protestants were doing and they saw that Protestant Sunday schools were providing very accessible places where kids could go and get a basic primer in their religious tradition.
The approach was to teach Judaism as a religion, as opposed to Judaism as a people or culture, to demonstrate that being Jewish was as compatible as Protestantism with being wholly American.
That is certainly part of it. It’s a demonstration that Judaism is compatible with American public life. But I think there’s actually a much bigger claim that the Sunday schools are making. The claim is not only that Judaism is as good as Protestantism, but that Judaism does religion better than Protestantism. These rabbis who were writing catechisms and teaching confirmation classes were saying that Judaism does liberal religion better than liberal Protestants, liberal Catholics and other kinds of liberal denominations. You see the same sentiment in the Pittsburgh Platform as well, which is the foundational platform of the Reform movement written in the 1880s. Sunday schools take that idea and bring it down to a grassroots level.
There are many, many fewer Jews in America in much of the 19th century, before the waves of Eastern European immigrants arrived beginning in the 1880s They didn’t really have strength in numbers, or the kind of self-confidence to have a system of day schools, yeshivas or heders, the elementary schools for all-day or every day Jewish instruction.
And this is also a community that has grown up at the same time as the birth of public education in America, independent of churches. That really emerged beginning on the East Coast in the 1840s.This generation of Americans really believes in the power of public education to craft an American public. It’s a project that 19th-century American Jews believe in and want to sustain. So Sunday schools don’t just become the preferred Jewish model because of lack of resources, but because American Jews really believe in the idea of public education.
What happens at the beginning of the 20th century, with the arrival of Eastern Europeans with different models for Jewish education?
A new generation tries to reform Jewish education, led by a young educator from Palestine named Samson Benderly, who leads the new New York Bureau of Jewish Education. He tries to change American Jewish education to make it more professionalized, but to bring more traditionally inclined Jews on board he has to convince them that he doesn’t want to make more Sunday schools, because Sunday schools by the end of the 20th century had become very much associated with the Reform movement in a way that they weren’t when they were founded and for much of the 19th century.
A painting of Philadelphia philanthropist and Jewish education activist Rebecca Gratz by Thomas Sully. (The Rosenbach of the Free Library of Philadelphia)
Benderly is surveying the scene of recent immigrants living in New York City [tenements] and other kinds of downtown environments, and his proposal is to create these community institutions for these dense communities, where children can be taught Hebrew in Hebrew. His disciples also created Jewish camps as a way to get children out of the inner cities and develop the muscular Zionist ideal of healthy bodies and a robust sense of Jewish collectivity.
You write that Benderly’s vision is a sort of masculine response to the “feminizing” perception of the Sunday schools.
These women teachers are recognizing that they’re being criticized for the kind of thinness of the Jewish education that they’re teaching in comparison to other models, but in periodicals like The American Jewess women are writing back and saying, “But you didn’t teach us Hebrew! I didn’t get that opportunity as a woman, so what do you expect?” It’s really important to note that the women did the best that they could in the time that they had available, and that they were the product of opportunities that were denied to them.
What lessons did you learn about Sunday school and Hebrew school education in the 20th century that relate to your research into the 19th century?
The move that is so decisive for shaping American Jewish education is suburbanization. Rather than having a large immigrant generation who are living in these tight ethnic enclaves, you have American Jewish children who are predominantly growing up in the suburbs, and socializing with children from all sorts of different backgrounds who are attending public schools. The place that you go to get your Jewish education is the synagogue supplemental school, which becomes the dominant model for American Jewish education up until today. Benderly might reflect that it looks a lot more like the Sunday school movement of the 19th century than his vision.
Today’s model is really a religious model. And by that I mean that students go to Hebrew school primarily to kind of check a religious box, to learn about the thing that makes them distinctive religiously, and to achieve a religious coming-of-age marker, which is the bar, bat or b mitzvah. Certainly the curriculum today is more diverse, embracing more aspects of traditional Judaism then you would have seen in a 19th-century Sunday school: more Hebrew, more of a sense of Jewish peoplehood, ethnic identity and Zionism of course. But the question that American Jews are increasingly asking themselves is, is this a model that they still want? So you may have seen that the Jewish Education Project published a report recently on supplemental schools, which saw that enrollment has really, really declined.
Sunday schools are based on a vision of Judaism as a set of a religious commitments that American Jews actualize through belonging to a synagogue and sending their children to a synagogue or a religious school, where they will learn primarily a set of religious skills: the ability to read from the Torah, the ability to decode Hebrew, the ability to navigate the siddur.
Is that still the vision that most American Jews have for what Judaism means to them? I think increasingly the answer seems to be no.
How else did experience in a Hebrew school classroom influence you? Did you access anything else when you were writing the book?
I think about the number of college kids and graduate students and empty nesters who are either volunteering or earning minimum wage, working at Hebrew schools, all over the country. That’s the labor force of American Judaism. These people also bring so much to the table. There are a lot of skills, dispositions and knowledge that don’t tend to get taken very seriously because this is a workforce that just gets kind of put into the category of “oh, they’re part time.” That made me look really closely in the historical archives to see if I could find anything out about the women who are volunteering to teach in Sunday schools. And what I found out was that [many] were public school teachers. And they brought a lot to the table. It was women in fact who were really pushing to make the Sunday school curriculum more experiential and to move away from rote memorization.
As a historian formed by feminist methods, I find it really important to recognize that these women were giving over what they had, as opposed to critiquing them for not teaching in a more traditional way. I think we need to pay attention when women are being scapegoated for problems that are described as problems of Jewish continuity. It blinds us to the role that women’s volunteerism has played in American Jewish life. This whole Sunday school movement was possible only because these women volunteered their time and largely were not paid.
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The post A new book made me appreciate Jewish Sunday schools — and the volunteer women who have powered them appeared first on Jewish Telegraphic Agency.
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Author R.F. Kuang addresses backlash over Israeli character in newest book
The bestselling author R.F. Kuang has broken her silence over backlash to the inclusion of a minor Israeli character in her newest novel, Taipei Story.
The book, published last week, follows a Chinese-American student, Lily Chen, who studies abroad in Taipei hoping to reconnect with her cultural roots and perfect her Mandarin. But she quickly finds that bridging the gap between her Chinese heritage and American upbringing will be more difficult than she imagined.
In May, before the book was published, an excerpt from Taipei Story which included the unnamed Israeli character was leaked online. In a scene that lasts barely two pages, Lily attends a concert featuring a pianist “from Israel” who is described as “a big deal.” The vignette has little bearing on the plot beyond showing how Lily finds catharsis in the music.
Social media critics accused Kuang — who has previously donated special editions of her books to raise money for humanitarian relief organizations in Gaza — of “normalizing Israel” by depicting an Israeli character in a positive light. The topic trended on BookTok (for the uninitiated, TikToks about books), with some users calling on readers to cancel their preorders of the novel and bombard Taipei Story’s GoodReads page with one-star ratings. (So-called “review-bombing” violates GoodReads guidelines.)
Kuang did not comment on the social media-fueled controversy for months.
But in an interview with USA Today and at a book tour stop last week at Sixth & I, a historic Washington, D.C. synagogue, Kuang pushed back on her critics, saying the backlash reflected a misinterpretation of the passage. Video from the event was posted to TikTok, and the Forward independently confirmed with Kuang’s publisher that the recording accurately captured her remarks.
“I want to read charitably the person who’d seen the words ‘Israeli pianist’ and immediately been so afraid that this book was condoning these practices,” said Kuang, who didn’t specify what “these practices” referred to in the clip. “But the fact of the matter is that’s just not what that scene does. That’s not how it was intended, and that’s not how it reads.”
Kuang seemed to say that the scene, which takes place as Lily is in the midst of a personal cultural identity crisis, was actually commentary on the political dynamics underlying cultural encounters.
“I instead wanted to invite the reader to ask questions about what’s going on in this scene, what is this character noticing based on what we know about where she comes from, in the position of an arrogant American study abroad student,” Kuang said. “This scene raises a lot of questions about who gets to move through the world, who is received in what ways, what are geopolitics that undergird something as innocent as a concert.”
The subtext
Kuang, a PhD student at Yale in East Asian Languages and Literatures, has made a name for herself writing critiques of colonialism, imperialism and racism. She has also engaged politically beyond her written work, participating in the charity auction “Unbound for Gaza” in Sept. 2025. A few months later, she withdrew from a literary festival in the United Arab Emirates, citing her support for the Boycott, Divestment and Sanctions movement’s call to boycott the UAE for allegedly supplying weapons to paramilitary groups in the brutal Sudanese civil war.
Kuang’s historical fantasy novels, Babel, or the Necessity of Violence and The Poppy War trilogy, take on British imperialism and the legacy of the Second Sino-Japanese War. Kuang’s foray into literary fiction, Yellowface, critiques cultural appropriation through a satirical account of a white author who passes off her dead Chinese friend’s manuscript as her own.
Taipei Story is an inner monologue that toggles between the narrator’s mundane problems — boy trouble, mosquito bites, unbearable heat — and her musings on colonialism and geopolitics.
Lily notices the “ghosts of Japan everywhere” — remnants from the Japanese occupation of Taiwan following its defeat in the First Sino-Japanese War.
Yet Lily also acknowledges Taiwan doesn’t fit neatly into the framework she learned in history class that “colonialism was bad,” noting that Taiwan never experienced a “decolonial transition” and remains caught between the influence of China and the U.S.
“Taiwan had only ever been passed from occupier to occupier — indeed, to Taiwan’s indigenous peoples, the Han Chinese themselves were occupiers,” Kuang writes. “So who was I to say any occupier was better than the last?”
Lily is also grappling with her own sense of being an outsider in Taiwan — a country her parents, who are from mainland China, have never visited. She hopes that learning Mandarin will help her reclaim a connection to her family’s past, but her grandfather’s death forces her to confront how much of that past she never really knew.
It’s against this backdrop that, roughly three-quarters of the way through the book, the unnamed Israeli pianist comes on stage. The reader is given only a few details about him: It was “his first time in Taiwan,” and he was “a dour-faced man who did not so much as crack a smile as we applauded.”
Later, Lily returns to the concert hall. She remarks that “the audience was not always as well behaved as they had been for the Israeli pianist. That had been a special occasion, it turned out. I rarely saw foreigners in the concert hall after that. Never again did I see a full house.”
Some online have suggested that the scene is “an allegory for the issue of watching Israeli occupation unfold.” Others read it as a commentary on the prestige afforded to foreign artists while Taiwanese artists are overlooked — and, by extension, on which conflicts around the world command our attention. Or perhaps the pianist’s nationality is significant simply because the narrator has a habit throughout the novel of identifying people by where they are from: “an Italian undergraduate,” “a German girl,” a “Hong Kong director.”
If the scene is meant to carry a hidden meaning, Kuang isn’t spelling it out.
Kuang told USA Today she was getting more comfortable moving away from “didactic” modes of storytelling, leaving room for readers to interpret for themselves.
“The risk of that,” she said, “is somebody runs away with the total opposite conclusion of what you’re putting on the page.”
The post Author R.F. Kuang addresses backlash over Israeli character in newest book appeared first on The Forward.
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How can Yiddish fans in Israel benefit from the growing Yiddish scene abroad?
דער הינטערגרונט
די באַציִונגען צווישן ייִדיש-אינסטיטוציעס אין ישׂראל און אין אַמעריקע איז אַ בכּבֿודיקע, אַקטועלע טעמע וואָס דאַרף הײַנט באַהאַנדלט ווערן מיט אַ פֿרישן צוגאַנג. אויף אַלע אַנדערע געביטן ווי זיכערקייט, ווירטשאַפֿט, געזונט און אַקאַדעמיע קאָן מען פֿעסטשטעלן אַז די אָ באַציִונגען זענען ברייט פֿאַרנעמיקע און מ׳קאָן אַפֿילו צוגעבן אַז די שטיצע פֿון אַמעריקאַנער ייִדנטום לטובֿת ישׂראל איז אין אַזאַ מאָס, אַז מ׳וואָלט זיך נישט געקאָנט פֿאָרשטעלן ווי אַ סך פֿון די אינסטיטוציעס וואָלטן פֿונקציאָנירט אָן דעם ריזיקן פֿינאַנציעלן אָנשפּאָר אויפֿן אַמעריקאַנעם ייִדנטום.
און ווי אַזוי זעט עס אויס אויפֿן געביט פֿון ייִדישע קולטור-באַציִונגען? וואָס שייך אַקאַדעמישע אויסטוישן און צוזאַמענאַרבעט אויף וויכטיקע אונטערנעמונגען אין אַמעריקע און אין ישׂראל איז דער מצבֿ אַ נישקשהדיקער. מע קאָן צוגעבן אַז דער תּחום נעמט אַריין אין פֿאַרלויף פֿון די יאָרן אַ פּאָר הונדערטער אַקטיווע אַקאַדעמיקער און אַוואַנסירטע סטודענטן.
ווען מיר טראַכטן זיך אָבער אַרײַן אין דער פֿראַגע, וואָס געשעט מיט דער ברייטערער געזעלשאַפֿט, איז דער מצבֿ אַ גאָר סטאַטישער. דאָס איז אַן אויסדרוק פֿון אַ גאָר באַגרענעצטער, לאָקאַליסטישער באַציִונג צו דעם פֿענאָמען פֿון ייִדישער קולטור אין אירע פֿאַרשידענע אויסדרוקן. אָט די פֿעסטשטעלונג איז גילטיק נישט נאָר לגבי אַמעריקע און ישׂראל, נאָר אויך לגבי אַ סך אַנדערע ייִשובֿים איבער דער וועלט. אין ישׂראל, אויסער דעם אָרטאָדאָקסישן סעקטאָר, זענען מסתּמא כּמעט אַ מיליאָן תּושבֿים אין די לעצטע פּאָר יאָר אַרײַן אינעם קרײַז פֿון ייִדיש-טעטיקייט אַ דאַנק דער אַקטיווער מעדיאַ, פֿייסבוק, פֿילמען און ייִדיש-קרײַזן. אַ ביסל אונטער דעם ראַדאָר, געניסט מען פֿון קונסט, הומאָר, כּלי־זמר-מוזיק. און די צאָל וואַקסט פֿון יאָר צו יאָר. קיין אַנקעטעס האָט מען ביז איצט, צום באַדויערן, נישט געפֿירט — דער עסטאַבלישמענט האָט קיין אינטערעס נישט אין אָט דער דערשײַנונג — און ס׳איז אַ שאָד, ווײַל אויב מ׳וואָלט געקאָנט באַקומען אָביעקטיווע באַווײַזן דערפֿון וואָלט מען געקאָנט נאָכפֿאָלגן די אָ פּראָצעסן און פּרוּוון ווירקן אויף זיי.
דער ברייטער, שוואַך אָרגאַניזירטער ציבור וואָס איז גענייגט צו ייִדיש, ווייסט אַפֿילו נישט, אַז אין 1996 איז אין לאַנד אָנגענומען געוואָרן דאָס געזעץ אויפֿצושטעלן „די נאַציאָנאַלע אינסטאַנץ פֿאַר ייִדישער קולטור“ וואָס איז גאָר טעטיק הײַנטצוטאָג, כאָטש, צום באַדויערן, מיט אַ מינימאַלן בודזשעט. דער דאָזיקער ציבור איז גלײַכגילטיק און כּמעט אין גאַנצן אומבאַוווּסטזיניק פֿון וואָס עס קומט פֿאָר אויפֿן געביט פֿון ייִדיש אין אַמעריקע און אַנדערע לענדער. ספּאָראַדיש, ווען די מעדיאַ גיט איבער וועגן אַ פֿעסטיוואַל, אָדער וועגן אַ קינסטלער וואָס האָט אַרויסגעגעבן אַ קאָמפּאַקטל, הערט מען עפּעס. אָבער דאָס איז אַ טראָפּן אין ים און מען ווייסט גאָרנישט פֿון דער וואַקסנדיקער, קוואַליטאַטיווער ייִדיש-טעטיקייט אין אויסלאַנד. ס׳איז לײַכט זיך פֿאָרשטעלן אַז אַזוינס געשעט אויך אין אַמעריקע און איבער אַנדערע קהילות. גאָר אַנדער איז דער מצבֿ לגבי דער טעמע פֿון חורבן, אָבער דאָס דאַרף נישט גערעכנט ווערן, ווײַל מיטן לערנען די געשיכטע פֿונעם חורבן באַנוצט מען זיך מיט אַ צאָל שפּראַכן ווי ענגליש, רוסיש, שפּאַניש, דײַטש וכדומה אָן זיך אָפּשצוטעלן און אַרײַנקלערן אין דער ראָלע פֿון ייִדיש, ייִדישער קולטור און אַשכּנזישן באַוווּסטזיין.
וואָס טוט מען כּדי צו פֿאַרבעסערן די לאַגע?
היות ווי כ׳בין אַ תּל-אָבֿיבער איז מיר לײַכטער אָנצוהייבן פֿון מײַנע אייגענע קאַנטן און פֿאָרלייגן אַן אַרבעטס-פּלאַן כּדי משפּיע זײַן אויפֿן ענגן, היגן לאָקאַליסטישן ייִדישיזם און פּרוּוון עס אויפֿלעבן. און די לייזונג איז אַ פּשוטע. וואָס מער די אינסטיטוציעס אין וועלכע כ׳בין טעטיק וועלן פֿאַרשפּרייטן ידיעות פֿון וואָס ס׳קומט פֿאָר אין דער ייִדיש-וועלט אין אַמעריקע און אַנדערע לענדער דורך אַלע קאָמוניקיר-מיטלען וואָס מיר האָבן, וועט דער עולם אין ישׂראל, דווקא דער טייל וואָס איז שוין נאָענט צו ייִדיש, אַנטפּלעקן פּלוצעם אַז מיר זענען אַ טייל פֿון אַ ברייטער און רײַכער ווירקלעכקייט. עס וועט אָפּשאַפֿן ס׳געפֿיל פֿון איזאָלאַציע און פֿאַרשטאַרקן ס׳געפֿיל פֿון אָנגעהעריקייט צו אַנדערע קהילות מיט טיפֿע אַשכּנזישע וואָרצלען (נישט נאָר דורכן חורבן.) תּכלית הייסט עס, מיר זאָלן אין ישׂראל פֿאַרשפּרייטן דעם פֿאָרווערטס, ווי אויך די פֿילצאָליקע פּראָגראַמען פֿון ייִוואָ, אַרבעטער-רינג, ייִדיש-בוך-צענטער אאַז״וו, נישט ווי עפּעס וואָס איז ערגעץ-וווּ ווײַט פֿון אונדז, נאָר ווי אַ ווירקלעכקייט וואָס געהערט צו אונדז. מיר נעמען אויף אַלע ייִדישע איבערלעבונגען פֿון אויסלאַנד און מיר ווילן אַז דער ישׂראלדיקער ציבור זאָל אויך געניסן דערפֿון.
שטעלט זיך די פֿראַגע, אין וועלכער מאָס וועט אָט דער צוגאַנג נישט זײַן אויפֿן חשבון פֿון אונדזערע אייגענע טעטיקייטן און ידיעות וואָס מיר מוזן כּסדר פֿאַרשפּרייטן כּדי צוציִען אַן עולם? מע דאַרף געפֿינען דעם גלײַכגעוויכט און לייזונגען כּדי דעם ים פֿון ידיעות זאָל זײַן אויסגעסדרט און דינען די אינטערעסן פֿון יעדן איינעם. צומאָל דאַרף מען זײַן אויסקלײַבעריש און געפֿינען די ריכטיקע מאָס און דעם ריכטיקן ווינקל פֿאַר יעדן תּוכן. דער פּועל-יוצא פֿון אַזאַ שפּאָגל־נײַער סטראַטעגיע וועט העכערן די נײַגעריקייט, די בילדונג און אַקטיוויזם פֿון אונדזערע אָרטיקע מענטשן. זיי וועלן וואַקסן אין צאָל און זיך אַנטוויקלען אויף אַ מער שעפֿערישן אופֿן. ס׳איז אַ סך עפֿעקטיוועער ווי זאָגן „ישׂראלים, זײַט נישט קיין פּראָווינציעלע ייִדישיסטן. ווערט גלאָבאַלע ייִדישיסטן.“ נאָר דאָס קאָן נישט זײַן. ס’קאָן נישט זײַן געצוווּנגען. מען דאַרף ברענגען אין מויל אַרײַן פֿון פּובליקום די אַלע צוציִענדיקע דערשײַנונגען וואָס קומען פֿאָר אין אַמעריקע און איבעראַל. אַזוי אַרום וועלן די ישׂראלים ביסלעכווײַז לאַנדן אויפֿן באָדן פֿון רעאַלן, לעבעדיקן ייִדישיזם פֿון אונדזערע טעג.
פֿון אַ שלל ידיעות ביז אַ בשותּפֿותדיקן הויפּט-באַגריף
אינפֿאָרמאַציעס און פּראָגראַמען זײַנען נישט גענוג. מע מוז אײַנפֿירן פֿרישע באַגריפֿן וועלכע סדרן אויס די אַלע דערשײַנונגען און גיבן זיי אַ ווערט פֿאַרן יחיד. ווען די אָפּנעמערס פֿון אַזוי פֿיל אינפֿאָרמאַציעס אין אייגן לאַנד און אויך פֿון אויסלאַנד וועלן באַגרײַפֿן די ברייטע דימענסיע אין וועלכער זיי טרעטן אַרײַן, וועלן די באַגריפֿן אַשכּנז, איר געשיכטע און ווערטן, פֿאַרוואַנדלט ווערן אין אַ ממשותדיקן יש וואָס יעדער איינער, וווּ נאָר ער געפֿינט זיך, קאָן פֿאַרקערפּערן אין דער טאָג־טעגלעכקייט. ס׳דאַרף פֿאָרקומען אַן אידענטיטעט-מעטאַמאָרפֿאָזע; אַנדערש וועט דער רעזולטאַט בלײַבן גאַנץ כאַאָטיש, אַפֿילו קאַרנאַוואַליש.
למשל, ס׳איז שיין וואָס דער ייִוואָ און אפֿשר אַ געוויסער אוניווערסיטעט לייגן פֿאָר דעם סטודענט און דעם אַלגעמיינעם ציבור פּרטימדיקע פּראָגראַמען וועגן דער אַשכּנזישער ציוויליזאַציע. פּרעכטיק! נאָר וואָס? די אָ פּראָגראַמען באַנוגעגען זיך דערמיט און ציִען נישט צו צו דער עיקר־פֿראַגע, וואָס טוט מען הײַנט מיט אָט דער ציוויליזאַציע? וואָס איז די אַחריות פֿונעם יחיד, פֿון דער משפּחה? ווי אַזוי גיט מען איבער דעם ייִדישן לשון צוזאַמען מיט אַ ברייט-פֿאַרנעמיקן געדאַנק וואָס ענטפֿערט אויף אַ סך פֿראַגעס, גיט אַ געפֿיל פֿון אָנגעהעריקייט און אינספּירירט צו נײַע, שעפֿערישע מעשׂים.
נאָך אַ ביישפּיל. דער אַרבעטער-רינג אין ניו-יאָרק, מיט אַלע זײַנע פֿיליעס אין פֿאַרשידענע שטעט, פֿירט דורך ערנסטע פּראָגראַמען זיך צו לערנען מאַמע-לשון, פֿײַערן יום-טובֿים און אויך, לויט זייער וועלט-אָנשויונג, אַנטוויקלט אַ געזעלשאַפֿטלעכן אַקטיוויזם וואָס שפּיגלט אָפּ די ווערטן און בירגערלעכע התחייבֿות כּלפּי דעם לאַנד וווּ ייִדן געפֿינען זיך. די דאָזיקע שטעלונג ווערט ליידער נישט דערגאַנצט מיט אַן ערנסטן אַקטיוויזם לטובֿת דער אייגענער ייִדיש-אַשכּנזישער אידענטיטעט. דעריבער איז זײַן השפּעה אויפֿן אַלגעמיינעם אַמעריקאַנער ייִדנטום זייער אַ באַשיידענער. אויך דער פֿאָרווערטס, וואָס שפּילט אַ צענטראַלע שליחות אין צונויפֿברענגען ענגלישע און ייִדישע לייענערס פֿון אומעטום, טוט עס אָן דעם ציל צו אַקטיווירן די רײַכע קוואַלן פֿון דער אַשכּנזישער אידענטיטעט. עס באַקומט זיך, ווי אַ האַלבע אַרבעט און מען מוז טראַכטן וואָס דאַרף דרינגענדיק געטאָן ווערן כּדי איר השפּעה זאָל וואַקסן און ווערן מער רעלעוואַנט.
אַ לעצטער בײַשפּיל. וואָס קאָן זײַן שלעכט, אויב דער YBC אין אַמהערסט וועט זיך פֿון צײַט צו צײַט דערלויבן איבערזעצן אויף ענגליש אויסגעקליבענע ווערק פֿון הײַנטיקע ייִדישע פּּאָעטן און שרײַבער פֿוֿן פֿאַרשידענע לענדער? פֿאַראַן אַ חשש צוליב די האָנאָראַרן וואָס מ׳וועט די מחברים דאַרפן צאָלן? כ’מיין אַז דער YBC איז שוין גובֿר געווען אויף מער ערנסטע, פֿינאַניעלע פֿאַרמעסטן. ס׳וועט אויך זײַן יושרדיק כּלפּי די מחברים וואָס זייערע ווערק ן זענען נישט זוכה צו קיין סטימול אָדער וועלכע-עס-איז סטיפּענדיע.
אויסווירקונג אויפֿן אַמעריקאַנער ייִדישיזם
אין מאָמענט ווען ייִדיש-אינסטיטוציעס אין אַמעריקע וועלן עפֿענען אַ פֿענצטער צו דאָס וואָס געשעט אויפֿן געביט פֿון ייִדיש אין ישׂראל און אין אַנדערע לענדער, וועט עס בהדרגהדיק פֿאַרבעסערן דעם מצבֿ און באַרײַכערן זייער אייגענע טעטיקייט. ס׳רעדט זיך נישט וועגן פֿאַרקלענערן איין פֿאָקוס אויפֿן חשבון פֿון צווייטן, נאָר גיכער וועגן שאַפֿן אַ נײַעם פֿאָקוס וואָס וועט נערן דעם נײַגער פֿון די אַמעריקאַנער ייִדישיסטן. דאָס וועט עפֿענען אַ ריזיקן פּראָצעס פֿון קעגנזייטיקייט. אַנדערש באַקומט זיך, אַז די הײַנטיקע ייִדיש-טעטיקייט באַקומט אַן עליטיסטישן פּראָפֿיל, און ווען מ׳ווענדט זיך שוין יאָ צו ברייטערע קרייזן פֿון דער באַפֿעלקערונג איז עס על-פּי-רובֿ מיטן פּנים צו דער פֿאַרגאַנגענהייט. הײַנט רעדט מען אָפֿט אין אַלגעמיינע, כּוללדיקע באַגריפֿן, נאָר ס׳איז נישט פֿאַראַן אַ קלאָרער אַדרעסאַנט, דאָס הייסט די אַשכּנזישע-אַמעריקאַנער ייִדן און וואָס דערוואַרט מען פֿון זיי.
די וואָרצלען פֿון אָט דער פּראָבלעמאַטיק ליגן אין דער טראַדיציאָנעלער אידעאָלאָגיע פֿון ייִדישיזם. היסטאָריש האָט זיך די אָ אידעאָלאָגיע אַנטוויקלט צוזאַמען מיטן באַגריף פֿון וועלטלעכקייט. די פֿירנדיקע כּוחות פֿון ייִדישיזם — בכלל, נישט נאָר אין אַמעריקע — האָבן זיך דערווײַטערט פֿון דער אָרטאָדאָקסיע און אויסקריסטאַליזירט אַן אידעאָלאָגיע וואָס שפּיגלט אָפּ ס׳ייִדישע לעבן זינט דער השׂכּלה ביזן סעקולערן ייִדישיזם וואָס הערשט הײַנט. און דאָס איז זײַן שוואַכקייט. דער כּוח פֿון דער אַשכּנזישער וויזיע שטעקט אין דעם, וואָס עס ברענגט צוזאַמען רעליגיע און וועלטלעכקייט, און שטיצט זיך נישט נאָר אויף מאָדערנאַ. דאָ ליגט דער הויפּט-מכשול וואָס באַשווערט די ייִדישיסטן זיך באַוועגן אויף די גאָר ברייטע שליאַכן פֿון אַשכּנז. אמת איז, אַז עס הערשט נישט הײַנט צווישן די ייִדישיסטן די אַקטיווע אַנטי-רעליגיעזקייט ווי אַ מאָל. אָבער דאָס מיינט נאָך נישט אַז ער האָט דערגרייכט די רײַפֿקייט צו אַקצעפּטירן אַלע טיילן פֿון ייִדישן קיום ווי זייער אייגענע קולטור־ירושה. אַ ייִד קאָן דערקלערן אַז ער איז אַ סעקולערער און דערצו אויך אונטערשטרײַכן די וואָגיקייט פֿון רעליגיע אין דער ייִדישער געשיכטע און אין זײַן הײַנטיקן באַוווּסטזיין.
דער ייִדישיזם אין אַמעריקע פֿאַרמאָגט שטאַרק אײַנגעפֿונדעוועטע אינסטיטוציעס. דאָך פֿעלט אים אַ ברייטער געוועב מיט פֿעדערלעך וואָס זאָל אים פֿאַרבינדן מיט ברייטע ייִדישע קהילות, סײַ אין אַמעריקע און סײַ איבער דער וועלט. ווען דער ייִוואָ איז אין ווילנע געשאַפֿן געוואָרן אין 1925 האָט ער פֿאַרמאָגט די העכסטע אינטעלעקטועלע כּוחות פֿון ייִדישיזם און גלײַכצײַטיק איז ער געווען געקניפּט און פֿאַרבונדן מיט הונדערטער קהילות איבער אייראָפּע. כּדי עפּעס ענלעכס זאָל איצט אויפֿקומען, מוז דער ניו-יאָרקער ייִוואָ אָנהייבן באַטראַכטן דעם מצבֿ אַנדערש, און צו דעם וואָס ווערט שוין געטאָן אויף די געביטן פֿון פֿאָרשונג, לימוד, השׂכּלה און קונסט, אַנטוויקלען אויך אַ סענסיטיווקייט צו אַלע געזעלשאַפֿטלעכע- און קולטור-דערשײַנונגען וואָס קומען פֿאָר אויפֿן געביט פֿון ייִדיש אין ישׂראל און איבעראַל.
לאָמיר האָפֿן אַז אַ נײַע דינאַמיק וועט זיך אין דער נאָענטער צוקונפֿט אַנטוויקלען און פֿון אַלע מעגלעכע ריכטונגען וועלן מיר זײַן עדות צו אַ גרויסן צונויפֿגאָס פֿון שטרעמונגען, און אַ מער אָנזעעוודיקער שעפֿערישקייט פֿון דער ייִדיש-קולטור אין אַ וועלט-מאָסשטאַב.
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The cancellation of Macklemore: A Yom Kippur reflection
In the Jewish calendar, this week is dedicated to reflection, introspection, and review of one’s thoughts and actions. The shofar has been sounded on Rosh Hashanah; Yom Kippur is on its way. Whether in traditional, theistic forms or less traditional, psychological ones, the Jewish tradition invites us to look inward.
It is in that spirit that I am reflecting on the latest tempest in the American Jewish teapot: the decision of billionaire Robert Kraft to ban the rapper Macklemore from performing at his stadium because of a statement he made onstage in support of Palestine — a decision echoed by other politically conservative stadium owners, which in turn caused superstar Ed Sheeran to boot Macklemore from his latest tour.
To be sure, this is hardly the most important chapter of the Israel/Palestine story. Just this week, bombs are still falling on Gaza, B’Tzelem released a must-read new report on Israel’s eliminationist policies in the West Bank, and an actual neo-Nazi is likely to win a seat in the Florida house of representatives. If anything, Macklemore’s cancellation will probably have a net-positive ‘Streisand Effect’ on his well-past-its-prime career.
But this relatively small controversy is nonetheless a fascinating prism on how we see differently, hear differently, and talk past one another on moral, political and ultimately spiritual matters of importance. And that has much to do with the themes of the Days of Awe.
My focus is not on who was right. Ultimately, I think Macklemore’s comments were lacking in depth and sophistication, but clearly not “hate speech,” which is how Kraft — the self-appointed macher of the widely-mocked ‘Blue Square’ anti-antisemitism campaign — described it. And I will explain why I believe that to be the case.
But I also don’t believe Kraft’s actions to be in bad faith. It is possible that he is simply using his wealth and power to ban political speech that he doesn’t agree with. And in practice, that is what he has done. But reviewing his comments, and those of friends of mine on social media, I am inclined to take Kraft and my friends at their word: that they experience Macklemore’s words as hateful. And because I disagree with that, I’m interested in why.
The rapper’s entire statement took two minutes. I encourage you to watch it now, since the tone and context are important, and since it’s faster to watch than to read:
A full transcript is here.
Two other bits of context, not present in the vieven if no such threat was present in that moment, video are relevant: First, images from the Gaza war were projected on a screen behind him, and second, back in 2014, Macklemore once wore a costume that looked, to many of us, like an antisemitic caricature, though he issued a persuasive (to me) and detailed apology, saying that this was not intentional.
In response, Kraft issued a (longer) statement saying that his venue, Gillette Stadium,
has a longstanding commitment to providing a welcoming environment for all guests and ensuring that events held at our venue do not provide a platform for hate speech. Based on Macklemore’s recent actions, material shared from the stage during Ed Sheeran’s shows in New Jersey, and a broader history of antisemitic rhetoric and imagery that we believe has been deeply offensive and hurtful to the Jewish community, we determined that his participation in the September 25th and 26th concerts at Gillette Stadium would cross that line.
Kraft added that his decision “is not about diminishing the suffering of innocent Palestinians or denying anyone the right to advocate on their behalf… but only sharing selective information and ignoring the actions of Hamas is not honest and only advances more divisiveness and hate… I would welcome the opportunity to sit down with Macklemore and discuss the facts, because ultimately our goal is the same — peace for all people, an end to suffering, and an end to all hate.”
I admit, my first response was amazement that any reasonable person could find what Macklemore said to be antisemitic. He spoke only about Israel’s actions, not its existence. He didn’t attack Zionism. He specifically distinguished between Israel and Jewish people. What more could he do?
Sure, the statement had its shortcomings. It didn’t mention Oct. 7 or condemn Hamas. It didn’t forcefully condemn antisemitism, or emphasize that strong criticism of Israel should not be taken out on Jews. The guy is a rapper, not a politician — even when he says nice things (e.g. the 2012 song “Same Love”), he’s often been clunky about it.
But hate speech?
Kraft didn’t really elaborate into what, exactly, ‘crossed the line’ for him. The best I can find in his statement is “only sharing selective information and ignoring the actions of Hamas is not honest and only advances more divisiveness and hate.” That seems preposterous to me. Maybe Macklemore’s statement was incomplete, but that doesn’t make it hate speech.
Others, in my own social media feed, have been more articulate. Echoing the statements of several prominent rabbis, some said that Macklemore’s uses of ‘apartheid’ and ‘genocide’ are themselves so inaccurate, extreme and vitriolic as to themselves be antisemitic. Others referred to the 2014 incident. Some even argued that saying ‘Free Palestine’ is equivalent to saying ‘Destroy Israel.’
To me, the most trenchant criticisms focused on context. Imagine, one person said, what it would be like to be a Jewish person in the stands, suddenly confronted with political speech that has been used to incite violence against Jews; even if no such threat was present in that moment, it’s easy to imagine being scared by it. One friend of mine pointed out that this wasn’t even Macklemore’s show; it was an opening act for Ed Sheeran, who is relentlessly apolitical. The comments would’ve been a surprise, even a shock.
These comments point to the real issue here, which is American Jewish pain and fear. And there are many sides to this experience.
On the one hand, I get it. I have personally experienced this sense of unsafety and exclusion in queer spaces where I have been confronted with much farther-left statements than Macklemore’s. I’ve heard calls for Zionists (whatever that word means) to be banned from my queer community, even expelled from queer spaces. I’ve heard (and written about) the most incendiary possible rhetoric directed at Israel, full of self-righteousness, certitude and rage. And I’ve seen a lack of accountability for the stochastic terrorism that language represents, including from the mayor of New York City.
On the other hand, I also know that the censure is one-sided. At the recent ‘Jewish American Summit,’ a speaker made wildly bigoted, anti-Muslim comments and was applauded by the crowd; no condemnation followed, even from the ADL, which cosponsored the event. Pro-genocide minister Itamar Ben Gvir shared an AI video of Palestinians being marched, concentration-camp-style, into an Israeli jail, where they emerge starved an emaciated; mission accomplished, Ben Gvir crowed. Crickets from the Jewish Establishment.
Mayor Mamdani was criticized for not marching in the Israel Day Parade, and then Bezalel Smotrich, who has unambiguously called for genocide against the Palestinian people, was welcomed by it. A relatively anodyne pro-Palestinian statement by a rapper is grounds for national cancellation, but calls for mass expulsion (or murder) by people without actual power are part of the ‘big tent.’
Some in the community have been clear on this: They are going to support the Jewish state because that is what good Jews do. So, yes, there’s a double-standard, they might reply, because one person is attacking us and the other is not.
Admittedly, there is ample Jewish textual support for this position. But there are plenty of proof-texts I can bring for the opposing point of view: that we must judge people fairly, that all humans are created in the image of the Divine, that being biased toward our own group is a shortcoming, not a virtue. And that when injustices are committed, even by those who are in our community, it is our duty to oppose them.
The Torah doesn’t say “justice, justice shall you pursue — except when it comes to Jews versus Palestinians.”
Most importantly, just because words can make us feel scared, angry, attacked, or unsafe does not mean that they constitute hate speech. This is what Kraft and others like him seem unwilling to see: that we can feel attacked without actually being attacked. That words can be painful but not hateful.
Admittedly, the ‘wokeness’ of the early 2020s has played a role in this confusion. At the peak of that period, we were told that impact mattered more than intent — that even if a comment were made innocently, if it caused someone to feel unsafe, it was deserving of censure. And then, in 2023, many Jews picked up the same thread. Sure, “From the River to the Sea” could be interpreted in a benign way (e.g. as wanting freedom for all people in the area) but if I hear it as a call for annihilating Israel and/or the Jews, then the phrase is hate speech.
But this principle was always misguided. People can say difficult, disagreeable, and wrong things without those things being actual hate speech. People may perceive threats without there being actual threats.
This is not unique to Israel/Palestine, or to politics. Fear and anger can block the better angels of our nature. I struggle with this every day; if there is one theme that recurs every Yom Kippur, it is working with anger and reactivity in my own life. Might that not apply to our public as well as our private lives? Is what seems like ‘righteous indignation’ sometimes just… indignation?
In fact, maybe some of the reason I feel unsafe is that I know that Israel has behaved in appalling and immoral ways, and I feel implicated by it. I grew up loving Israel, and it has been painful to watch its decline into vulgar, jingoistic and often racist ethno-nationalism. But that pain might not be a bad thing. On the contrary, it merits some reflection on the Day of Atonement.
As Yom Kippur insists, we can do better than reacting, half-unconsciously, to our emotional perceptions. As Viktor Frankl famously said,
Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and freedom.
Teshuvah, the Jewish practice of ‘repentance’ and return, is designed to enlarge that space, to grow our capacity for freedom. We can do better, teshuvah insists.
I believe Robert Kraft, and many of my own friends, sincerely feel threatened by statements like Macklemore’s. I have felt similarly, at times, myself. But without more evidence (and one idiotic act in 2014 is not that), we owe it to one another and to the hope of a civil society to pause in that space between stimulus and response, and reflect on what is really being said.
What I see is a celebrity championing the cause of an oppressed population. He is misguided in various ways, but he is coming from a place of genuine concern, not bigotry. Would not the better response have been for Kraft to invite him into a conversation first, rather than campaign to have him banned across the country? Had Kraft done better here, might Macklemore also have done better in the future, even if the two continue to disagree?
This incident will likely not be remembered much in the future. It is less important than a single life lost in Gaza or Israel. But it is a window into how our human capacities and failings perpetuate cycles of conflict and miscommunication. On Yom Kippur this year, I’ll be reflecting on how I am part of those cycles myself, and how I can do better. I invite you to join me.
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