Uncategorized
How a Catholic university amassed a treasure trove of Jewish artifacts from the Bronx
(New York Jewish Week) – A Catholic university may be the unlikeliest place for what may be the largest depository dedicated to the Jewish history of the Bronx.
But at Fordham University — the private, Jesuit institution in the Bronx — decades worth of archival documents and artifacts from the local Jewish community have found a home, thanks to its Jewish studies department.
For the last three years, Fordham has been collecting and cataloging items that detail a once-thriving Jewish community in the Bronx: yearbooks full of Jewish last names, Bar Mitzvah invitations, phonebooks full of Jewish-owned businesses — all the simple transactions that define an era in history.
The archive at Fordham is one of the only physical collections of everyday material from Jewish residents of the borough, according to Magda Teter, the chair of the Center for Jewish Studies at the university, who spearheaded the project.
“It’s not only preserving a piece of New York Jewish history, but also a way of life,” Teter told the New York Jewish Week. “Bringing this voice to the dominant Christian identity of Fordham and teaching about Jews [as a minority] within the dominant cultures is very important.”
A song and dance book in the Fordham University collection features the lyrics for “Hatikvah” and “For He’s a Jolly Good Fellow,” and a “Jewish dictionary.” (Julia Gergely)
During the first half of the twentieth century, Jewish life thrived in the Bronx. There were 260 registered synagogues in 1940, and the borough produced some of the biggest Jewish names in show business, fashion, literature and more: designer Ralph Lauren, politician Bella Abzug, novelist E.L. Doctorow, filmmaker Stanley Kubrick, Miss America Bess Myerson, Nobel Prize-winning chemist Robert Lefkowitz.
At the community’s peak in 1930, the Bronx was approximately 49% Jewish, according to the borough’s official historian, Lloyd Ultan. South of Tremont Avenue, the number reached 80%. Most of the Jewish Bronx was of Eastern European descent; many were first generation Americans whose parents had immigrated and lived on the Lower East Side, but who could now afford to live in less cramped neighborhoods with more trees and wider streets.
Though there is a strong Jewish community in the neighborhood of Riverdale, most of the Jewish community moved out of the Bronx for the suburbs after World War II when mortgages for white would-be homeowners were being subsidized by the government and Blacks and Latinos were steered to Bronx neighborhoods they couldn’t afford or that the city had chosen to neglect. The Jewish population of the Bronx dropped from 650,000 in 1948 to 45,000 in 2003. Many of the synagogues have been converted for other uses, and the physical legacy of the Jewish community there has begun to erode over time, making an archive all the more necessary.
While Teter was always interested in collecting items from the Jewish Bronx, the archive got an unexpected boost from a member of the public. In the spring of 2020, at the height of the pandemic, Fordham hosted a virtual event, “Remnants: Photographs of the Jewish Bronx,” which featured evidence of the area’s faded Jewish history gathered by writer and photographer Julian Voloj. (Voloj is the husband of the New York Jewish Week’s managing editor, Lisa Keys.)
An invitation for the bar mitzvah of Freddie Rothberg, which took place on Oct. 6, 1951 at Beth Hamedrash Hagadol. (Julia Gergely)
In the audience was Ellen Meshnick, who had grown up in New York and now lives in Georgia. Inspired, she offered Fordham a trove of material her parents, Frank and Martha Meshnick, had kept throughout their lives in the Bronx. The boxes included donated yearbooks from Morris High School and Walton High School, songbooks, bar mitzvah invitations, a marriage certificate, receipts for a flower delivery — even a document from the hospital from when she was born — mostly from the 1930s through the 1960s.
The donation significantly bolstered what materials Fordham already had on hand, which included less personal but still unique items like matchbooks from kosher restaurants. Now, Teter is growing the archive through other private donations and occasionally by purchasing materials online — personal family archives, books about Bronx Jewish history, songsheets and the like.
The marriage certificate, or ketubah, recognizing the marriage between Frank Meshnick and Martha Farber on Aug. 23, 1942. The certificate was part of an archive donated to Fordham University by the couple’s daughter Ellen. (Julia Gergely)
“They may not be the most beautiful things, but we are interested in what people actually used and lived with,” Teter said.
Teter said that while the American Jewish Historical Society in Manhattan does collect the types of quotidian and personal items that American Jews kept with them in the last few centuries, they don’t have much that uniquely focuses on Jewish life in the Bronx.
The entire collection is part of a greater effort by Teter, the Jewish studies department and the librarians at Fordham to increase awareness about Judaism and Jewish people. “I will not hide that I think it’s an important way to fight antisemitism — to teach Jewish history and Jewish culture in all its colors and in all its experiences,” she said. “It enriches the students’ appreciation and understanding of Jewish life beyond how Jews are usually portrayed.”
The Jewish studies department at Fordham is relatively new: The college began offering a Jewish studies minor in 2016, and opened the department in 2017. At the time, the highlight of the library’s archives was the Rosenblatt Holocaust collection, which was funded by an alumnus. Since 1992, the library has amassed over 11,000 titles, videos and artifacts on the Holocaust, according to librarian Linda Loschiavo.
When Teter arrived, Loschiavo worked with her to bring in historical Passover haggadahs from all over the world. Fordham now possesses two Italian haggadahs from the 1660s, as well as Jewish artifacts from unexpected places, like playbills from Jewish Bollywood.
Last month the university opened the Henry S. Miller Judaica Research Room on the fourth floor of the campus’ main library — named for Fordham’s first Jewish student, who graduated in 1968. Miller, a leader of a financial restructuring firm, is now a trustee of the college.
Fordham President Tania Tetlow described herself jokingly as “a wannabe Jew” at the room’s unveiling. “I’ve understood how deeply intertwined Judaism and Catholicism are,” she said, “and the connections we have of the deep intellectualism of both faiths, of the desire to study text and the interpretation of text going back for thousands of years, of the love of ritual — and the central place of food and guilt!”
The former Jacob Schiff Center on Valentine Avenue. (Julian Voloj)
“At the moment, we envision that the research room will be a space for exhibitions that would foster the curatorial skills of our students and that will bring Jewish art and artists to campus,” Teter said. “We would now be able to display their art and combine the exhibitions with some items from the Judaica collection.”
The research room is currently displaying Voloj’s Bronx photographs, along with some of the recently acquired local archival materials, curated by sophomore Reyna Stovall, who is interning in Fordham’s Jewish studies department this semester.
“It is really, really rewarding,” said Stovall, who is Jewish. Stovall became involved in the Jewish studies department because of her interest in Holocaust studies, but as she began her internship, she was excited to work on the archives cataloging the once thriving Jewish history of the Bronx.
The yearbook photo of Frank Meshnick (bottom right), who graduated from Morris High School in Morrisania in 1931. (Julia Gergely)
“It’s pretty amazing that they have the collection to begin with,” she added. “It really shows Fordham’s commitment to diversity and inclusivity that they’re willing to take on this massive collection of Judaica, even though that’s not the religion that the school was founded on.”
Teter estimates there are about 300 Jews among the school’s 15,000 undergrads. As a result, the Center for Jewish Studies and the research room offers students from all backgrounds the opportunity to learn more about Judaism — as well as marginalized communities in general, and connect their stories to their own lives.
“Our identity grew to showcase Jewish studies at the intersection and in conversation with other fields and areas of study,” Teter explained.
The Center’s goal, she added, is “to make students, faculty and the public realize that studying Jews is not just for Jews, and that they can learn so much about the areas of their own concern and interest by studying Jews.”
“Something magical happens when you give students the opportunity to work with historical artifacts, and really touch history,” Teter said. “That’s what I think inspired the director of the library to devote that space to that kind of research and to that kind of student experience.”
—
The post How a Catholic university amassed a treasure trove of Jewish artifacts from the Bronx appeared first on Jewish Telegraphic Agency.
Uncategorized
As the last generation of Holocaust survivors die, is AI the future of Holocaust education?
At a Brooklyn synagogue on a recent Monday afternoon, a video of Holocaust survivor Sonia Warshawski played on a two-foot-tall box. Seated in a leopard-print chair, her hands folded in her lap, Warshawski blinked and nodded her head expectantly on a continuous loop.
“Did anyone else from your family survive?” a Hebrew school student asked the AI-powered avatar.
The video cut to a separate clip. Warshawski said she and her sister had survived. Her brother, mother and father did not.
Warshawski, who survived three concentration camps and ran a tailoring shop in Kansas City until 2023, had made it part of her life’s mission to tell her story wherever she could. She spoke with students, filmed the 2016 documentary Big Sonia about her life, and was even a guest speaker at a local prison.
But Warshawski knew she wouldn’t live forever. So in 2021, with the help of the interactive media company StoryFile and her granddaughter’s production company, Inflatable Film, Warshawski recorded answers to hundreds of questions about her life, from “What do you remember about the death march?,” to “Why do you like leopard print so much?” Those answers were loaded into an AI-powered avatar of Warshawski that can converse through a video screen, which debuted as an exhibit at the Museum of Kansas City last year.
The technology also caught the attention of the Blue Card, a nonprofit that provides financial assistance to Holocaust survivors in need. The organization adapted it into a portable format and brought the virtual Warshawski to 20 schools and community centers across the New York area over the past year, with plans to expand nationwide. A parallel effort from the USC Shoah Foundation, called “Dimensions in Testimony,” also enables students to have conversations with virtual versions of Holocaust survivors.
The initiative reflects recognition that as survivors age, a model of Holocaust education built on firsthand testimony will be increasingly difficult to sustain. No lesson plan can match the impact of hearing directly from survivors, many of whom dedicate their golden years to speaking tours retelling their traumatic stories. But 90% of the world’s roughly 200,000 living Holocaust survivors are projected to die in the next 15 years. And for aging survivors — who have already lost so much of their lives to violence and deprivation — the weight of transmitting Holocaust memories to the next generation is a burden they cannot shoulder alone.
“It’s absolutely the future of Holocaust education,” said Masha Pearl, the Blue Card’s executive director. “It actually is as close as possible to hearing a live survivor speak.”
Warshawski’s story
Warshawski grew up in Międzyrzec, Poland, and was 17 years old when she and her family were forced into a ghetto. Sonia and her mother were deported to the Majdanek death camp, where she watched Nazis march her mother to her death via gas chamber. Warshawski was then sent to Auschwitz-Birkenau, where she was forced to spread her fellow prisoners’ ashes as fertilizer, and then to the Bergen-Belsen concentration camp, where she was shot in the chest on liberation day.
She recovered and met her husband, John, at the Bergen-Belsen displaced persons camp. The couple moved to Kansas City in 1948.
Using AI technology, students can ask the virtual Warshawski about all of those harrowing moments — with the added benefit that the real-life Warshawski only had to recall them once.
Many survivors “suffer from depression and PTSD, and it’s very difficult for them to recount these extremely painful experiences,” Pearl said. “This actually bypasses that in a way.”
The interactive element is also engaging for kids, Pearl said. At the Conservative synagogue Temple Sholom, after watching Big Sonia, nearly all 25 students ages 10 to 13 — half from the parochial school at the church across the street — raised their hands to ask the virtual Warshawski a question. A few students stayed after the programming had formally ended to ask more.
“It’s the same thing I heard from my uncle’s great grandpa,” said fifth-grader Noah Stein, who attends Hebrew school at Temple Sholom. “It’s amazing — I’ve never seen something like that.”
An imperfect technology
Warshawski, now 100 years old and still going strong, celebrated her birthday in November at a party with more than 1,000 people. But she doesn’t have as much energy as she used to and was unavailable to interview for this piece. So I interviewed her avatar instead.
My question — how she felt about her memory being preserved through AI — triggered an unrelated response.
“After we left [Majdanek], there were still people there, and I must tell you, one day when I was…”
“Can we pause this?” said Rechan Meshulam, special projects director at the Blue Card, who operated the technology at Temple Sholom.
Meshulam said the system had not matched my question to the correct response. She then manually selected the closest question, “Are you glad that you recorded this with StoryFile?”
“I feel this is a very important thing for the people in the world, not to forget and [to] read more about it. Read more history,” Warshawski said. “I’m very grateful that I had a chance to do it. I am thanking the Almighty for it, to give me the strength still to go on.”
The initial mismatched response illustrated the technology’s limits: Warshawski can only answer questions that StoryFile asked her during the original interview in 2021. If a question is similar enough, the AI is designed to redirect Warshawski to the appropriate answer. But this didn’t seem to work in practice. Whenever a student asked a question outside the suggested question bank, operators had to ask the student to rephrase — or pause Warshawski and jump in with their own knowledge about her story.
But according to Pearl, the limited scope of questions is a feature, not a bug. Limiting Warshawski to questions she actually answered prevents her words from being taken out of context or misconstrued, Pearl said.
“Sonia cannot tell you what the weather is today, what her thoughts are on politics — anything that’s really current,” Pearl said. “She can only speak to her experience.”
Not everyone draws the same line. Last year, a Utah-based tech startup called SchoolAI drew controversy for its AI-generated version of Anne Frank, which spits out responses that Frank never wrote herself. Henrik Schönemann, a German historian who tested the chatbot, found AI-Frank avoided holding Nazis responsible for her death and spun her story in an overly positive light.
“How anyone thinks this is even remotely appropriate is beyond me,” Schönemann posted to social media, adding that the technology “violates every premise of Holocaust-education” and amounted to “a kind of grave-robbbing.”
SchoolAI, which also offers the ability to chat with historical figures such as Alexander Graham Bell and Frederick Douglass, said it was implementing additional safeguards to help characters more directly address difficult questions.
I asked SchoolAI’s Anne Frank chatbot about how Frank feels about comparisons between ICE agents and the Gestapo. She didn’t take the bait.
“That’s a difficult question. When I lived in hiding, the Gestapo and police searched for people like us because of who we were, not because we had done anything wrong. I was always afraid,” AI-Frank wrote. “I believe it’s important to treat people with humanity and fairness, no matter their situation. What matters most is how we treat one another, especially those who are vulnerable.”
Yet even with careful control over the accuracy of testimony, some educators are uncomfortable with the idea of immortalizing Holocaust survivors in an interactive form.
In a research paper titled “Creating the ‘virtual’ witness: the limits of empathy,” Corey Kai Nelson Schultz argues that digital versions of Holocaust survivors can have the effect of undermining empathy. Viewers may treat the avatars more like virtual assistants than people, he wrote, and could be tempted to gamify the experience or test the technology’s limits.
Schultz told the Forward he prefers more traditional forms of Holocaust education — seeing artifacts like survivors’ shoes or toys, or watching video testimonies — mediums he believes better capture survivors’ humanity.
But the technology’s novelty was part of the appeal for Warshawski’s granddaughter, Leah, who directed Big Sonia — and said the AI component is just one more way to ensure her grandmother’s story lives on.
Warshawski “does authentically, passionately believe that everybody needs more education, and specifically, Holocaust education. And if this is the way to do it in the future, then so be it,” Leah told the Forward. “You know, ideally, everybody would be able to read more books.”
Pearl said the survivors she works with also have a different set of worries.
“We actually didn’t hear any ethical issues or concerns,” Pearl said. “The concerns that we heard were, Who will tell my story after I’m no longer here?”
The post As the last generation of Holocaust survivors die, is AI the future of Holocaust education? appeared first on The Forward.
Uncategorized
Board of Peace Members Have Pledged More Than $5 billion for Gaza, Trump Says
A drone view shows the destruction in a residential neighborhood, after the withdrawal of the Israeli forces from the area, amid a ceasefire between Israel and Hamas in Gaza, in Gaza City, October 21, 2025. Photo: REUTERS/Dawoud Abu Alkas/File Photo
US President Donald Trump said Board of Peace member states will announce at an upcoming meeting on Thursday a pledge of more than $5 billion for reconstruction and humanitarian efforts in Gaza.
In a post on Truth Social on Sunday, Trump wrote that member states have also committed thousands of personnel toward a U.N.-authorized stabilization force and local police in the Palestinian enclave.
The US president said Thursday’s gathering, the first official meeting of the group, will take place at the Donald J. Trump Institute of Peace, which the State Department recently renamed after the president. Delegations from more than 20 countries, including heads of state, are expected to attend.
The board’s creation was endorsed by a United Nations Security Council resolution as part of the Trump administration’s plan to end the war between Israel and Palestinian Islamist group Hamas in Gaza.
Israel and Hamas agreed to the plan last year with a ceasefire officially taking effect in October, although both sides have accused each other repeatedly of violating the ceasefire. According to Gaza’s Health Ministry, more than 590 Palestinians have been killed by Israeli troops in the territory since the ceasefire began. Israel has said four of its soldiers have been killed by Palestinian militants in the same period.
While regional Middle East powers including Turkey, Egypt, Saudi Arabia, Qatar and Israel – as well as emerging nations such as Indonesia – have joined the board, global powers and traditional Western US allies have been more cautious.
Uncategorized
Why a forgotten teacher’s grave became a Jewish pilgrimage site
Along Britton Road in Rochester, New York, a brick gatehouse sits across from ordinary homes. Beyond it lies Britton Road Cemetery, its grounds divided into family plots and sections claimed over time by Orthodox congregations and fraternal associations, past and present. Names like Anshe Polen, Beth Hakneses Hachodosh, B’nai Israel, and various Jewish fraternal organizations are found here.
On the east side of the cemetery, a modest gray headstone draws visitors who do not personally know the man buried there, who were never taught his name in school, and who claim no personal connection to his life. Some leave notes. Some light candles in a small metal box set nearby. Others whisper prayers and stand for a moment before going. They come because they believe holiness can be found here.
The grave belongs to Rabbi Yechiel Meir Burgeman, a Polish-born teacher who died in 1938. He did not lead a major congregation or leave behind an institution that bears his name. And yet, nearly a century after his death, people still visit.
Over time, Burgeman has come to be remembered as a tzaddik nistar, a hidden righteous person, whose holiness is known through their teaching and daily life rather than through any title or position. His grave has become a place of intercession. People come to pray for healing, for help in times of uncertainty, and for the hope of marriage. What endures here is not an individual’s biography so much as a practice: the belief that a life lived with integrity can continue to shape devotion, even after the body has been laid to rest.
In life, Burgeman was not known as a miracle worker or a public figure. He was a melamed, a teacher of children, living plainly among other Jewish immigrants in Rochester’s Jewish center in the early decades of the 20th century. At one point, he was dismissed from a teaching post for refusing to soften his instruction. He later opened his own cheder, or schoolroom. There was no congregation to inherit his name, no institution to archive his papers. When he died, he was buried in an ordinary way at Britton Road Cemetery, one grave among many.
What followed was not immediate.
Remembered in return
The meaning attached to Burgeman’s resting place accumulated slowly. Stories began to circulate. People spoke of his kindness, his discipline, his integrity. Over time, visitors came. The grave became a place not of answers, but of belief. For generations, this turning toward the dead has taken this same form. It is not worship. It is proximity. A way of standing near those believed to have lived rightly, and asking that their merit might still matter.
In Jewish tradition, prayer at a grave is a reflection on those believed to have lived with righteousness, asking that their merit accompany the living in moments of need. Psalms are traditionally recited. Words are often spoken quietly.
I have done something similar too. Years ago, before I converted to Judaism and before I had the means to travel, I sent a written prayer through a Chabad service that delivers letters to the grave of the Lubavitcher Rebbe in New York. Someone else carried it. I cannot say with absolute certainty what happened because of it. Only that the practice itself made space for hope that I was seen, and that a prayer was later answered in ways that shaped my life and deepened my understanding of Judaism.
Burgeman’s grave functions in a similar register, though without any institutional frame. People come not because his name is widely known, but because the story has endured. Over time, that story gathered details. The most persistent involves a dog said to have escorted Jewish children to Burgeman’s cheder so they would not be harassed along the way by other youths. The dog then stood watch until they were ready to return home. The versions differ. Some are reverent. Some are playful. Some verge on the miraculous. The story endures because it names something children needed: care, in a world that could be frightening.
In recent decades, Burgeman’s afterlife has taken on a digital form. His name surfaces in comment threads and genealogical forums, passed along by people who never met him and are not always sure how they are connected. Spellings are debated. Dates are corrected. A descendant appears. A former student’s grandchild adds a fragment. Someone asks whether this is the same man their grandmother spoke of. No single account settles the matter. Instead, memory gathers. What once traveled by word of mouth now moves through hyperlinks.
The internet allows fragments to remain visible. Burgeman’s story survives not because it was officially recorded, but because enough people cared to remember it. In this way, his legacy resembles the man himself: quiet, unadorned, sustained by actions rather than declaration.
This story does not offer certainty. It is about remembering a life and asking if we might still learn from it and if, perhaps, it can bring us closer to faith. Burgeman left no grand monument. He left descendants. A grave. A life of Jewish values that continues to teach.
Burgeman did not seek recognition in life. After death, he became something else: a teacher still teaching, not through words, but through the way people continue to act on his memory. That is the lesson. Not any miracle. Not any legend. The quiet insistence that a life lived with integrity does not end when the casket is placed into the earth.
Some graves are instructions.
This one still asks something of us.
The post Why a forgotten teacher’s grave became a Jewish pilgrimage site appeared first on The Forward.