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Humans of Heller High: What nine teens learned on an immersive program in Israel

This article was produced as part of JTA’s Teen Journalism Fellowship, a program that works with teens across the world to report on issues that impact their lives.

(JTA) — After nearly two years of hybrid learning at school, some students couldn’t wait to get back in the classroom full-time. For some teens that meant flying thousands of miles to attend the immersive program at Heller High School in Israel in the Fall of 2022.

This fall, 18 students left home to experience life as students in Israel. Living together, taking classes as a group, and going on field trips with each other, students have to learn how to experience life on their own away from home in addition to a general studies class load that includes Jewish history and Hebrew.

Heller was created to give “Reform youth an opportunity to strengthen through learning and experience, their connection to Judaism, the Jewish people, and the Jewish state,” said David Solomon, associate principal. The curriculum focuses on field trips and immersion learning. Heller High takes place in Israel. The fall semester lasts from August through December and the spring semester lasts from January through May. Students that are Sophomores, Juniors, and Seniors can attend Heller and can stay from a semester up to a year.

In this photo gallery, students talk about their experiences and struggles with the program along with how they are coping with the changes around them.

Changing it up

Flora Pelton, left, 15, 10th grade, from Falls Church, Virginia. (Courtesy of Flora Pelton)

“Before this semester, everything in my life was very familiar; I had lived in the same house, gone to the same schools, and been a member of the same congregation my whole life. Israel was a way for me to get new experiences outside of a small-town American lifestyle. I have become friends with so many new people from different places around the world. I enjoy being able to go to school but still go on so many trips and adventures. I learned how to be independent, take care of myself, and get to know people I have never met before. We were all kind of thrown into this experience and so we had to learn how to do all of these things on our own. It has opened my mind to knowing that I will have to do things like this in the future. It has moved me because I know that I can do so much more than I thought I could. Being in Israel will change who I am now because I have learned to be more aware of others. We have to be with each other at all times and so respecting and learning others’ needs is super important. For example, if my roommate wants to go to bed, I have to be quiet or find somewhere else. I have enjoyed swimming in Sachne [a nature spot in the lower Galilee] the most. It was during a full day field trip and we got to swim as it is the last time we can swim until summer. We all jumped in and were terrified of the fish in the water. The experiences have brought me closer to everyone around me.” — Flora Pelton

Connected

Eitan Hefer, 15, 10th grade, in Hudsonville, Michigan. (Courtesy of Eitan Heffer)

“I love being able to have fun with Jews my age. I am able to surround myself with people that have similar interests and ideas as me. I feel more connected and comfortable with these people than with most of my friends at home because you are with the people here all day, everyday. I will be a lot more mature and be able to focus and do my homework without being asked [when I return home]. I will also be able to advocate for myself a lot more. I have a lot more fun here versus school at home because I can have more one-on-one with my roommates. Being in Heller High has taught me to manage my time and know when I need to focus on myself versus the people around me. This experience has changed my outlook on life because it has taught me to make the most of each moment. ” — Eitan Hefer

New View

Lena Schapiro, 16, 11th grade, from Rancho Cucamonga, California. (Zoe Klevens)

“I heard about Heller High from a friend. My parents thought it would be a great opportunity, and we didn’t know anyone that had studied abroad as a high school student. I decided to do it because, at home, I wasn’t feeling very Jewish. My school has no Jews. I was looking for a connection to other Jews and my Jewish identity in Israel. I expected to observe Judaism more often here and it is true compared to my life at home. An experience I’ll remember most was we went into the caves at Bar Kochva and sang the Shema and extended every word. It was so spiritual, and it felt so good at that moment. It felt like I was ascending with the echoing voices. We were all in harmony both out loud, but also in our souls. This experience has given me a whole new mindset about the world. I feel more responsibility through community service, engaging with Israelis that I have never met, and being away from home. Now that I have been able to surround myself with other Jews, I can feel confident in my Jewish identity when returning home. It opened my eyes, like when we learned to clean out plates with dirt. It opened my mind up to the fact that you can clean something dirty with something even dirtier. It was something I would never have believed worked, but although it seems absurd, it was so effective. It’s taking something you’d never believed and turned it into something so easy. I can apply this to my Jewish life at home by trying new things that might seem weird to others.” — Lena Schapiro

Reminded of home

Adina Golbus, 17, 11th grade, from San Rafael, California. (Zoe Klevens)

“Raticus is this toy rat; he’s not quite a stuffed animal, but he looks realistic and special to me. It was this joke between my friends and me back home, and I ended up bringing it with me. I created this Instagram account called raticus.inisrael. On my first day in the airport, I knew these kids in the airport were going to think I was the weirdest person in the world or have similar humor. It made my heart happy when everyone thought it was super funny. Now wherever we go, I try to bring Raticus to all the significant places we go. He has become a mascot for our group. He has become a special thing. I share them with my parents. Masada was a challenging mountain to climb, and having Raticus there made it easier, knowing I could take him to the top and get sunset pictures. He helped to change the mood.” — Adina Golbus

Together

Sylvia Kassoff, 16, 11th grade, from Jackson, Mississippi. (Zoe Klevens)

“After going to Israel with NFTY this summer, I knew I wanted to return. I was unhappy with my home school because I felt as though I wasn’t getting a very good education. My friend from home had told me that ‘being around other Jewish people was good for me.’ That really stuck with me and made me want to come to Israel again. The cultural shift from Jackson, Mississippi to Israel is definitely large. At home, there is a lot of Southern hospitality where everyone is kind to everyone. Here, people are kind, but it is definitely different because people display their kindness differently. A lot of the time people don’t really smile on the street that much, but many give to charity and in general people are a lot more willing to be socially active here versus at home.

“My happiest moment here was when we went to the Mediterranean sea and hung out on a rock. It was directly after we finished Yam le Yam (Sea to Sea) where we hiked from the Kinneret to the Mediterranean sea. Everyone was exhausted and we got to unwind and be together. I realized that these are the people I am going to be spending four months of my life with and I really appreciated that. While the school day is a lot longer, the breaks in between learning are helpful. The content is much more interesting and easier to follow. I have learned that I want to find a community and find people that make me feel comfortable. In Israel, I have made my own community of so many other Jewish teens. I am a little worried to go back to Jackson because I know it will be a huge adjustment. I have to go back to school less than a week after I get home from Israel. I think once I get back I will notice a big difference between my friends and me. I am excited to see what the world has to offer when I arrive back home.” — Sylvia Kassoff

Full of possibilities

Anna von Thomsen, bottom left, 16, 11th grade, from Schwerin, Germany. (Courtesy of Anna von Thomsen)

“The bus ride from the airport to Heller High felt like it was so full of possibilities. I didn’t know anyone and was like this is the start. The class sizes are either one-on-one or much smaller than my class sizes at home. It’s different from having a teacher that cares about what I learn. Since I am not American, I have had difficulty socially adapting, but I am working on that. The cultural difference between German and American teens makes it difficult. Trends and humor are both incredibly different. Sarcasm is more subtle in the United States and I have found that a lot of American trends reach Germany a lot later. Germans are generally a lot more blunt whereas Americans tend to dance around subjects. I have adapted by letting my peers shape me and teach me what they find funny. I haven’t stopped believing what I believed before I came here, but I have definitely catered to other people.” — Anna von Thomsen

Connected

Kami Rosenblatt, 16, 11th grade, from Danville, California. (Zoe Klevens)

“The best advice I was given before coming here is that nothing is permanent. I’m trying to make the most of it and live in the moment. I was expecting to be homesick, [but] I was shocked at how comfortable I was by day two. I’ve never been happier. We never really know how our day is going to turn out. It can go from being an 11-hour school day to having some of my favorite memories during or right after school. I also love Israeli dancing. When I am dancing, I feel energized and a kind of kehila (community) that you can not feel anywhere else. During Simchat Torah, we unraveled the Torah and saw the whole thing. We celebrated and danced around it with people we never met before; that was a once-in-a-lifetime experience. At home, I only go to school from 8:30 a.m. until 1pm. Here, we go to school from 8 a.m. until 7 p.m. It’s draining and long. However, learning Hebrew and the Jewish history class about Israel, the land, the people, the culture, and then just Judaism – the classes are so important to be learning here. It’s immersing us into the culture even more, and it’s the kind of education I would never receive in my life again. My greatest challenge has been learning to adapt to not enough sleep and going all day long without any breaks or stops. I’ve learned not to care about the things I used to care about. I am a lot less uptight.” — Kami Rosenblatt

Tradition

Talia Rapaport, top, 17, 12th grade, from Raleigh, North Carolina. (Courtesy of Talia Rapaport)

“Last year, I attended Alexander Muss High School for a semester. My dad and all of his family had done it. I realized how much Israel means to me and knew I wanted to return to my senior year. I wanted to learn more about the history of Israel, so I could go back and share it with my community. My happiest moment at Heller High was when we made it to the top of Masada and hung an Israel flag together. It was blowing in the wind, and I felt like we had all made it. When we screamed into the mountains ‘Am Yisrael Chai,’ and it screamed back at us, it showed all of the generations and what we are continuing. This gave me a sense of Israeli pride and what we get to be a part of daily. Living on my own here has made me a lot more independent. It is great college prep. I’ve had to start making my own life decisions like choosing when to do my homework or when I want to eat out versus staying in. It is now up to me how I want to practice Shabbat. In Israel, I am trying to stay off my phone on shabbat. At home, I attend Orthodox school; I learn all the religious aspects of being Jewish, the Talmud and Chumash [the Hebrew Bible], and not the history. The hardest thing for me has been learning about reform Judaism; it’s been eye-opening. It has given me a new perspective on what the prayers mean to different people. I learned so many different tunes and melodies to songs along with saying things in English instead of Hebrew. It gives everyone the ability to learn what we are praying about.I never had any background in that. But, I’ve adapted to it and overtime I started doing the reform prayers, instead of how I learned. Everyone has done a good job of including me in services.” — Talia Rapaport

Learning balance

Noa Maccabee, left, 14, 10th grade, from Hood River, Oregon. (Courtesy of Noa Macabee)

“I grew up in a non-Jewish community and struggled with my Jewish identity. Growing up in a small community with no Jews, I didn’t really know how to be Jewish. Being Jewish to me before didn’t really mean anything, but now I know more about the world and the people around me. I have learned more about my religion and others. Now, being Jewish means being me and not having to hide it. I was looking to explore Israeli culture and thought Heller High would help me. I’ve learned to enjoy every moment and take school more seriously. Hiking Sea to Sea with some of my closest friends and being outdoors was amazing. It pushed us because we were tired and exhausted, but we kept going. We discovered a stream after hiking six miles. We were all super hot and sweaty and arrived in this secluded area for lunch. My friend Kami and I decided to go for a brief swim. At that moment, I realized how close I was to nature, and the deep connection I have made with friends is the strongest I have ever had. Being here has taken time to get used to. Balancing school, friends, and living with people all the time – the social aspect can be difficult because of lack of alone time. It was surprising how short of a time this place took to feel like home. This experience has made me a more open person. I have a much better understanding of how the world functions and lives because I have the ability to see how Jews live when they are surrounded by thousands of other Jews.” — Noa Maccabee


The post Humans of Heller High: What nine teens learned on an immersive program in Israel appeared first on Jewish Telegraphic Agency.

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US-Israel War Effort Bolstered by Growing Support in Middle East, Europe as Iran Left Isolated

Smoke rises after reported Iranian missile attacks, following United States and Israel strikes on Iran, as seen from Doha, Qatar, March 1, 2026. Photo: REUTERS/Mohammed Salem

As Iran’s missile and drone attacks widen and prompt outrage, a loose coalition is forming of Middle Eastern and Western powers to act against Tehran, leaving the regime increasingly isolated as the US and Israel continue their military campaign.

On Monday, several Israeli media outlets reported that Qatar launched strikes against Iran over the last 24 hours, following what officials described as a series of Iranian attacks targeting the country and the broader region.

However, Qatar’s Foreign Ministry spokesman Majid al-Ansari denied Doha’s involvement in “the campaign targeting Iran,” describing its actions as defensive in nature rather than part of any war effort.

“We exercised our legitimate right to self-defense and to deter Iranian aggression against our territory,” al-Ansari said in a statement.

The Qatari diplomat further confirmed that officials had prevented a planned attack aimed at Hamad International Airport in Doha.

“It is misguided to suggest that pressuring Gulf nations will bring Iran back to the negotiating table,” al-Ansari said.

“We received no advance warning from Iran regarding the missile strikes,” he continued. “The target was not limited to military installations, but extended to the country’s entire territory. Such attacks will not go unanswered.”

Amid escalating regional tensions, Saudi Arabia could also be drawn into the military campaign against the Islamist regime after two Iranian drones struck near the United States Embassy in Riyadh, igniting an explosion in the city. Saudi Arabia is considering a symbolic attack on Iran in response, according to Israeli media reports.

US President Donald Trump strongly condemned the attack, issuing a stark warning to Tehran and saying that Iranian aggression would be met with a forceful US response.

“They will soon learn the price of the attack on the US Embassy in Riyadh and the killing of American service members,” Trump wrote in a social media post.

Since the start of the war this past weekend, Iran has reportedly launched 450 missiles and 1,140 drones toward Gulf states, a barrage that has pushed regional governments to distance themselves from Tehran and align more openly with the Israeli and American offensive.

As the conflict widened, Iran extended its attacks beyond Israel, targeting what it described as “US interests” across the region and launching missile and drone strikes that reached several Gulf countries, including the United Arab Emirates, Oman, Qatar, Bahrain and Kuwait.

Iran “is now in complete isolation in the entire world, including among the Gulf states,” Darar al-Hol al-Falasi, a former member of the UAE’s Federal National Council, told the Israeli broadcaster Kan News. “The attacks were like the straw that broke the camel’s back.”

Media reports also indicated Iranian strikes in the autonomous Kurdistan Region of Iraq, reportedly to preempt any uprising from Kurdish opposition groups, and an Iranian-made drone, likely launched by Iran-backed Hezbollah from ​Lebanon, striking a British base in Cyprus.

According to analysts, Iran appeared to believe that expanding the war and targeting Gulf states would push regional governments to press Washington toward de-escalation. However, the move has instead reinforced regional resistance and prompted closer alignment against Tehran.

Meanwhile, both Washington and Jerusalem have indicated that there is no fixed timetable for ending their military operation, stressing that actions will continue as long as necessary to neutralize the threat posed by Iran

“From the beginning, we projected four to five weeks, but we have capability to go far longer than that, we’ll do it,” Trump said in a statement. 

“This was our last best chance to strike … and eliminate the intolerable threats posed by this sick and sinister regime,” he continued.

Israeli Foreign Minister Gideon Sa’ar also said there is no set timeline for the joint military effort with Washington against Iran, describing the strikes as a necessary step to weaken Tehran’s leadership and strategic capabilities.

Initially cautious, European Union members are now gradually increasing their involvement, moving to safeguard strategic assets in the region against Iranian drone and missile threats.

On Tuesday, French Foreign Minister Jean-Noël Barrot announced an increased French military presence in the region, confirming the deployment of fighter jets to the UAE after an Iranian drone struck a French military installation in Abu Dhabi.

“Discussions are underway with France’s allies in the Middle East regarding the provision of equipment to strengthen their defensive capabilities,” Barrot said.

France will dispatch a warship and anti-missile and anti-drone systems to help protect British facilities in Cyprus after two drones targeting the British air base at RAF Akrotiri were intercepted.

Greece also announced its support for Cyprus, deploying four F-16 fighter jets and two frigates, including one carrying the Centauros anti-drone jamming system, while pledging to defend the island “by all necessary means.”

Britain said it would deploy the Type 45 destroyer HMS Dragon and two Wildcat helicopters armed with Martlet missiles to strengthen defenses in the Eastern Mediterranean.

European support is expanding beyond Cyprus. French President Emmanuel Macron on Tuesday said France was sending its aircraft carrier Charles de Gaulle to the Mediterranean and working to build a coalition that would help secure maritime traffic.

“We have economic interests to protect, because oil prices, gas prices, and the international trade situation are being profoundly disrupted by this war,” Macron said in a televised address.

As Iran presses ahead with its regional escalation despite growing opposition, the United States, along with Bahrain, Jordan, Kuwait, Qatar, Saudi Arabia, and the UAE, issued a joint statement strongly condemning Tehran’s “indiscriminate and reckless missile and drone attacks” against sovereign territories across the region.

“We stand united in defense of our citizens, sovereignty, and territory, and reaffirm our right to self-defense in the face of these attacks,” the statement read.

Britain, France, and Germany — collectively known as the E3 — have also condemned what they described as “the indiscriminate and disproportionate missile attacks” by Iran on regional countries, saying the strikes pose a broader threat to regional stability.

“Iran’s reckless attacks have targeted our close allies and are threatening our service personnel and our civilians across the region,” the statement said. 

“We will take steps to defend our interests and those of our allies, potentially through enabling necessary and proportionate defensive action to destroy Iran’s capability to fire missiles and drones at their source,” it continued. “We have agreed to work together with the US and allies in the region on this matter.”

Meanwhile, China and Russia — despite their close ties to Iran — have so far limited their response to diplomatic statements and calls for de-escalation, echoing their restrained posture during last year’s 12-day war with Israel.

Moscow convened emergency meetings and publicly denounced the attacks but stopped short of offering material assistance to Tehran, despite the Comprehensive Strategic Partnership treaty the two countries signed last year.

Chinese Foreign Minister Wang Yi stressed that Beijing opposes unilateral military action and supports Iran’s right to defend itself.

“China supports Iran in upholding its sovereignty, security, territorial integrity, and national dignity, while safeguarding its legitimate rights and interests,” the Chinese diplomat said in a statement.

“Major powers should not exploit their military superiority to launch arbitrary attacks on other nations, and the world must not return to a law of the jungle,” she continued. 

Beijing is even urging Tehran to avoid disrupting shipping through the Strait of Hormuz — a vital passage connecting the Persian Gulf to the Arabian Sea and a key route for global energy shipments — as escalating conflict threatens international oil and gas supplies.

Iran has long threatened to close the waterway in the event of war with the US.

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‘Solidarity’: Faculty for Palestine Groups Urge Students to Stand With Jihadists, Remnants of Iranian Regime

A woman holds a photo of Ayatollah Ali Khamenei as she takes part in anti-US protest outside the White House. Photo: Matrix Images / Gent Shkullaku via Reuters Connect

Anti-Zionist faculty on college campuses are cajoling students to support Islamism, jihad, and terrorism by recruiting them to participate in demonstrations for the revolutionary government of Iran, a regime which is responsible for killing American soldiers through proxy groups across the Middle East.

“Dear Students, I know it is very short notice, but for those who would like to participate in social protest against the US and Israeli war on Iran, Angelenos are gathering in 2 hours at City Hall,” Elizabeth Ribet, a professor at the University of California College of the Law, San Francisco, wrote on Saturday, signing off the note with “solidarity.”

“This email is a blatant example of a professor abusing her academic authority to politicize the classroom,” Tammi Rossman-Benjamin, higher education expert and executive director of the campus watchdog group AMCHA Initiative, told The Algemeiner in an exclusive statement. “AMCHA Initiative’s latest report documents hundreds of similar examples and concludes that when faculty blur the line between teaching and anti-Israel political advocacy, antisemitic hostility on campus rises. Recognizing this danger, more than 350 UC [University of California] faculty have recently urged the Regents to act. UC leaders must recommit to academic integrity and ensure classrooms remain places of scholarship and rigorous inquiry, not platforms for political mobilization.”

Ribet’s note is one of many communications that pro-jihadist student and faculty groups have issued since the US and Israel launched military strikes against Iran and killed Supreme Leader Ali Khamenei over the weekend.

Since then, The Algemeiner has reviewed over a dozen examples of faculty, specifically the Faculty for Justice in Palestine organization, proclaiming solidarity with Iran’s Islamist, authoritarian regime and lambasting the US and Israel for their joint operation.

“These u.s.-backed attacks are designed to spark a regional war, sacrificing the people of Iran, Palestine, Lebanon, Syria, Yemen, and beyond to further amerikkkan and zionist domination [sic],” said a post liked by the University of California Ethnic Studies Council, a body of professors who proposed an ethnic studies high school requirement for UC admissions. Critics have noted that the proposal pushed anti-Zionism in the classroom.

“Every drop of their blood spilled ignites our rage, our grief, and our duty,” the post continued. “We must continue to organize in solidarity with the Palestinian people, until the end of zionism [sic] and the liberation of Palestine.”

It added, “RESISTANCE IS GLORIOUS.”

The UC Ethnic Studies Council also shared a post by the Institute for the Critical Study of Zionism, a far-left group that has defended terrorism against Israel, which said, “We reject imperialist and wear mongering narratives that position Iran as the intruder in the region, rather than US military bases and US interventionism.”

In Bronxville, New York, Sarah Lawrence College’s Faculty for Justice in Palestine (FJP) chapter posted a volley of messages which called for “de-platforming Zionists” and ending military operations in Iran. The group also shared false claims that the US opened fire on Pakistani civilians.

Just miles away, Saint John’s University FJP group shared agitprop falsely alleging that the US intentionally targeted an Iranian school with an airstrike and has “always … sacrificed” children. The group also called for sabotaging the war effort by refusing to file taxes or to file by paper to delay the government’s receiving revenue. Meanwhile, the post suggested that agents in the government are prepared to participate in the conspiracy.

“The absolute bare minimum those of us in the imperial core should be doing is NOT FUNDING THIS SH—T,” said the post. “For example even just filing your taxes via paper slows down the IRS and makes it easier for other tax registers to make an impact with their actions as well.”

Bowdoin College, New York University, Bryn Mawr College, and Haverford College all have Faculty for Justice in Palestine groups sharing similar social media content.

The posts come after the Iranian regime killed tens of thousands of civilian anti-government protesters last month in a brutal crackdown. Iran for years has also been the world’s foremost state sponsor of terrorism, according to Western intelligence agencies. For example, Iran funded, armed, and trained Hamas, the Palestinian terrorist group that perpetrated the Oct. 7, 2023, massacre across southern Israel.

College faculty not only promote terrorism but also play a singular role in triggering and accelerating the campus antisemitism crisis, according to a recent study by AMCHA Initiative.

Focusing on UC campuses as case studies, the study exposed Oct 7 denialism; faculty calling for driving Jewish institutions off campus; the founding of pro-Hamas, Faculty for Justice in Palestine groups; and hundreds of endorsers of the boycott, divestment, and sanctions (BDS) movement against Israel.

“While students are the most visible actors, faculty and academic departments are key institutional drivers of the hostile environment,” the AMCHA Initiative said following the report’s publication. “Across three campuses, many faculty who promoted anti-Israel activism through university channels had previously endorsed an academic boycott of Israel (academic BDS). The boycott’s guidelines explicitly call on supporters to implement ‘anti-normalization’ in their professional roles. These include excluding Zionist perspectives, speakers, and programs from academic life.”

The report followed previous studies revealing the extent of faculty misconduct in higher education promoting anti-Israel animus and even outright antisemitism.

Just last month, The Algemeiner learned that, according to a lawsuit, a professor at Carnegie Mellon University assigned a Jewish student a project on “what Jews do to make themselves such a hated group.”

Similar incidents have come at a fast clip since the Hamas-led Oct. 7 massacre: a Cornell University praised the terrorist group’s atrocities, which included mass sexual assaults; a Columbia University professor exalted Hamas terrorists who paraglided into a music festival to murder Israeli youth as the “air force of the Palestinian resistance”; and a Harvard University chapter of FJP shared an antisemitic cartoon which depicted Zionists as murderers of Blacks and Arabs.

“The report documents how concentrated networks of faculty activists on each campus, often operating through academic units and faculty-led advocacy formations, convert institutional platforms into vehicles for organized anti-Zionist advocacy and mobilization,” the report stated. “It shows how those pathways are associated with recurring student harms and broader campus disruption. It then outlines concrete steps the UC Regents can take to restore institutional neutrality in academic units and set enforceable boundaries so UC resources and authority are not used to advance activist agendas inside the university’s core educational functions.”

Follow Dion J. Pierre @DionJPierre.

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New opera focuses on Tevye’s tragic daughter, Shprintse

דאָס איז איינער פֿון אַ סעריע קורצע אַרטיקלען אָנגעשריבן אױף אַ רעלאַטיװ גרינגן ייִדיש און געצילעװעט אױף סטודענטן. די מחברטע איז אַלײן אַ ייִדיש־סטודענטקע. דאָ קען מען לײענען די פֿריִערדיקע אַרטיקלען אין דער סעריע.

אין סעפּטעמבער 2025 האָבן אַ סך ניו־יאָרקער ליבהאָבערס פֿון ייִדיש הנאה געהאַט פֿון אַלעקס װײַזערס אָפּערע, „דער גרױסער װערטערבוך פֿון דער ייִדישער שפּראַך“. און איצט אין אַ פּאָר װאָכן אַרום װעלן זײ קענען געניסן פֿון זײַן נײַער אָפּערע, „טבֿיהס טעכטער“. אַפֿילו אין ניו־יאָרק איז די געלעגנהײט צו הערן צװײ ייִדיש־שײכדיקע אָפּערעס במשך פֿון זעקס חדשים אַ זעלטן פֿאַרגעניגן.

די קאָנצערט־פֿאָרשטעלונג פֿון „טבֿיהס טעכטער“ װעט פֿאָרקומען דעם 19טן מאַרץ, 7 אַ זײגער, אינעם מוזײ פֿון דער ייִדישער ירושה — אַ לעבעדיקער דענקמאָל צום חורבן (װוּ מען קען אַגבֿ אויך זען אַן אױסשטעלונג װעגן דעם ייִדיש־רעדנדיקן קינסטלער אַרטור שיק). די אָפּערע איז מערסטנס אױף ענגליש אָבער נעמט אַרײַן אַ סך ייִדישע װערטער און פֿראַזעס.

צװישן די זיבן זינגערס װאָס װעלן אױפֿטרעטן אױף דער בינע װעט זײַן גדעון דאַבי, װאָס איז געװען אַ שטערן פֿון „דער גרױסער װערטערבוך פֿון דער ייִדישער שפּראַך“. דאָס מאָל װעט ער זינגען די ראָלע פֿון טבֿיה דער מילכיקער, דעם באַרימטן פּערסאָנאַזש געשאַפֿן פֿון שלום עליכם.

„טבֿיהס טעכטער“ קאָנצענטרירט זיך בעיקר אױף פֿינף פֿון טבֿיהס װײַבלעכע משפּחה־מיטגלידער: זײַנע טעכטער שפּרינצע, צײטל, חװה און בײלקע (װאָס זענען באַקאַנט פֿון די אָריגינעלע מעשׂיות), און צײטלס אײניקל רױז — װאָס װײַזער און דער אָפּערעס ליברעטאָ־מחברטע סטעפֿאַני פֿלײַשמאַן האָבן אױסגעטראַכט צוזאַמען.

די דראַמע קומט פֿאָר טײלװײַז אין בויבעריק (אוקראַיִנע) אין 1907 און טײלװײַז אין די קאַטסקיל בערג אין 1964. אין 1907 שפּילט זיך אױס די טראַגעדיע פֿון שפּרינצע, װאָס פֿאַרליבט זיך אין אַ רײַכן יונגערמאַן. ער זאָגט צו אַז ער װעט חתונה האָבן מיט איר אָבער דערנאָך פֿאַרלאָזט ער זי, און זי װערט אַזוי פֿאַרייִאושט אַז זי נעמט זיך דאָס לעבן.

אַ טײל פֿונעם סיפּור־המעשׂה קומט אָבער פֿאָר כּמעט 60 יאָר שפּעטער, אין 1964, וועןשפּרינצעס דרײַ עלטערע שװעסטער צײטל, חװה און בײלקע זענען שוין אַלט צװישן 70 און 80 יאָר. זײ האָבן לאַנג צוריק זיך באַזעצט אין ניו־יאָרק, אָבער די זכרונות פֿון שפּרינצעס זעלבסטמאָרד לאָזן זײ נישט רוען. בעת זײ פֿאַרברענגען בײַ חווהס זומערהױז אין די קאַטסקילס קומט צו זײ צו גאַסט צײטלס אײניקל רױז, װאָס ראַנגלט זיך מיט איר אײגענער „פֿאַרװערטער“ ליבע — און װאָס װערט אַ ביסל „צו פֿיל צוגעצױגן“ צו דער סאַזשלקע לעבן דעם הױז. דאָס רופֿט אַוודאי אַרויס די פֿראַגע, צי איז רױז, װאָס ווערט געשפּילט פֿון דער זעלביקער זינגערין װי שפּרינצע, באַשערט דער זעלבער גורל פֿון איר עלטער־מומען?

װײַזער האָט מיר דערקלערט פֿאַר װאָס דער פּאַרשוין שפּרינצע שטימט ספּעציעל גוט מיט דער אָפּערע. לױט אים איז זי אַ פּערסאָנאַזש װעמענס קול איז אָפֿט פֿאַרשטומט. בײַ שלום עליכמען לייענט מען  שפּרינצעס מעשׂה בלויז דורך טבֿיהס קוקװינקל. פֿון אָנהײב ביזן סוף זאָגט שפּרינצע אַלײן נאָר אַ פּאָר װערטער. טבֿיה באַמערקט אַז זײַן טאָכטער לײַדט אין דער שטיל, אָבער ער פֿאַרשטייט נישט די סימנים פֿון אירע יסורים.

װײַזער האָט אױך אָנגעװיזן אַז שפּרינצע געפֿינט זיך בכלל נישט אינעם מיוזיקל „פֿידלער אױפֿן דאַך“ צוליב דער שװערער טעמע פֿון איר אַלײנמאָרד. (אַ מײדל אין דער פּיעסע הייסט טאַקע שפּרינצע , אָבער מען דערמאָנט נישט איר מעשׂה). שפּרינצע איז דערפֿאַר כּמעט אומבאַקאַנט בײַם ברײטן עולם, בשעת איר שוועסטער צײטל און חװה זענען גוט באַקאַנט.

„צוליב אַלע די דאָזיקע סיבות װערט שפּרינצע אַ מין סימבאָל פֿון אַ טראַדיציאָנעלער ייִדישער װעלט װאָס איז אונדז אומבאַקאַנט, און װוּ די װײַבערשע קולות זענען אָפֿט פֿאַרשטומט געוואָרן. אונדזער אָפּערע גיט אַ רײַך בליק אין דער דאָזיקער װעלט און גיט שפּרינצען צוריק איר קול, װאָס זי ניצט צו דערצײלן די אײגענע מעשׂה פֿונעם אײגענעם קוקװינקל. עטלעכע מאָל זינגט זי אַז די מעשׂה איז אירע, און אַז דער טאַטע טבֿיה דאַרף נישט דערצײלן אױף איר אָרט“, האָט װײַזער געזאָגט.

כּדי צוריקצוגעבן שפּרינצען איר קול האָבן װײַזער און פֿלײַשמאַן איבערגעלײענט אַ סך ייִדישע ליטעראַטור אָנגעשריבן פֿון פֿרױען. זײ האָבן אױסגעפֿאָרשט די װערק פֿון קאַדיע מאָלאָדאָװסקי, סאַלאָמעאַ פּערל, בעלאַ שאַגאַל און אַנדערע מחברטעס װאָס האָבן פּרעכטיק באַשריבן די דערפֿאַרונגען פֿון פֿרױען. װי טבֿיהס טעכטער, האָבן די דאָזיקע שרײַבערינס זיך אָפֿט געפֿילט צעריסן צװישן דער ייִדישער טראַדיציע און די געלעגנהײטן פֿון דער מאָדערנער װעלט.

ספּעציעל װיכטיק בײַ װײַזערן און פֿלײַשמאַנען איז געװען די טראַדיציע פֿון תּחינות. די דאָזיקע פּערזענלעכע תּפֿילות אױף ייִדיש זענען לאַנג געװען פֿאַרבונדן מיט פֿרױען. אַ מאָל האָבן פֿרױען זײ אָנגעשריבן פֿאַר זיך אַלײן אָדער פֿאַר זייערע מאַמעס, שװעסטער און חבֿרטעס. אַפֿילו װען תּחינות זענען אָנגעשריבן געװאָרן פֿון מענער לטובֿת פֿרױען נעמען זיי אַרײַן וויכטיקע פּרטים װעגן װײַבערשע דאַגות און האָפֿענונגען.

װײַזער און פֿלײַשמאַן האָבן געלײענט אַ סך תּחינות, און צוזאַמען האָבן זײ אָנגעשריבן דרײַ נײַע תּחינות פֿאַר דער אָפּערע — װאָס האָבן צו טאָן מיטן צוגרײטן חלה, מיטן בענטשן שבת־ליכט און מיטן גײן אין דער מיקװה. די דאָזיקע נײַע תּחינות זינגט מען טײלװײַז אױף ייִדיש.

װײַזער האָט צוגעגעבן, אַז זײ האָבן אַרײַנגענומען תּחינות כּדי אָפּצוגעבן כּבֿוד דער װײַבערשער פֿרומקײט, װאָס האָט פֿאַרהײליקט די ייִדישע הײם און דאָס טאָג־טעגלעך לעבן. „אין דער אָפּערע זעט מען די שײנקײט, די װאַרעמקײט און די שׂימחה װאָס פֿרױען האָבן געשאַפֿן אין זײער װעלט“, האָט װײַזער געזאָגט. „איך װיל נישט זאָגן צו פֿיל װעגן דעם סיפּור־המעשׂה, אָבער דער װײַבערשער כּוח —  דער כּוח פֿון פֿרויען־טראַדיציעס — איז אַ װיכטיקער טײל פֿון אונדזער אָפּערע“.

דאָ קען מען קױפֿן בילעטן פֿאַר „טבֿיהס טעכטער“.

The post New opera focuses on Tevye’s tragic daughter, Shprintse appeared first on The Forward.

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