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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
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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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A French Court Acquitted a Nanny Who Poisoned a Jewish Family of Antisemitism. Now Prosecutors Are Appealing.
Procession arrives at Place des Terreaux with a banner reading, “Against Antisemitism, for the Republic,” during the march against antisemitism, in Lyon, France, June 25, 2024. Photo: Romain Costaseca / Hans Lucas via Reuters Connect
Prosecutors in France have appealed a court ruling that convicted a nanny of poisoning the food of the Jewish family for whom she worked but cleared her of antisemitism charges, in the latest flashpoint as French authorities grapple with an ongoing nationwide surge in antisemitism.
On Tuesday, the public prosecutor’s office in Nanterre, just west of Paris, announced it had appealed a criminal court ruling that acquitted the family’s nanny of antisemitism-aggravated charges after she poisoned their food and drinks.
Last week, the 42-year-old Algerian woman was sentenced to two and a half years in prison for “administering a harmful substance that caused incapacitation for more than eight days.”
Residing illegally in France, the nanny had worked as a live-in caregiver for the family and their three children — aged two, five, and seven — since November 2023.
The French court declined to uphold any antisemitism charges against the defendant, noting that her incriminating statements were made several weeks after the incident and recorded by a police officer without a lawyer present
The family’s lawyers described the ruling as “incomprehensible,” insisting that “justice has not been served.”
The nanny, who has been living in France in violation of a deportation order issued in February 2024, was also convicted of using a forged document — a Belgian national identity card — and barred from entering France for five years.
First reported by Le Parisien, the shocking incident occurred in January last year, just two months after the caregiver was hired, when the mother discovered cleaning products in the wine she drank and suffered severe eye pain from using makeup remover contaminated with a toxic substance, prompting her to call the police.
After a series of forensic tests, investigators detected polyethylene glycol — a chemical commonly used in industrial and pharmaceutical products — along with other toxic substances in the food consumed by the family and their three children.
According to court documents, these chemicals were described as “harmful, even corrosive, and capable of causing serious injuries to the digestive tract.”
Even though the nanny initially denied the charges against her, she later confessed to police that she had poured a soapy lotion into the family’s food as a warning because “they were disrespecting her.”
“They have money and power, so I should never have worked for a Jewish woman — it only brought me trouble,” the nanny told the police. “I knew I could hurt them, but not enough to kill them.”
According to her lawyer, the nanny later withdrew her confession, arguing that jealousy and a perceived financial grievance were the main factors behind the attack.
At trial, the defendant described her statements as “hateful” but denied that her actions were driven by racism or antisemitism.
The appeal comes as France continues to face a steep rise in antisemitic incidents in the wake of the Palestinian terrorist group Hamas’s Oct. 7, 2023, invasion of and massacre across southern Israel.
In a disturbing new case, French authorities have also opened an investigation after a social media video went viral showing a man harassing a young Jewish child at a Paris airport, shouting “free Palestine” and calling him a “pig.”
Widely circulated online, the video shows a young boy playing a video game at Paris’s Charles de Gaulle Airport when a man approaches, grabs his toy, and begins verbally assaulting him.
“Are you gonna free Palestine, bro?” the man, who remains off-camera, yells at the boy.
“If you don’t free them, I’ll snatch your hat off, bro,” the assailant continues, referring to the child’s kippah.
ANTISEMITIC INCIDENT AT PARIS–CDG AIRPORT :
Wednesday, June 25, 2025, at around 7:00 a.m, in the PlayStation Zone
of Terminal 2B at Paris–Charles de Gaulle Airport, a man in his early 30s, speaking with a British accent
, verbally and physically targeted two… pic.twitter.com/8XY3ze0EYb
— SwordOfSalomon (@SwordOfSalomon) December 21, 2025
The man is also heard repeatedly telling the child, “Dance, pig,” while the confused and frightened boy is seen trying to comply
Local police confirmed that an investigation has been launched into the incident, classified as violence based on race, ethnicity, nationality, or religion, as authorities work to identify the individual and bring him to justice.
Paris police chief Patrice Faure expressed his “outrage at these unacceptable and intolerable remarks,” promising that the incident “will not go unpunished.”
Yonathan Arfi, president of the Representative Council of Jewish Institutions of France (CRIF) — the main representative body of French Jews — condemned the incident, calling it “yet another illustration of the climate of antisemitism that has prevailed in Europe” since the Hamas-led atrocities of Oct. 7, 2023.
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Pennsylvania School Board Votes to Fire Principal Over ‘Jew Money’ Comments
Philip Leddy, principal of Lower Gwynedd Elementary School in Pennsylvania, faces termination for allegedly making antisemitic comments. Photo: Screenshot
The Wissahickon School District Board in Pennsylvania has voted to terminate a school principal who confessed to leaving an antisemitic voicemail on the answering machine service of a Jewish parent.
As previously reported by The Algemeiner, Philip Leddy, principal of Lower Gwynedd Elementary School (LGE), spoke of a “Jew camp,” “Jew money,” and argued that Jews “control the banks” in reference to a Jewish parent he had called but did not reach. The remarks were recorded when Leddy forgot to hang up his line after the parent, whom he at one point suggested is most likely an attorney for being Jewish, did not take the call. Having assumed that what he was about to say was private, he then reportedly launched into the tirade before an audience of at least one other district employee also present in the room.
During a meeting on Tuesday, members of the school board voted to fire Leddy, acting on the recommendation of Wissahickon School District superintendent Mwenyewe Dawan — who has herself been accused of promoting and showing bias toward anti-Zionist viewpoints by the North American Values Institute (NAVI). According to local reports, an interim principal, Sue Kanopka, has already been serving in Leddy’s place since Monday.
“Mrs. Kanopka is a familiar and trusted leader in the LGE community and is pleased to provide continuity and stability for students and staff,” Dawan said in a statement shared by a local NBC affiliate.
Dawan also announced a discussion series on antisemitism that will include local Jewish groups.
“We will be partnering with the Jewish Federation of Greater Philadelphia’s Jewish Community Relations Council to facilitate these structured conversations, focused on listening, understanding impact, and moving forward together,” she said. “This session will be designed to listen, learn, and better understand the experiences and concerns of our Jewish community members.”
Leddy’s comments stunned the local community, Jewish and non-Jewish, and on Friday the Jewish Federation of Greater Philadelphia said they betrayed a “mindset” that is indicative of a “broader, systemic issue.”
“The presence of others in the room, the lack of challenge or interruption, and the comfort with which these remarks were spoken raise serious questions about culture, accountability, and oversight within the school environment,” the group said. “We understand the district is also investigating the involvement of others whose voices are audible on the recording, which is a necessary and appropriate step. Words spoken behind closed doors matter. When those words reflect bias, they erode trust and harm entire communities.”
As previously reported by The Algemeiner, the Wissahickon School District has been flagged for previously fostering what some parents described as antisemitic bias.
In June, it was revealed that the district is presenting as fact an anti-Zionist account of the Israeli-Palestinian conflict to its K-12 students by using it as the basis for courses taken by honors students.
Then earlier this month, reports emerged that during a recent demonstration at Wissahickon High School, a Muslim student group festooned signs which said, “Jerusalem is ours,” offered cash prizes related to anti-Israel activism, and swayed school principal Dr. Lynne Blair into being photographed with them, a feat which, according to concerns members of the community, created the impression that anti-Zionism is a viewpoint held by the administration.
Public sector education unions have played a major role in turning K-12 classrooms across the country into theaters of anti-Zionist agitation, thereby alienating Jewish teachers and students, according to a report issued by the Defense of Freedom Institute (DFI) in September.
Titled, “Breaking Solidarity: How Antisemitic Activists Turned Teacher Unions Against Israel”, the report examined several major teachers unions and their escalation of anti-Zionist and anti-Jewish activity following the Hamas-led Oct. 7, 2023, massacre across southern Israel — a series of actions which included attempting to sever ties with the Anti-Defamation League (ADL), staging protests in which teachers led chants of “Death to Israel,” and teaching students that Israel constitutes an “settler-colonial” state which perpetrates ethnic cleansing against Palestinians.
In New York City, report author Paul Zimmerman wrote, the United Federation of Teachers (UFT) has advanced from fostering popular support for anti-Zionism among students to seeking cover from government by placing one or more of its fellow travelers in high office. The UFT endorsed the New York City mayoral candidacy of Zohran Mamdani in July, calling the avowed socialist and Hamas sympathizer a potential “partner.”
“The historical record shows that, whatever their shortcomings, previous generations of teacher-union leaders stood up to antisemitism in K-12 schools on behalf of their Jewish members and promoted strong US support for Israel in the face of existential attacks on that country,” the report said. “Now, antisemitic activists grossly dishonor that legacy by weaponizing teacher unions to spread antisemitism, intimidate Jewish teachers, and recast the classroom as a battlefield against the West.”
Follow Dion J. Pierre @DionJPierre.
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Yehuda Gur-Arye and Shiri Shapira win Rubinlicht Prize for Literature
דער אָנגעזעענער פּאָעט און רעדאַקטאָר יהודה גור־אריה און די טאַלאַנטירטע שרײַבערין שירי שפּירא זענען הײַיאָר געוואָרן די לאַורעאַטן פֿון דעם רובינליכט־פּריז. די אויסטיילונג פֿון די פּריזן איז פֿאָרגעקומען דורך זום דעם 16טן דעצעמבער.
די פּרעמיע ווערט געשטיצט פֿון דער פֿונדאַציע אויפֿן נאָמען פֿון אַנאַ און לייב רובינליכט, וועלכער איז אַליין געווען אַ ייִדישער פּאָעט. די פֿונדאַציע, וואָס איז פֿאַרלייגט געוואָרן אין 1986, טיילט צו יערלעכע פּרעמיעס פֿאַר ליטעראַרישער און קולטורעלער טעטיקייט אויף ייִדיש און לטובֿת ייִדיש.
יהודה גור-אריה איז אַ פּאָעט, איבערזעצער און רעדאַקטאָר אין ייִדיש און אין העברעיִש. אַ געבוירענער אין בעסאַראַביע אין 1934 האָט ער דורכגעמאַכט דרײַ יאָר אין טראַנסניסטריע. ער האָט יונגערהייט עולה געווען און זיך באַזעצט אין אלומות, אין עמק הירדן. צענדליקער ביכער האָט ער איבערגעזעצט פֿון ייִדיש אויף העברעיִש, רומעניש און רוסיש. צו זײַן ליד „כפֿל“ האָט נחום היימאַן קאָמפּאָנירט מוזיק און דאָס ליד האָט געזונגען די באַרימטע זינגערין חוה אַלבערשטיין.
אַ גרויסע צאָל ביכער האָט גור־אריה אַרויסגעגעבן; צווישן זיי — „זערורים“, „לידער אין בלוי“, „מיניאַטורן“ (1966); „שבחי קיץ“, לידער (1978); „תעלולי טלי“, דערציילונגען פֿאַר קינדער (1983); „צבעי פרפר“, לידער און אַ צאָל אַנדערע ווערק.
ער האָט אויף העברעיִש איבערגעזעצט ייִדישע ווערק פֿון עלי שעכטמאַן, לייב ראָכמאַן, יצחק באַשעוויס-זינגער, מרים יהבֿ, יהושע פּערלאַ, יענטע מאַש, ש. ל. שנײַדערמאַן, י. י. טרונק און אַלכּסנדר שפּיגלבלאַט, ווי אויך אַן אַנטאָלאָגיע פֿון ייִדישע אַרבעטער־לידער און יאַפּאַנישע לידער.
דער זשורי, וואָס איז באַשטאַנען פֿון טובֿה רעשטיק-דודזאָן, רוני כּהן און דניאל גלאי יהודה גור-אריה, האָט געמאָלדן אַז יהודה גור-אריהן האָט פֿאַרדינט דעם פּריז צוליב „זײַנע ליטעראַרישע שאַפֿונגען אויף עטלעכע זשאַנערן ווי דיכטונג, פּראָזע און דערציילונגען, זײַנע פֿאַרשידנאַרטיקע איבערזעצונגען פֿון ייִדיש, רומעניש און רוסיש וועלכע האָבן באַרײַכערט אונדזער ליטעראַטור, און זײַן אַלגעמיינעם בײַטראָג במשך יאָרן צום קולטור-לעבן אין ישׂראל.“
שירי שפּירא איז אַ יונגע ייִדיש-פּראָזאַיִקערין וואָס איז געבוירן געוואָרן אין ישׂראל אין 1987 און וווינט הײַנט אין ירושלים. די טעג איז זי אַ דאָקטאָראַנטקע בײַם בן-גוריון אוניווערסיטעט, וווּ זי לערנט אויך ייִדיש-קלאַסן. זי האָט אויף העברעיִש איבערגעזעצט די ראָמאַנען פֿון מאַקסים בילער, מאַרלען האַוסהאָפֿער, רות אָזעקי און ריטשאַרד פאַווערס, און טעקסטן פֿון פֿרידריך העלדערלין, דניאל קעלמאַן, ישׂראל ראַבאָן און דבֿורה פֿאָגעל. זי איז אויך אַ רעדאַקטאָרשע אין „המוסך“, אַ העברעיִשן ליטעראַטור־זשורנאַל. אירע ייִדישע דערציילונגען זענען געדרוקט געוואָרן אין די זשורנאַלן „ייִדישלאַנד“, „אויפֿן שוועל“ און „די גאָלדענע פּאַווע“.
הײַיאָר דערשײַנט אין לייוויק-פֿאַרלאַג איר ערשטלינג „די צוקונפֿט“, אַ באַנד דערציילונגען. אַ טייל פון זיי זענען געדרוקט געוואָרן אין ליטעראַרישע זשורנאַלן און אַנדערע זענען אין גאַנצן נײַע שאַפֿונגען. דאָס בוך איז אַן אויסדרוק פֿון אַ פֿרוי, אַ שרײַבערין, וואָס איז אויסגעוואַקסן אין ישׂראל מיט אַלע אירע טראַוומעס און קאָנפֿליקטן, און אַ טיפֿן גלויבן אין דער צוקונפֿט.
דער זשורי האָט געזאָגט אַז שפּירא האָט פֿאַרדינט דעם פּריז „פֿאַר אירע ליטעראַרישע, אייגנאַרטיקע שאַפֿונגען וועלכע שטיצן זיך אויף טיפֿע קענטענישן פֿון דער ייִדישער שפּראַך און ליטעראַטור, מיט די פֿאַרשידענע קוואַלן פֿון וועלכע זי שעפּט אַ זעלטענע אַטמאָספֿער און אינספּיראַציע.“
אין איר דאַנקרעדע בײַם באַקומען די פּרעמיע האָט שפּירא אָפֿן־האַרציק אויסגעדריקט אירע געדאַנקען:
„איך פֿיל זיך אַ ביסל אומגעלומפּערט באַקומענדיק אַ פּרעמיע, בפֿרט ווי אַ שרײַבערין וואָס פּובליקירט אַ בוך אויף אַ שפּראַך וואָס איז ניט איר מאַמע-לשון. אָבער איך האָב אַ חשד, אַז אַלע דורות ייִדישע שרײַבערס האָבן זיך געפֿילט ניט באַהאַוונט אין עפּעס אַ זאַך. מסתּמא האָבן זיך ס׳רובֿ פֿון זיי גאָר היימיש געפֿילט אויף מאַמע-לשון, אָבער אָפֿט זענען זיי געווען מענטשן וואָס האָבן געדאַרפֿט זיך שאַפֿן אַ נײַע היים, און אַ נײַע אידענטיטעט, אַ מאָדערנע, אַ וועלטלעכע. אַזאַ פּאָזיציע איז בדרך-כּלל אַ טייל פֿונעם זײַן אַ קינסטלער, און אַ שרײַבער בפֿרט. און גיכער – זי איז אַ טייל פֿונעם ווערן אַ קינסטלער. די אומזיכערע צוגעהעריקייט איז אויך אַ מין אומגעלומפּערטקייט, און אויך אַ שעפֿערישע קראַפֿט. איך אַליין פּרוּוו זי אויסצוניצן ווען איך שרײַב אויף אַ שפּראַך אין וועלכער איך בין נאָך אַלץ אַ גאַסט.
„עס איז ניט גענוג צו זײַן אַ גאַסט אין אַ נאָך אומבאַקאַנטער שטוב. אַ נײַער קינסטלער דאַרף זײַן אַן אָנגעלייגטער גאַסט, אָדער בקיצור – מע דאַרף אַן עולם. דער זשורי פֿונעם רובינליכט-פּריז גיט מיר אַזוי אַ מין צוזאָג אויף אַן עולם. דאָס צוטיילן דעם פּריז אויך יהודה גור-אריה, אַ שרײַבער און איבערזעצער פֿונעם עלטערן דור, איז פֿאַר מיר אויך אַ צוזאָג אַז דער עולם וויל נאָך בלײַבן אויף לאַנגע יאָרן. איך וויל דאָ אויסדריקן אַ האַרציקן דאַנק פֿאַר אָט דער פֿאַרבעטונג, און אויך אַ האָפֿענונג אַז ווײַטערע אָנגעלייגטע געסט וועלן נאָך אָנקומען אין דער ייִדישער ליטעראַטור, און אַז זיי וועלן נאָך בלײַבן.“
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