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A new book made me appreciate Jewish Sunday schools — and the volunteer women who have powered them
(JTA) — As a kid I went to Sunday school at our Reform synagogue. I didn’t hate it as much as my peers did, but let’s just say there were literally dozens of other things I would have preferred to do on a weekend morning.
As a Jewish adult, I had a vague understanding that Sunday school was a post-World War II invention, part of the assimilation and suburbanization of American Jews (my synagogue was actually called Suburban Temple). With our parents committed to public schools and having moved away from the dense urban enclaves where they were raised, our Jewish education was relegated to Sunday mornings and perhaps a weekday afternoon. The Protestant and Catholic kids went to their own religious supplementary schools, and we Jewish kids went to ours.
In her new book “Jewish Sunday Schools,” Laura Yares backdates this story by over a century. Subtitled “Teaching Religion in Nineteenth-Century America,” the book describes how Sunday schools were the invention of pioneering educators such as Rebecca Gratz, who founded the first Sunday school for Jewish children in Philadelphia in 1838. As such, they were responses by a tiny minority to distinctly 19th-century challenges — namely, how to raise their children to be Jews in a country dominated by a Protestant majority, and how to express their Judaism in a way compatible with America’s idea of religious freedom.
Although Sunday schools would become the “principal educational organization” of the Reform movement, Yares shows that the model was adopted by traditionalists as well. And she also argues that 20th-century historians, in focusing on the failures of Sunday schools to promote Jewish “continuity,” discounted the contributions of the mostly volunteer corps of women educators who made them run. Meanwhile, the supplementary school remains the dominant model for Jewish education among non-Orthodox American Jews, despite recent research showing its precipitous decline.
I picked up “Jewish Sunday Schools” hoping to find out who gets the blame for ruining my Sunday mornings. I came away with a new appreciation for the women whose “important and influential work,” Yares writes, “extended far beyond the classrooms in which they worked.”
Yares is assistant professor of Religious Studies at Michigan State University, with a joint appointment in the MSU Program for Jewish Studies. Raised in Birmingham, England, she has degrees from Oxford University and a doctorate from Georgetown University.
Our conversation was edited for length and clarity.
Tell me how your book came to be about the 19th century as opposed to the common 20th-century story of suburbanization.
There’s a real gap in American Jewish history when it comes to the 19th century, chiefly because so many American Jews today trace their origins back to the generation who arrived between 1881 and 1924, the mass migration of Jews from from Eastern Europe. So there’s a sense that that’s when American Jewish history began. Of course, that’s not true at all.
The American Jewish community dates back to the 17th century and there was much innovation that laid the foundations for what would become institutionalized in the 20th century.
Sunday school gets a very bad rap among most historians of American Judaism. If they’ve treated it at all, they tend to be dismissive — you know, there was no substance, they just taught kids the 10 Commandments, it was run by these unprofessional volunteer female teachers, so it was feminized and feminine.
But there’s also a lot of celebration of Rebecca Gratz, who founded the first Sunday school for Jewish children.
That’s the first indication I had that there might be more of a story here. Rebecca Gratz is lionized as being such a visionary and being so inventive in developing this incredible volunteer model for Jewish education for an immigrant generation that was mostly from Western Europe. And yet, by the beginning of the 20th century, [Jewish historians] say it has no value. So what’s the story there?
Two other things led me on the path to thinking that there was more of a story in this 19th-century moment. I did my Ph.D in Washington, D.C. And as I was searching through the holdings of the Library of Congress, there were tons and tons of Jewish catechisms.
“Sunday school gets a very bad rap among most historians of American Judaism,” says Dr. Laura Yares, author of the new book, “Jewish Sunday Schools.” (Courtesy of the author)
A catechism is a kind of creed, right? It’s a statement of religious beliefs. “These are things we believe as Jews.”
So Jewish catechisms had that, but they were also philosophical meditations in many ways. Typically, the first question of the catechism was, what is religion? And then the second question is, what is Jewish religion?
And then I started reading them. They were question-and-answer summaries of the whole of Judaism: belief, practices, holidays, Bible, you name it, that the children were expected to memorize. This idea that you’ve got to cram these kids with knowledge went against this historiographic dismissal of this period as being very thin and that kids were not really learning anything. The idea that children had a lot to learn is something that Sunday school educators actually really wrestle with during this period.
What was the other thing that led you to pursue this subject?
When I was beginning to research my dissertation, I was working as a Hebrew school teacher in a large Reform Hebrew school in Washington, D.C. And I remember very distinctively the rabbi coming in and addressing the teachers at the start of the school year. He said, “I don’t care if a student comes through this Hebrew school and they don’t remember anything that they learned. But I care that at the end of the year they feel like the temple is a place that they want to be, that they feel like they have relationships there and they have an (he didn’t use this word) ‘affective’ [emotional] connection.”
And so I’m sitting there by day at the Library of Congress, reading these catechisms that are saying, “Cram their heads with knowledge.” What is the relationship between Jewish education as a place where one is supposed to acquire knowledge and a place where one is supposed to feel something and to develop affective relationships? The swing between those two poles was happening as far back as the 19th century.
You write that owing to gaps in the archives, it was really hard to get an idea of the classroom experience. But to the degree that there’s a typical classroom experience in the 1860s, 1870s and you’re the daughter or grandchild of probably German-speaking Jewish immigrants, maybe working or lower middle class, what would Sunday school be like? I’m guessing the teacher would be a woman. Are you reading the Bible in English or Hebrew?
You are probably going for an hour or two on a Sunday morning. It’s a big room, and your particular class would have a corner of the room. It’s quite chaotic. Most of the teachers were female volunteers. They were either young and unmarried, or older women whose children had grown. Except for the students who are preparing for confirmation — the grand kind of graduation ritual for Sunday schools. Those classes were typically taught by the rabbi, if there was a rabbi associated with the school.
There would be a lot of reading out loud to the students with students being expected to repeat back what they had heard or write it down so they had a copy for themselves. Often the day would begin with prayers said in English, and often the reading of the Torah portion, typically in English, although in many Sunday schools, we do have children reporting they learned bits of Hebrew by rote memorization. Or they memorized the first chapters of the book of Genesis, for example, but I’m not sure that they quite understood what they memorized. “Ein Keloheinu” is a song that often children tell us [in archival materials] that they had memorized in Hebrew. They probably would have learned at least Hebrew script, and a little bit of Hebrew decoding. But it is fair to say that if they were reading the Bible, they were reading it mostly in English, because you have to remember that most of the women who were volunteering to teach in these schools came of age in a generation where Hebrew education wasn’t extended to women.
What’s the goal of these Sunday schools?
The Sunday school movement arose because there was a whole generation of immigrant children who did not have access to Jewish education, because their parents didn’t have either the economic capital or the social capital to become part of the established Jewish community. They couldn’t afford a seat in the synagogue, they couldn’t afford to send their children to congregational all-day or every-afternoon schools [which were among the few options for Jewish education when Gratz opened the Philadelphia Sunday school]. Sunday schools are really a very innovative solution to a problem of a lack of resources.
You also write that the founders of these supplementary schools want to defend children against “predatory evangelists.”
That was how Rebecca Gratz described her goal when she created the first Sunday school. She was very, very worried about the Jewish kids who were not receiving any kind of Hebrew school education. She talks about Protestant missionaries and teachers who would go out onto the street ringing the bell for Sunday school and offering various kinds of trinkets, and Jewish kids would get kind of swept into their Sunday schools. There was a very concrete need to give Jewish children somewhere else to go.
So Gratz and the people who created the first Hebrew Sunday school in Philadelphia looked at what the Protestants were doing and they saw that Protestant Sunday schools were providing very accessible places where kids could go and get a basic primer in their religious tradition.
The approach was to teach Judaism as a religion, as opposed to Judaism as a people or culture, to demonstrate that being Jewish was as compatible as Protestantism with being wholly American.
That is certainly part of it. It’s a demonstration that Judaism is compatible with American public life. But I think there’s actually a much bigger claim that the Sunday schools are making. The claim is not only that Judaism is as good as Protestantism, but that Judaism does religion better than Protestantism. These rabbis who were writing catechisms and teaching confirmation classes were saying that Judaism does liberal religion better than liberal Protestants, liberal Catholics and other kinds of liberal denominations. You see the same sentiment in the Pittsburgh Platform as well, which is the foundational platform of the Reform movement written in the 1880s. Sunday schools take that idea and bring it down to a grassroots level.
There are many, many fewer Jews in America in much of the 19th century, before the waves of Eastern European immigrants arrived beginning in the 1880s They didn’t really have strength in numbers, or the kind of self-confidence to have a system of day schools, yeshivas or heders, the elementary schools for all-day or every day Jewish instruction.
And this is also a community that has grown up at the same time as the birth of public education in America, independent of churches. That really emerged beginning on the East Coast in the 1840s.This generation of Americans really believes in the power of public education to craft an American public. It’s a project that 19th-century American Jews believe in and want to sustain. So Sunday schools don’t just become the preferred Jewish model because of lack of resources, but because American Jews really believe in the idea of public education.
What happens at the beginning of the 20th century, with the arrival of Eastern Europeans with different models for Jewish education?
A new generation tries to reform Jewish education, led by a young educator from Palestine named Samson Benderly, who leads the new New York Bureau of Jewish Education. He tries to change American Jewish education to make it more professionalized, but to bring more traditionally inclined Jews on board he has to convince them that he doesn’t want to make more Sunday schools, because Sunday schools by the end of the 20th century had become very much associated with the Reform movement in a way that they weren’t when they were founded and for much of the 19th century.
A painting of Philadelphia philanthropist and Jewish education activist Rebecca Gratz by Thomas Sully. (The Rosenbach of the Free Library of Philadelphia)
Benderly is surveying the scene of recent immigrants living in New York City [tenements] and other kinds of downtown environments, and his proposal is to create these community institutions for these dense communities, where children can be taught Hebrew in Hebrew. His disciples also created Jewish camps as a way to get children out of the inner cities and develop the muscular Zionist ideal of healthy bodies and a robust sense of Jewish collectivity.
You write that Benderly’s vision is a sort of masculine response to the “feminizing” perception of the Sunday schools.
These women teachers are recognizing that they’re being criticized for the kind of thinness of the Jewish education that they’re teaching in comparison to other models, but in periodicals like The American Jewess women are writing back and saying, “But you didn’t teach us Hebrew! I didn’t get that opportunity as a woman, so what do you expect?” It’s really important to note that the women did the best that they could in the time that they had available, and that they were the product of opportunities that were denied to them.
What lessons did you learn about Sunday school and Hebrew school education in the 20th century that relate to your research into the 19th century?
The move that is so decisive for shaping American Jewish education is suburbanization. Rather than having a large immigrant generation who are living in these tight ethnic enclaves, you have American Jewish children who are predominantly growing up in the suburbs, and socializing with children from all sorts of different backgrounds who are attending public schools. The place that you go to get your Jewish education is the synagogue supplemental school, which becomes the dominant model for American Jewish education up until today. Benderly might reflect that it looks a lot more like the Sunday school movement of the 19th century than his vision.
Today’s model is really a religious model. And by that I mean that students go to Hebrew school primarily to kind of check a religious box, to learn about the thing that makes them distinctive religiously, and to achieve a religious coming-of-age marker, which is the bar, bat or b mitzvah. Certainly the curriculum today is more diverse, embracing more aspects of traditional Judaism then you would have seen in a 19th-century Sunday school: more Hebrew, more of a sense of Jewish peoplehood, ethnic identity and Zionism of course. But the question that American Jews are increasingly asking themselves is, is this a model that they still want? So you may have seen that the Jewish Education Project published a report recently on supplemental schools, which saw that enrollment has really, really declined.
Sunday schools are based on a vision of Judaism as a set of a religious commitments that American Jews actualize through belonging to a synagogue and sending their children to a synagogue or a religious school, where they will learn primarily a set of religious skills: the ability to read from the Torah, the ability to decode Hebrew, the ability to navigate the siddur.
Is that still the vision that most American Jews have for what Judaism means to them? I think increasingly the answer seems to be no.
How else did experience in a Hebrew school classroom influence you? Did you access anything else when you were writing the book?
I think about the number of college kids and graduate students and empty nesters who are either volunteering or earning minimum wage, working at Hebrew schools, all over the country. That’s the labor force of American Judaism. These people also bring so much to the table. There are a lot of skills, dispositions and knowledge that don’t tend to get taken very seriously because this is a workforce that just gets kind of put into the category of “oh, they’re part time.” That made me look really closely in the historical archives to see if I could find anything out about the women who are volunteering to teach in Sunday schools. And what I found out was that [many] were public school teachers. And they brought a lot to the table. It was women in fact who were really pushing to make the Sunday school curriculum more experiential and to move away from rote memorization.
As a historian formed by feminist methods, I find it really important to recognize that these women were giving over what they had, as opposed to critiquing them for not teaching in a more traditional way. I think we need to pay attention when women are being scapegoated for problems that are described as problems of Jewish continuity. It blinds us to the role that women’s volunteerism has played in American Jewish life. This whole Sunday school movement was possible only because these women volunteered their time and largely were not paid.
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How a Jewish, German-averse writer came to love Berlin
Berlin Before and After: A Cautionary Mirror for Our Times
By Wendy Lesser
Harper, 352 pages, $32
For years, Wendy Lesser was a proud, Germany-avoiding Jew with what she calls “an ingrained distaste for the nation that gave rise to the Third Reich.” Then, in 2003, Lesser, founder and editor of The Threepenny Review and a prolific critic and author, was the recipient of a fellowship from the American Academy in Berlin. Those few months in residence started her love affair with that history-embattled city, where she now returns regularly and feels surprisingly at home.
“One of the things I discovered, when I eventually got to Berlin,” she writes in her latest book, Berlin Before and After, “was how deeply Jewish that city’s culture still is. Or…how thoroughly the German and Jewish cultures at one time entered into each other, so that the versions we now have of them…are still colored by that mutual infusion.”
Berlin Before and After is Lesser’s highly idiosyncratic, selective take on the city — as much travelogue as cultural history. Its subtitle, A Cautionary Mirror for Our Times, evoking the civil rights abuses of the Trump era, reveals something of its raison-d’être. But Lesser doesn’t belabor the comparison, by now a cliché of American political discourse. She is at least as interested in the diverse artistic pleasures of contemporary Berlin as in the historical shadows that shape its landscape and personality.
The conceit of the book is simple: Lesser begins with an admiring look at Berlin in the year 1929, which she defines as “the last year in which it was possible to turn a blind eye” to impending disaster. “Runaway inflation, widespread economic despair, and violent social unrest were just around the corner,” she writes, “but they were invisible to most people.”
Lesser skips over the rise of the Third Reich, the Holocaust and the devastation of World War II and resumes her narrative in the contemporary city, with its wealth of museums, memorials and other cultural attractions. An aficionado of Berlin’s public transit, she ends, somewhat bizarrely, by taking readers on an extended bus ride across the city.
Some of the greatest achievements of the Weimar period, she argues, date to 1929. Lesser proceeds chronologically but also associatively, touching on architectural treatises, novels (including Alfred Döblin’s Berlin Alexanderplatz, Erich Maria Remarque’s All Quiet on the Western Front and Vicki Baum’s Grand Hotel), and the photography, paintings, silent film, dance and theater of the era. Though her focus isn’t political, she lauds the achievements of chancellor and, later, foreign minister Gustav Stresemann. She also remarks on the celebrity of Albert Einstein, one of the many German Jewish scientists and intellectuals who eventually found refuge in the United States.
In the section “Berlin Now,” Lesser is concerned with the impacts of two separate, but related traumas: the Nazi era and the Cold War, epitomized by the Berlin Wall dividing the city into east and west. Berlin’s intense memorial landscape has by now been the subject of countless articles and books, but that doesn’t impede Lesser from digging in. “Berlin is the companion who never shuts up, and what it wants to tell you about is itself,” she writes. The city “lives on a daily basis with its history in a way that is true of no other place I know.”
Lesser is right on the big picture. But her patience for dissection of both the history and its memorialization is limited. She rushes through the Topography of Terror museum (admittedly, a heavy lift), built on the site of Gestapo and SS headquarters and the Reich Security Main Office. She has little to say about the German Resistance Memorial Center, another site-specific museum, located in the military headquarters where the failed July 20, 1944, assassination plot against Adolf Hitler was planned. And she contemptuously dismisses what she calls “the self-glorifying architecture” of Daniel Libeskind’s generally acclaimed Jewish Museum Berlin in a single paragraph, without any reference to the many important shows it has mounted over the years or to its revamped (in 2020) core exhibition.
Nor does Lesser explicitly consider the notion of the “counter-memorial” — those self-effacing monuments that serve as a critique of more conventional, celebratory memorials. She nevertheless describes several of them. Among the earliest is Bibliothek, the underground “empty library” memorial on Bebelplatz, commemorating the 1933 book burnings that took place there. She visits Peter Eisenman’s vast, unmissable (and controversial) Memorial to the Murdered Jews of Europe, but makes no mention of its excellent underground museum. She examines the now ubiquitous Stolpersteine (Stumble-Stones), recording the last known residences, deportation dates and fates of Berlin’s Jewish residents, and Renata Stih and Frieder Schnock’s Places of Remembrance, whose playful signs attached to lampposts catalog the plethora of anti-Jewish ordinances enacted by the Third Reich.
She also covers memorials to Germany’s division, including remnants of the Wall, the Stasi Museum, the Spandau Zitadelle (with its collection of “toxic monuments”) and the gruesome Hohenschönhausen Prison, whose brutal past clearly captures her imagination.
Berlin’s greatest draw for Lesser is arguably its culture, though it, too, is inseparable from history. She delves into the art of Gerhard Richter, the music of the Russian-born conductor Vladimir Jurowski, the television series Babylon Berlin, and the literature and film of East Germany.
The resulting narrative is an intellectual potpourri, probably most engaging to those who know Berlin (but not too well) or who might be contemplating a visit. Lesser follows her own wide-ranging curiosity and assumes that we’ll tag along. “Viscerally and consciously, with a kind of self-awareness that is rare in a collective entity,” she writes, radiating enthusiasm, “Berlin has continued to reveal itself to me in ways I never cease to find moving.”
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What Black voters can teach Michigan Jews about Abdul El-Sayed
Jewish Democrats in Michigan face a tough choice. They can vote for Abdul El-Sayed, a candidate whose views clash with their own, or withhold their support for the Democratic candidate for senator in a razor-close election that may determine which party controls the Senate.
In a race where a single percentage point separates the two candidates, and in which Jews make up 1.4% of the electorate, every Jewish vote counts. That’s why it’s instructive to look at the history of another minority voting bloc — Black Americans.
Black Americans have faced a version of the El-Sayed dilemma for a century: Should they support a candidate who is imperfect or even hostile on issues they care about intensely, or hold their noses, be pragmatic and vote for the larger prize of institutional power?
Black Americans “don’t have the luxury of picking a candidate who is purely for their interests,” Sam Fulwood III, a Pulitzer Prize-winning journalist who specializes in race and public policy, told me in a phone interview. “I don’t think there’s ever been a moment in history where there’s been a pure choice.”
I get why so many Michigan Jewish voters see El-Sayed as the ultimate “impure” choice. He said he’d cut off both offensive and even defensive military aid to Israel. He called the Israeli government evil, comparing it to Hamas. He has campaigned with Hasan Piker, the influencer who called Israel “the Jewish ISIS” and said that American Jews bring violence on themselves by supporting Israel.
Amid a storm of criticism and calls to distance himself from Piker, El-Sayed reiterated his support for Jews. “I love and revere Judaism and the Jewish people,” he said.
At the same time, El-Sayed’s progressive stances on health care, education and economic justice and even his sharp criticism of the Israeli government have resonated with some Jewish voters.
Others have been satisfied by his pledges to fight antisemitism and his call for a solution to the Israeli-Palestinian conflict that, in his words, guarantees equal rights “for Palestinians and Jewish Israelis alike.”
“So many young Jewish people are active in Abdul’s campaign, and it’s their Judaism that leads them to that position,” said former U.S. Rep. Andy Levin, a self-described Zionist.
Many Michigan Jewish Democrats remain unconvinced. Just before the High Holidays, dozens of Michigan rabbis and Jewish leaders signed onto a list of “non-negotiable” principles about Jewish safety and Israel that any candidate hoping to earn their support must espouse. The petition, called Non-Negotiable Michigan, didn’t name El-Sayed directly, but it’s clear he was its target.
Ultimatums cut both ways. In setting terms for El-Sayed Jewish leaders have created one for themselves. Elections, despite what we learned in high school, aren’t popularity contests. A vote isn’t an approval. It’s a choice.
The Democratic Jews on the fence over El-Sayed may ultimately be faced, come November, with the prospect of an imperfect candidate representing a wing of the party they fear, versus two more years of a Republican majority that will continue to rubber-stamp the Trump administration’s damage to the economy, democracy, the environment, the social safety net, health care and immigrant rights.
If the choice is novel for many Jewish Democrats, it’s old news for Black Americans.
The dilemma goes back at least as far as the 1936 election, when Black voters shifted to the Democratic Party to vote for Franklin D. Roosevelt, even though FDR, fearful of losing Southern support, repeatedly refused to support federal anti-lynching legislation.
Or consider Lyndon Johnson. In 1957, Johnson, then Senate Majority Leader, stripped the enforcement teeth out of that year’s Civil Rights Act to get it passed, bypassing the objections of civil rights leaders. Seven years later, after Johnson became president and signed the Civil Rights Act, Black voters delivered him about 94% of their vote — despite a legislative record on civil rights that had been mixed at best.
Even more recently, Black voters have had to sacrifice the perfect for the good, supporting Hillary Clinton despite the impact of Bill Clinton’s 1994 crime bill that contributed to mass incarceration.
In all these cases, Black voters didn’t overlook or excuse these records. Instead, they made a strategic calculation to focus on the bigger goals, realizing politicians are often imperfect vehicles to get us there.
“Black Democrats have overlooked differences in the Democratic Party and even overlooked prejudice because they knew the Democratic Party was much better than the alternative,” Ada Horwich, a longtime Democratic Jewish activist in Los Angeles told me. “We need to learn from their political behavior.”
Perhaps the best example, Fulwood reminded me, was John F. Kennedy, who saw the civil rights movement as a domestic distraction. But in 1960, after Martin Luther King Jr. was jailed, Kennedy privately — so as not to offend Southern Democrats — called Coretta Scott King to offer support, while his brother Robert worked behind the scenes to secure King’s release. That persuaded King’s father, King Sr., to throw his considerable electoral influence behind the Democrat.
“He took a lot of Black voters with him,” said Fulwood, “even though Kennedy was not great.”
Fast-forward to 1963, and JFK came around to support the movement.
“It’s a difficult thing,” King Jr. said at the time, “to teach a president.”
One lesson is that politicians are teachable. Stances that seem “non-negotiable” now can change.
That mixture of cold calculation and hope is exactly what this election is asking Jewish Michiganders to negotiate. Or, as Fulwood said of so many electoral choices Black Americans have faced, “One candidate is very bad, and one is less bad.”
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South Florida Democrat Moskowitz airs campaign ad targeting antisemitism with concentration camp footage
(JTA) — South Florida U.S. Rep. Jared Moskowitz pulled on his family’s story as Jews in the Holocaust in a campaign ad targeting antisemitism, as he strives to retain his seat in the November general election.
“In every generation, they rise against us,” the Jewish incumbent says in the ad over a background of somber music and black-and-white photos from a concentration camp. “My great-grandparents were murdered in Auschwitz.”
“In our generation, right here, the Parkland shooter had swastikas carved into his gun,” he continues, standing in front of Marjory Stoneman Douglas High School, referring to the 2018 fatal shooting that killed 14 students and three educators.
Moskowitz, a top Democratic supporter of Israel in Congress, who fended off progressive challenger Oliver Larkin in a heated August primary, emphasizes in the ad that he has worked to fight antisemitism through bipartisan laws. Some of this legislative action has involved increasing security at synagogues and Jewish nonprofits and expanding education to reduce hate crimes.
“Never again is now,” Moskowitz concludes.
Moskowitz won the August primary with 63.5% of Democratic voter support, to Larkin’s 36.5%. But Larkin was vocal throughout the race about his opposition to arms sales to Israel, going so far as to label the country as a “religious supremacist” nation.
As Moskowitz prepares to face former Boca Raton Mayor Scott Singer, a Republican who is also Jewish, the Democrat may be facing a tight race in a region that had previously been solidly blue.
The 25th Congressional District, which includes parts of Delray Beach, Boca Raton and Miami Beach, is about 25% Jewish, according to local estimates.
Yet recent redistricting efforts have transformed the region into territory that President Donald Trump would have likely won in the 2024 elections. In fact, the Cook Political Report declared a shift from “solid D” to “toss up.”
“There’s no doubt that the race for the new 25th District will be highly competitive in a favorable environment for Democrats,” the report stated.
Moskowitz’s team emphasized the “deeply personal” nature of the congressman’s battle against antisemitism, in a statement issued alongside the ad’s release. He is confronting this challenge, his team explained, by “connecting his family’s experience during the Holocaust to the hatred that continues to threaten our communities today.”
While Moskowitz’s great-grandparents died in Auschwitz, his grandparents were able to escape Europe right before the war. His grandmother left on the Kindertransport, an organized effort that rescued Jewish children from Nazi-controlled territories beginning in 1938.
By Tuesday evening, the Google Ads Transparency Center, which includes data on YouTube ads, did not yet reflect how much money the campaign had spent on its ads there. Meta’s Ad Library also did not yet have data as to how much had been spent on the Facebook version of the ad posted there.
Stephen Sussman, a professor of public administration at Barry University, told the Jewish Telegraphic Agency that although “Holocaust imagery should never become routine campaign material,” he doesn’t believe that this ad has crossed a line.
“The Holocaust was, of course, a real event that continues to shape Jewish life and memory,” Sussman said, recognizing that Moskowitz’s great-grandparents were murdered at Auschwitz and that many Jews today feel threatened by antisemitism.
“He is not comparing his opponent to Hitler or using the Holocaust to make an unrelated political attack,” Sussman added.
The professor also noted the ad’s direct connections to the congressman’s record, such as his leadership in passing bipartisan legislation on antisemitism awareness and in boosting funding for synagogue security.
Sussman acknowledged that when Holocaust imagery becomes part of a campaign, there “is a legitimate concern” that other people might deploy that imagery less responsibly. But he stressed that given Moskowitz’s history and work record, as well as the current political climate, this particular ad is “powerful but defensible.”
Ken Goldstein, a politics professor at the University of San Francisco, offered a similar perspective, explaining that of the thousands of ads he has watched in his lifetime, he found this one to be powerful but not particularly controversial.
“He was certainly using pictures of the Holocaust, jarring images, but they were his family’s story,” said Goldstein, who is an expert on the impacts of political advertising.
“I don’t think he’s using it to personally attack anybody else except the Parkland shooter,” he added, noting that the ad isn’t being used to attack an opponent. “This one does not strike me as particularly harsh, unfair, or out of bounds at all.”
This article originally appeared on JTA.org.
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