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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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Israeli President Isaac Herzog’s selection as JTS commencement speaker roils graduating class
The selection of Israeli President Isaac Herzog as the Jewish Theological Seminary’s commencement speaker has divided undergraduates at the school, with several seniors and dozens of other current students and alumni signing a letter calling on the school’s chancellor to disinvite Herzog.
The letter accused Herzog of inciting violence against civilians in Gaza — a characterization shared by some human rights groups — and criticized him for not taking action against settler violence in the West Bank.
The students added that Herzog’s involvement in the schoolwide May 19 ceremony — when he will also receive an honorary degree from the seminary — would leave them “morally conflicted about attending.”
“There are many places for members of the JTS community to engage with difficult ideas in nuanced conversation,” they wrote, “but we believe the commencement stage is not the place to engage with such a particularly divisive figure.”
The letter leaked to Chancellor Shuly Rubin Schwartz before it was finalized, according to two of the six seniors who signed it, leading to a meeting during which Rubin Schwartz took issue with the group’s approach and held firm on the decision.
Meanwhile, other JTS seniors affirming the speaker choice wrote a letter of their own that has gathered 24 signatures, representing roughly half of the senior class.
The controversy unfolded amid ongoing tensions around Israel in Conservative Jewish spaces and at Columbia University, which has a joint undergraduate program with JTS. The flagship academic institution of the Conservative movement, JTS includes in its mission deepening students’ connection to Israel, and requires its rabbinical students to spend a year learning there.
Speaking out
Herzog has faced criticism for comments he made after the Oct. 7 attacks, in which he said that it was “an entire nation” that was responsible. Some said the remark carried an implication that there were no innocent civilians in Gaza. (Herzog later said it had been taken out of context and that he did believe there were innocent Palestinians there.)
The Forward has reached out to Herzog’s office for comment.
In an interview, one of the students who signed the letter, granted anonymity out of concern for professional repercussions, said he had wanted to fight back against a culture of silence around Palestinian suffering in the Jewish world.
“I do feel powerless,” the student said. “I feel like there’s a genocide happening. And the silence is killing all of us.”
Four current JTS rabbinical students signed the letter opposing Herzog, though none was in the class of 2026. JTS rabbinical students walk at the commencement ceremony but are ordained in a smaller gathering the next day.
Rubin Schwartz said in a statement that most of the JTS community was excited about Herzog’s address and honorary degree, but that it welcomed “thoughtful discussion and differing opinions” from students, faculty and staff.
“President Herzog, like all 10 previous presidents of Israel, represents the state and its people, rather than its government,” Rubin Schwartz added. “We look forward to honoring him at this year’s ceremony.”
Gabriel Freedman-Naditch, who signed the second letter, said he had been happy to learn Herzog would be the commencement speaker. He applauded Herzog’s leadership during Israel’s judicial overhaul saga, but said the Israeli presidency was mostly a “figurehead” position anyway. And while he said he was not closely attuned to Herzog’s actions since Oct. 7, he was willing to countenance a speaker he did not perfectly align with.
“We’ve all learned to listen to people we disagree with,” Freedman-Naditch said. “We should be able to listen to people who we find upsetting.”
A messy rollout
The group of six seniors who wrote the anti-Herzog letter drafted and circulated it privately among select students and alumni, planning to share it with Rubin Schwartz in a private meeting only once it was finalized.
Then Freedman-Naditch, who had not been aware of the letter, was forwarded the letter by his mother, who had received it from a JTS graduate who had signed it. Freedman-Naditch then shared it with the senior class group chat, asking why they hadn’t all been made aware of it. The organizers replied that they were worried that the letter would be leaked along with their names.
Not long after, Rubin Schwartz requested permission through Google Documents to view the letter. The group then emailed the chancellor proposing a meeting to discuss it.
In her office Tuesday, Rubin Schwartz asked the group why they hadn’t first come to her directly, according to the two students who spoke with the Forward. They replied that the JTS administration doesn’t take seriously what undergraduate students have to say, and that voices that diverge from the pro-Israel consensus tend to be silenced.
“She was basically like, ‘It saddens me to hear you say that there isn’t a culture of dissent here,’” one of the students said. “But at the same time, she’s calling our letter of dissent a hostile act.”
“What I said was that their choice to send a letter, rather than speak directly with me or others, felt aggressive,” Rubin Schwartz said in an email. “My point was that it would have felt more respectful to have had a conversation about their feelings instead of initiating the letter campaign.”
Herzog is not the only figure from the realm of Israeli politics slated to address 2026 graduates. Yeshiva University announced Thursday its own commencement speaker: U.S. Ambassador to Israel Mike Huckabee.
The post Israeli President Isaac Herzog’s selection as JTS commencement speaker roils graduating class appeared first on The Forward.
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Playing with bows and arrows and other Lag BaOmer shtetl customs
עס קומט באַלד דער יום־טובֿ ל״ג־בעומר — דער 33סטער טאָג פֿון ציילן ספֿירה, די טעג צווישן פּסח און שבֿועות.
ל״ג־בעומר איז אַ טאָג פֿון פֿרייד אין מיטן פֿון זיבן וואָכן טרויער און ערנסטקייט. מע דריקט אויס די פֿרייד אויף פֿאַרשיידענע אופֿנים. דאָס ווערטל „אַ ל״ג־בעומר-גענעראַל איז נאָר אויף איין טאָג“ פֿאַררופֿט זיך אויפֿן מינהג, אין וועלכן חדר־ייִנגלעך פֿלעגן גיין אויף אַ שפּאַציר אין וואַלד מיטן מלמד, און שיסן פֿײַל־און־בויגנס (נישט קיין אמתע, נאָר שפּילעכלעך). איין חדר־ייִנגל האָט מען אויסגעקליבן צו זײַן דער גענעראַל איבער די „שלאַכטן“, וואָס האָבן נאָכגעמאַכט בר־כּוכבאס קאַמף קעגן די רוימער מיט צוויי טויזנט יאָר פֿריִער.
דעם בולטן מיליטאַריסטישן מינהג האָט מען אויסגעטײַטשט מיט אַ מער „ייִדישלעכן“ טעם — אַזוי ווי קיין רעגנבויגן האָט זיך נישט באַוויזן בעתן לעבן פֿון רב שמעון בר־יוחאי, אַ תּנא פֿון דער מישנה, דינט דער בויגן פֿונעם פֿײַל־און־בויגן ווי אַ דערמאָנונג נאָך זײַן טויט. ווי עס ווערט געזאָגט אינעם קבלה־ספֿר, דער „זוהר“, וואָס, לויט דער טראַדיציע, האָט בר־יוחאי מחבר געווען, וועט אַ רעגנבויגן מיט כּלערליי קאָלירן זיך באַווײַזן איידער דער משיח וועט קומען. האָט דער בויגן, במילא, אויך אַ טײַטש ווי אַ טייל פֿון אונדזער ייִדישער אמונה אין משיחן.
ל״ג־בעומר אינעם דאָרף מירון, נישט ווײַט פֿון צפֿת, פּראַוועט מען דעם יום־טובֿ מיט גרויס פּאַראַד; אַ מינהג, וואָס ציט זיך עטלעכע הונדערט יאָר צוריק און נעמט זיך פֿון דעם, וואָס רבֿ שמעון בר־יוחאיס קבֿר געפֿינט זיך דאָרטן. די געלערנטע האַלטן, אַז דעם „זוהר“ האָט מען ערשט אָנגעשריבן מיט אַ טויזנט יאָר שפּעטער. אין שפּאַניע, אינעם 13טן יאָרהונדערט, האָט זיך צום ערשטן מאָל באַוויזן דאָס ווערק, אַרויסגעגעבן פֿון משה דעלעאָן, אָבער דעלעאָן האָט דאָרטן געשריבן, אַז בר־יוחאי האָט עס געשאַפֿן — יוחאי האָט געקליבן די אַנטפּלעקונגען וואָס משה רבינו האָט באַקומען פֿונעם אייבערשטן און זיי געדרוקט אינעם „זוהר“.
גרשון שלום האָט געהאַלטן, אַז דעלעאָן האָט נישט נאָר אַרויסגעגעבן דעם „זוהר“, נאָר אים אויך אָנגעשריבן. ל״ג־בעומר הייסט אויך „חילולא דרבֿ שמעון בן־יוחאי“ און חילולא מיינט חתונה, מיטן מיין, אַז דער טויט פֿונעם גרויסן רבֿ האָט געבראַכט אַ שלומדיקע האַרמאָניע אין דער וועלט, וואָס מע קען געפֿינען אין זײַן „זוהר“. נישט אַלע רבנים זענען געווען צופֿרידן מיט דעם, וואָס מע הייבט אַרויס דעם „זוהר“ און זײַן מחבר אינעם טאָג פֿון ל״ג־בעומר. אָבער די פּאָפּולערע טראַדיציעס זענען געבליבן, אַזוי ווי צו שפּילן מוזיק בײַ זײַן קבֿר און אָפּשערן צום ערשטן מאָל די האָר פֿונעם קינד (בשעת ספֿירה ציילן טאָר מען נישט שערן די האָר.)
די ספֿרדישע ייִדן רופֿן דעם טאָג „ל״ג־לעומר“, נישט „בעומר“ און האָבן אַנדערע מינהגים ווי די אַשכּנזים. למשל, אין אַשכּנזישע פֿרומע קרײַזן טאָר מען נישט חתונה האָבן בשעת מע ציילט ספֿירה, אַ חוץ ל״ג־בעומר. אָבער בײַ די ספֿרדישע ייִדן מעג מען יאָ האָבן חתונה אין אַלע טעג פֿון ניסן נאָך פּסח; די סירישע ייִדן מעגן חתונה האָבן פֿון ל״ג־בעומר אָן ביז שבֿועות. ווען מע הייבט אָן צו ציילן עומר בײַ די ייִדן פֿון מאַראָקאָ באַקומט יעדער ייִד אין בית־הכּנסת אַ ביסל זאַלץ אין קעשענע, אַ דערמאָנונג צו ציילן ספֿירה, אָבער דאָס זאַלץ איז אויך אַ סגולה קעגן שלעכטס.
פֿון אַ פֿאָלקלאָריסטישן קוקווינקל קען מען באַטראַכטן אַ סך מינהגים מיט זאַלץ ווי אַ מיטל אַוועקצוטרײַבן בייזע רוחות — למשל, דאָס אײַנטונקען די חלה אין זאַלץ פֿרײַטיק־צו־נאַכטס. בײַ די מיזרח־אייראָפּעיִשע ייִדן האָט מען געוואָרפֿן זאַלץ אין די ווינקלען פֿון שטוב פּטור צו ווערן פֿון די נישט־גוטע, און מע האָט געשיט אַ ביסל זאַלץ אין די אַרבע־כּנפֿות פֿונעם קינד. ווען אַ ציגײַנער איז אַרויס פֿון שטוב האָט מען געוואָרפֿן זאַלץ, דאָס מזל זאָל נישט געשטערט ווערן.
אין אַנדערע מינהגים האָט דאָס זאַלץ אַן אַנדער אויסטײַטש. ס׳איז געווען אַ מינהג, אַז אויב מע וואַרפֿט זאַלץ אין אַ ווינקל, וווּ מע וועט עס נישט אַוועקקערן, וועט מען ווערן אָרעם. אין ענגלאַנד און האָלאַנד (ספֿרדישע ייִדן) האָט מען געגלייבט, אַז אויב מע שיט זאַלץ אויס, וועט דאָס ברענגען אַ שלעכט מזל. אין שודטס בוך פֿון „ייִדישע מערקווירדיקייטן“ [מאָדנע זאַכן] פֿונעם אָנהייב 18טן יאָרהונדערט, שרײַבט ער, אַז אַ ייִדישע פֿרוי פֿון דײַטשלאַנד האָט אים געעצהט אויפֿצוהענגען זאַלץ מיט ברויט אויף די העלדזער פֿון זײַנע קינדער, אַוועקצוטרײַבן דעם עין־הרע.
דער פּראָפֿעסאָר פֿון רעליגיע, טעאָדאָר גאַסטער, דער זון פֿונעם חשובֿן פֿאָלקלאָריסט הרבֿ משה גאַסטער, האָט ליב צו פֿאַרגלײַכן ייִדישע מינהגים מיט נישט־ייִדישע; צי ער טרײַבט איבער די פֿאַרגלײַכונגען מיט אַנדערע קולטורן איז אַ קשיא, אָבער אינטערעסאַנט, פֿון דעסטוועגן, זענען זײַנע שטודיעס. די טעג פֿון עומר פֿאַרגלײַכט ער אָן אַ „להבֿדיל“, צו דעם קריסטלעכן „לענט“ — די זעקס וואָכן פֿאַר פּאַסכע, ווען די קריסטן פֿאַסטן אָדער זענען מוותּר אַנדערע פֿאַרגעניגנס.
לויט גאַסטערן דאַרף מען באַטראַכטן ל״ג־בעומר ווי אַ פֿרילינגדיקן מײַ־פֿעסטיוואַל. ער שרײַבט, אַז דאָס שיסן פֿײַל־און־בויגנס איז געווען פֿאַרשפּרייט אין אייראָפּע דעם 1טן מײַ, ווײַל די נאַכט פֿריִער איז געווען „וואַלפּורגיס־נאַכט“ — „דער שבת פֿון די מכשפֿות“. די פֿײַלן האָבן אַוועקגעטריבן די בייזע רוחות. ל״ג־בעומר פֿלעגן די ייִדישע קינדער אויך גיין אויפֿן בית־עולם, נישט נאָר אין וואַלד, און גאַסטער באַטאָנט, אַז דאָס טאַנצן און פֿרייען זיך אויפֿן בית־עולם איז אויך פֿאָרגעקומען דעם ערשטן מײַ צווישן די פּויערים.
אין אַ זאַמלונג ייִדישע מעשׂיות פֿון אַראַבישע לענדער, רעדאַקטירט פֿון דן בן־עמוס, געפֿינט זיך אַ מעשׂה, דערציילט פֿון יוסף זיוו, וועגן די ייִדן פֿונעם טוניזישן אינדזל דזשערבאַ און די ניסים פֿון ל״ג־בעומר. בײַ זיי איז געווען אַ מינהג אָנצוצינדן אַ גרויסע מנורה און זי טראָגן מיט גרויס שׂימחה פֿון דער ייִדישער געגנט צו דער גרויסער סינאַגאָגע “אַל־גאַריבאַ”. די נאַכט האָט מען אָנגערופֿן „די נאַכט פֿון דער מנורה“, און מע האָט געזונגען, געשפּילט און רעציטירט פּאָעמעס מיט גרויס פֿרייד, גייענדיק אין גאַס.
איין יאָר האָט אַ גרופּע שׂונאי־ישׂראל באַשלאָסן, אַז מע טאָר נישט דערלאָזן, אַז די ייִדן זאָלן אַזוי זיך משׂמח זײַן. די באַנדע האָט געקליבן געווער — מעסער, העק, שטעקנס — און בדעה געהאַט צו באַפֿאַלן די פֿריילעכע ייִדן און זיי צעטרײַבן. אַלע אין דער גרופּע האָבן מסכּים געווען. אָבער אין דער נאַכט פֿונעם יום־טובֿ האָט מיט אַ מאָל אַ שטראַל ליכט אַ שײַן געטאָן פֿון דער מנורה און זיי פֿאַרבלענדט די אויגן. „דער גאָט פֿון די ייִדן איז געקומען אונדז אומברענגען, אַנטלויפֿט!“ — האָט דער פֿירער אויסגעשריגן, אָבער בלינדערהייט האָבן זיי נישט געזען וווּ צו לויפֿן.
ווען זיי האָבן סוף־כּל־סוף ווידער אָנגעהויבן זען, האָבן זיי זיך געפֿונען אין מיטן פֿון די טאַנצנדיקע, זינגענדיקע ייִדן. קיין ברירה האָבן זיי נישט געהאַט און געמוזט מיטטאַנצן און מיטזינגען ביז דער סינאַגאָגע. „און אין יעדן דור דערציילט מען וועגן דעם נס פֿון דעם ליכט, און וועגן דעם נס פֿון דער מנורה אין דער נאַכט פֿון ל״ג־בעומר. זאָלן אַלע אינטריגעס פֿון אונדזערע שׂונאים אָפּגעשאַפֿן ווערן, און גאָט זאָל אונדז ראַטעווען פֿון אַלע פֿײַנט.“
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‘Don’t give up on us now’: Israel peace summit convenes thousands to aim for elusive progress
TEL AVIV, ISRAEL — On Thursday’s bright, sun-drenched morning during a rare pause in the multi-front war Israel has been locked into for nearly three years, in between the protests, funerals and steady drumbeat of violence and trauma, something decidedly more hopeful was taking place.
In one of the city’s largest conference centers, thousands gathered for the third annual People’s Peace Summit under the banner “It must be. It can be. It will be.” The event was organized by the It’s Time coalition, a partnership of more than 80 grassroots peacebuilding and shared society organizations.
Young activists in T-shirts representing their various causes stood alongside older attendees, some in kippot, others in hijabs. Diplomats in business attire moved through the crowd, as did the handful of Israeli politicians still publicly associated with the peace camp – familiar faces in a political landscape where their ranks have thinned considerably. Outside the main arena, Hebrew mingled with Arabic and English as participants strolled through art installations and an organizational fair showcasing the work of It’s Time’s partners.
While previous events took place at the height of war — while hostages remained in captivity and Gaza endured devastating destruction — this year’s summit unfolded during a fragile lull in fighting, the tenuous ceasefires with Hamas, Hezbollah, and the Islamic Revolutionary Guard Corps allowing, however briefly, for conversations to move beyond issues of immediate survival. Speakers tackled settler violence in the West Bank, looming elections, the immense challenge of rebuilding Gaza and the broader question of how to move Israel and Palestine beyond its default state of perpetual conflict. Inside the packed sessions, the tone was equal parts practical, sober and hopeful.
After a quick coffee break, the thousands of participants came together for an evening of stirring speeches and raucous musical performances. When Israeli pop icon Dana International took the stage with a familiar anthem of peace, the crowd rose to its feet, wrapping their arms around one another and belting out the words.
Despite the joyous atmosphere, the event — and the coalition behind it — is not immune from criticism. Some critiques appear to have been internalized: this year’s programming leaned more heavily into policy, strategy and the hard realities of war than previous gatherings. Other issues remain unresolved. Palestinian participation, while present, was still markedly limited, which organizers attribute largely to government-imposed restrictions on movement rather than a lack of interest. Still, the question of whether a civil society movement like this can translate hope and optimism into concrete political change remains to be seen.
That tension between aspiration and reality extends well beyond Israel. In the United States, support for Israel, particularly among younger American Jews, is waning. A 2024 Pew survey found that fewer than half of American Jews under 30 say they feel “very attached” to Israel, while a JFNA poll released in February 2026, found that just 37% of all American Jews identify as Zionists. Both numbers represent a sharp decline from older generations.
For Shira Ben Sasson, Israel director of the New Israel Fund, it is precisely the peace camp which could hold the answer to this growing disillusionment. If the state itself no longer reflects the values that once anchored many American Jews’ connection to Israel, she suggests, perhaps their more natural partner is the small but determined coalition of Israelis working to change it.
“I appreciate how difficult it is to be a Jew who cares about Israel right now,” she told the Forward as the conference, which New Israel Fund helped support and coordinate, got underway. “People are struggling with what they are seeing — the way Israel is conducting itself. Its policies. They are watching the value set that once connected them so strongly to the Jewish state disappear.”
Her response is one of both reassurance and redirection.
“Thank you for continuing to care,” she said. “But remember — the Israeli government is not your partner. We are. Pro-democracy civil society is your partner. Those of us who are fighting for equality here, for the rights of non-Israeli Jews and the rights of non-Jewish Israelis are your partners. This is where those shared values still live.”
If that message feels unfamiliar to those in the diaspora, Ben Sasson suggests the reason ultimately comes down to lack of exposure.
“We, the Israeli peace camp, need to be in many more places than we are right now,” she said. “We must get the word out that while we might not be the majority here, we are not only growing in number, we are expanding our diversity as well.”
She pointed to the rising number of Orthodox Jews, like herself, who have joined the movement as one example.
Ben Sasson also emphasized that, as with any strong partnership, the relationship must move in both directions. Israeli peace activists, she said, must make themselves more visible to American Jews. But American Jews also need to be willing to open their eyes.
“The mainstream Jewish community has to challenge itself,” she said. “They have to be able to voice their concern for Israeli democracy, for the violence in the occupied territories. And they have to be willing to engage in an honest discussion about peace.”
She is less worried about reaching individuals whose support for Israel may be wavering — many of whom, she believes, will connect with the movement’s vision — than she is about the institutions that have long shaped American Jewish engagement with Israel. Those institutions, she said, have been slow to open themselves to this kind of messaging.
“I think there’s fear,” Ben Sasson explained. “The word ‘peace’ has come to sound political. And once something is labeled political, these legacy institutions don’t want to touch it.”
But that avoidance, she warned, comes at a cost.
“They cannot afford to just stick with the same old stale perception of Israel,” she argued. “If you aren’t willing to talk about the real-life issues that Israelis are facing, you simply won’t be relevant anymore — particularly for the young people in your community.”
“Do not be afraid of controversy,” she added. “Do not be afraid to invite an Arab and a Jew to your event, where there may be disagreement. That’s okay. Struggling and wrestling is a core part of our identity.”
While Ben Sasson contends there is a critical mass of people who are hungry for an alternative way to relate to Israel, the question of feasibility remains; the same question that follows the peace movement inside Israel: Does its growing visibility reflect real political momentum, or is it simply too late to reverse course?
To those who are ready to walk away altogether, Ben Sasson points out that Israel stands to lose not only their support, but also the values and organizing traditions American Jews have long brought to the relationship.
“You’ve helped us achieve so many things in Israel for decades,” she said. “You helped us get a state. And now we need a different kind of support. The Jewish values that you offer — the concept of tikkun olam, which is not at the heart of Israeli Judaism but is at the heart of American Judaism — this is the support you can offer us right now.”
Her final plea was simple.
“Do not give up on Israel,” Ben Sasson said. “There have been so many times when things felt insurmountable and you did not give up on us. Don’t give up on us now.”
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