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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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A decaying historic farmhouse finds a savior in Chabad
A Dutch Colonial home, just one of a handful of pre-Revolutionary War houses left in New York City, has been vacant and decaying for years. The windows are boarded up, signs warning against trespassing cover the property, and chunks of the ceiling are missing inside.
This historic landmark has an unlikely savior: Chabad, the global Lubavitch movement, which is planting one of its thousands of outposts there.
“Dilapidated is an understatement,” Rabbi Zalman Liberow of Chabad of Flatbush said as he gave the Forward a tour.
Chabad of Flatbush, led by Liberow and his wife, Chana, bought the historic Brooklyn property in December 2024 and will soon begin renovations to make the place livable. In the meantime, the couple has already transformed the barnhouse next door into a sanctuary, where a photo of the Lubavitch rebbe hangs on the wall near a compartment once used to store hay.
As other Jewish organizations have shifted toward digital community, Chabad has continued investing heavily in brick-and-mortar real estate, ranging from modest suburban homes to multimillion-dollar towers and converted landmarks. It’s a strategy that anchors Chabad in the communities it serves, but can also be costly: For the most part, Chabad couples — each unit headed by a rabbi and rebbitzin — finance their own operations, raising their own money to buy homes and establish centers of Jewish life.
The Liberows said a generous donation of Bitcoin from a donor, Eliot Stavrach, ultimately allowed them to purchase the 22,000 square foot lot for roughly $3 million, along with securing a high-interest loan to pay the mortgage while the couple awaited the sale of their old headquarters down the street. Last week, that transaction went through and reaped nearly $1.1 million.
The seller had also cut the asking price by nearly half, offloading what had become a white elephant, Liberow said.
“For him, it was a pain. For us, it was good,” Liberow said. “And I thought, even better, this is such an important piece of United States history.”
The prior landlord had reportedly struggled to find a buyer for the landmarked home, which by law cannot be demolished, and any alterations to the facade must be pre-approved by the city Landmarks Preservation Commission. In buying the home, the Liberows are also preventing its further deterioration — to the relief of neighbors who said the abandoned site had become a hotspot for drug use and a symbol of neglect.
“I’m just happy that the house will not be torn down and will actually have a future — a good one, it seems,” said Lori Citron Knipel, a former leader in the Brooklyn Democratic Party who used to frequent the house. “So that absolutely warms my heart, because it’s been breaking every time I pass it.”
The house’s history
The Wyckoff-Bennett Homestead is likely among the ten oldest properties in Brooklyn and the 50 oldest houses in all of New York City, according to Simeon Bankoff, former executive director of the Historic Districts Council.
A 1968 report from the Landmarks Preservation Commission noted that “two hundred years of wear have done little to diminish the simple beauty of its clear-cut profile,” and described it as “the most beautiful example of Dutch Colonial architecture in Brooklyn.”
The house is also notable for its role in the Revolutionary War: During the conflict, it quartered German soldiers fighting for the British, known as Hessians. Two of the soldiers etched their names and units into a windowpane.
A historical marker at the house notes that those troops may have taken part in the Battle of Brooklyn, the first major battle after the signing of the Declaration of Independence.
According to Liberow, local legend holds that George Washington once stopped at the Wyckoff-Bennett house for tea — though, “we never did find the teacup,” he joked.
Bankoff attributed the properties’ staying power partly to the fact that prior to a venture called 22nd Street Investors LLC purchasing the lots in 2021, the property had only ever been owned by three families over more than 250 years.
Hendrick H. Wyckoff, son of a Dutch settler who emigrated to New Amsterdam in 1637, is believed to have built the house before 1766. In 1835, Cornelius W. Bennett purchased it, and it remained in the Bennett family for four generations before a Jewish couple, Annette and Stuart Mont, bought the property in 1983.
‘A piece of Brooklyn’s history’
The Monts had a deep appreciation for the home’s history, Citron Knipel said, and often opened it to the community. They hosted political fundraisers, birthday parties, and even a wedding at the house, she said, and they welcomed school groups into their home for local history field trips.
Only the facade of the house is landmarked, making its preservation legally required. But the Monts also preserved its interior details, including furniture from the Wyckoffs and Bennetts, an ornate fireplace framed by decorative tiles depicting biblical scenes, and an antique Richardson & Boynton Co. stove.
“There’s a sense of being part of and having a responsibility to the rest of the community to preserve it and move it forward,” Stu said in the 2013 documentary Living in a Landmark.
“And share it,” Annette added. “Because we have bought a piece of Brooklyn’s history.”
But an effort to secure the home’s legacy fell apart in 2010. The Monts had been in talks with the city to purchase the property, only to withdraw after the city reduced the sale price, deducting the rent the Monts theoretically would have paid to continue living there.
Annette died in 2013 at age 72, and Stuart died three years later at age 76. Their children, Ira and Randi Mont, sold the property to 22nd Street Investors LLC, registered to real estate investor Avraham Dishi, in 2021.
In an interview with the Forward, Ira Mont said he believed at the time of sale that 22nd Street Investors LLC would keep the house in good condition — and was disappointed that they ultimately did not.
Dishi drew two complaints for failing to maintain the Wyckoff Bennett house: one for the poor condition of the fence, still active, and another for the condition of the facade and roof, later withdrawn.
Officials at a Landmarks Preservation Commission hearing in March to discuss the Liberows’ minor proposed changes to the home noted there had been “all kinds of vandalism, fires, squatters, [and] drug users” there in recent years.
The Forward reached Dishi’s office by phone and left a message, but did not hear back.
Liberow said he has big plans for the house pending approval from the Landmarks Preservation Commission, including displaying a video in the front yard highlighting Jewish history in the United States. The Commission has already approved plans to install porch railings, a curb cut and a driveway at the site. And like the Motts, the couple plans to open the space up to the public. They’ve already begun hosting Hebrew school and holiday gatherings in the barnhouse next door, which they renovated for about $200,000 with rustic touches including wood paneling, barrels, lanterns and candle chandeliers.
For neighbors, the most meaningful change may simply be that the property is occupied at all.
“We got a very big welcome over here, because everyone’s so happy,” Liberow said. “Someone is going to save the property.”
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A staggering act of antisemitic hate proves the danger of Israel’s death penalty
A recent pro-Palestinian rally in Montreal featured something shocking: hanging effigies of Israeli Prime Minister Benjamin Netanyahu, United States President Donald Trump, and Israeli National Security Minister Itamar Ben-Gvir. They were the latest nauseating reminder that calling for executions only feeds the cycle of violence — a reminder that Israel itself needs, after the Knesset enacted two laws calling for the death penalty for terrorists.
There is no excuse for the antisemitic horror of this recent display in Canada, where I live. But there is also no doubt that Israel’s new death penalty laws will only ripen the environment in which this insidious kind of hate takes root and festers. The fact that the executed effigies of Ben-Gvir and Netanyahu both wore the same noose lapel pin that Ben-Gvir wore as he championed these death penalty laws through the Knesset underscores this point.
The lesson is simple: calls for death only fuel the urge for more killing.
This was made apparent by Hamas’ reciprocal call for violence against IDF soldiers in response to the death penalty acts. It is for this reason — the simple truth that killing tends to beget more killing — that Elie Wiesel prophetically warned of capital punishment: “Death should never be the answer in a civilized society.”
An affront to humanity
The Canadian effigies — captured in videos posted on social media — are now the subject of a hate crimes investigation, and drew widespread condemnation from local and provincial politicians across Canada, as well as Jewish groups. Montreal4Palestine, the group that hosted the mobilization where the effigies were filmed, wrote on Instagram in response that it “strongly condemns the defamatory accusations and deliberate distortion of events” and said that it has “stood firmly against all forms of hate, including antisemitism.”
The effigies, the group added, “were directed specifically at political figures” and were not “intended to represent Judaism, Jewish people, or any religious, ethnic, or identifiable community.”
What Montreal4Palestine missed, while advocating in its statement for “values of human dignity,” is the reality that any call for execution runs counter to those values.
Intention and effect
This holds true across countries and ideologies: once killing is legitimized, it becomes hard to control.
Montreal4Palestine should have understood that pretending to execute politicians who have called for executions can only raise the temperature, not lower it. Using this same principle, Israel could, perhaps, have anticipated that Hamas leadership would call for the kidnapping of IDF soldiers in response to the death penalty laws. That development only confirms a fear that opponents of Israel’s renewed execution push have articulated time and again: that these laws will jeopardize the safety and security of Jews across the globe.
In the document that was published by Israeli Public Broadcaster KAN News, Hamas leadership stated clearly that it is planning to intensify efforts to kidnap Israeli soldiers, describing such action as the only effective means of securing the release of Palestinian prisoners who might otherwise face the death penalty in Israel.
Hamas described one of the death penalty laws as a “fascist law.” The group also warned that if Israel were to execute any Palestinian prisoners, the result could be more clashes between Hamas and Israeli soldiers in Gaza. “Any harm to the life of a prisoner is an explosive that will lead to the eruption of a volcano,” the letter read.
A chance to turn back
There is still a chance to avoid this escalation. The Israeli Supreme Court will soon debate the legality of the first of the death penalty laws. If the Supreme Court fails to repeal the act, the ensuing executions will stain the moral fabric of Israeli society, and antisemitic extremists will assuredly blame all Jews for the escalation in Israeli state violence.
It will be yet another piece of data to fit into an already-warped view of Israel, and perhaps, as well, of Judaism. For some, that may be all it takes to replace hanging effigies with attacking human beings.
If repeal at the Supreme Court level succeeds, however, it could also set a precedent for the eventual repeal of the second death penalty law, which specifically targets convicted terrorists who carried out the reprehensible Oct. 7, 2023 massacres across Israel.
Repealing both laws would help to lower the global temperature. It would make Jews safer in Israel, in Montreal, and everywhere.
For this reason, amid many others, the Israeli Supreme Court must act. It must forcefully encourage Israel to return to the civilized, abolitionist path for which Wiesel called. Only then can we begin to halt the seemingly endless cycle of violence and killing.
The post A staggering act of antisemitic hate proves the danger of Israel’s death penalty appeared first on The Forward.
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A guide to the Corpus interviews with European native Yiddish speakers
דאָס איז איינער פֿון אַ סעריע קורצע אַרטיקלען אָנגעשריבן אױף אַ רעלאַטיװ גרינגן ייִדיש און געצילעװעט אױף סטודענטן. די מחברטע איז אַלײן אַ ייִדיש־סטודענטקע. דאָ קען מען לײענען די פֿריִערדיקע אַרטיקלען אין דער סעריע.
אַ דאַנק דעם נײַעם „קאָרפּוס פֿון דער ייִדישער שמועסשפּראַך אין אײראָפּע“ (קיש״אָ) קענען ייִדיש־סטודענטן אינטעראַקטיװ פֿאָרשן װידעאָ־אינטערװיוען מיט כּמעט 200 געבױרענע ייִדיש־רעדערס װאָס האָבן איבערגעלעבט דעם חורבן.
פֿאַרשטײט זיך, אַז אַזאַ עדות־זאָגן פֿון לעבן געבליבענע איז רײַך מיט היסטאָרישער אינפֿאָרמאַציע װעגן דעם ייִדישן לעבן פֿאַר, בעת און נאָכן חורבן. ווי עס שרײַבט דזשעפֿרי שאַנדלער אין דעם אַרטיקל, קאָנצענטרירט זיך דער קאָרפּוס אָבער, דער עיקר, אױף שפּראַך־ענינים — אױף װי אַזױ די שמועסשפּראַך װאַרפֿט אַ שײַן אױפֿן אַמאָליקן טאָגטעגלעך ייִדיש איבער מיזרח־אײראָפּע. אַזאַ טראָפּ לײגט זיך אױפֿן שׂכל, װײַל דער פּראָיעקט איז געװען די המצאה פֿון אײַזיק בלימאַן, אַ פּראָפֿעסאָר פֿון לינגװיסטיק אין בערקלי אוניװערסיטעט.
די װידעאָ־אינטערװיוען אינעם קאָרפּוס שטאַמען פֿונעם אַרכיװ פֿון דער װיזועלער געשיכטע, װאָס איז אַ טײל פֿון דער שואה־פֿונדאַציע בײַם דרום־קאַליפֿאָרניער אוניװערסיטעט. ס׳רובֿ פֿון די ווידעאָס האָט מען רעקאָרדירט אין די 1990ער יאָרן, װען אַ גרױסע צאָל פֿון דער שארית־הפּליטה האָט נאָך געלעבט. דער פֿונדאַציע־אַרכיװ באַשטײט פֿון טױזנטער אינטערװיוען אױף פֿאַרשײדענע שפּראַכן; דערווײַל באַטרעפֿט דער קאָרפּוס 172 פֿון די ייִדיש־שפּראַכיקע אינטערװיוען. אַרום די דאָזיקע ווידעאָס האָט בלימאַן געשאַפֿן דיגיטאַלישע מכשירים, װאָס ייִדיש־סטודענטן קענען ספּעציעל געניסן דערפֿון.
דאָ האָט מען צוטריט צו די אינטערװיוען פֿונעם קאָרפּוס. זײ זענען אַלפֿאַבעטיש אױסגעסדרט לױטן משפּחה־נאָמען פֿונעם רעדער. אין דער רשימה נעמען זעט מען אַ בילד פֿון יעדן מענטש צוזאַמען מיט זײַן געבױרן־אָרט אױף ייִדיש און ענגליש, זײַן מין און זײַן עלטער בעת דעם אינטערװיו. אַ „קאָד“ װײַזט אָן װאָסער ייִדיש־דיאַלעקט זײ רעדן׃ צפֿון־מיזרח־ייִדיש (NEY), צענטראַל־ייִדיש (CY), אָדער דרום־מיזרח־ייִדיש (SEY). מען קען אױך אַ זוך טאָן לױטן רעדערס נאָמען, געבױרן־אָרט, מין אָדער דיאַלעקט.
װען מען גיט אַ קוועטש אױפֿן קנעפּל פֿון אַן אינטערװיו באַקומט מען װײַטערדיקע אינפֿאָרמאַציע װעגן דעם רעדער, אַרײַננעמנדיק מאַפּעס מיט זײער געבױרן־אָרט און אינטערװיו־אָרט. יעדער אינטערװיו ווערט באַגלייט מיט ייִדישע אונטערקעפּלעך. די דאָזיקע אונטערקעפּלעך זענען ניט געשאַפֿן געװאָרן פֿון אײ־אײַ, אָבער פֿון אַ קלײנער גרופּע מומחים. פֿאַרשטײט זיך אַז אַזאַ פֿאַרלאָזלעכער אָנשפּאַר איז גאָר נוצלעך פֿאַר סטודענטן. איך אַליין האָב זיך צוגעהערט צו אַ פּאָר אינטערװיוען אָן די ייִדישע אונטערקעפּלעך (כ׳האָב פֿאַרמאַכט די אױגן, אָבער מע קען אױך „באַהאַלטן“ די אונטערקעפּלעך דורכן קוועטשן אַ קנעפּל) און אַ צווייט מאָל — מיט זײ. אָן אַ ספֿק האָב איך פֿאַרשטאַנען אַ סך מער מיט זײ. די אונטערקעפּלעך זענען אַגבֿ ניט איבערגעזעצט אױף ענגליש — מען קען זײ לײענען בלויז אױף ייִדיש.
אונטער יעדן װידעאָ געפֿינט זיך אַ טאַבעלע מיט די טראַנסקריפּציעס, אױף אַ בלױען הינטערגרונט. יעדע פֿראַזע איז אַ פֿאַרבינדונג אױף די דאָזיקע װערטער אינעם װידעאָ. דערווײַל זענען די טראַנסקריפּציעס אין דער טאַבעלע מערסטנס אױף לאַטײַנישע אותיות, כאָטש אין עטלעכע פֿאַלן קען מען אױך אױסקלײַבן ייִדישע אותיות. מיט דער צײַט װעט מען אָפֿטער האָבן אַ ברירה.
װײַטער אונטן קען מען אַראָפּלאָדן אַן אױדיאָ־טעקע פֿונעם אינטערװיו, און אַ דאָקומענט מיטן גאַנצן טראַנסקריבירטן טעקסט. פֿאַרשטײט זיך אַז אױף דערװײַל זענען די טראַנסקריפּציעס, װי די אונטערקעפּלעך, מערסטנס אױף לאַטײַנישע אותיות.
נאָך אַ קאָרפּוס־מכשיר, װאָס הײסט די „װערטער מאַפּעס“, װעט ספּעציעל צוציִען סטודענטן װאָס פֿאַראינטערעסירן זיך אין דיאַלעקטן. איך אַליין װײס גאָרניט װעגן דעם, בין איך טאַקע פֿאַרכאַפּט געװאָרן דערפֿון. מען קען דאָרטן זוכן אַ ייִדיש װאָרט כּדי צו זען אין װעלכע אינטערװיוען דאָס װאָרט באַװײַזט זיך. דאָס געבױרן־אָרט פֿון די רעדערס װאָס ניצן דאָס װאָרט װײַזן זיך אַרױס אױף אַ מאַפּע. אַזױ באַקומט מען אַ רושם פֿון די געאָגראַפֿישע ראַיאָנען װוּ דאָס װאָרט איז געװען פֿאַרשפּרײט.
מען קען אױך פֿאַרגלײַכן צװײ װערטער אָדער נוסחאָות פֿון אַ װאָרט. איך האָב למשל פֿאַרגלײַכט „געבראַכט“ און „געברענגט“, װאָס זענען בײדע פֿאַרגאַנגענע פּאַרטיציפּן פֿון „ברענגען“. אױף דער מאַפּע האָב איך געזען אַז „געבראַכט“ באַװײַזט זיך זײער אָפֿט אין צפֿון־מיזרח־ייִדיש, און „געברענגט“ ניצט מען דער עיקר אױף צענטראַל־ייִדיש. דאָס זוכן װערטער פּאָרנװײַז איז טאַקע אַ ביסל אַדיקטיװ! ס’איז אָבער װיכטיק איבערצולײענען די אינסטרוקציעס כּדי צו פֿאַרשטײן די רעזולטאַטן.
דער קאָרפּוס שטעלט אױך צו אַן אינטעראַקטיװע היסטאָרישע מאַפּע. אױף דער מאַפּע געפֿינען זיך די געבױרן־ערטער פֿון די רעדערס: װען מען גיט אַ קוועטש אױף אַן אָרט זעט מען אַ פּינטל פֿאַר יעדן רעדער װאָס איז דאָרטן געבױרן געװאָרן — די פּינטלעך זענען דיגיטאַלישע פֿאַרבינדונגען צו די דאָזיקע אינטערװיוען. מען קען אױך זוכן דעם נאָמען פֿון אַ רעדער אָדער פֿון אַן אָרט אין אַ זוך־קעסטל.
דערצו געפֿינט זיך אונטער דער מאַפּע אַ קנעפּל װאָס מען קען רוקן כּדי צו זען װי אַזױ די פּאָליטישע גרענעצן האָבן זיך געענדערט מיט דער צײַט. מען קען אױסזומירן (zoom out, בלע״ז) כּדי צו זען גאַנץ אײראָפּע אָדער אײַנזומירן אױף אַ ספּעציפֿישן ראַיאָן. מען קען אױך אױסקלײַבן עטלעכע „שיכטן“ װאָס באַװײַזן זיך אױף דער מאַפּע, למשל די גרענעצן צװישן ייִדיש־דיאַלעקטן. נאָך אַ מאָל איז עס װיכטיק איבערצולײענען די „נאָטיצן“, װאָס דערקלערן די פֿאַרשײדענע ברירות.
אינעם אָפּטײל װאָס הײסט „גלאָסעס“ קען מען לײענען אַרטיקלען פֿון בלימאַן און די קאָרפּוס־טראַנסקריבירערס װעגן דער ייִדיש־פּעדאַגאָגיק, און װעגן דער שפּראַך אין די אינטערװיוען. כאָטש די אַרטיקלען זענען מסתּמא געצילעװעט אױף פֿאָרשערס און לערערס קענען זײ אױך פֿאַראינטערעסירן סטודענטן.
מיט דער צײַט װעט זיך דער קאָרפּוס פֿאַרגרעסערן און צושטעלן נאָך װײַטערדיקע אינטערװיוען און מכשירים. פֿאַרשטײט זיך אַז ער איז שױן אַ װיכטיקער רעסורס פֿאַר ייִדיש־סטודענטן. פֿאָרשט דאָס װעבזײַטל אַלײן — איר װעט זיך אַ סך דערוויסן.
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