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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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Marilyn Monroe would be 100 today. Are we making too much of her conversion?
Back in 2019, Marilyn Monroe’s menorah, a gift from her former in-laws, sold at auction for more than $112,000. The candle in the wind jokes wrote themselves, but how exactly the tragic actress lived her life has long been a point of Jewish fascination.
The effort to make Monroe a Jewish icon is almost certainly strained, though not baseless.
Born Norma Jean Mortenson, she converted to Judaism in 1956 ahead of her nuptials with Arthur Miller. That this detail still commands such attention can’t easily be divorced from certain stereotypes of their mismatched pairing: the beauty and the brain. He, balding and bespectacled, she, a peroxide paragon of bombshell beauty. Philip Roth didn’t need to write about it — Joyce Carol Oates did instead.
But Monroe’s attachment to Judaism, beyond leaving behind such effects as the menorah and an annotated siddur (sold for $21,000 in 2018), may be overstated, even as she continued to identify as a “Jewish atheist” after her 1961 split with Miller. That she engaged with her lessons with some seriousness, according to the rabbi who converted her, may be more a testament to her curiosity and intelligence than a true demonstration of faith.
In 2015, the Jewish Museum in New York offered a useful contrast. An exhibition hosted Andy Warhol’s portraits of Monroe and Elizabeth Taylor presented as a diptych. Taylor’s conversion came about after the death of a Jewish husband and remained important to her through the rest of her life, extending to pro-Israel causes and activism on behalf of Soviet Jewry. (Taylor was buried by a rabbi, Monroe by a Lutheran minister.)
Both women had their films banned in Egypt on account of their adopted faith — in the case of Taylor, this meant completing Cleopatra in Rome. Only one could be said to have lived a thoroughly Jewish life, though Monroe’s death is certainly a mitigating factor, the subject of so many “what ifs.”
When we look at Marilyn as a coreligionist, it may say more about us than her. I suspect the fact she didn’t “look Jewish” is what makes her affiliation matter to so many.
But the affiliations that truly matter are in the credits: Billy Wilder, Tony Curtis, Charles Lederer, Lee Strasberg. The work, or Avodah, is captured in celluloid: the way Sugar Kane takes a belt from her flask and tucks it in her garter or Lorelei Lee swats at her suitors with a fan.
It is Marilyn, not Norma Jean, not Miriam bat Sarah, who continues to have immense cultural cachet, already long exceeding her brief time on earth.
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Retracing the epic journey of the world’s oldest Jew
I, A Wandering Jew. A Five-Century History of our Modern Condition
Yair Mintzker
Princeton University Press, 272 pages, $29.95.
My father, an American-born son of Belarusian immigrants, bought the record when it first came out in 1960 and we enjoyed listening to it to no end. Mel Brooks and Carl Reiner’s album The 2,000 Year Old Man featured Brooks as a somewhat laconic old man who responded in Yiddish-inflected English to Reiner’s guileless questions about his long life.
The improvised sketch had apparently begun 10 years earlier, when Reiner, who worked with Brooks on a TV show, turned to him, while testing a new tape-recorder, and asked, “Is it true you were at the scene of the Crucifixion, 2000 years ago?” Jesus Christ, Brooks quipped, was a “nice boy, wore sandals.” William Shakespeare, however, had “the worst penmanship” and when asked if he knew Joan of Arc, Brooks blurted out, “Knew her? I dated her!”
As a kid of 9, I didn’t think that their shtick was anything other than funny. But in retrospect, I can see that the Yiddishkeit tone and audacity of the conceit also answered something bigger and much more sinister. The Shoah had only just ended, the weekend before, as it were. So, the immortality and know-it-all comedy of Brooks’ hero expressed resiliency and social integration in the face of nothing less than genocide. “The 2000 Year Old Man” was, in a Borscht Belt voice, an affirmation of life. My fondness for Brooks resurfaced during the haze of high school, and remained in the back of my mind as decades went by, but it wasn’t until reading Yair Mintzker’s new book, I, Wandering Jew, that I came to appreciate another dimension of its significance, namely, its evocation of the figure of the Wandering Jew.
Originally, the Wandering Jew was an antisemitic trope Christians used to explain the marginality and foreignness of Jews in European society. A cobbler stood at the doorstep of his Jerusalem shop, according to the story, as Jesus labored by, hauling his burden to his death. Refusing his request for help, Jesus cursed the cobbler, who inexplicably came to be known as Ahasverus, the name of a Persian king, to live eternally in exile until the Second Coming. The Jews were thus condemned to a de-territorialized, homeless fate as Christ deniers.
Ahasverus appears and reappears in various forms over the course of European history — often as a tall, severe man who spoke several languages, never laughed and criticized people for moral failures. His story spread in ballads, poems and novels — and eventually in Nazi propaganda — to support the claim that Jews were not only alien to European culture and society but could never live together with Aryans.
Mintzker, a Princeton history professor, has written an intriguing book that traces the legend of the Wandering Jew over the centuries in reverse chronological order, eventually to arrive at the salience of the figure’s story in the author’s own life and times.
The first of his five examples is set in Israel, just a few years after the nation achieved independence, when a mysterious man, known by some as Ben Shoushan, caught the attention of a journalist as he disembarked at the port of Haifa with a forged Moroccan passport that dated his birth in 1902. He seemed to be both middle-aged and ageless, perhaps mad or possibly a genius. The author Eli Weisel had met him at one point immediately after the war and also couldn’t quite make sense of who he was — perhaps a “Kabbalist, comedian and anarchist”? The mystery man, lacking an origin or an income, claimed to speak 30 languages and was said to love riddles.
He spent time in two religious kibbutzim near Tel Aviv. The kibbutzniks recalled him as a harsh, unbearable, eccentric man who lectured on the Talmud, rotating between the communities until he was expelled from both. Leaving Israel in 1956, he was spotted in a Jewish community in Uruguay, where he was regarded as a Wandering Jew, an identity he apparently embraced. In other words, Shoushan was at once a real person, in Mintzker’s view, who also seemed to project a post-Holocaust trope, as of the survival of the Jewish stranger but also the survival of the unconventional Jewish intellectual.
Another version appeared in The Nag, which was an allegorical, 1873 Russian novel by Sholem Yakev Abramovitch in which a broken-down, talking horse declares herself to be a “wandering mare” and demands justice rather than mercy from her tormentors. Abramovitch’s image of the Wandering Jew was somewhat veiled, although the reticent, pitiful animal does admit to being both a horse, passing from one harness to another, and something else. Unable to live or die, she says she wants only to belong — but is dismissed as not human.
In Jewish Memorabilia, Jacob Schudt, who was a Protestant scholar from Frankfurt, adopted the sort of doctrinal view of the legend that the eternal exile of the Jews from Israel was a punishment for having rejected Christ. The final installment of the four-volume work apparently brimmed with antisemitic views that criticized how Jews looked, their lack of hygiene, and purported greed, as well as their supposed penchant for self-flattery. Schudt dismissed the Wandering Jew as nothing more than a fable by which the lower classes could perceive and understand Jews. Yet he also recognized certain flaws in the story — that it contradicted Christ’s compassion, for one. Lacking historical support, Schudt went on to conclude that the story was probably of Catholic origin, or perhaps the result of nothing more than a publisher’s money-making scheme. The figure of Ahasverus, in other words, was a contradiction that featured a real personage who simultaneously never existed.
Mintzker then turns to the centerpiece of the story, an anonymous German broadsheet, the Kurtze Beschreibung, which was a wildly popular text that was first published in 1602 and then republished a dozen times throughout the rest of the century.
It cast Ahasverus as a strange man who met a Lutheran theologian and explained to him that he was a Jewish shoemaker who had been born 1,500 years earlier in Jerusalem, when and where he had refused to help Christ on his way to the Crucifixion and had been cursed to wander the earth until the return of the Messiah. The account included details of the Crucifixion, the deaths of the Apostles, and about Ahasverus himself — for example that he spoke German with a Saxon accent.
Mintzker strives to pin down the author of the pamphlet and how its contents changed over the course of the 17th century. He marshals quite a bit of detailed evidence that leads him to conclude that Paul von Eitzen, a leading a 16th century Lutheran official and contentious pastor in Hamburg who claimed to have met Ahasverus in the 1540s, must have written it. Readers of the pamphlet, Mintzker also notes, would certainly have been able to identify both von Eitzen and the man he called Ahasverus in this version of the story, who was likely a notoriously uncompromising anti-Calvinist named Tilemann Heshusius.
In the final chapter of his well-paced book, Mintzker turns his gaze upon himself — to the meaning of the Wandering Jew in his own life as a yored, an Israeli expatriate.
Mintzker was born and raised in an upper middle-class, progressive Ashkenazi family in Jerusalem, but eventually left the country to go study and then work in the United States. He had learned about Ahasverus from a close high school friend but only came to identify with him in New Jersey, where the image of exile, and of Jews as “eternal strangers,” haunted him and became more and more salient, particularly amid the violence of the past few years in Israel. With the rise of anti-Zionism, Mintzker admits, he came to “embrace the figure of Ahasverus … as a model for political life” but also for his own sense of self.
The 2,000 Year Old Man clearly echoed the legend of the Wandering Jew, in a chutzpadik voice that entertained diaspora American Jews during the immediate post-Holocaust years. But wasn’t this precisely Mintzker’s point? The trope’s meaning, as his book shows us, shifted across time and place. Thus, in this last expression, he comes to own it as an acknowledgement of his own disquiet and alienation, which he connects to his yored autobiography and recent events in Israel that have called Zionism into question. In doing so, the story of the Wandering Jew has shed its antisemitic, racialized roots, or justification for exile once again, to be read anew as a trope of Mintzker’s (and perhaps our) estrangement from contemporary Israeli society. A timely read.
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The mayor missed the Israel Day Parade. Many who went didn’t miss him.
(JTA) — The energy was palpable Sunday as thousands packed a dozen blocks of Fifth Avenue waving Israeli flags for New York’s annual Israel Day Parade. Organizers said the turnout was the largest in the event’s six-decade history.
The procession featured its usual mix of Jewish nonprofits, schools and synagogues marching to blaring Israeli music alongside parade floats sponsored by groups including Nefesh B’Nefesh, the UJA Federation of New York and the Maccabiah Games.
But this year’s parade, which was themed “Proud Americans, Proud Zionists,” unfolded amid growing political polarization over Israel and without New York City Mayor Zohran Mamdani, who became the first mayor in decades to skip the event.
For all the criticism Mamdani has received over his campaign pledge not to attend the event, many of those who did turn out told the Jewish Telegraphic Agency they were glad he wasn’t there.
“He doesn’t like us,” said Andrea Roman, who attended the parade wearing an Israeli flag cape and thought it was “good” that Mamdani hadn’t come. “Why should you be some place where you don’t like? He does not promote peace. This promotes peace, but of course he’s not going to be here.”
Jeremy Bell, 39, also said wasn’t bothered by the mayor’s absence – and that there were many more who felt as he did.
“I don’t think that he was really wanted here,” Bell said, adding, “I don’t want to be here with someone who doesn’t believe in our right to exist and obviously associates with people that don’t have our best interests in mind.”
Despite Mamdani’s absence, the event, known as the largest pro-Israel parade in the world, featured a lengthy roster of political officials and lawmakers. New York Gov. Kathy Hochul, New York Attorney General Letitia James, U.S. Senate Minority Leader Chuck Schumer and U.S. Rep. Jerry Nadler were among those in attendance, as were former New York City Mayors Eric Adams and Mike Bloomberg.
NYPD Commissioner Jessica Tisch, who on Thursday said that security preparations for the parade would be “the most extensive” that the NYPD had ever put together, also joined the festivities as an honorary grand marshal.
While many paradegoers said that they never considered staying home because of security concerns, several said they appreciated the presence of thousands of police officers and extensive barricades that blocked the streets surrounding the event.
“We are grateful that tens of thousands of participants and spectators were able to gather safely and proudly in the heart of New York City,” Mitchell Silber, the CEO of the Community Security Initiative, said in a statement. “Today’s success reflects the extraordinary planning, coordination, and professionalism of the NYPD and our law enforcement partners.”
That number was boosted in some cases by participants who said the mayor’s decision to skip the event factored into their own decision to come.
Karene Hermon, 22, said that while previously she would have been more “neutral” about attending, hearing that Mamdani had chosen not to come drove her to “be with my people.”
“I think it sends the wrong message,” Hermon said of the mayor’s refusal to participate. “I think we’re trying to come together, not separate people, regardless of … how you feel about a cause.”
First-time paradegoer Luis Margules travelled to the march from Pennsylvania. He said that he had come because it felt like “a moment to be with Israel.”
“This is my first parade, but I think this year it’s one of the most important ones,” Margules said. “I think the world doesn’t understand the situation with Iran and the Palestinians, and everything is blamed on Israel.”
Ofir Akunis, the consul general of Israel in New York, said in a statement that the parade “delivered a resounding answer to all those who hate Israel.”
“This year’s parade was an unprecedented demonstration of strength by New York’s Jewish community and the people of Israel,” Akunis said. “It sends a clear and unequivocal message: We are here to stay, and we are not going anywhere.”
But not all of the spectators Sunday were there in support.
While there was no large-scale protest visible during the parade, roughly 25 people demonstrated along the route to oppose the inclusion of a record delegation of roughly 10 Israeli Knesset members, including far-right Finance Minister Bezalel Smotrich and two members of National Security Minister Itamar Ben-Gvir’s ultra-nationalist Otzma Yehudit party.
As the delegation passed the demonstration, which was organized by the progressive groups Israelis for Peace and Friends of Standing Together New York, protesters shouted “shame” and “war criminals,” according to Tamar Glezerman, an organizer for Israelis for Peace.
“We were there to protest against the Israeli Knesset delegation, the largest of its size of all of the parades, that sent members of the coalition and the so-called opposition to do hasbara and march victoriously up a New York avenue,” Glezerman told JTA in a phone interview Sunday, using the Hebrew word for public relations.
While the focus of the demonstration centered on opposing the Knesset delegation, Glezerman added that “a parade that very much champions unexamined, unchecked and non-critical support of Israel is perhaps important for people here. It is not good for Israelis. It sure as hell isn’t good for Palestinians.”
Margules, in contrast, said that seeing the Israeli Knesset members pass by had made him feel “proud.”
“It’s good to know that even in these dark times we can still be together without violence, and we can disagree on many things, but we have to agree on something,” Margules said. “We are here because Israel exists.”
This article originally appeared on JTA.org.
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