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LEADING JEWISH EDUCATORS OFBLESSED MEMORYJudah PilchPublished online: 23 Aug 2006.

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JUDAH PILCH

LEADING JEWISH EDUCATORS OF BLESSED MEMORY

JLT IS INDEED FITTING that on the occasion of the 40th anniversaryof Jewish Education the Jubilee issue memorializes those educators, no longeramong the living, who contributed in a major way to American Jewish Educationduring the last 40 years. The task of selecting people who merit recognition onthe pages of this issue was a very difficult one indeed. They were chosen on thebasis of several criteria, chief among them my personal knowledge of these menand the extent of their contributions to the field during the 1930-1970 period.

The brief evaluations that follow are arranged in alphabetical order:

BENDERLY, SAMSON (1876-1944)

Much has been written about this great figure in American Jewish educationincluding a doctoral dissertation and a special issue of Jewish Education. In oureducational literature, Dr. Benderly has been referred to as the "father of modernJewish education," the "most constructive genius in Jewish social life of thepresent time," "the man one ought to see and know," "the Chief," "the greatexperimenter," and "the visionary". And verily so, Dr. Benderly was all of theseand even more. In fact, he became the undisputed leader who commanded therespect of all elements in the community concerned with issues and problems ofJewish education. He inspired confidence not only as a man of knowledge and deepinsight but also as a practical person who faced reality and who understood thetype of education needed on the American scene—an education rooted in the past,reckoning with the present and facing the future.

Dr. Benderly's contributions were manifold. In sum, his outstandingachievements were as follows: 1. championing new ideas in American Jewisheducation; 2. pioneering the concept of community responsibility for Jewish educa-tion; 3. communicating a faith in the future of Eretz-Israel and American Jewry;4. inspiring and cultivating young leadership who would become the pathfinders inJewish education.

Above all, Dr. Benderly was a man who possessed a sense of humor and aremarkable personal quality which gave to his thoughts and speech an excitingform. He was indeed "like a spring that ever gathers force".

BOROWSKY, SAMUEL J. (1894-1966)

Samuel Borowsky was a man of action. Imbued with Hebraic—nationalist—Zionist spirit he worked diligently for many years as the principal of the Mahazike

Dr. Pilch formerly director of the A. A. J. E. and the N. C. R. I. is currently Dean ofthe Graduate Division of the Jewish Teachers Seminary and People's University.

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10 JEWISH EDUCATION

Talmud Torah of Boro Park, Brooklyn, a school that represented maximum Jew-ish education. He inspired his students to continue their Hebrew studies beyondthe elementary level and influenced many of them to join the ranks of the Zionistyouth movement.

Mr. Borowsky was an ardent worker in the Zionist organization, the HistadrutIvrit, the Hebrew Principal's Association, the Young Judea and The NationalCouncil for Jewish Education. His guiding philosophy was translating theory intoaction. Not only did he work himself but, by his example, inspired others to work.To Mr. Borowsky Jewish education was more than a vocation. It was an idealand a commitment. The same was true in connecticn with his avocations: Hebrewand Zionism. The last eight years of his life he served as national secretary ofour Council. It was during that period that a number of new projects were initiatedincluding the 40th Annual Conference in Jerusalem.

CHIPKIN, ISRAEL (18911955)

As a very young man, Israel S. Chipkin became attracted to the small butselect group which drew its inspiration from Samscn Benderly. Rooted in Jewishtradition (he graduated from the Yeshiva Rabbi Jicob Joseph) and at home inAmerican culture (a long time student at Teacheis College) he enthusiasticallyaccepted the challenge to serve the Jewish community through a wholehearteddedication to Jewish education. For upwards of 40 years he diligently labored inevery branch of the Jewish educational enterprise and gained for himself, by virtueof his many unceasing and untiring labors, a lasting place in its history. Dr. Chipkinpioneered in the establishment of the Foundation School; adult education; teacherlicensing; health, welfare and retirement benefits J'or educational personnel; theteaching of Hebrew in public high schools and colleges; educational research;and the organization of the American Association for Jewish Education. He lovedorder, respected authority and scholarship, worked vith a sense of inner discipline,and weighed with extreme care every aspect of the many experimental projects hedeveloped. Therein lay the secret of his success in establishing permanent institu-tions which have withstood the vicissitudes of time.

Dr. Chipkin served as director of the Jewish Education Association, foundedin 1923. With the establishment of the Jewish Education Committee of NewYork in 1939, he became the head of its supervisory department. In 1944 he wasappointed director of the American Association fcr Jewish Education in whichcapacity he demonstrated his ability to interest the leadership of Federations toorganize central agencies for Jewish education and to strengthen Jewish school-ing. In 1948 he returned to the J.E.C. as its Vice-President and director ofresearch, conducting the monumental Jewish educational survey of New York City.

A devotee of the American Idea, he exercised in his daily life the principleof inter-group understanding, mutual respect and tolerance for the different reli-gious philosophies and practices. He was a past president of the National Confer-ence of Jewish Communal Services. He actively participated in the work of theReligious Education Association as chairman of several standing committees. Heworked with Protestants and Catholics on the greater New York Released Timecoordinating committee, and he served on a number of important Citizens Com-mittees dealing with education. Always and everywhere Dr. Chipkin brought intodiscussion the spirit of a thoroughgoing researcher and the soul of a deeplyreligious person.

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LEADING JEWISH EDUCATORS OF BLESSED MEMORY 11

CHURGIN, PINHOS (1894-1957)

A scholar, educator, writer and Zionist leader, Pinhos Churgin belonged tothat group of Jewish intelligentsia who combined Jewish traditional learning andworldly scholarship. A graduate of a European Talmudic Academy and a Ph. D.from Yale University, Dr. Churgin sought to fuse the two cultures of Shem andJapheth into an harmonious whole. This accounts for his close relationship with theday school movement, the Yeshiva University and Bar-Ilan University. At theage of 34 he became the dean of the Teachers Institute of Yeshiva University,and assistant professor of Jewish history at Yeshiva College. As a teacher heimbued his students with a feeling of reverence for the Hebrew language and forclassical and modern Hebraic literature, and inculcated in them a love for anddevotion to Zion and a healthy respect for both Jewish and secular studies.

As a teacher who radiated warmth, Dr. Churgin gained the admiration ofhis students many of whom dedicated their lives to Jewish education and theorthodox rabbinate. As a religious Zionist leader (for two years he was presi-dent of the Mizrahi Organization of America) he played an important role in theorganization, in 1939, of the Vaad Hahinuch Ha Haredi (the National Council forTorah Education of the Mizrahi) and became a guilding spirit of lay and rabbinicleaders in their effort to establish day schools. As an author (he published threescholarly works) and as editor of the Hebrew semi-annual Horeb, he became akey figure in the American Hebrew movement. Due to his untiring efforts, Bar-Ilan University was founded with Dr. Churgin as its first President. Throughouthis life Dr. Churgin was a true disciple of Aharon, "one who loves and pursuespeace, one who loves his fellowmen and draws them near to the Torah."

EDIDIN, BEN M. (1900-1948)

Dr. Edidin was a constructive worker in a variety of educational endeavorsparticularly in extra-curricular extension activities and in developing texts andcurricular materials. He served on the staff of the Chicago Board of Jewish Education(1923-1930), as director of the Bureau of Jewish Education in Buffalo (1930-35),as principal of an elementary school in Tel-Aviv (1935-37) and as supervisorand assistant director of the Jewish Education Committee (1939-48). In all ofthese posts, Dr. Edidin manifested great ability as administrator, researcher andtext book writer. He was a frequent contributor to Jewish Education, and servedas president of NCJE. He was instrumental in initiating important projects such asKeren Ami, experimentation in informal Jewish education in Community Centers,Release Time programs, seminars for social workers, Jewish Club leader trainingprograms. Dr. Edidin published four valuable books: Rebuilding Palestine (1939);Jewish Holidays and Festivals (1940); Jewish Customs and Ceremonies (1941)and Jewish Community Life in America (1947). He was a firm believer in the ideathat children and youth "learn what they live as they themselves accept it to liveby". Hence his view that the Jewish school should be a place where Jewish livinggoes on.

This principle guided his work throughout his short but fruitful career.

FRIEDLAND, A. H. (1891-1939)

Mr. Friedland has been called the "Pied Piper of Hebrew, the wonder-makerof a language"; for he succeeded by his talent and creative efforts in transformingthe Hebrew language into a living, spoken vehicle of expression for children, youth

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12 JEWISH EDUCATION

and adults. He will be remembered for developing new teaching techniques andcreating for learners of all ages a series of more than 100 booklets and bookswhich were welcomed in hundreds of schools and thousands of homes. Mr. Fried-land knew how to make the study of Hebrew a pleasurable experience. Evenstudying grammar with him was enjoyable because he taught through song andbodily movement. He opened up the treasure houss of Hebrew lore to hundredsof adults by translating stories of famous Hebrew writers and poets and by pub-lishing a series of booklets on the lives and works oi such literary figures as Bialik,Peretz, and Schneur.

A poet and a man of vivid imagination, endowed with a sense of humor anda keen understanding of young people, Mr. Friedland became famous as an edu-cator per excellence. As the founder and director of the National Hebrew Schoolin New York from 1911 to 1920 he fostered the concept of Zionism and helpedto create an atmosphere conducive to the use of Hebrew as a spoken language.Despite its inadequate facilities and limited finances, the National Hebrew Schoolwas a beehive of joyous educational activity and achieved national fame. Whilethe main studies were Hebrew language, literature, Bible and Jewish history,the after-hours enrichment program was more variegated including clubs in litera-ture, drama, newspaper, singing, dancing, drawing and Zionism. As director of theCleveland Bureau of Jewish Education, and its Tea:hers Seminars, Mr. Friedlandrendered a variety of services in the fields of pedagegy, youth work, teacher train-ing and above all in the advancement of Hebrew. His students and disciples weremany. To this day we find in Cleveland a group of laymen, former students ofMr. Friedland, who make the study of Hebrew iheir avocation, and intensivework for Zionism their daily bread.

GAMORAN, EMANUEL (18D5-1962)

Dr. Gamoran was exposed to the cultural stimuli of Benderly, M. M. Kaplan,Dewey and Kilpatrick. As a young man he was appointed to the post of Directorof the Commission on Jewish Education of the Unian of American Hebrew Con-gregations (1923) and in the course of 40 years he gave direction to ReformJewish Education and became its chief architect. He helped bring about theimprovement of curricular methods, initiated the pieparation of textbooks for allage levels on all subjects, introduced traditional content into the training of teach-ers and induced fuller acceptance of Zionism and Hebrew in Reform religiousschools. Dr. Gamoran exerted a great influence upDn the Reform rabbinate andschool workers and motivated them to "traditionali;;e" and "Zionize" their schoolprograms. He made a lasting contribution to Jewish education through the numer-ous text books that he edited: four-color series on the holidays for the pre-schoolchildren; illustrated series on Bible and post-Biblical heroes; animated series onthe calendar and the holidays; books on Jewish Hstory for younger and olderchildren; books on the holidays and customs and ceremonies; books on ReformJudaism; program for teacher training for Reform schools; and a series on adulteducation and the Jewish community. Teachers to this day are indebted to himfor the variety of material that he made available.

Dr. Gamoran was an ardent Hebraist and a friend of the American HebrewWriters. He also loved Yiddish; his Yiddish storijs were told and re-told bymost of his friends and colleagues. His simplicity ard genuineness attracted manypeople to him and evoked friendship and admiration from them.

Dr. Gamoran was also a fighter. He had the courage and strength to stand

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LEADING JEWISH EDUCATORS OF BLESSED MEMORY 13

firm in his convictions, particularly in his disputation with the opponents of Zion-ism and Hebrew in the Reform movement.

GINGOLD, PINHOS (1892-1953)

A leader of the Labor Zionist Movement, a former member of the JewishLegion in Palestine, a devotee of both Hebrew and Yiddish, and a scholarly educa-tor, Mr. Gingold served for more than three decades as the national director ofthe school system of the Jewish National Workers Alliance—Farband. He was oneof the founders of the Jewish Teachers Seminary and People's University (1918)and taught there for more than two decades. Mr. Gingold believed that Jewishschools should develop in their pupils a love for Yiddish and Hebrew and givethem a working knowledge of all Jewish literature. He maintained that the LaborZionist schools should cultivate a Jewish personality rooted in Hebrew tradition,at home in Yiddish folk lore and imbued with the spirit of Zionism.

Mr. Gingold travelled extensively lecturing, conducting seminars for teachersand parents and visiting schools affiliated with the Farband. A former Yeshivastudent, he appreciated Jewish traditional observances and customs and urgedhis colleagues to perpetuate them in a modernized form among the young. He madenumerous attempts to revise the curriculum of the J. L. Peretz schools so thatHebrew and traditional observances would be taught and lived in school and home.

Mr. Gingold was a prolific writer. His major articles on education, culture,the Jewish Legion and Labor Zionism were assembled and published in book formin October 1955.

GOLUB, JACOB S. (1895-1955)

Like most of his colleagues in the Board of Jewish Education of Chicagoand in the Jewish Education Committee of New York, Dr. Golub saw the majorgoal of Jewish education as participation in the life of the American Jewish com-munity. But unlike others, Dr. Golub advocated that in order to prepare youngpeople to participate in Jewish life "the main stress in the curriculum must be onJewish life in the present as it functions or as it should ideally function." He up-held the view that knowledge of the past (History, Bible, Jewish Literature) is anexcellent means for a better understanding of the present. Thus, "the festivals, thesynagogue, our communal life and its institutions, the upbuilding of Palestine andour sharing the responsibilities for our fellow Jews the world over, constitute thecore curriculum." It was in the light of his deep conviction that the approached hiswork as a supervisor of schools in Chicago and in New York, director of theCincinnati Bureau and the head of the education department of the ZionistOrganization of America, with a thoroughness unequaled by many of his con-temporaries. And it was his understanding of the role of Jewish education to relatethe past to the present that prompted him to write his four history textbooks.

For many years Dr. Golub contributed articles to Jewish Education, was activein all affairs of the National Council for Jewish Education, and also served as itspresident.

Dr. Golub was endowed with a keen mind and with an understanding heart.As librarian—consultant of the Jewish Education Committee of New York heguided professional teachers and educators in their readings and research. Hisillness during that period notwithstanding, he made the pedagogic library a culturalcenter. He befriended people, shared in their joys and sorrows, gave an attentiveear to their discourses, thus gaining their respect, love and admiration.

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GORDON, GEORGE G. (1S74-1943)

Like Samson Benderly, M. D., George G. Gordon, M. D., also found hisspiritual redemption in Jewish education. He abandoned the rewarding professionof medicine (chief of staff of Maternity Hospital) to undertake what he considereda worthier cause: to insure and enhance the spiritual welfare of Jewish children,youth and adults. Dr. Gordon shaped the destiny of the Minneapolis Talmud Torah(founded in 1915) which to this day holds a pkce of distinction in AmericanJewish education.

Early in his career as educator, he formulated the basic principles whichgoverned the policy of the Talmud Torah: 1) imensive Hebrew education (anAmerican version of the Heder Metukari); 2) coirmunity sponsorship of a com-munity Hebrew School; 3) competent and dedicated school staff, and 4) continuityof education beyond elementary schooling. Dr. Goi don's unwaivering devotion tothese principles and their translation in daily school life made the MinneapolisTalmud Torah a fitting symbol of the viability of the synthesis of traditionalismand progressivism in a Jewish school.

Dr. Gordon served as principal of the Talmud Torah for two decades. Hewas a great teacher, beloved by his pupils whom he inspired to dedicate themselvesto the service of their school. To this day many of the Minneapolis communityleaders are Talmud Torah alumni who guard the school against the forces thatmake for possible decline.

HONOR, LEO L. (1894-1956)

A composed, warmhearted, gentle and tolerant personality, an educator ofgreat distinction, revered and loved by a host of friends, students and colleagues,Dr. Leo L. Honor served the cause of Jewish education faithfully and devotedlyfor more than two score years. A lover of children and youth and a firm believerin the future of Jewish creative life in America—be saw in Jewish education,especially in the field of teaching, a calling.

Dr. Honor was known as the "teachers' teacher". And verily so, not only washe a teacher all of his adult life, but considered teaching a halutz function. Thusthe problems and interests of the teachers were always his concern. Dr. Honorspent more time and invested more energy in the sjrvice of teachers than in anyother branch of the educational enterprise. The first station in his career was thepost of registrar and lecturer in history and education at the Teacher's Instituteof the Jewish Theological Seminary. His last post v/as that of professor of educ-ation at Dropsie College in Philadelphia. In the in:erim period (1931-46) whilebusily engaged as the professional head of Jewish education in Chicago, Dr. Honorcontinued to serve as teacher, giving courses at the college and conducting seminarsfor teachers.

Dr. Honor never indoctrinated his students to accept his convictions as truth.He preferred to suggest inquiry into all schools of :hought and all views, guidinghis students to the point where they wanted to draw their own conclusions. Whilestressing the concept of "diversity in unity", he always observed that he was notdisturbed by the multiplicity of factions in Jewish education, provided that theyall strive honestly for a good and sound education, and that diversity of opinionis good provided there is a common unity which underlies all differences.

Among the professional and lay leadership in Jewish education, Dr. Honorpersonified the essence of our tradition which bids as to respect one another and

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LEADING JEWISH EDUCATORS OF BLESSED MEMORY 15

not to find fault with one another. And yet, he did not believe in peace at anyprice, in any compromise that entailed deviation from basic principles. As thefirst president of the National Council for Jewish Education and as chairman ofthe National Board of License for 15 years he frequently had to take on the roleof arbitrator and mentor on occasions when grievances rose among colleagues;for he was personna grata to all parties in the disputes. Dr. Honor's influencecontinues to be felt in our midst to this day.

HURWICH, LOUIS (1884-1967)

A sensitive, dedicated and genuine educator, Mr. Louis Hurwich was amongthe early pioneers of the movement to modernize Jewish education and to fosterthe concept of "communal responsibility for Jewish education." His endeavorswere directed towards intensifying and Hebraizing the school program and em-phasizing the traditional subject matter. He was a true maximalist in contrast tothose who were ready to lower the standards of Hebraic education to accomodateall parents. Mr. Hurwich adhered stubbornly to the idea of providing a five day aweek school with a ten hour a week program of instruction to all students. Even inface of the rise of the synagogue school and the gradual curtailment of hours ofinstruction and the resulting decrease of standards, he succeeded in retaining themaximal schedule and program of education in the schools affiliated with theBoston Bureau of Jewish Education which he directed. Guided by Mr. Hurwich,the curriculum prepared by the Bureau, the testing program and the teacher in-service training which, with some slight changes, are in vogue to this day, havehad a great influence on many schools throughout the country.

The Hebrew Teachers' College, too, led by Mr. Hurwich who served as ActingDean for two decades, became a tower of strength for the maximalists in the fieldof teacher education. Its Hebraic program coupled with its warm atmosphere oflearning guided by his personal devotion, motivated a large group of students tojoin the ranks of professional Jewish educators.

In reading the three volumes of Mr. Hurwich's Zikhronot Mehanekh Ivri, oneappreciates his limitless faith in the power of Jewish education in reshaping thecultural life of the American Jewish community and his sense of responsibility tohelp the schools achieve this goal.

Mr. Hurwich was a quiet, unassuming and yet a strong willed person. Heknew where he wanted to go and worked hard to get there. This accounts for hisability to establish the Hebrew speaking Camp Yavneh in the beautiful surround-ings of Northwood, New Hampshire where boys and girls spend the summer inintensive study and in recreational activities permeated with a strong Jewish spirit.

A significant contribution of Mr. Hurwich to American Jewish educationwas his painstaking survey of the Hebrew Teachers Colleges that he conductedfor the American Association for Jewish Education in 1948. He skillfully directedthe project and his report was published in Hebrew in a special volume (mimeo-graphed) and in the Jewish Education magazine. In this important study, Mr.Hurwich made a bold recommendation to establish a teachers college patternedafter the day school. This school in which students would pursue studies in bothdisciplines—Judaic and secular—Mr. Hurwich reasoned—would prepare competentteachers to staff the Jewish schools and thus solve at least partially, the personnelshortage. The Erna Michael College of Hebraic Studies of Yeshiva University is,in large measure, a result of his painstaking, selfless efforts during his late seventies

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16 JEWISH EDUCATION

to implement his idea of an all-day Hebrew teachers' college. His whole-heartedand continuous efforts in teacher training earn for him a special niche in AmericanJewish education.

LEHRER, LEIBUSH (1887-1966)

Mr. Lehrer was involved in the Yiddish culure movement in America foralmost half a century. He was a founder and active participant in the Americanbranch of the Yivo, secretary of its Psychologies 1 and Pedagogical section anda leader of the World Yiddish Congress. Mr. Lehrer was best known, however,as a leading educator and a prolific writer. He was one of the founders of the•Sholem Aleichem Folk Institute, for forty years the director of its CampBoiberik, principal of the Institute's High School, and a teacher of long standingin the Jewish Teachers Seminary. As a writer, he authored a number of importantbooks and studies in Yiddish, chief among them, The Modern Yiddish School(1927), The Psychology of Literature (1935), Psychology and Education (1937),Judaism and Other Problems (1940), Man and Idea (1959) and Camp Boiberik-The Growth of An Idea (1959) in English.

Mr. Lehrer's major contribution to the Yiddish section of the Jewish edu-cational enterprise was his successful endeavor to achieve a reconciliation, as itwere, between total negation of religion and ritual observance with what he calledauthentic Jewish forms of Jewish living. Hence in Camp Boiberik, Friday nightand Sabbath morning observances in Yiddish and later in English and even inHebrew were introduced. The camp also observed collective Bar Mitzvah celebra-tions for boys and girls reaching thirteen during Ihe camp season. But not onlyin camp did Mr. Lehrer integrate tradition and modernism but also in his workin the Mittelshule and primarily in his writings. Mt. Lehrer sought a revitalizationof old customs, which could be considered as the cultural mores of our people,and which would make for greater and more meaningful identification with theJewish people's past and for a better understanding of the present. Mr. Lehrer wasa traditionalist in secular terms. He gained many followers and exerted great in-fluence on the thousands of young people who were with him in camp and on thehundreds of teachers and lay leaders of the Yiddish school systems.

LEIBMAN, MORRIS (18S9-1970)

A former student of the famous modern Yeshiva in Odessa headed by Dr.Chaim Tchernowitz (Rav Tzair), among whose teaihers were Bialik and Klausnerand whose student body consisted of talented anl scholarly young people whoyears later became illustrious figures in the field oE Jewish scholarship, ProfessorLeibman, upon his arrival to this country in 1922, was already identified as atalmid hakham. In Chicago, he attended the University of Chicago, majoring ineducation where he received his B. A. and M. A. degrees. In 1925, Dr. A. M.Dushkin, head of the Chicago Board of Jewish Education, recognizing ProfessorLeibman's potential, appointed him principal of ths Herzliah Hebrew School, theonly elementary school, sponsored by the Board. Two years later, Professor Leib-man was elevated to the post of director of the Central Hebrew School; and in themid-forties he joined the supervisory staff of the Chicago Board. In the early 50'she accepted the post of associate director of the Los Angeles Bureau of JewishEducation and a few years later succeeded Dr. Diiin as the Bureau director.

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LEADING JEWISH EDUCATORS OF BLESSED MEMORY 17

In Chicago, Professor Leibman experimented with units of instruction forthe higher grades of the elementary school on Basic Jewish Values, a first in thefield of Jewish education, and introduced the study of the Contemporary JewishScene in the curriculum of the Central Hebrew High School. He also encouragedthe staff of the two schools to create new text materials in Hebrew for the teachingof Talmud and Hebrew Literature. As supervisor he worked with the schools ofthe orthodox and conservative ideological groups, gaining the confidence and respectof all teachers, some of whom "immigrated" in the 1950's from Chicago to LosAngeles in order to work with Professor Leibman. In Los Angeles, in addition tohis administrative functions, Professor Leibman joined the staff of the TeachersInstitute of the University of Judaism, teaching a variety of subjects (Rambam,Hebrew literature, Bible and Education); for he was proficient in all of them.He also lectured extensively in the three languages (Yiddish, Hebrew and English)at cultural gatherings sponsored by various organizations. During this period heprepared in English a comprehensive 350 page manual of Teaching Prayers.

Professor Leibman was a traditional Jew, very tolerant of the views of hisfriends and colleagues who differed with him in his Jewish outlook. He was athome with the Hasidim, the secular-Yiddishists and the Maskilic-Hebraists at oneand the same time. To paraphrase the dictum in Pirkei Abot, Professor Leibmanwas adorned with three crowns: the crown of learning, the crown of an ac-complished educator and the crown of an ohev habriot; but his crown of shem tovexcelled them all.

ROSEN, BEN (1894-1944)

Mr. Rosen was one of the small pioneering group led by Dr. Benderly whofitted themselves for service in American Jewish education. Having served as anapprentice in the New York Bureau of Jewish Education and subsequently as asupervisor for the Boston Bureau, he assumed the post of director of the newlyfounded Associated Talmud Torahs of Philadelphia. It was in this city that BenRosen demonstrated his ability and competence as a national leader. He was amongthe first Jewish educators to stress the need for study of Jewish current life. Tothis end, he engaged for a number of years in the publication of the magazineJewish Current News. He encouraged his co-workers to creative activity in thefield of curriculum; notable among them was the Hebrew word lists by WilliamChomsky and the series of Hebrew readers for pupils compiled by a group ofcollaborators. Mr. Rosen established a community educational program and gainednumerous friends for the idea of community responsibility for Jewish education.While in Philadelphia, he was called upon to conduct educational surveys in anumber of cities (Baltimore, Cleveland, Detroit and Rochester), and became anaccomplished surveyor-researcher in the field of Jewish education. Mr. Rosen wasa gifted publicist. His many articles and editorials in our magazine attest to hisjournalistic ability.

Mr. Rosen's most important contribution was the brief but very meaningfuland fruitful directorship of the American Association for Jewish Education. Upona background of experience of more than 25 years in New York, Boston andPhiladelphia, he formulated a series of five common objectives to which all ideolog-ical groups concerned with Jewish education may subscribe. These formulations,published in the B'nai Brith National Jewish Monthly, constituted the workingphilosophical position of the American Association for Jewish Education: 1) tobuild up a feeling of belongingness to the Jewish group and to live intelligently

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18 JEWISH EDUCATION

and worthily as Jews; 2) to develop an awareness of one's responsibilities as aJew and a willingness to share in these responsibilities through meaningful particip-ation in Jewish life and an appreciation of our people's heritage; 3) to prepare foradult life in the American environment so that the distinctiveness of the Jew wouldbecome meaningful; 4) to perpetuate through a ssund Jewish education Jewishlife and culture and thus preserve Jewish group life and 5) to strengthen thedemocratic way of life. These articles stimulated the interest of hundreds of layleaders in sound Jewish education.

Conducting frequent surveys, editing Jewish Education, making field trips toscores of communities, endeavoring to build the AAJE on a sound and firm basisand enhance its prestige in the country, Ben Rosen gained for himself the repu-tation of an untiring key figure in American Jewish education.

TOUROFF, NISSON (1877-1953)

Dr. Nisson Touroff served three loves: Hebrew, psychology, and art. But thethree became one in education. His twelve years as head of Beth ha-Midrashle-Morot in Jaffa; the five years as the first dean of the Hebrew Teachers Collegein Boston; the years at the Jewish Institute of Religion in New York and at theHebrew University in Jerusalem, and his writings on education are evidence beyonddoubt of his devotion. Dr. Touroff's major themes in education were nationalismand Zionism, Hebrew language and literature, the utilization of modern psycholog-ical insights in teaching, and the attention to esthetics in the life of the school.

Besides his eight books on education and psyciology, Dr. Touroff translatedinto Hebrew William James' Talks to Teachers, Knu: Hamsun's Growth of the Soiland the Creative Mind by T. Ribeau.

Dr. Touroff in his writings and in his lectures gdvocated an intensive Hebreweducation which would insure the continuity of the Jewish people as "an in-dependent cultural group which, notwithstanding all its loyalty and affection forthe land in which it lives, remains forever bound to its national creations whichare so rich in religious, ethical and unique esthetic form." These creations in theHebrew language, he believed have always served as "the elixir of our people'slife". According to Dr. Touroff, they are not only a heritage which the heirs areobliged to cherish but "also the only guarantee of oar national survival, and con-nected with them is the entire movement of national renaissance in the presenthistoric epoch". Dr. Touroff not only formulated nationalistic-Hebraic goals ofeducation but also pointed out the ways to achieve them. The favorite topics of hiswritings concern curriculum, methodology, the esthetic foundations of Jewish edu-cation, the Jewish school children as a junior community, the place of the kinder-garten in the general scheme of Jewish education, tra ning of teachers and teachers'participation in communal life. Dr. Touroff ridiculed any attempt to compromise.He fought all tendencies to introduce a non-Hebrew language in the Jewisheducational program and he attacked the notion that "Judaism based on translateddemocratic passages and superficial religious ceremonies" have any validity. Only"an education", he wrote, "which is rooted in a great national creation in theoriginal Hebrew language and in the new pioneering :reativity in Eretz Yisrael cansave us from the danger of extinction."

Dr. Touroff's presence in America was a blessing to the maximalists" in Jewisheducation. His imposing personality, his thought-provoking writings, his lucidstyle and his friendly attitude to all Hebrew teachers—have had a great impact

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LEADING JEWISH EDUCATORS OF BLESSED MEMORY 19

upon all Zionist oriented Jewish educators as well as the laymen who were con-cerned with quality Hebrew education.

WHITEMAN, KALMAN (1885-1946) AND EDELSTEIN,MENACHEM (1890-1954)

These two men shared the views of Dr. Touroff. They were intrepid fightersfor Hebrew as the basis of Jewish education. To them Hebrew was the sine-qua-nonof a Jewishness that can fight off assimilation. Without a sound Hebrew educationthey could not see a future for Jewish creative life. According to them, all that isstudied in the Jewish school could and should be mastered through the mediumof the Hebrew language. Both were ardent Zionists and believed that in this countrytoo a good Hebrew school holds a promise for the training of a generation ofintelligent Jews who will carry their Jewishness with dignity, would help in theenhancement of Jewish religio-culural life in America and would give of them-selves to the upbuilding of Eretz-Yisrael.

As consultants of the Jewish Education Committee of New York theydirected the program of the New York Board of License, guided the HebrewPrincipals' Association, conducted seminars for Hebrew teachers and were in-strumental in revising the curriculum for the Talmud Torahs. They collaboratedwith others in the preparation of text materials and also authored their own textbooks. Both discussed their views on the pages of Sheviley Hahinuch as well as inJewish Education. The two complemented each other: Mr. Whiteman being atheoretician and Dr. Edelstein a man of action. The latter also supervised manyof the communal Hebrew Schools in New York and was active in the HebrewTeachers Union. They were, indeed, among the leading figures of the AmericanTalmud Torah system, the decline of which they could not alter. Hence theirgrowing interest in the Day School movement which, in their view, should becomethe fitting heir of the Talmud Torah.

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