Rabbi Yeheskel Lebovic, Rov of Cong. Ahavath Zion in Maplewood, NJ, has been involved in Chinuch for 25 years, both on the elementary and the Bais Medrash levels.
Some 25 years ago, he wrote about the need for changes in the Yeshiva educational system for the Di Yiddishe Heim, a quarterly publication of essays written in both English and Yiddish.
“At that time, the Rebbe, who used to look these articles over, noted that they should be published and thereby generate discussion about the problem,” Rabbi Lebovic told COLlive.com.
The following is a summary of one of his articles, condensed for COLlive.com:
The Torah community keeps growing and the Yeshiva system of education is becoming the norm for many families. Throughout the centuries, Yeshiva higher education was reserved for those who possessed the intellectual capacity for intense learning.
It was they who followed the eventual path to kollel. Other kids would enter various fields of work, eventually marry and set up exemplary Jewish homes.
If they were not especially gifted, or perhaps simply didn’t have enough “sitz-fleish” and perseverance to join the ranks of Yissochor, the learners, they’d join with the Zevuluns. Such has been the Jewish way for hundreds of years, each individual recognizing his place in Jewish society.
The Problem
In America there is mandatory high school education, translating into an additional 4-5 years of frustration for many students. By the time the Jewish boy reaches high school curriculum directed along one track, many of them fall by the wayside, as they have special difficulty with the analytical reasoning process of Gemara.
This engenders a feeling of inferiority; such teenagers often get “turned off” and sometimes leave Yiddishkeit altogether. Such is human nature: people like to do that at which they succeed, and avoid activities that demonstrate their mediocrity.
According to a survey I made among many educators, a full 30% of students have the difficulties herein described. Many educational systems in force today throughout the world (and throughout history, for that matter) all operate with various tracks, so that all students can function efficiently, with a sense of accomplishment and growth, each according to his level.
Do we believe that we can push our children beyond a reasonable point, with or without an array of private tutors?
Suggested Solution
The educational approach must have the flexibility to treat this high percentage of students differently. They can sense that others have “given up” on them and they will easily comply in a self-fulfilling prophecy.
The Midrash (Vayikra Rabbah chapter 2) states that only ten out of a thousand students grow to be fully proficient in Gemara and one out of a thousand in halacha decision rendering.
This certainly doesn’t mean that the educational system was geared mainly for these few. On the contrary, every single child was educated properly and thoroughly, “al pi darko”–each according to his particular needs.
The greatness and beauty of Torah is that it addresses itself to all Jews of all levels and of all walks of life. There is something in it for everyone, not only in terms of a good Torah thought or saying here and there, but also in terms of a complete Torah curriculum adaptable to all levels. Herein lies the power and versatility of Torah.
After discussion with educators of note and repute, I am hereby presenting the gist of my educational alternate-track proposal.
This track should consist of a four-pronged program:
1) Greater emphasis should be put on the student gradually acquiring mastery of the entire Mishnah, spanning all the years of elementary grades and high school. Just think, how would this student feel, having mastered all of Shas (the Six Orders) in Mishnayos as he finishes high school.
2) The Gemara is divided into two parts: a) the halachic part which analytically discusses all the halachos and opinions mentioned in the Mishnah. This is the part with which this type of student has difficulty. b) The aggadic, non-halachic parts of the Gemara, which contain homelitic expositions of the Chumash, stories and maxims, whose depths are brought out by various commentaries. Aggada is usually very interesting and “draws the heart” of the student. With a well planned out, sequential curriculum, it becomes an immensely valuable tool of learning. A great many basic principles of Torah Hashkofo are discussed in these passages.
3) This track should also study the halachic parts of the Gemara as they are presented in the RIF on the entire Shas. Rabbeinu Yizchak Alfasi (known as the RIF), culled all the final Halachic decisions, using the very text of the Gemara, but deleting all the differences of opinions and the rigorous analytical reasoning and discussions behind these rulings.
4) A very gradual entry into classical Gemara learning should also be undertaken, with emphasis on developing reasoning skills, and placing no emphasis at all on the amount of material covered. The classical Gemara learning should fill only a small segment of the daily schedule and should be geared to the medium ability level of each particular class. Pushing Gemara to the point of generating feelings of frustration should be avoided at all costs.
to repeat the above statements about yg in melbourne , yes, is is definately a yeshiva where any bochur of any ability has tremendous support to learn so long as he is interested. Oof course thanks to Rabbi cohen, but also because of his streaming system, the highly dedicated shluchim and more,. Highly recommended. :from a Current bochur at YG
Thank you Rabbi Lebovic, and collive,, for republishing this article. Perhaps now is the right time for more, positive, intelligent changes to be made, including changes in attitude so that parents and sons can be proud to be in whichever track best suits them. Let us design our programs to produce a mentschliche young people, who are happy with themselves and shalem with Hashem, wih a strong and clear fundamental knowledge of Torah and practical halachah,. Parents, support a sensible chinuch for your children, one that does not break their spirits with insurmountable pressure, but one that prepares them for… Read more »
YG Melbourne legitimately has 4 tracks catered to each level with personal care and attention to each one. This is only because of Rabbi Cohen who spends 4+ hours a day giving shiurim to both shiur gimmel and high level shiur alef as well as a weekly shluchim shiur. He is the only Rosh Yeshivah who learns one on one with students. Because of these 4 shiurim YG is good for anyone looking to learn. Rabbi Cohen has been doing this for over 40 years.
The problem is not Elementary School, it’s Mesivta!
How could a Cheder decide to stop teaching Gemora when Mesivta demands that all Bochrim coming into their Yeshiva have a good command in Gemora?
In melbourne YG is streamed. Best yeshiva for ANY level of learning
Unfortunately, every yeshiva is more worried about their image over the best interests of the students. Had it been otherwise, they would have figured this out long ago. Instead, each yeshiva claims that they are the mainstream track, and the alternative track must be done in another yeshiva. A bigger proof of the above, is their insistence on teaching gemorro altogether to children age 9 or 10. In truth, they are reaching less than 10% of kids in gemorro when beginning before 15. What’s even funnier (yet sadder) is teaching Tosafos to 14 year olds when Tosafos was written for… Read more »
The subject which the Rebbe spoke the most about, and wrote the most about is — Chinuch. The author would do us a great service if he can provide sources where the Rebbe either spoke, or wrote, in support of this multi track idea during the many decades of his Nessius (editing an article does not indicate as such). Comment 2 is correct in pointing out why this will idea not work.
Today we don’t have many Yissishors we have Zevuluns that need basics to survive high pressure from the outside …..
Be realistic , teach only High Levels of Miahnayous or Gemorah but don’t make a pressure on everyone to know it for 100%, give kids minds to rest on English and Sciences classes ….. ( you all know that they waist time on all gadgets , better to enjoy some sciences experiment )…..
Why our adults are suffering from parnosah ? Because men didn’t graduate any college and not everyone can run businesses ….
i think parents are well aware of their children’s capabilities and only want whats best for them,
i think this is an amazing breakthrough if you can accomplish it
I’ve been teaching in a school who always tell the parents that they run the school as they see fit and parents should not interfere. I think that’s too harsh and parents should have some say, but please the hanhala do not need to listen to parents when it comes to this issue. It’s ridiculous. if they have no backbone what are they doing in education!!!
So true that we do not like things that we are not good at. All kids must be made to feel successful and can be successful .
The title shouldn’t say 4 Tracks. The article says it’s one alternative track with 4 prongs. (Did u read it? : )
The Maharal of Prague in his time tried to bring educational reforms and was unsuccessful because the establishment was more interested in showing off and status than in caring about the effects of continuing the old way. Parents! Wake up! If you don’t do something, you may lose your child to Judasim! (G-d forbid) Even if they continue and even seem to thrive, is the ORDER of how things are taught conducive to the development of the child?? Maharal thought that teaching Gemara to ten year olds generally was too early. What is the rush? Something is radically off and… Read more »
Most boys can handle gemorra and perhaps – mostly – when they can’t – then the teacher is not adequate to the task of teaching 1) clearl and 2) with the necessary discipline (without breaking a kid – certain kids). Many timers the boy had a small problem and needed to change teacher (not a good match scholastically or personality wise) and if there is no leeway in this kind of thing, it can lead to alienation also. Most boys can handle the level – if the teachers are ADEQUATE) and also, if they are “worked with” if a problem… Read more »
Not everyone wants to be realistic but allowing your child to feel successful is more important than the amount covered
Would love to see this put to practice in all s schools
It won’t work because you will have all the parents complaining and saying there son is really supposed to be in the higher track this can only work when bochurim and parents face the reality and realize where they truely belong Everyone always thinks that they belong in the higher class learning the deepest stuff and in a “regular” yeshiva no one will say I will go to a mesivta that doesnt learn gemoro just learns mishnayos because then we don’t fit in with the “normal” yeshivas So they go to a regular yeshiva that has gemoro But then people… Read more »
How many boys will we lose as we attempt to stuff them all into one model? Lets get real and ensure a great range of frum working chasidim for our range of frum daughters to build homes with.