4 Levels Are Needed in Yeshivas

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.

(Full original article)