Jewish education is a mess according to the Times. Most anyone outside it, who’d look in would agree: Ancient books, pre-science outlooks, anti-inclusive, and taught in a garble of languages, Yiddish, English, Aramaic, Hebrew. The New York Times has runs regular editorials claiming that Jewish education robs children of a future, or an entrance to society, producing adults who know nothing of geometry or higher math, or modern history, incapable of voting intelligently in today’s elections (they often vote Republican). The Times’s experts, are often the products of this education, but claim to have risen above it, only because of extra work. As a proof, they often cite the Talmud as a source of useless knowledge of ancient Jewish law, rejected Bible history, and only the most basic views of math. By way of a response, I’d like to quote something I’d heard in synagog a couple of weeks back:
“I’m so glad that I learned geometry in school, and not taxes. It’s really come in handy this parallelogram season.“
The speaker was an accountant, and the point of the joke is that there is no parallelogram season. There is a tax season, though, and tax law follows a bizarre logic that is not geometric, but is somewhat talmudic. As for the useless languages, they are all in use, both as spoken languages and written languages, no less useful than Latin, and certainly more alive. There are currently 5 yiddish-language newspapers being published in New York alone, see below. They compete with each other for readers, while competing also with the Times, the Post, and with another ten or more Hebrew and English journals, several of them Jewish, either published on paper or as web-journals. People read them, though the Times prefers to ignore their existence.
And that brings us to the subject matter, Talmud. Much of Jewish learning is Talmud, either distilled or pure, study of a set of books written between 1000 and 2000 years ago in Israel, Babylon, and France mostly, with commentaries from Spain, Morocco, Egypt, Germany, and Poland. Those who learned talmud tend to find it useful. The legal organization and approach resonates to them in the understanding of taxes, contracts, building, damage assessment, marriage, ethics, even in dealing with alcoholism. Talmud is so useful that it’s common for working, orthodox Jews to continue their learning it throughout their lives. A common practice is to learn a page every day in synchrony with other Jews. Today’s page, when I started writing this post, was Nazir 10. It includes a talking cow, just the sort of section that the Times likes to cite to show the uselessness of it all. I’ll forgive their lack of understanding, but not their laziness for not even bothering to try to understand.
Nazir 10 begins by saying: “If a cow says, ‘I will be a Nazir (that is, I will give up wine for a month) if I stand up’. Then, if it gets up, one school of rabbinic thought (Bais Shammai) says he is a nazir. Another school of thought (Bais Hillel) says he is not a nazir.” The page goes on to speak about taking doors, but I’ll stop here after the first 2 sentences and will try to explain what the Times does not care to examine.
Notice that cows are female, and they typically don’t speak, but here you find a “he” who might have to give up wine. This “he”, this male, is understood to be a person looking at the cow, likely a person with an alcohol problem. He sees a cow lying on the ground (in the mud figuratively) and identifies it to himself. That is, he sees himself lying in the mud. He thinks it’s impossible for the cow to get up because he imagines that he himself can not get up. (This is just the Talmud’s way of discussing things). According to Bais Shammai, the person is understood to have said to himself, “if that cow can get up, I will take it as a sign that I can get up, and I will take it on myself to avoid wine and wine products for a month.” Now, according to Bais Shammai, if the cow gets up, the man is obligated to stop drinking for a month.
“I love television, and find it very educational. When someone turns it on, I go read a book.” G. Marx
Bais Hillel says he is not obligated at all. They say that a drunk who wants to change, must do more than be inspired, he must make a real verbal commitment. He must verbally obligate himself to give up drink. We follow this latter opinion, but learn Bais Shammai’s view too, because there are important ideas about self-identity.
Those are just the first two lines of the page. In secular school, you learn stories too, sometimes stories with talking animals, but these are usually modern stories, where the challenges are external, bullying say, but in a sense such stories are sanitized. The internal demons are removed, and these are often the hardest to battle. Even dealing with external problems is often pushed on an external authority, a teacher usually. You are considered to be too weak to deal with a problem. Sometimes that’s true, usually there is at least some part you could deal with. The lack of self-obligation leaves modern school stories flat. Few kids enjoy them, or feel they get anything from them. A result in Detroit is that schools have <50% attendance. Kids leave barely literate with appalling math skills. We blame the teachers and the subject. It’s the book: Sally has 15 tomatoes and wants to give 4 to a friend, how many will she have left? is this relevant? Does this excite?
Talmud teaches some logic, some math, and some geometry, but only for measuring distances and volumes, the application that geometry was named for (geometry = measuring the earth). They learn the rest as needed, and often learn quite a lot.
As Groucho Marx said: “My education is self inflicted.”
The products of Jewish education become successful, often in business, hiring their better-educated brothers. Some become lawyers, accountants, writers, businessmen, or psychologists — more than our share in the population — or mathematicians and scientists. Some even excel in academics or journalism. The Times does not mention this.
My three children all went to Jewish, religious school and got the education that the Times calls abuse. So far, my son (31) has two masters degrees, both in artificial intelligence/ computer science. My older daughter (28) is getting her PhD in Psychology, and my younger daughter (23) is working on her masters in epidemiology. I suspect they benefited from the education. My suggestion to the Times, is in another Marx quote: “If you find it hard to laugh at yourself, I would be happy to do it for you.”
Robert Buxbaum, March 1, 2023. “History may not think with its feet, but it certainly doesn’t walk on its head.”– Karl Marx, the less-funny, Marx brother. Jewish educated, he became a journalist.
In NYS, private schools, including religious schools, are required to teach a basic standard curriculum, and the state provides funds for private schools to do this. The Times article, if it’s the one I read, makes the accusation that some of the ultra-religious Jewish schools have taken the money and not used it for the contractual purpose. This includes classes in the English language; some of the schools did not even do that and students graduated without being able to speak English.
This does not in any way deny the moral and educational benefits that a talmudic education can provide. It is totally about accepting money for fulfilling an obligation that is never fulfilled. Such dishonesty is something that the talmud preaches against. And the lapse only applies to some of the orthodox Jewish schools, mainly those run by the Satmars, I would guess. In contrast, the Lubovitchers are all for secular education along with the talmudic. The last Lubovitcher Rebbe was trained, and had worked, as a marine engineer.
Personally, I’m mildly on the side of eliminating the state requirement for basic secular education. It’s been in place for a long time, and perhaps we’d be better off without it. We would certainly be better off without the corruption it sometimes leads to.
My father had a talmudic education and something I learned later is that this gave him and his schoolmates tremendous powers of memory and concentration. (In order to get an A in an English class, my father memorized Longfellow’s “Evangeline”. He came in and recited it by heart to the teacher. He got his A; the contract was fulfilled. I have other stories like this as well, about his childhood friends.)
In some ways I wish I had had that education. A friend of mine, 10 years younger, also had a talmudic education, but he went to the Bronx High School of Science (as did I) and became a software developer and entrepreneur. He did know the secular basics when he graduated from his talmudic academy. We don’t really have to choose; we can have both, and I suspect most orthodox academies teach both.