Connecting Interfaith Families to Jewish Life in Greater Cleveland by providing programs and opportunities for interfaith families to experience Judaism in a variety of venues, meet other interfaith families, and to connect to other Jewish organizations that may serve their needs.
A great way for Jewish professionals and volunteers who work with and provide programming for people in interfaith relationships to locate resources and trainings to build more welcome into their Jewish communities; connect with and learn from each other; and publicize and enhance their programs and services.
If you or your Jewish partner is like me, you remember your childhood Passover seders as long and boring affairs. There was no child-friendly Haggadah, toy plagues, or jumping around as everyone sang “Frogs here! Frogs there! Frogs were jumping everywhere.” Maybe there was a kids’ table, which was acknowledged only when the youngest was asked to recite the Four Questions.
As an adult, whether you are Jewish or from another background, you may have wondered, why can’t Passover be fun? The answer is, it can be. The holiday can retain its serious and important message and be enjoyable. It just takes a little creativity.
When my son was a toddler, I thought a lot, about how I wanted him to view Judaism. As an intermarried Jew raising a Jewish child, I wanted him to associate observance with fun and enjoyment, rather than obligation. I didn’t wanted his childhood memories of faith to be the same as my husband’s or mine–more serious than fun.
Because of our early experiences, my husband and I shared the feeling that it was important to make the holidays and Judaism enjoyable in order for our son to develop a strong connection to the Jewish faith. I only needed to look at my own extended family to see what a lack of positive religious experiences did to a person’s desire to continue to be observant when they reached adulthood. A Jewish relative, who inmarried, observed the holidays out of obligation and not because he derived any fulfillment from the experience.
My husband and I believed that by increasing the fun quotient of holidays when our son was young we could make the celebrations more memorable, without diminishing their significance. We felt this was especially important for an interfaith family because by creating positive Jewish experiences year-round, we avoided the need to pack a full year’s worth of Jewish identity building into December.
So, we spiced up our Passover observance. When our son was a toddler, we read Passover children’s books and sang the holiday songs learned in preschool. We told the story of the Exodus using a Shalom Sesame coloring book. I photocopied the pages and let the kids at our seder color them while the adults read the story. We read Sammy Spider’s First Passover and Dinosaur on Passover instead of reading a traditional Haggadah. We used a child-friendly seder printed from the Internet. As our son got older, we watched the many Passover parodies on YouTube.
We didn’t worry that how we told the Passover story was unconventional. After all, we were simply commanded to tell the story. Contrary to what Jewish parents of a certain generation thought, there was no rule to how it was told. A Haggadah wasn’t required nor did a seder need to be the same as our mothers’ or mother-in-laws’. We were free to do what we wanted.
As you get ready for Passover, think about how you can create happy memories by celebrating the holiday in a slightly different way. Work to nurture your child’s connection to Judaism so that it will be the foundation for observance later in life. Use a less traditional approach to connect members of your family from different backgrounds to the holiday. Remember the words of Rabbi Yehuda Hanasi, the editor of the Mishna (Jewish Oral Law codified about 200 CE.), “For only the lesson enjoyed is the lesson learned.”
Below are a few suggestions for injecting some creativity into your Passover celebration. Use them or come up with your own.
Introduce nontraditional elements into you ritual. Watch Passover-themed parodies of popular songs. Distribute toy plagues to all guests. Read a children’s book. Draw parallels between the Exodus and contemporary life – political and personal.
Sing or play contemporary children’s and Jewish Passover music–go beyond Dayenu. Check out The Maccabeats, The Fountainheads, ShirLaLa Passover, and Six13.
Make matzah pyramids and decorate them gingerbread-house-style.
Tape bubble wrap to the floors and let kids and adults run and jump on it to simulate the hail plague.
Do a Passover science experiment–place different types of red liquids/wet ingredients in bowls (water dyed red with food coloring, red paint and strawberry yogurt, etc.). Give each child a straw. Ask them to “part” the Red Seas by blowing into the straw over each bowl. Which liquid is easier to move or part? How does the density of the liquid affect movement? If the Red Sea was made of a thick liquid how easy or hard would it have been to cross? Would the Israelites have escaped the Egyptians?
Introduce new foods to the meal. Food is an easy way to honor different backgrounds. Serve a dish that is respectful of Passover dietary rules, but a traditional part of a family member’s or guest’s Easter dinner. Celebrate the ethnic background of those at your table by including Passover dishes from the cultures represented at your seder. Look at the cookbook Entrée to Judaism for ideas.
Borrow from the Easter bunny. Eggs are a symbol of Passover and Easter. Have an afikomen egg hunt. Break the afikomen into small pieces. Place the pieces inside plastic colored-eggs used for Easter baskets. Hide the afikomen-filled eggs. Have the children search for them. Give out Passover candy as prizes.
Before I had daughters, I had a pretty clear idea of how I wanted to raise them. I had been raised with what I considered exceptional feminist ideals, and I planned to do a knock-out job of solidifying my future daughters’ self-image as strong, powerful human beings who could do anything they wanted, for whom gender would be an afterthought.
Of course, as many women more prolific and eloquent than I have written, this is unfortunately still very difficult work and, as I have now found, a lot easier in premeditation than in implementation with actual living daughters. Still, I am trying my very best to both be a model for my girls and to intercept the stimuli coming at them to help them interpret it toward positive self-image development.
I share this as a context for my thinking about this year’s spring holidays. Our family had a very fun Purim. It can be a wonderful holiday, full of jubilant storytelling, costuming and fun. After all, it is a holiday in which we are instructed to party. It celebrates a great triumph – the salvation of our people – with a strong female hero.
But the Purim story is also complicated, and this year I felt these complications as I dwelled on how my girls will learn the story as they grow. There is so much for them to learn from Esther about her great courage, her strategic thinking and her triumph. Simultaneously, there are some real doozies in the story. Esther wins her place by the king’s side not through a respectful, loving courtship, but through a beauty contest. To varying degrees, King Ahasuerus, Haman and Vashti are all sizably complex and challenging for children and adults alike.
I couldn’t take it all on this year, but I tried to start with Vashti. When I was growing up, Vashti was portrayed as a villain, but her primary villainous act was refusing to entertain her husband’s guests on demand. Regardless of what more dynamic layers were beneath the surface in their relationship, on its face this is a pretty bad precedent for my girls’ future empowerment. So how was Ruthie learning about Vashti, and how could I help her reinterpret the traditional storyline?
Ruthie’s class spent three weeks studying Purim. I asked her what she thought about Vashti. She said she thought she was OK. She just didn’t want to dance for the king, which wasn’t a big deal to Ruthie. She told me that King Ahasuerus and Vashti didn’t agree, so they decided to live in different places. That’s pretty good for a start. Later in life, we can talk about how if Ruthie and a future partner have a disagreement, they should try to talk about it and work it out together. But as a baseline, we got a chance to explore together that a woman never needs to do something just because her partner tells her she has to, and that it is OK to leave if you don’t feel safe.
Purim is not unique in its depth of complexities. The ability to interpret, reinterpret and struggle with these stories is part of what makes Judaism so rich. This year’s processing of the Purim story has emboldened me as I approach Passover, the ultimate story-telling holiday. The Passover story orbits around Moses and Aaron, but there are some very dynamic and important women in the story. I am looking forward to sharing Miriam’s story with Ruthie, for having Chaya be the one to put the orange on our seder plate, and for trying to get to know Pharoah’s daughter a little better this year.
I plan to have a lot of years to explore these stories with my daughters, both for the parts which we will carry with us and which we will leave in the Biblical past. I’m looking forward to our next stop, sitting around the seder table together.
Last year, in the “Community Voices” section of my local paper there was a column written by a woman about the proliferation of yard signs in her neighborhood proclaiming “God lives here!” She said that often the behavior of her neighbors displaying these signs was far from divine.
Recently, I recalled this column as I noticed the “He is Risen!” crosses beginning to appear in my neighbors’ yards. I knew many of these people held close their belief in Jesus and acted as he did–they reached out to families new to the area, they befriended the friendless and cared for the weak. But others, behaved in ways that weren’t really in line with Jesus’s actions.
They argued with each other about the cutting down of dead bushes between properties, escalating the fight to the point where lawsuits were threatened. They disregarded neighborhood speed limits and drove at dangerously high speeds when children were leaving for school in the morning. They failed to clean up after their pets but got angry when others left their dog’s waste in the park. They fought about who should and should not have access to neighborhood common areas and green spaces.
But residents with crosses on their lawns weren’t the only ones acting in ways that were inconsistent with their religion’s values. A number of people with mezuzahs on their doors behaved similarly. Neither Jesus nor Moses would have been particularly proud.
While I was bemoaning the unneighborly behavior, I remembered other actions by neighbors that were the embodiment of shared religious values. There was the family that invited a neighbor for dinner when her husband was out of town. A man who found at the gym a water bottle that belonged to a woman from down the street and returned it to her. A young woman who moved in with an older, single woman to care for her. A mom who found a neighbor’s dog that had gotten out and ensured that the pup got home safely. A teen who retrieved my son’s basketball from the pond in our park.
Tattooed and ghoulish looking, and dressed in dark clothes, the teenager appeared to be an unlikely savior. Yet, he turned out to be the personification of loving-kindness.
As my son and I struggled to find a way to get his ball that was moving further towards the middle of the lake, the teen approached with a friend. Our dog went up to them hoping to get a pat. We said hello and returned to trying to get the ball. Suddenly, the male teen walked into the cold, murky pond toward the ball. It was then that we noticed his shoes on the bank and his rolled-up pants. He grabbed the basketball and returned it to my son.
For a moment, we were speechless. My son and I thanked him over and over, and asked if there was something we could do to show our appreciation. The only thing the teen wanted in return was to pet our dog for a minute. Then he and his friend walked away. I was certain we had just encountered Elijah.
According to Jewish legend, the prophet Elijah, who is destined to wander the earth as a heavenly messenger, appears to individuals in many guises. He arrives to guard the sick and newborn and to help the hopeless dressed as a beggar, scoundrel, peasant and now, possibly, a goth teenager. He reminds us not to judge someone’s godliness by his or her appearance or a symbol on a lawn or door. Rather, he shows us that a person’s goodness and adherence to the principles of their faith is revealed through deeds.
After lamenting the ungodly behavior of her neighbors, the writer of the “Community Voices” essay, said that God did live in her neighborhood through the right actions performed by some of the area’s residents. She said, “Deeds outrank yard signs.” The encounter with the would-be Elijah provided a similar reminder for my son and me–actions trump dress.
This Passover, when you open your door for Elijah, think about how you and your family can walk in the prophet’s ways. Then do it, because actions speak louder than words.
Two-and-a-half years ago, when we got our dog Brady, my son asked if an animal can have a religion. The question was only half-serious. He knew that pets didn’t actually practice a faith, but he wanted the dog to have a religious identity anyway.
But what would that identity be? My son and I are Jewish, my husband is not. We have an active Jewish home and consider ourselves more Jewish than interfaith. Since Brady was delivered to us on a Friday night in December shortly before the start of Shabbat and the day before the start of Hanukkah, we were convinced that his religious identity was preordained. Brady would be Jewish.
But neither of his canine parents were Jewish. So, we gave Brady a bath and called it a mikveh. Now he was officially a Jewish pup and like any child being raised in the Jewish faith, he needed a Jewish education.
My mother-in-law purchased a dog-training book for us at a “Friends of the Library” sale–How to Raise a Jewish Dog. The book offered tips for training dogs from the Rabbis of the Boca Raton Theological Seminary. Apparently, the rabbis were renowned for their ability to teach owners how to create unbreakable bonds with their dogs.
We were skeptical about the rabbis’ approach, which used child-rearing techniques employed by Jewish mothers of previous generations–guilt, shame, passive aggression, sarcasm and Conditional Unconditional Love. As we read the book, I could hear my mother’s voice jumping from the page.
The rabbis’ system focused on instilling in dogs the ideas that our parents instilled in us, such as “be perfect or disappoint those who love you” and “you may think you’re smart, but you’re wrong about certain things.” It also promised to develop three important traits of Jewish dogs–an exaggerated sense of his own wonderfulness, an exaggerated sense of her own shortcomings, and an extremely close relationship with his master.
The book was cute and clever, filled with neurotic, nervous, intellectual Woody-Allenesque prose. I even imagined Allen playing the dog-training rabbi in a film. But we didn’t want a neurotic Jewish dog. We wanted a dog that was just Jewish.
As we thought about how to do that, we realized that we didn’t need a book or a trainer. We already had one of the best methods for creating Jewish identity–Shabbat. Since we had a regular home practice, we didn’t need to learn new commands or systems. We just needed to keep lighting the candles on Friday night.
To make Brady feel part of our ritual, we blessed him when we blessed our son. In the beginning, the touching and blessing made Brady growl, but he enjoyed getting a piece of challah after we said the Hamotzi. Soon he realized that giving thanks for and getting bread followed the blessing for children. The growling stopped.
Routine is a great teacher of humans and dogs. Brady now knows what is going to happen when he sees us set the table for Shabbat. As we begin the home rituals, he sits close and watches as we light the candles. He accepts the blessing for male children and sits as we recite the Kiddush and Hamotzi, eagerly anticipating the challah. As we give him a piece of Shabbat deliciousness, we wish him Shabbat Shalom.
If you want to raise a Jewish pup–four-legged or two-legged–forget about the books and trainers, guilt and sarcasm. Just celebrate Shabbat.
An email from the family in charge of leading the discussion for the next fourth-grade book club landed in my inbox. It said the selection for this month’s meeting was Number the Stars by Lois Lowry. An appropriate choice since we were about to mark the 70th anniversary of the liberation of Auschwitz.
Some parents were hesitant to let their kids read about the Holocaust. I was not. My son Sammy already knew about the horrors of World War II. He had been introduced to this part of Jewish history when he was in Kindergarten at a Jewish Day School. At the time, I thought six was too young for the lesson, but it was taught whether parents approved or not. Even though Sammy knew about the Holocaust, I was glad the book was about heroes and survival, rather than labor camps and gas chambers.
Number the Stars tells the story of the evacuation of the Jews from Nazi-held Denmark during World War II. On September 29, 1943, word spread throughout the country that Jews were to be detained and then relocated to extermination camps. Within hours, the Danes including average citizens, resistance fighters, and police arranged boats to take 7,000 Jews to Sweden. Lowry fictionalizes this true-story and brings it to life through 10-year-old Annemarie Johansen, whose family harbors her best friend, Ellen Rosen, on the eve of the round-up and smuggles Ellen’s family out of the country.
My son loved the story, as did the other kids. As the children eagerly talked about the book, the adult discussion leader asked them if they thought it was possible for a holocaust to happen again.
All the kids agreed that it was possible for a holocaust-like tragedy to happen if a “mad man” came to power, but all felt it was not probable. They said that the United States would never allow it. They believed that the President would protect Jews in the US from such evil and would ensure that our country came to the aid of others if it happened elsewhere in the world.
As the children spoke, the parents sitting on the outer edge of the circle exchanged glances and began to whisper. Should we tell them that the US didn’t help the Jews during the war? Should we make them aware of recent genocides and how little America did to stop them? We decided we should.
We told the kids that mass killings didn’t end with the Holocaust, they were still happening today. We told them that the response of America and her allies to these atrocities in countries such as the former Yugoslavia, Rwanda, Darfur, Syria, Myanmar and the Central African Republic was anemic. We said that rescuing the Jews targeted by Nazi Germany was not a priority for the US during World War II. We explained that the US government greatly restricted the number of Jews it allowed to immigrate here during the war and sent those fleeing the Nazis by ship back to Europe.
We didn’t want to scare the kids. But we also didn’t want them looking at the world through rose-colored glasses. We wanted them to understand that the actions of the Danish were truly heroic and that they exemplified the ideal of human decency. Under the leadership of King Christian X, they acted with courage and integrity to save almost the entire Jewish population of Denmark. Their heroism was mesmerizing.
After book club, I asked Sammy if the discussion changed how he felt about the US. He said no, it just highlighted the mistakes our government made and showed that it didn’t always act with a conscience. Then I asked him if it changed how he felt about being Jewish. He paused. After a moment, he said it did, but in a good way.
“It made me realize that as a Jew, I have a responsibility to act with decency, treat others kindly and with dignity, and not discriminate. As a Jew, I have a responsibility to be courageous.”
Over the next few weeks, we will be reminded of these responsibilities when we celebrate Purim and Passover. Hopefully, we will take the lessons to heart and when faced with a crisis act like Esther and Moses, Christian X and the Danes, the Johansens and Rosens. Hopefully, we will be courageous.
It’s Tu Bishvat. The Birthday of the Trees. Hooray trees?!?
It is wonderful and important to honor this special milestone for the harvest and for the earth. It is great to have a joyous holiday with yummy foods (like this or this). But as I look out my window, and the snow continues to pummel the New England landscape, causing Ruthie’s fifth snow day in less than two weeks, it is a little hard to say thank you sometimes.
It is lovely to close my eyes and imagine a grove of almond trees in Israel, budding anew under a desert sun. Unfortunately, this feels so far away from the slush on my commute and the hours indoors trying to come up with a new way to entertain the girls.
But Tu Bishvat comes anyway, and this week I have found a small way to celebrate the earth and what it provides. When evening sets in, and the kids and the wind are both settling down, I meet my dog at the top of the stairs. When the storm brought all of the white stuff, we both wrinkled our noses. Me because of the cancellations (and rescheduling), the shoveling and plowing out, and the challenge of keeping my extremities warm. She because she is a nervous pup, and she hates the way the wind makes the old windows shake, the unsettling changes in human routine, and the roar and bright lights of the snowplows.
We meet at the top of the stairs, and I greet her with her bright red leash. I zip up my coat, and we walk out into the quiet night. Of all of our outdoor adventures, I love these nighttime snow-filled walks the best. As much as she cowers inside at the storm outside our windows, she loves being out in it. She finds the biggest mound of snow she can find and jumps in, her tail up in the air. She walks on sidewalks that spook her without snow cover, and sniffs to her heart’s content.
Her amazement is infectious, and I find a peace that I lose during our stormiest New England winter-iest days. In the snow, my neighborhood glows. A street that is dark and mysterious on a normal winter’s night is bright and enchanting in the snow. A windy day that ends in a cool calm is like no other, for the quiet feels hard-earned and deserved.
On these walks, I am reminded that nature is more powerful than the city created by man-made sidewalks and buildings, and of how quickly the sky can transform the ground. The snowbanks in my neighborhood are a far cry from the warmth of a desert sky, a warmth I long for for much of my day. But if I can get out at just the right moment, I can achieve a special wonder about the cycle of the year, the cycle of life and the power of the earth.
Tu Bishvat starts on Tuesday night. It is a really beautiful holiday; a new year for the trees. It is a time to think about the earth, and to celebrate the many ways it nourishes us. It is also a good time to think about Israel, a place where it might actually be reasonable to plant a tree right now (as opposed to my snow-covered backyard). Tu Bishvat has become a time to think about conservation and, I need to be honest, as a parent of a toddler it is pretty difficult to feel like I am hitting my marks in that department.
A little more than a year ago, I wrote a blog post about trying to teach Ruthie conservation, and the importance of saving water. I am happy to report that a year later, Ruthie has developmentally hit a place where when we tell her to turn off the tap because she is wasting water, she seems to understand, and will usually oblige. But just as Ruthie has turned this corner, Chaya has entered the age of “I do it.” While I have one daughter on board with conservation, I have another entering the era of the uphill battle to conserve.
In my unscientific observation of children Chaya’s age (2.5), they are fascinated by running water. Turning the faucet gives them a power to create, at a time in their lives when they are both dependent on bigger people to do most things for them and also discovering their own power to interact with the world. A light switch provides a similar fascination, especially as an activity where you make the lights go on and off for minutes on end. And paper goods, the kinds that as an adult I try to use thoughtfully, sparingly when possible, provide endless possibilities for creativity and creation.
There are reasons for using these things that I want to encourage as a parent. It is flu season, for goodness sake, and it is great if Chaya can learn how to make hand-washing a part of her routine. I would like to engender a habit where Chaya is turning on lights when they are needed, and turning them off when she is done. And while I don’t want the whole roll of toilet paper on the floor, I sure do want her to use it in moderation when she needs it.
If taking care of the world weren’t a huge concern of mine (which it is) and these commodities were in endless supply, I would have a different take on all of this. I want Chaya to feel comfortable exploring her independence and to learn to do a few things for herself. I understand that sometimes you need to experiment, to use a little more or a little less of what you need in order to figure out the best way to do something. But because there are limits to the commodities that we take from the earth, I cringe when I see Chaya trying to perform this experimentation with a running faucet. This can be confusing for both of us, since often times, just a minute before I may have complimented her about using the same amount of time and thought to experiment with how to put on a pair of pants by herself or complete a puzzle.
I think the answer is to give her a chance at a conserving behavior, and then take over and redirect her when it is clear she is not going to make an earth-friendly choice. But I also know that toddlers like the safety of reliable rules, and so even though I may do that, I feel a little badly about sending a complex message about when experimentation is OK. So I don’t have an answer, only a lot of mixed feelings. And a hope that she will learn this lesson by watching rather than doing, so that the earth can be in better shape for the generation that proceeds hers.
For four years, we tried a day school education for our son. For the first two years, it worked. The secular education was excellent, our son’s Jewish identity blossomed, and his knowledge of Jewish history, texts, and the Hebrew language grew.
But our overall satisfaction with the education didn’t mean that we thought the school was perfect. It wasn’t, no school is. We wished there was a greater sense of community and felt that the Jewish studies program was too narrowly focused. But our son was thriving, so it was easy to overlook these issues.
In our son’s third year, the school put in place a new administration. It adjusted the secular curriculum and teaching style in a way that didn’t work for our son. Now the lack of community and the prayer and language focus of the Judaic education nagged at us. Still, we gave the changes a chance. But by year four, it was obvious it was time for a change.
Moving from day school to a non-Jewish learning environment meant that our son would attend religious school starting in the fall. Some of our extended Jewish family and the day school administrators suggested that we let him skip it for a year since he would be ahead of the other students. I wouldn’t consider it.
I didn’t care that he was practically fluent in Hebrew. I didn’t care that his understanding of the Torah was deeper than other children his age. I didn’t care that weekday Hebrew and Sunday school might be filled with much drudgery. And I didn’t care to listen to my son whine about going before he even attended a single class. He was going to religious school. Period. The end.
I explained to him that religious school was not optional and that it was something that a majority of American Jews endured; a right of passage. I told him that if he didn’t go he’d feel left out when all of the other kids complained. I wanted him to have something to complain about too.
I knew it was futile to try to convince him that religious school was fun. I wasn’t sure it was. I knew from my position as a trustee at my synagogue that the religious school staff was working to improve the experience, but I wondered how much improvement there had really been in the past 30 years.
But it didn’t matter to me whether religious school changed a little or a lot. My son was still going. I cared too much about a Jewish future to make it optional.
People think that the faith of a marriage partner is a monolithic determinant of Jewish identity. It’s not, but Jewish education is. According to a 2008 Steinhardt Social Research Institute study, “every additional hour of Jewish education received has an exponentially greater impact than the hour that came before” on the relevance of Jewish identity and attitudes towards Israel.
Another significant predictor of future Jewish engagement is community. The Steinhardt study found that adults who grew up “with more densely Jewish social networks are…more likely to engage in ritual practice…and to raise their children as Jews.”
Religious school might be universally loathed, but it is a shared activity. And shared experiences create bonds. Like it or not, religious school bonds most American Jews. It builds community.
Over the course of a few hours each week, Jewish kids engage with other Jewish kids. For some, it’s the only time they interact with other Jews. For others, like my son, it’s a place to rekindle relationships with preschool friends and reconnect with kids from overnight camp. This community is what makes religious school tolerable, and dare I say it, enjoyable.
My son may complain about going, but on the way home he always says he enjoyed it. He likes his teachers, likes the discussions, and loves seeing his buddies. I’m surprised and thrilled because as Deb Morandi’s recent blog post points out religious school is not enjoyed or even tolerated by all.
I give Deb credit. She has not given up on Jewish education and is trying to find an alternative that can help make being Jewish meaningful and enjoyable for her children. Luckily, there are many choices that involve various levels of parent engagement. I hope Deb and other parents in similar situations find an educational method or tool that works for their family because education is too important to a Jewish future to be optional.
The other day, Ruthie and I were talking about one of her favorite topics—her cousins. She ticked off each one’s name, and talked about something special about them, or what they did the last time they were together. Then she started talking about some friends who are like family—she often brings up this topic of what to call her friends who are like family but who aren’t blood relatives. In speaking about two sisters in particular from a family that we often celebrate Jewish holidays with, she changed the subject a little bit.
“So,” she asked me, “which one of their parents wasn’t Jewish when they met, the mom or the dad?”
“Actually,” I told her, “they both were Jewish when they met.”
“Oh,” she said, and kept talking.
This was not a monumental question to her, but it gave me pause. Neither good nor bad, but it gave me pause. To her, the question was completely logical. First of all, there was no judgment in it. It wasn’t good or bad if they were or weren’t Jewish, it was just a normal question to her about families.
In Ruthie’s Jewish family (my side), most of the pairings in my generation are interfaith. In fact, of my three siblings and six first cousins, only one person has married someone from a Jewish background. This does not stand in the way of our lighting Hanukkah candles together or sharing the Passoverseder. What’s more, an openness to mixed faith couplings has brought seven fantastic people into our family, seven more adults who nurture and support our foursome.
Because of this, Ruthie really hasn’t been exposed to the idea that being Jewish necessitates having two Jewish parents. It is just not part of how she understands her identity. While I spend time every month blogging about navigating a somewhat new path in embracing multiple forms of Jewish identity, Ruthie thinks our family is completely ordinary within our religious community.
When she asked the question, my mind started embracing the 21st century outlook for interfaith families. I went to an exciting place: That maybe because of the work of community leaders, generous rabbis, individual families who choose love and acceptance and, of course, InterfaithFamily, our girls won’t ever know to feel different. They will know that we are Jewish through our actions. As they grow up they will understand that they have a choice about spirituality and connection to a religious community. If we are successful, the girls will understand that our goal as parents was to show them our choice, in the hopes that they’ll love it, but also in the hopes that they understand the benefits of choosing to make space for these connections in their adult lives.
Another interpretation might be that Ruthie is 6. I wasn’t raised in an interfaith family myself, so for all I know every 6-year-old thinks that all families must be like their own, religiously or otherwise. Perhaps 6-year-olds with interfaith parents have been asking this question for generations; I have just never encountered their stories.
So, earth shattering or not, I have a new inspiration. To hold onto the kernel of celebration that I felt in that moment. To hold onto the idea that I can raise my girls in an environment where their Jewish identity is about our actions, and not about a rule that would prohibit the loving home Eric and I have created as a couple. To create a place where they can relish the heritage they carry on through the multiple traditions from both sides of their families, but also firmly choose a path of spirituality and connection that is personally fulfilling to them. And, ideally, to imagine a time that feels not that far off when being interfaith will be an important part of how we understand, respect and love our extended family, but won’t be a significant facet of our Jewishness.
There has been a lot of discussion in my Interfaith home this holiday season, but not about what you would think. My husband is Jewish, I am not, and we decided more than nine years ago when our twin sons were born that we were going to raise them Jewish.
We had many reasons: My husband knew more about his religion than I did mine, relatives we lived near are Jewish, the list goes on and on. This has not come into question, nor has the age-old “Do we have a Christmas tree” dilemma. We have a tree and celebrate Christmas out of respect to my heritage and family in a secular way. This had all been ironed out years ago and I think we navigate it pretty well. What is being discussed now is how we are on the verge of quitting Hebrew school. We have been struggling for months with what the right decision is and no matter how we spin it, it comes down to: Hebrew school just isn’t working for our family.
But after reading Hila Ratzabi’s article this week in the Forward about providing individualized at-home Hebrew school education, I realize there might be hope for a solution. The mere words “Hebrew school” bring tears from my boys because they are so miserable. This leads to my husband and me having the same conversation about how he needs to be more involved and do more to work with them. But the truth is, I can’t give them their Hebrew education and my husband works long hours and just isn’t home during the week at homework time.
So what does this mean? I think I am better able to express what it doesn’t mean. Going to Hebrew School doesn’t mean you should be this upset at the mere thought of it. Hebrew school shouldn’t be so dreaded that my sons question why their father has to be Jewish in the first place.
I have talked to the Hebrew school teacher and the religious director numerous times and it isn’t their fault. The whole format just isn’t working for us. Hebrew being taught without context at the end of a long day is just the tip of the iceberg when it comes to why I sadly feel convinced we made the wrong decision two years ago when we started sending the boys to Hebrew school. We keep trying to make it work, but I think all our efforts have actually made it worse. We have let the boys suffer too long, and forcing them to endure another four years isn’t going to make them want to identify Jewishly afterwards.
So what happens now? Being the parent who is not Jewish, I have trouble visualizing the alternatives. We already chose Judaism rather than my religion, so I don’t want to change course now, and raising them with no religion doesn’t feel right. My husband also has a hard time visualizing the alternatives because he grew up going to a Conservative synagogue and thinks of Hebrew school as “just something that is boring and miserable for all Jewish kids.” This doesn’t seem right either.
Then I read Ms. Ratzabi’s article, and I started to think that maybe my feelings about Hebrew school had some merit. Could there be another way to navigate raising my sons with Judaism in their lives that they might actually enjoy? Could there be a way to hang on to a tangible sense of Judaism without going to a traditional Hebrew school?
The Jewish community is concerned with people making Jewish choices, but what happens when they do? It’s not always a happily ever after, this was a perfect fit, storybook ending. What resources do we turn to, to help navigate a less traditional path so that we don’t abandon practicing Judaism altogether? There has to be a way to create an educational experience that, although non-traditional, is still equally meaningful and respected in the Jewish community’s eyes.
I am not sure what the next steps will be for my family, but I hope there is a path out that there works for us. One that can illustrate to my boys that being Jewish can be meaningful and even enjoyable. If you have any tips or thoughts on this subject, please share!