But WHY Mommy? Why?

  
Amy, Roxy & Everett

Everett, Amy & Roxy

If you’re a parent, there’s always those questions you know your kids are going to ask you at various ages and stages that you mostly want to avoid. Things like “where do babies come from?” “What’s sex?” and “Have you ever tried drugs?” I think over the years I’ve done a pretty good job at either changing the subject or placating them with a vague answer and offering up real facts when necessary. But as they get older, the questions become less about physical body functions and more about real subjects that I honestly don’t know HOW to answer. And a recent conversation with the kids proved more challenging than I thought.

It started innocently enough as the 6 & 8 year old were getting dressed to go to Friday night family services at our synagogue.

Kids: “Hey Mommy? Does Matt go to church?”

Me: “Um, no, not really.”

Kids: “But isn’t he supposed to go to church? Isn’t that like the opposite of temple? Like people who aren’t Jewish who are Christmas go to church, right?” (Yeah, my kids still don’t get the concepts of the names of other religions. Either a mom fail or they haven’t paid attention to half of what I say to them. Or both. Let’s be real though, trying to explain to them the difference between Catholicism and Episcopalians is pretty much next to impossible at this stage. I know my limits.)

Me: “Well yeah. I guess he’s *supposed* to go to church. If you’re part of a religion a lot of times you go to services. But not everybody belongs to a church the way we belong to the temple. Matt doesn’t belong to a church and he doesn’t go. We don’t go to Shabbat services every week either, so that’s OK, right?”

Kids: “Yeah it’s OK, but did he EVER go to church?”

Matt and Amy

Introducing Matt and Amy

Clearly they weren’t letting this go. My brain was spinning trying to figure out how to explain that my Irish Catholic boyfriend grew up with a serious religious education, went to Catholic school, was the head altar boy, represented the church at community functions like funerals and actually hung out with his clergy because it was fun. Matt’s connection to religion growing up very much shaped him, much like how my involvement in my synagogue shaped me. But as an adult? Times change. Views change. Beliefs change. New traditions get formed.

We had a good talk, but the questions kept coming.

Kids: “Does Matt pray to Jesus? Or does he pray to God?”

Oh. Dear. Now they want to talk about prayer?!? It’s a subject that I’m not entirely comfortable with because *I* wrestle with it.

Me: “Uhhhhhh, kind of? I mean, he believes in God. It’s really hard to explain guys.”

Kids: “Well remember that time we went to church for that wedding and everybody kneeled and said prayers to Jesus and then ate those cracker things? Jesus was Jewish. Did you know that mommy? Does Matt know that? Did he do that stuff at church?”

This is seriously so hard to talk about. So the conversation continues, which at times has inspired our own adult conversations about what we each believe, various experiences we had in our lives and how we live now. I recently shared with Matt that one of the things I love about being a Reform Jew is being able to interpret prayer and beliefs to create personal meaning. I never expect him to one day tell me he’s converting, but the longer we’re together, the more he seems to get and appreciate my connection AND the more I understand his own connections – yes, even if he no longer goes to church, sorry kids.

I think with life’s experiences we turn to what we know in looking for answers, healing, serenity and more. My kids are starting to figure this out as they ask me those tough questions and I’m proud of them for wanting to understand and decide things for themselves. As parents we provide these types of tools for our kids; my family and Matt’s family gave us amazing foundations to start with. We may not have grown up attending the same type of services, what we both believe in now might not always mesh up, but the values we both learned along the way match perfectly. So keep the hard questions coming as we all learn more about ourselves in the process.

The Start of My Jewish Family’s Interfaith Education

  

Amy's kids celebrate Hanukkah

Once upon a time, I was a kid growing up in North Jersey in the ‘80s, and I had a pretty clear idea of who I was and who I wanted to be. Even though I was the “token” Jewish kid in the neighborhood, I never struggled with my identity, in part to my parents’ credit for creating a strong Jewish home life, and in part because of my close connection to the Reform synagogue at which I spent countless hours. Whether I was celebrating a Jewish holiday, marching in an Israel celebration parade or singing with the junior choir at Shabbat services, it was clear to everyone around me that this kid was on a path, and that my Jewishness was a huge part of who I was and who I was going to grow up to be.

The story could just end there, with the assumption that I stayed that kid and that I followed that path … and the story wouldn’t be totally wrong.

But it’s also incomplete, and sometimes even I find myself looking over my history and wonder if I’m reading the story of me, or someone else. I’m no longer that ‘80s kid who was so self-assured, and my connection to Jewish life doesn’t always resemble the picture I imagined in my head. And I’m sure by now you’re wondering why.

My name is Amy, I’m a divorced mom of two (mostly) hilarious kids (ages 6 & 8 ½) and well, now I live in Maine. Wait, let me say that again. I’m a divorced mom of two and I live in MAINE.

This place isn’t exactly known as the center of Jewish life in these great United States. And while I’m at it, I should also mention my Irish Catholic boyfriend. So begins my interfaith journey, one that I hope you’ll join me on. I promise to fill in some of the blanks (like, are the kids Jewish? Is their dad Jewish? Yes and yes) on this blog, and to be real with all of you. Because for the first time in my life, identity and belonging isn’t so simple for me—and if it’s not simple for ME, the complexities of raising Jewish kids while trying to navigate this newness? My brain hurts just thinking about it.

Christmas tree

Amy’s kids with their first Christmas tree

So as an introduction, I’ll leave you with this story, because I think it will start developing the Polaroids for you to get the picture. As I type this, I’m looking at my Christmas tree. Yes, MY Christmas tree. I’ve never had a Christmas tree until this very tree that I’m staring at. The idea was absurd as I don’t celebrate Christmas. I’ve never had tree envy: even when my friends would invite me over to decorate theirs. It wasn’t part of who I was and there was no question that I would never, EVER have a tree.

Remember the whole Jewish girl from Jersey thing? Yet for the first time in 39 years, I’ve got a real live one, and I’m totally and completely enthralled with it. I could say it was the boyfriend’s tree since we were putting it in HIS apartment, but I went with him to pick out the perfect one, it was tied to the roof of MY car and I went to the store with him to pick out ornaments. I carefully decorated it, twice (because apparently trees have been known to fall over; I clearly have so much to learn), and added my own special touch: a blinged out Chinese takeout container, because up to this point that’s what Christmas meant to me. After a third tree felling (followed by said tree being attached to the wall), my kids got involved in the action. My Jewish children, who had never touched a Christmas tree let alone decorated one, were about to experience something totally foreign.

The night they came to decorate coincided with the seventh night of Hanukkah and the kids were excited to light the menorah and exchange gifts. All that happened, and it was our normal Jewish life. Until they decided that what they really wanted for Hanukkah was to decorate the tree. By the light of the candles, they carefully chose ornaments and hung them with care … not quietly. Instead, my amazing children, who only cared about making it look special for my boyfriend, decorated the tree while belting out as many Hanukkah songs as they could think of. There are no parenting manuals that tell you what to do, or how to react in a situation like this, so I did the only thing I knew how—I joined in.

I laugh thinking about it now as I look at the tree. My kids singing in Hebrew about dreidels, only wanting to spread love and joy. In that moment, I realized that maybe, just maybe I can make this interfaith thing work. Their excitement was electrifying and for two kids who don’t believe in Santa (I may have come up with some threats if they ruin it for their friends!) well, I think we all found a little magic that night.

So begins this chapter, as I try to figure out how to maintain old traditions and incorporate new ones that I (or the kids) never expected to be part of.

The Twelve Days of Interfaith Holidays

  

With not quite 12 days between Hanukkah and Christmas this year (depending on just how you count), I thought I would dedicate this post to that persistently ambitious Christmas carol (which also has more than one Hanukkah-themed version). In no particular order, here are some memorable moments from this December’s interfaith holiday season:

1.  Learning and sharing holiday baking traditions always crowns my list, from my spouse’s excellent latkes to Christmas cookies to the gingerbread people my spouse’s family favored at this time of year, and chuckling at his always-remarkable excitement over indulging in my family’s Christmas morning tradition of having pigs-in-blankets for breakfast.

2.  Learning and re-learning with my children the story of Hanukkah, from the Maccabees to the hanukkiah (Hanukkah menorah), from dreidel to gelt, and learning and re-learning, how to share the stories of Christmas with them as well.

3.  Making a list, or two or three, and checking them at least twice, to make sure we have a good balance of gifts to spread across eight nights and one festive morning.

4.  Making sure that list of gifts includes opportunities to remind our children that the holiday season is as much about giving as getting (and this year, giving each daughter a tzedakah box as an opportunity to think about giving).

baking cookies5.  Baking “just one more batch” of cookies after we’ve already made four, this time chocolate peppermint buttons, because I am a compulsive holiday baker who likes nothing more than giving away platefuls of cookies.

6.  Answering the persistent queries from my children’s great-grandparents about what to send their great-grandchildren, and do they have to send gifts for Hanukkah, or is it all right to give them a Christmas gift, too, since they know we’re raising our kids Jewish? (Answer: gifts are always welcome, and we love you no matter how you figure this one out).

7.  Soothing my 6-year-old daughter’s tears as she mourns the eighth-night end of Hanukkah, by reminding her of all of the many holidays and festive days that we’ll enjoy between now and next December.

 

Holiday dishes8.  Worrying that hegemonic Christmas is overtaking Hanukkah in our home’s holiday decorations, as this year we brought Christmas-themed dishes onto our holiday table, and asking my Jewish spouse for what feels like the 50th time if he is sure he is OK with the Christmas-themed dinnerware, and all of the other Christmas-y things that have festooned our house, like the bough of pretend holly which now winds up our staircase, and gives great joy to our daughter who shares the plant’s name?

9.  Smiling as he reassures me that he really likes the new dishes, because the bowls have holly on them and the plates have a cute little village that reminds us of a favorite place where we once lived.

10.  Laughing with my spouse as I tell him that I think it would be fun to have special Passover plates too, not because I want us to be particularly frum, but because I enjoy holiday dishes, and wouldn’t it be fun to mark Passover with special dishes too (and throw a bit of kashrut into the mix without even meaning to)?

11. Continuing to read Hanukkah books to my daughters many nights after all nine candles have long since burned down to their holders, and smiling at my spouse over our elder daughter’s head as she insists on singing the song “Hanukkah O Hanukkah” all by herself.

12. Seeing the light at the end of the tunnel as Christmas Eve approaches, and realizing that somehow, again, I’ll have made it through another festive and yet frenetic holiday season.

Wishing all of you a happy, festive and joyful holiday season!

Traditions are Languages, Too

  

Kids learning at schoolTraditions are languages, too.

Or at least, this is what my six-year-old daughter Laurel would have me believe. This week, I opened up her teacher’s monthly newsletter, scanning, as usual, for mentions of my own child. The final page usually includes what Laurel calls “jokes,” except they’re actually words “out of the mouths of babes” which sound funny to adult ears, but often mean more than they say.

This particular snippet of conversation went as follows:

Classmate: “I speak English, Chinese and Spanish.”

Laurel:  “I speak English and Chinese and Spanish and Christian. And I speak Jewish too.”

I laughed, of course, when I read it, and Laurel chuckled, too. She meant “Hebrew,” of course, and “Christian” isn’t really a language. Yet even as the children in her class oppose English to their lessons in Spanish and Chinese, Laurel knows as an interfaith child that Jewish can be contrasted with Christian, and Judaism has a language which is not English.

Out of the mouths of babes, indeed. Religious studies scholar Susan Friend Harding, for example, argues in her book The Book of Jerry Falwell, that the way words are used in fundamentalist Christian culture is key to understanding that culture itself. Or, to put it another way, culture functions like a language, and finding one’s way through an unfamiliar culture is much like learning to speak, write, or understand a new language.

As she gets a little bit older each month, I find it fascinating to see how Laurel learns her way around patterns of tradition and observance. She does indeed “speak Jewish.” I hear her speaking Hebrew when we say blessings for Shabbat. I hear her adorable mispronunciations and as she follows her parents’ guidance through the words of the Shema, revealing her growing familiarity with the language of Judaism. Even her younger sister Holly, at almost 28 months, tries to say the prayers, which usually results in some very cute utterances.

She’s learning, too – I think – that churches and synagogues refer to similar types of places, but are not quite the same. One belongs to the “language” of Judaism, and the other to the “language” of Christianity. We, her parents, still dance nervously around the linguistic content of some of these religions: Ben remains as uncomfortable telling the stories of yet another Jewish holiday that exists because of some long-ago military triumph as I am answering her questions about Jesus – or even Santa Claus. In both cases, we try to treat the topics historically, and to say why Jews or Christians view these things as important. These conversations form one part of our daughters’ cultural knowledge and understanding, and one part of the “languages” they’re learning.

When I first wrote for this blog, Laurel at 5 was only beginning to understand what religion or holidays meant, much less that they could come from different backgrounds: Jewish, Christian, national, or secular, or something else entirely. What a difference a year makes, and as little Holly gets older, too, she’ll grow in her understanding of the “languages” present in our family.

Just last night, Laurel came into Holly’s room as I was putting her to bed. “I want to sing the Shema to my sister,” Laurel said, and she did, beautifully, her sister listening as the language of Judaism washed over her. This morning, the Shema is stuck in Laurel’s mind. She sang it repeatedly, joyfully throughout breakfast, and I have no doubt she’ll bring the language of Judaism with her to school today.

 What “languages” do your children speak? With what traditions, knowledges, and practices must they become familiar, in order to speak, think or act in the traditions of your family?

#100TrueSleepers: What it means to number our days as a family

  
Scenes from #100TrueSleepers

Scenes from #100TrueSleepers

In mid-April, I joined an army of Instagramers around the world on a journey called The 100 Day Project. The project was a “celebration of process that encourages everyone to participate in 100 days of making.” To participate, you simply committed to do one thing every day for 100 days, and then to post a picture of that thing on social media.  After learning about the project from a college classmate (#100spotsforsitting), I launched #100TrueSleepers, a photo journal of what sleep really looks like in my house.

My project, inspired by my interest in one of the biggest themes from my parenting life, uncovered some deeper revelations about how big 100 days can really be. This week, most of us will transition from the long days of summer into the excitement of September and the introspective spirit of the High Holidays. At this important moment, I wanted to share some reflections from my project to encourage us all (myself included) to pay attention to at least one small thing everyday, as a reminder of how our children, and we as parents, grow every single day, whether we notice it or not.

Two things about sleep have intrigued me ever since I became a mother. First, I love to watch my girls sleep. It is not that I prefer it to when they are awake, it is just that I love seeing the peace of a day well lived on their faces. The second is a dialogue I’ve always wanted to explore in a more public fashion – that bedtime parenting can be really tough. My kids have never been easy sleepers, and I sometimes wonder if the popularity of sleep training and related techniques makes us less inclined to be honest about what really happens in our homes on the path from dinnertime to dreamland. I launched #100TrueSleepers as the intersection of these two ideas.

During the course of 100 days, my photos narrated drawn out bedtimes, moments of frustration, and how much of a superhero Eric is for saving the bedtime hour most nights. I also got to share some great shots of my girls holding hands asleep, looking completely peaceful, and entirely beautiful.

During the process of showing up every day to take my pictures, I discovered a third and powerful thing. As I captured my girls’ sleeping moments, I also paid closer attention to the space of each day. I often heard a certain line in my head as I posted the pictures, a psalm I came to understand from Barbara Myerhoff’s Number Our Days, a fantastic book I studied in college:

“So teach the number of our days, so that we shall acquire a heart of wisdom.”

                            Psalms Chapter 90, Verse 12

This idea, that wisdom is gained in the counting of individual days, gained more and more resonance as my 100 days accumulated.

Often, the way I track time is driven by milestones and deadlines, and not by individual days. The theme of a week or a month is a project deadline, a new school year, our weekend away – major events that we plan for, and build up to. By picking a way to significantly note each day, I began to understand how much all of those milestones can be attributed to one 24 hour period, or three, or even 100. Taking that moment to catalog each photo, I also could take note of the magic of that day, and even in what had changed from one, or two, or 10 days ago.

Some amazing but smaller things happened in those 100 days – the girls changed how they liked to sleep, where they slept, and which lovies were the best sleeping companions. I was able to count the number of nights I missed entire evenings with my family (8), the nights we all slept away from home (22) and the night the girls put themselves to sleep all by themselves (Night #100).

Some big milestones happened for each girl – Ruthie lost her first two teeth and learned how to read her sister bedtime stories on her own. Chaya grew out of her nap AND her pacifier. And some big and unexpected things happened, too. Eric’s Nana passed away, a huge loss. And we moved out of our condo, the first place both girls called home, and into a new house, something we never would have predicted on Day One.

I finished my 100 Day Project about a month ago, and I decided to take a break from the every day of it. The project was a lot of fun, and has given me pause – to look more closely at how the days add up into the story of our journey as a family. It is a wonderful reminder to take into the new year.

Planning for a First Shavuot

  

Cheese blintzes

Despite being part of a Jewish family for the past decade, I have never celebrated Shavuot. After the excitement of Passover, it’s never been a holiday that I’ve experienced. I am, admittedly, embarrassed to say this. However, in the spirit of blogging about my interfaith family, I announced to the family that this year, we should do something differently! I promptly looked at Ben for suggestions. He said, “Well, let’s see,” and walked over to the bookshelves, coming back with a big stack of Jewish cookbooks. Laurel grinned in excitement and fascination, and I could see her thinking, “Yay, another holiday! More good food to eat! This is so exciting!”

For any holiday, my husband (a self-confessed foodie) usually thinks first of the foods one eats for the holiday. I’ve lost track of the number of times he’s explained that, for him at least, “Jewish holidays are all about food!” This fact is, I expect, a major link to tradition for him as a modern Jewish person. I have learned not to start with “what do we do at the holiday?” but with “what do we eat?

To my delight, though, one of our favorite cookbooks (Olive Trees and Honey, a vegetarian cookbook with recipes from around the Jewish world) described not just the foods of Shavuot, but the other practices and traditions as well. As we prepare to celebrate our first Shavuot, I expect we’ll be thinking about the three things this book mentioned: first, sweet dairy foods, second, the Torah, and third, the Book of Ruth. I don’t know if we will go to a synagogue or celebrate at home, but I know we’ll be focusing on these three things.

First, sweet cheesy foods, which in my husband’s culinary lexicon apparently means blintzes. For a second embarrassing admission, I have to admit I’ve never eaten a blintz. My friend Scott in college loved them, and piled them onto his plate whenever the dining hall served them. To me, those dining hall blintzes looked like they were swimming in water, or grease, or something else even less desirable, and they therefore lost much of their appetizing appeal. Ben, however, swears that all I need to do is make a crepe and put a sweet cheese filling in it, and we’ll be set. After all, I can make a crepe-like pancake, and since I can make a mac ’n’ cheese sauce, I can probably make a cheese filling. Shavuot part 1, check!

For Shavuot part 2, staying up all night reading Torah and studying, I doubt we’ll stay up all night. There are bedtimes to observe, after all, with cranky-child consequences. But I do think we’ll take the opportunity to tell our children—likely while eating our blintzes!—the story of Moses receiving the Torah at Mount Sinai, seven weeks after leaving Egypt at Passover. We’ll show them our various paperback and hardback translations of the Torah. I wonder what questions Laurel will ask, in her entertaining 5-year-old way. Will she ask what a sacred text is? (Will that even be the language we use?) How will we answer? Will we talk about sacred texts beyond the Torah or the Hebrew Bible? About writing and literature as hallowed activities for the transmission of human knowledge, emotion and experience? Or will those questions come later? I’m looking forward to finding out.

Finally, there’s the book of Ruth. If ever there were a story to celebrate in an interfaith family, this would be it. The story has a personal connection for me because my grandmother’s name is Ruth, and it’s my middle name as well. I love that the Hebrew Bible includes a story of a woman choosing to live a Jewish life with a Jewish family. I love that even in a religious tradition that’s passed down from generation to generation, the tradition itself preserves a tale of an outsider choosing to become an insider. Ben and I already mentioned the story to Laurel when we first described Shavuot with the stack of cookbooks. We’ll tell it to her again on Shavuot (probably over blintzes). As the years go by, I expect that both of our children will find many layers of meaning in this story of extended families, the relationships we choose for reasons of love, and the traditions around which we consciously choose to shape our lives.

Be Courageous

  

Number_the_Stars_book_coverAn 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.

A Snowstorm, My Pup, and A Moment to Celebrate Nature

  

It’s Tu Bishvat. The Birthday of the Trees. Hooray trees?!?

MaisyIt 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.

Jewish Education Can’t be Optional

  

alef-betFor 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 Unintended Consequences of Blintzes for Blitzen

  

My Jewish husband and I (a Unitarian Universalist) might not have known what we were getting into when we decided to raise our kids Jewish—but keep celebrating Christmas—my favorite holiday. That was ten years ago. Fast forward five years, to this past January. We took our then-4-year-old daughter to a Tu Bishvat celebration. On the drive there, she kept proclaiming, “It’s the New Year for Christmas trees! I love Christmas trees!” Once we parked the car, we earnestly encouraged our daughter not to mention Christmas trees while at the event, which would involve planting a small bit of greenery (which turned out to be parsley for the seder plate). She didn’t quite understand why people wouldn’t want to hear about Christmas trees (they’re pretty, and come with presents: What could be wrong with that?), but she trusted us and didn’t mention the possibly offensive greenery.

I’ve since realized that, at the still-tender age of now-5 years old, our daughter is still learning what “religion” is, or to be more precise, what religions are. She knows what holidays are, and her memory is now good enough that she can recall many dazzling and exciting details about both of the upcoming exciting winter holidays: Hanukkah (lighting the menorah! Presents! The dreidel!) and Christmas (Santa! More presents! A pretty tree!).

Emily's family

Emily and her family celebrating Hanukkah

But in her life, these two holidays are part of what’s still a continuous cycle of celebrations, which in our secular-religious American culture involves everything from Thanksgiving, Halloween and Martin Luther King Jr., Day to St. Patrick’s Day, July 4th and Columbus Day. That list doesn’t even include Easter and Christmas, or Passover, the High Holy Days and Hanukkah, but they too belong on her exciting list of yearly liturgical celebrations.

As the not Jewish spouse in our family, I share—but feel ambivalent about—our older daughter’s excitement about Christmas, which she proclaims as happily as she does her Jewish identity. I don’t really want her to want to sit on Santa’s lap, but I know she wants him to bring her presents, just as she wants a present each night when we light our menorah. I’d like to honor the promise I made to my husband before we got married that we’d raise our children in the  Jewish tradition, but I don’t think I understood how children’s own expectations and perspectives about, say, something as pervasive as Christmas, might put an interesting twist on those well-meant decisions. As she gets older (and as her toddler sister grows, too), I know my husband and I will somehow help our children figure out why they shouldn’t mention the Christmas tree at a Tu Bishvat celebration. They will eventually learn that holidays can be secular, national or religious events and that they have different and distinct traditions of origin.

For now, I’m just glad that our daughter is eager to celebrate both traditions. Popular winter holiday books for interfaith children promote this “more the merrier” perspective on the winter holidays. In Blintzes for Blitzen, by Elise Okrend, a hungry reindeer enjoys a tasty Jewish treat during a break in Santa’s annual rounds. In My Two Holidays, by Danielle Novack, a confused schoolboy learns that although his friends celebrate one holiday, he gets to celebrate two. The more the merrier.

Neither book offers a clear perspective on what it means to celebrate two holidays: two distinct religious traditions practiced by one family. Nor do I believe that should be the primary goal of these books. My daughters, even our toddler, experience the wonder and joy of light in a dark time of the year. If they choose to celebrate either holiday, follow either tradition, in their adult years, it will likely be in part because of memories from childhood. If celebrating two holidays creates strong and hopefully happy, memories, then more is merrier indeed. Understanding that these two holidays are from two traditions will come as they each grow older and learn more about the world into which they were born. For now, I look only for the wonder in their eyes.

Emily R. Mace lives outside Chicago, IL, where she is the director of the Harvard Square Library and the co-parent of two young daughters. Follow her on Twitter @lemilym.