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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 sonâ€™s Jewish identity blossomed, and his knowledge of Jewish history, texts, and the Hebrew language grew.
But our overall satisfaction with the education didnâ€™t mean that we thought the school was perfect. It wasnâ€™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 sonâ€™s third year, the school put in place a new administration. It adjusted the secular curriculum and teaching style in a way that didnâ€™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 wouldnâ€™t consider it.
I didnâ€™t care that he was practically fluent in Hebrew. I didnâ€™t care that his understanding of the Torah was deeper than other children his age. I didnâ€™t care that weekday Hebrew and Sunday school might be filled with much drudgery. And I didnâ€™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 didnâ€™t go heâ€™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 wasnâ€™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 didnâ€™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. Itâ€™s not, but Jewish education is. According to a 2008 Steinhardt Social Research Institute study, â€śevery additional hour of Jewish education received has an exponentially greater impact than the hour that came beforeâ€ť 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 â€świth more densely Jewish social networks areâ€¦more likely to engage in ritual practiceâ€¦and to raise their children as Jews.â€ť
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, itâ€™s the only time they interact with other Jews. For others, like my son, itâ€™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. Iâ€™m surprised and thrilled because as Deb Morandiâ€™s recent blogÂ 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.