“Sara Imeinu couldn’t have children,” my cousin Buba reports. Flown in special from her yeshiva in Israel for the occasion, She’s been invited to deliver a dvar Torah, to show off her advanced Torah learning, to all the friends and relatives assembled at the occasion of her grandparents anniversary. Her grandparents beam as she continues: “She couldn’t have children, because she was too dominant. She was too unfeminine…” When I confront her about the apparent misogyny , she looks confused. “I don’t know,” she shrugs, “I guess I just wasn’t thinking.”
Not thinking. I’d like to be shocked, but I can’t be; after all, I’d been through it myself years ago.
I recall sitting in a classroom along with other teenage girls, all spell bound at the bearded, dynamic Rabbi seated facing us from the front of the classroom.“I’m teaching you how to think for yourself,” he challenges.He’s busy attacking the lyrics of the song NO JEW WILL BE LEFT BEHIND. “Some Jews will be left behind,” he announces. “Some of you have have never challenged what you heard before!” “Wow I never thought of that,” says one girl, and the teacher beams in approval. “He’s my world,” the student announces dreamily after class. “He’s my world.”
Thus was thinking called.So I wasn’t shocked, only dismayed that after so many years, things hadn’t changed. And as I watch my baby sister, a high school senior, prepare for such an immersion, I am more than a bit concerned.
One would expect that a school would endeavor to provide the best Torah education to its students in the goal of making them knowledgeable and empowered Jews. Fifteen years ago, I attended seminary, where I expected just such an experience. The Seminary I attended was described as a school for mainstream Bais-Yacov type graduates. I arrived at seminary hopeful yet apprehensive, knowing I might face restrictive rules, but eagerly anticipating a stimulating intellectual environment that would compensate. I hoped I might finish the year with new friends and relationships and perhaps with some direction and assistance on how I might use my talents to make a contribution to the Jewish community.
I was frustrated on all these accounts.
The bearded Rabbi may have tried to convince us that he was “teaching us how to think for ourselves” by mocking popular culture as he quoted Talmudic half statements, which we had to accept on faith having no tools to respond. Other teachers didn’t even pretend. My friend had her ten page paper disqualified due to her original thesis, ie. one that had not been taken directly from a book or a Rabbi. The disapproving teacher happened to be considered one of the most dynamic and intellectual in the program.
I fared no better when I hooked up with a friend who had come from a more modern orthodox background, who sought out connections among the religious Zionist community. We made up to spend the High Holidays. When I offered that information when interrogated about my holiday plans (we were warmly and sweetly interrogated on a regular basis about our whereabouts) the principals and housemother descended upon me in masse, offering me various prize holiday placements to get me to reconsider, telling me that I didn’t really want to go there, how that would be religious step down.
So much for encouraging us to think for ourselves.On the contrary, they tried to protect us at every turn from exposure to influences other than the accepted school party line. Even frum wasn’t frum enough. Girls who wanted to go to Safet for Shabat were told to wait for the school shabaton… “We don’t want you to go alone, you may meet people who will confuse you.” The old city of Jerusalem- where hundreds of children, teens, elderly, native as well tourists can be found chilling peacefully on any given day- was off limits as well, ostensibly for security reasons.
So instead of trying to open my mind, I found staff trying to stunt independent thought and creativity. Instead of conveying a message of motivation to achieve and to excel, the school valorized subservience and self denigration. Instead of finishing the year with pride and motivation, I arrived home with longer skirts and sleeves to be sure, but with a holier-than-thou attitude which masked an identity confusion, lack of direction, and low self esteem. And I remember a friend, a very gifted girl, turning to god saying Why? Why did you make me so intellectual?
Why? Why would an institution of higher learning seek to educate according to these values?If the goal of the Bais Yaacov Seminary is not to expand student’s mind, increase her knowledge, or love of Israel, that what is it?
"Sara Shenierer is credited with saving Torah Jewry," I have often heard said of the founder of the Bais Yaacov movement. Before Sara Shenirer, girls in most communities received barely any Jewish education at all. But educating girls, according the speaker, was not enough of an accomplishment in itself. According to them, the primary accomplishment was that if not for her, young men studying Torah in Kollel would have no one to marry.
I believe, therein lies the key. The Kollel system today is a system in which entire communities of young men are expected to study Talmud and eschew secular education or vocation, while being subsidized by the community, parents and in laws, and wives. So if the goal of the Bais Yaacov Seminary is not to expand student’s mind, increase her knowledge, or love of Israel, it is must be that the primary goal of the Bais Yaacov seminary is to mold a new generation of domesticated, hard working, subservient, and intellectually dependent female adherents to the Kollel system.
Continued at
http://kisaritaarticles.blogspot.com/2009/01/seminary-contd.html