Rabbi Jon's Website and Blog

My Testimony on "Divisive Concepts"

I testified at two committees of the New Hampshire legislature on bills to change or repeal our new "divisive concepts" law -- Senate Judiciary and House Education. I said essentially the same things at both hearings. Here it is, video and my written statement (they are the same).

 

Mr. Chairman and Honored Representatives: Thank you for your service and for this opportunity to address you. I am Rabbi Jonathan Spira-Savett. I live and work in Nashua, and I am the father of three children who are students and grads of our Nashua public schools. I myself have been a high school teacher of American history and literature, and I currently serve on our state’s Commission for Holocaust and Genocide Education. I come to speak to you in strong support of HB 1576.

This country saved the life of my family and my wife’s family, from the tyranny of the czar and the genocide of Hitler. I am a proud American and a religious person who says a blessing over freedom whenever I vote – and on voting days and occasions like today, I wear those commitments together on my body, above my head. I feel that my own group’s history obligates me in gratitude to be a civic leader in this country, and I carry responsibilities as a member of both a religious minority and the white majority.

Earlier in my career I had the opportunity to create from scratch a course for juniors about America in place of the usual AP history and literature out of that sense of obligation. I was working at a private Jewish high school, and together with a colleague, we set out to give our students interdisciplinary tools to look at American history and culture, and to look at themselves as critical citizens -- connected critics, to use the terminology of the political philosopher Michael Walzer. Perhaps this was natural for us as Jews, a group of whom so many have lived the “American Dream” and a group so often the targets of violence and discrimination even in this country. But what we did in that school was to prototype a concept with application far beyond our specific group and private school setting.

I am proud that the alums of that course have become those connected and critical citizens – doing work in everything from our national defense and intelligence, to representing the underrepresented before our Supreme Court. Facing all of our story as a nation, in an honest and questioning spirit, only fueled their engagement and their intense dedication to our country, their resilience to keep working on problems especially in times of crisis from 9/11 through now.

How will we motivate our public school students to locate themselves as creators of a more perfect union? How is it possible to draw lessons about the dynamics between one’s ideals and group pressure, if you don’t learn about three-fifths compromise and sit in shame and embarrassment, as well as understanding of political strategy? How is it possible for our students to learn about the inner challenges of actual leadership, what it’s like to sit where you sit where we hope they will one day -- unless they can probe Thomas Jefferson in both his idealism and his cowardice? Why bother reading Thoreau if we don’t allow students to take seriously his indictments of the nation and even of his own friends? How can we study Twain without asking whether he was lampooning the racism of his time or swept up in it?

Sometimes as teachers we have to make sure that a perspective that was or is in our history, that is so opposite of what a patriot teachr like me would ever want to entertain or say out loud, is made vivid and alive in class so students know what’s at stake – slaveholder, or Stalinist -- so it can be addressed in the safe and trusting container of our classrooms.

If the creators of divisive concepts laws such at the existing one are concerned about America lapsing into an unpatriotic socialism – well it is the hallmark of socialist dictatorships to write laws that hide their implications behind innocent sounding words, in order to sow doubt about whether you or someone else is breaking the law, and to create a situation where an official or another citizen can take legal action against you or just threaten to do so. Which is exactly what is happening in New Hampshire and elsewhere with such laws.

Members of my Jewish community have lived under such laws in our lifetimes in other lands, and that’s why they came here. I have had conversations with people running for school board or attending meetings – they are at my kid’s school, in my American neighborhood -- and there is never any actual incident of a teacher declaring that someone is “inherently racist” or that America is. There is only “I have heard of a few times”; “no, I can’t tell you the name of a school” and “I’m just trying to make sure it doesn’t happen here.” That is what the current law is, and it sure doesn’t sound like the American Constitution to me.

If that is not how you intended the current law, then consider my remarks to be teacher comments on an essay whose thesis was confusing and needs a rewrite. If you are serious about education for a proud and patriotic American citizenship, not just for diversity but for a difficult unity -- and I hope that you are, then show you are serious, by getting engaged with the fine work of our social studies leaders and our civic education thinkers. Pump more substantive standards into our system and invest in the resources and training for our educators around critical citizenship and a true patriotism. And in the meantime, get these words out of our current laws and pass HB 1576. Thank you for your time and I am happy to respond to any questions.

International Holocaust Remembrance Day

Today is International Holocaust Remembrance Day. The day was chosen by the UN because it is the day in 1945 when the death camp of Auschwitz-Birkenau was finally liberated after the world woke up too late to the extent of Nazi atrocities. In 1942, a week earlier in the calendar, the Nazi leadership had convened the Wannsee Conference, a retreat at a fancy villa where plans to coordinate the "Final Solution" against the Jews was discussed and worked on.

 

We mourn all those who were murdered in the Holocaust -- Jews as well as Roma, disabled people, LGBT, political opponents of the Nazi regime. I mourn, for members of my own extended family and Laurie's family, and I think about how profoundly and concretely the Shoah affected our families.

 

I share this video made in New Hampshire for the purpose of supporting the education of students in public schools about the Shoah. There are interviews with survivors, family members, educators and others. Please share with anyone, especially with those who are teachers.

 

Violence and murder of one group by another is ancient, and the targeting of Jews is ancient as well. What makes the Nazi "Final Solution" different is the mobilization of culture, media, science, and industrial organization in a coordinated way to the goal of exterminating one group.

 

I am a member of our state's Holocaust and Genocide Education Commission, created to help our state's public schools fulfill a new mandate to teach about these things in middle and high schools. There are so parts of the specifics of the Shoah as a case study and the general themes that people ought to learn, among them:

• anti-Semitism in its modern forms and its many sources
• the systematizing and systemic mobilization of hate, discrimination, and violence against a group by a majority
• the sociology of followers and bystanders
• the "pyramid of hate" that helps us locate individual acts of bullying and violence in relation to larger trends of bias and violence
• the redemptive power of social leadership and individual moral courage

May the memories of all the individuals who were murdered in the Holocaust be remembered for a blessing.

 

Integrating America: What I Hope To Get From This Year

 

Assignment: Complete this thought -- "I am about to begin a year of study about America..."

 

This is the final bit of preliminaries, before delving into history and literature. I wanted to put down a few of my own goals in taking a sustained, hopefully deep survey of American history since colonial times.

 

I used to think of history, sort of, as a series of case studies where people faced social-ethics dilemmas like the ones we do, and we can see various approaches and arguments from the standpoint of completed episodes. In a certain sense, people in the past are like us, minus some technologies and mostly minus the idea that women and men are equal.

 

I guess that approach owes something to John Dewey's decidedly non-industrial, non-training-only view of education from the Progressive Era. Now I know that every period, even of the history I have lived in my own life, has a texture of its own and you can't easily analogize or extrapolate. If you want to, you have to make a case for the analogy.

 

I still hope to learn some in that analogy vein. But maybe more so, I want to understand better that we live in a different part of the American story, and I live in a different part of the story than when I had my formative American education. So I should look not just for parallels, but for things that my current experience would otherwise miss. Some of those things may have clues to what I miss about America today.

 

At the same time, I am looking for a thread of ideals and the story of challenges, stress-tests, and refinements of those ideals. The citizen as "connected critic" that I articulated already on this thread. I have always thought the challenges were about expanding who is included, and the blindnesses that impaired or prevented that. I'm looking to test that idea as well. I want to believe in American ideals -- freedom, equality, pluralism, diversity -- I have a rooting interest. I hope I'll look with a critical spirit and that people here will join me in learning and helping test my own reflections.

Integrating America: Lame Deer and the Native American Critic

 

Summer reading assignment:

Lame Deer, Seeker of Visions: by John (Fire) Lame Deer and Richard Erdoes

 

Before year 1 of the course, Leslie thought this book would pair well with my Michael Walzer, “connected critic” idea, since Lame Deer was a Native American, an outside observer. I was skeptical but now I’m glad we did it. It got me to thinking about what a “connected critic” does with criticism from the outside or from a group who you would think couldn’t possibly be made integrated into the main American narrative, the way I can. I’m a member of a group persecuted in other lands throughout history and intermittently discriminated against here, but clearly eligible to be an American partner. Much different from a Native American living here.

 

It’s easy for a connected critic to romanticize a Native American critic – to fantasize about being able to say things one can say without the responsibility of being part of the group. It’s easy to nod at Lame Deer’s anti-Horatio Alger diagnosis of our materialism, our destructive individualism, our superficial approach to learning, which is packaged in this particular book with a smile. But I realize as I write this that I’ve been constructing my own account of a Native American critic, to serve my own critical posture. To make it easier to defend myself to the critics-of-my-criticism by pointing to my own connection. At the same time, reading a Native American critic forces me to take responsibility for my involvement – I don’t have the right to hurl at others or deflect from myself critiques that I am implicated in.

 

I experienced something really thought-provoking a few months ago, at a community rally called in response to some local hate activities. The first people invited to the stage were Native Americans, and I expected to hear about ethnic cleansing and genocide, and a reminder not to forget about that part of the American story while standing up for Latinos, African-Americans, and Jews. But the representatives welcomed us and blessed us, and invited us to live well and peacefully and with integrity on this land, in the name of the people who were once entrusted with it and the spirits who are still present. It was incredibly gracious, it wasn’t at all cramped, and it did not force any of us to renounce our Americanness, our white-ness for those of us who are white, or our hope. I am still sitting with this.

 

Integrating America: The Connected Critic

Leslie and I experimented with the readings for a short opening unit on how to study America. I advocated the first year for excerpts from the political philosopher Michael Walzer's Interpretation and Social Criticism. Walzer articulated the idea of the "connected critic", someone who was inside a society enough to be committed to its people and its narrative and its articulated values, and able to criticize in the name of those values and out of shared commitment. It's when Rev. King said that his dream was "deeply rooted in the American dream", even as he called out America. For Walzer, the alternative is the disconnected critic who might not care enough about fellow citizens and/or who speaks a language entirely foreign to the society the critic hopes to change or improve. Another alternative of course is someone so identified with things as is that they cannot criticize at all.

I wanted our students to see themselves as connected critics of America. It was a bit easier to articulate for American Jewish students, for whom inside-outside is already set up.

"Connected critic" is always a position of built-in tension. It's a challenge to nurture your own connection and your critical outlook. Particularly when you are just learning about your own history, and the history of your own society.

In the past few years, the "connected critic" view of founding American ideals has been called into question, and I am hoping for a way to vindicate it nonetheless. Does Thomas Jefferson's slaveholding mean that "created equal.... life, liberty and the pursuit of happiness" are bankrupt? I accept the challenge of those who answer yes. I have to consider the alternative, and/or come up with an account of the citizen as connected critic that does not whitewash anything.

"Integrating America" Revisited

#integratingamerica
Oops, I posted two items out of order!

 

Two months ago I posted an almost-vow, and in the Jewish year we're headed into the season when we think about our vows... In reflecting on my state's new law around teaching about controversial topics, I suggested in July I might go back this year and re-learn the American Studies curriculum Leslie Bazer and I created and taught for three years at the Solomon Schechter High School of Long Island from 1996-1999. We called it "Integrating America", to reflect that it was both an integrated literature and social studies curriculum, and that it was about how we integrate ourselves individually into the collective and how different groups integrated into the collective -- certainly American Jews but not only.

 

I didn't vow then, but I'm expressing a strong intent to follow through.

 

So I thought I'd post my intent and an invitation about how this will work, for anyone who wants along for the ride.

1. First, if anyone out there was part of the class I'd always welcome your comments or your own posts!

2. I'm going to track the curriculum as it was and post some kind of short reflection on that day's lesson or assignment.

3. The goals of the program included both learning about the past and learning how to be an engaged citizen. So if you want to comment on any of my posts, keep that in mind.

4. The curriculum had blind spots, reflective of me for sure and perhaps of the time. I won't sugarcoat that -- this is the point, what have I learned since or what did I overlook -- and I'll try to comment on that.

5. If you want to post yourself on your own page in relation, I'd love if you'd use #integratingamerica so I could try to keep up!

The first assignment was to bring in an artifact that represents America to you right now. I'll comment on mine in the next post (which is actually on the blog the previous post.)

Integrating America: An Artifact That Represents America

#integratingamerica

Assignment: Choose an artifact that to you represents America, American society, or American culture. Feel free to share an image and/or explanation in the comments here or in your own post.

---------------

When I began co-teaching the course, the artifact I chose was the book and album “Free to Be You and Me.” It’s a 1972 project created by Marlo Thomas. For the younger people here, that’s Rachel’s mother from “Friends”, and this project is one reason why that casting is so amazing in a counter-to-type way (read on).

“Free to Be You and Me” was a series of songs and stories for kids aimed at breaking down gender stereotypes. What a boy and a girl has to be like, want to be when they grow up, etc.

I chose this as my artifact for three reasons.

1. The really interesting take on the ideas of freedom and equality and how they intertwine. Not being limited by preconceived gender roles is presented as freedom; this is the era of the ERA (Equal Rights Amendment)!
2. The interplay between self-expression and banding together. My favorite piece is called “Atalanta”, a princess who enters the footrace with all the male suitors who wants her hand. In the end, it’s tie between Atalanta and Young John, who wants to be her friend, and they spend a day together before going off on their own explorations of the world.
3. The money line in the title song: “There’s a land that I see where the children are free/and I say it ain’t far to that land from where we are.” The vision of freedom, the awareness the land of freedom isn’t completely here yet, but it’s not far and we could get there together.

This last point in particular is what I want to interrogate through the course of this year. That assumption, and whatever knowledge I need to gain and reflect on in order to assess how far it is.

Chatting Up the Local Proud Boys

That's me right after a conversation of about half an hour last night with a few members of the Proud Boys, who have become an unfortunate fixture around meetings of Nashua's Board of Education. Knowing they would be there I could not stay home. This is my family's school, and my community, and people I know who are being harassed by them.

A few thoughts:

1. It is more than distressing that this group is now a public fixture in Nashua particular at Board of Ed meetings. It is incredibly reassuring how easy it was to gather another group in much greater numbers outside the school against white nationalism. That latter group has developed an energy of ease and confidence, of genuine joy to see each other. It's not defensive or reactive, beyond the reactive element of choosing when to meet. There were no attempts to shout at the Proud Boys or chant at them, and in fact if had I read some things ahead of time from local organizers I'd have stuck with the plan of not engaging them at all and just focusing on being a pro-democracy coalition glad to be with each other.
2. I hope it's clear that when I'm talking about the Proud Boys, I mean just them, and not people generally who are politically conservative or Republicans.
3. I went to talk to a few of the Proud Boys. I introduced myself as a Jew and a rabbi. I wanted to stand that ground on their side of the sidewalk. A couple of them told me they have Jews in their local group. I'll be honest, I thought my presence might bait them, though I figured probably not, and it didn't.
4. So I had to decide whether to talk further or not. I take conversation seriously, and I don't enter into it as a stunt. My credibility on this point is perhaps all I uniquely have as a local leader, and I would not squander it for gamesmanship or a cheap self-congratulation. So I was willing, as long as I was talking, to talk with them based on what was right there on the sidewalk in their signs, in whatever came up in their words of our conversation, to talk about things in our actual community and not an image they had or I have about someone else, not something I had heard third-hand about them.
5. They were wearing body cameras, a couple of them. I don't know if they were real but they said it was for transparency. So perhaps the part of the conversation with the camera'd-up men is recorded somewhere and used for some purpose.
6. I asked them about their signs -- about Marxism, critical race theory -- and they told me about what Black Lives Matter leaders are trying to do and where they are trained, and what is being taught in Nashua schools. Except they couldn't tell me anything that was actually happening in any of our schools, or any specific curriculum, or any specific website. Nothing they referenced was anything other than vague. I gave them specifics about people in town, in the schools and the activist community, and in the course of that a couple of my interlocutors just walked away. I told them some things about website and incidents I thought they might be referring to, and what the facts are around those things that they might actually celebrate. No response. I said I was giving them the benefit in this conversation of not talking about general things I had read about them, and invited them to talk to me that way too.
7. I talked to them about accountability for bad things one's own group does on a number of levels. I told them about anti-Semitic intimidation in town from members of the Proud Boys, and they told me they don't stand for it and encouraged me to follow up with specifics. They gave me contact information that turned out to be bogus when I tried to follow up today. I told them what I do when there is anti-Semitism in groups I'm a part of or even groups I'm more loosely allied with, and how much time I spend speaking to groups or engaging people over coffee around that. I suggested that they could demonstrate something by doing the same, if they want to be taken seriously as a group for racial equality which is what their signs said last night.
8. Since they wanted to engage me in friendship as a Jew, I tried to work an analogy from exploring the history of white and Christian anti-Semitism even today, when a Jew like me has it good in white and American Christian society. I said it's essential to face this history, because that's part of making things better, and doing so doesn't make me anti-Christian or make the wounds of the past worse. In fact just the opposite, and I am quite the proof about it. They said that rehashing slavery and such is just "opening up wounds for no reason."
9. I talked about my patriotism, and my choice to live here and not in Israel, and how nothing in the exploration of the history around race in the U.S. makes me less committed to being American. I said it's possible to be ashamed of certain actions in the past of one's group or family, without being ashamed to be part of that group or family. This is how we heal. They didn't like that at all.
10. One person I spoke with said he was religious, and we talked about the sense of responsibility that comes with being a religious person and the awareness of how groups go astray that is also part of humanity. He said he thinks of human nature as susceptible to sin, but not any particular groups as groups. So groups within humanity don't need to confront their own past wrongs or explore themselves as groups; just humans as humans.
11. I told them about what members of my own family who are Black have experienced, and friends of mine in the local community, and asked if they have any sympathy for that, and got no response at all.
12. They asked me if I was aware of the law Gov. Sununu recently signed about teaching around race in schools. I explained to them what the Attorney General just announced about how our history can be taught. I think they thought the law supports their position and their case about the schools, and they were going to tell me how. But it turns out that it doesn't; just the opposite.
13. In this picture above I see one of the Proud Boys giving the OK sign. I understand this is either a trolling poke at me and who they take me to be -- maybe they wondered what I would be doing with that picture -- or it's an actual not-so-secret white nationalist signal meant to outsmart me for posting this picture. Neither of these is awesome, but I suppose I could have said I was taking a picture and would be writing about this and sharing the photo, so I'll call it a draw.

I was prepared, if the controversy about "critical race theory" was brought up in the Board of Ed meeting, to make a speech based on what I think democratic education is about. I have a pretty good speech, if I say so myself -- it's not the usual stuff, I think it's original, and I'll publish that at some point or maybe use it at the next Board of Ed meeting. I left the meeting inside pretty quickly because I'm not ready to be inside with a group that way. So I don't know what happened after I left, and I have to catch up.

Why did I bother with this? I wasn't going to change anyone's mind. But more and more, I think that when a group like the Proud Boys projects themselves, the important thing is to meet them not just as protestors, but as "I am the reality here." I can feel a change here in town; I could feel it in my body. My heart was not in any way pounding, as it usually is in these situations. That's because of this coalition that is coming together here in Nashua with confidence and dare I say love. It's the early days and it's not a uniform coalition who agree on everything when it comes to justice. Usually, the handful of times I've talked to activists like the Proud Boys I leave feeling frustrated and like I didn't come close to doing my part well. This time I knew I had the better of the argument, and they were far more tired of talking to me than vice versa.

Why did I bother? This makes me stronger and sharper. It tells me that the time I have spent slowly getting to know more people from religious and cultural groups outside my own is in fact making a difference. There are answers to some of the divisive questions today that are not just compromises or safety valves. I am proud to be in the mix, which is all that I am, and I would be proud to bring any of you who are local along with me.

Getting Up Close -- Advocacy, Daughters of Tzelophechad-Style

This was my Dvar Torah on Parashat Pinchas from July 3, 2021.

ותקרבנה בנות צלפחד -- Vatikravna Bnot Tzelophechad, they came up close, the daughters of Tzelophechad son of Chefer son of Gilad son of Machir son of Menashe of the families of Menashe son of Yaakov, and these are the names of his daughters: Machlah, Noah, Choglah and Milkah and Tirtzah. Va’ta’amodna, and they stood in front of Moshe and in front of Elazar and in front of the tribal leaders and in front of the community at the entrace of the tent of meeting, and said...

ותקרבנה, ותעמדנה Vatikravna va’ta’amodna -- it’s important that they came up close and that they stood together, and it’s important to know their names and their back story even though the Torah is leave them and focus on a specific issue. I want to explore ותקרבנה ותעמדנה vatikravna v’ta’amodna, they came up close and they stood.

A few weeks ago, Marsha Feder and I spent an hour at the Bronstein Apartments, which is public housing a few blocks west of Main Street in Nashua. This is in the middle of my city and I drive there all the time now that there’s the Broad Street Parkway. I should say, I drive past there; I can’t really say I drive through there. Bronstein is on my way to my daughter’s middle school and it’s along my shortcut to the Court Street Theater or anywhere downtown south of the Riverwalk Cafe. But in thirteen years I don’t think I had ever walked the neighborhood there until now.

ותקרבנה vatikravna-- they came up close. The reason we were there, with Aron DiBacco of the Granite State Organizing Project, is because the Bronstein Apartments are going to be replaced with even more affordable apartments on the same site. About 50 are there now and about 200 will be there. 200 is more than 50, so that part is great.

If you work a few blocks away from Bronstein at City Hall, 200 affordable apartments is more than 50, and that’s great. I imagine that’s how it looks at the Department of Housing and Urban Development in DC, and it’s easy to see it that way if you are informed enough to read the local newspaper, or even attend a meeting of the Board of Aldermen or the Nashua Housing Authority.

But for the 48 families living there now, the project with the good numbers also means uprooting and dispersing a community. Disrupting patterns of getting kids to school, and relationships of helping each other out. Separating people from others you’ve gotten to know in a city or a country that for some is still new to you, who you can communicate with maybe if you don’t speak English well yet. It means finding a place to live, yes with assistance from the authorities which is being provided -- but it’s not easy to find a place in Nashua that’s right for a large multigenerational family, for instance.

So we went to talk to people up close, ותקרבנה vatikravna, to find out if people are getting what they need from the government. You can’t do this just by letter, or e-mail; it really requires one-to-one contact, up close, and even why would would I assume that someone would see me, a stranger, and open if I knock on the door? But going there and knocking is better than not doing that at all.

I won’t speak for Marsha, but in addition to talking to people, and for the most part being reassured by what I heard, I also saw a lot more by being up close. I met a mother of young kids, who said sure the city has helped them find a new place, but the prospect of packing and relocating the kids is daunting, and she was grateful someone heard that, even though none of us can do anything about it. Or perhaps we can; maybe the Interfaith Council should be there to help pack or schlep of keep the kids entertained on moving days. I don’t know.

I saw what the green area between buildings looks like, how bare it seems. It’s hard to put my finger on the difference between a nice patch of grass and one that’s not so inviting, but it’s there. There’s little flavor to Bronstein as it exists now; it doesn’t look like a place that’s home-y but I didn’t ask so who am I to say. One hour doesn’t really make for getting up close. You think of downtown Nashua as a place people walk around and walk through, but there are little physical suggestions like the black fence along Central Street that don’t exactly say walk through here if you don’t live here, on your way to the Allegro Dance Studio or the Crossway Church. Bronstein is just a few blocks from the river, but you really don’t feel like that walking through there on their way to the riverfront paths.

Somebody has to get up close and stand there, ותקרבנה ותעמדנה vatikravna vata’amodna, for a lot more time. You can’t make good policy if no one does that; you miss a lot of the picture that makes not just affordable housing but an affordable community. You end up saying 200 units is more than 50 full stop, and you don’t take account of the fact that living is neighborhood and relationships and culture, and those things have value. They have concrete civic value, public health value, economic value. You can’t just count on those values being maintained when the community is scattered for a time, and bouncing back when they return. Those values have to be integrated into the numeric equation of 50 becoming 200. To improve that policy, to make an increase on more than a numeric dimension at the same time, requires getting up close.

I have to find a way to get up close more, because for almost three years I’ve been working with other local clergy on affordable housing and even we have been largely about numbers --  adding 2,000 more units over a decade that a typical working person could live in without paying more than 30% of their income, and developing a city capital fund to spark more building on the order of five million dollars. I’ve been at a lot of meetings, some of them a few blocks from Bronstein, but none of them right there.

The part of our parasha with the five daughters of Tzelophechad is about an economic problem, related to land ownership and inheritance, a structural problem of discrimination against women. So Machlah, Tirtzah, Milkah, Choglah, and Noah come close and stand in front,  ותקרבנה ותעמדנה vatikravna vata’amodna, and they present their story. Moshe had just right then learned about the distribution of property among families in the new land and the laws of inheritance. As a result of this up-close advocacy at that moment, Moshe went to God and God told Moshe to adjust the law because the five daughters had spoken honesty and correctly -- כֵּ֗ן בְּנ֣וֹת צְלׇפְחָד֮ דֹּבְרֹת֒ נָתֹ֨ן תִּתֵּ֤ן לָהֶם֙ -- give them what they are asking. The midrash imagines that God says to Moshe: the law was not ready to be completed until they came up close to you and you saw up close what was missing.

The work of ותקרבנה ותעמדנה vatikravna vata’amodna, of seeing up close, and advocating face to face with authorities, and standing, confidently and respectfully and together -- it’s hard work. Hard for those who have to ask for things they shouldn’t have to ask for, and hard for allies who want to stand by them. But without doing as the Bnot Tzelophechad did you can’t have good policy and good law. You can do the numbers but you can’t do community and you can’t do covenant that way, and then even the numbers will end up not working out right.

And I think our parasha heightens this insight by contrast with the opening story of Pinchas. Pinchas sees a problem, a crisis of idolatry and sexual immorality, and he jumps up, ויקם vayakom, and he takes matters into his own hands and he kills the people at the center of the injustice. He seems to be rewarded from God -- with a ברית  שלום brit shalom, a covenant of peace, and a ברית כהונת עולם brit k’hunat olam, a covenant that his descendents will always be priests.

The midrash says two kinds of things about him. One is that the rabbis envy Pinchas, for being able to turn his outrage into effective activism that works in an instant. It actually seems to work. Pinchas is their secret fantasy. Especially as they were under the thumb of the Romans and other empires. 

The other thing is that the rabbis are terrified of Pinchas. He needs a covenant of peace because he’s not any good at covenant. He needs to be forced to be a priest because otherwise he’ll be a dangerous, violent loose cannon and think every problem in society or Torah can be solved with force based on his own read of the situation in the moment. So the rabbis look at Pinchas and say: individual action, or violent action out of outrage, is a card you can play at most once in your lifetime. Then you require a covenantal approach even to what’s difficult and unjust in the here and now.

The rest of the time it’s the daughters of Tzelophechad, ותקרבנה  ותעמדנה vatikravna vata’amodna. That’s not about settling for gradualism vs complete solutions, but about hanging together, working together, exploring up close and telling stories and histories. It’s about trusting what happens when you come up close to people who disagree or to people haven’t seen it right yet, who have power. It’s about timing; the five women had a sense of when Moshe was ripe for their pressure, when he was starting to think about what they needed him to do more on. 

And the impact of their work was broader than one law of inheritance. They weren’t actually just gradualists -- it is right after this passage that God tells Moshe his tenure as leader is up, and it’s time to find someone else. Moshe gets it, and he pleads with God to find the people a shepherd who cares for every sheep, who can account for every person. A leader who would know what the laws of property should have been even before the five daughters came to tell him.

So many of the hero stories we tell about change and activism are more Pinchas than Bnot Tzelophechad. But when we really look into those stories -- whether it’s the American Revolution, the Zionist movement, the civil rights movement -- it’s the daughters of Tzelophechad pattern we see everywhere. Let’s see and lift up those kinds of leaders. Let’s be leaders like that, on whatever plane we operate in. Let’s do that so we make better public choices together, and grow close and stand with each other as citizens in that process of ותקרבנה ותעמדנה vatikravna vata’amodna.

Remembering Debbie Friedman on Her 10th Yahrzeit

I gave this D'var Torah on Saturday morning, January 23, on the Shabbat before Debbie Friedman's 10th yahrzeit.

On a Sunday night in early January 25 years ago, Laurie and I were living in Queens and there was a big Nor’easter brewing. Some of you may remember, it came all the way up here – it shut down New York City for several days. We had tickets to a concert at Carnegie Hall and decided to go anyway. This was before we had kids, but even so we wouldn’t usually go out late on a night before a work day. We got to our seats way up in who knows which balcony, and the performer came out on stage and said, “Welcome to Beth Carnegie!” And for the next couple of hours Debbie Friedman turned Carnegie Hall into a shul, into camp, into a Jewish revival. Debbie, zichronah liv’racha, is the composer and singer who gave us Misheberach, L'chi Lach, the ya-la-la-la-s of Havdalah, I Am a Latke – just for some examples. This coming week we will remember Debbie’s 10th yahrzeit.

At Beth Carnegie in 1996 Debbie had on stage her sign language interpreter EJ Cohen, who lives in New Hampshire and who I met years later up here. Were any of you there by chance? After it was over, Laurie and I went to the backstage door. The snow was already really coming down but we wanted to say hi to Debbie before she left, the way you’d go out to try to get an autograph from a Broadway star.

We wanted to talk to her because the Savetts have a connection to Debbie Friedman’s family that may be unique, as surely we are the only two Jewish families who have settled in both Utica, New York and St. Paul, Minnesota. Debbie was an alum of my alma mater, Highland Park Senior High School in St. Paul -- Debbie and Jack Morris, major league pitcher (they would have just missed each other there).

Growing up, Debbie was involved in the youth program at Mt. Zion, the large Reform congregation in St. Paul whose legacy includes Rabbi Gunther Plaut, editor of the Reform movement chumash. In the mid-1960s Mt. Zion started encouraging kids to go to Jewish summer camp at Olin Sang Ruby in Oconomowoc, Wisconsin, and before twelfth grade Debbie went back to New York State in the summer to the NFTY Song and Dance Leaders Institute at Kutz Camp. The next year, right out of high school, Debbie was in Israel on Kibbutz; she was leading music for Mt. Zion’s youth group and religious school; she was regional and national songleader for NFTY; and she was back at Kutz on the staff of the Song Leader Institute.

Cantor Jeff Klepper, composer of our Shalom Rav melody, met Debbie that summer of ’69. He was 15 and remembers a charismatic musician, age 19 and about the same size as her 12-string Martin guitar. He says that Debbie was already a celebrity at camp that summer and the best song leader on the staff, the most effective teacher.

This was the time in her life when Debbie was beginning to compose. She didn’t formally study music; she never learned to read music, but she was a sponge for all kinds of songs, particularly folk music both American and Israeli. You can hear Peter, Paul and Mary in a lot of Debbie’s early music, and later Peter Yarrow himself got to know her and said that Debbie was like Mary.

The Savetts always got Debbie’s early vinyl hot off the press, and her records became part of our Friday night ritual at home. We would eat our Shabbat dinner, and sing out the songbooks we pilfered from Herzl Camp, where Dad was the doctor for a week during the summer and we’d get to eat with camp and absorb songs and ruach. I was just in elementary school when these traditions began. After dinner we’d go into the den and put on a Debbie album. The first one, Sing Unto God, was basically a whole Friday night service. She recorded it with the high school chorus from our alma mater as her backup singers. They helped her debut the songs in a presentation at Mt. Zion. That album contained among pieces her quickly-famous Sh’ma.

I don’t remember really meeting Debbie as a young kid that much. She was more than 15 years older than me and I knew she was a big deal. I remember stopping by the Friedman home from time to time with my parents, and seeing her parents Frieda and Gabe and her sister Cheryl. When I would go to camp and we would sing Debbie's first Mi Chamocha or Im Tirtzu, I always felt a little less homesick.

Debbie did something within her first few years of creating that no one else had done before. She bridged camp and Temple. She made the same music the music of both. She wasn’t the first to set traditional Jewish words in a pop or folk style. This was just a few years after Tom Lehrer had already made fun of the 1960s attempts to make worship hip and young in his song “The Vatican Rag.”

But Debbie was the first to make that music work on the bimah. I remember going to Mt. Zion from time to time and hearing there the melodies I knew from our living room, and the music worked even in a Sanctuary that was cavernous, with the very formal cantor and the robes and the bimah up high and the organ. I’m sure being a home-town talent made a difference, but it wasn’t just in Minnesota that her music was catching on. And remember that Debbie started doing this as a woman at a time when the Hebrew Union College had still not ordained a female rabbi or cantor.

I think there are a few reasons Debbie was the one to pave the way of synthesis between camp and Temple, between stand-alone creativity and conventional prayer services. First of all, Debbie was like Mozart. She was a young prodigy, so soulful and so creative but in a tight frame that people could come to recognize and assimilate, that stretched them just the right amount. There’s something familiar across her many generative years. You can hear certain kinds of intervals over and over -- Oseh Shalom, the tears may fall but we’ll hear them call,v’im lo achshav, and the women dancing with their timbrels. Or the same thing in a slightly different mode -- While we’re here in Hebrew School, samekh ayin pay fay…. Oseh shalom – hear it? Those are bits of different kinds of songs from over a twenty year span, but there’s something threading through. She had a few patterns like that she reworked over and over. Each new Debbie album was like getting together with an old friend to catch up and then settling in to hear about her latest adventure in some new part of the world.

You don’t hear anything quite like Debbie’s signature vocal motifs in anyone else’s music, but still anyone can sing or lead a Debbie song. She doesn’t make you go up high to notes you can’t reach, or throw in a bridge that only one person in the group can do. Debbie had plenty of range in her voice, but she mostly sang to us in our range. And when she herself was in front of a group Debbie never did what a James Taylor or a Peter Yarrow does from time to time, vary up a familiar song to make this performance different from another. It was different because the moment was different and she was in the moment with your particular group. Maybe this time she’d sing faster or slower, maybe change the instrumentation, but she never made herself superior to you when she was singing to you or leading you. Not in a concert at a synagogue, or at a Reform movement convention or at CAJE, and not even at Carnegie Hall. Debbie’s songs and their experience were something she was giving to you, so they would belong to you. Her music sounds great if a great cantor sings it, if a choir sings it -- if you sing it.

Debbie packed a lot of Hebrew words into her music. This is the opposite of the niggun approach of repeating a few words, and it was a bit of a counterculture to the art of English in the New Union Prayerbook. She figured out how to make you want to know the Hebrew rather than be scared off by it. Her music was the spoonful of sugar; not sugary (or very occasionally) but more like honey with fragrances that get around the barriers your conscious brain might put up. She did plenty in English too, liturgical and educational – but she came to want to study the original texts and she would return again and again to certain words, like the Song of Songs or Mi Chamocha.

Debbie didn’t create new theological language, but she translated the new metaphors others were teaching and brilliantly made them hearable. While we rabbis began struggling with how to say “God of our forefathers and our foremothers” or “God of our ancestors”, Debbie came up with “Who blessed the ones before us.” She started out using the language of the traditional Reform prayerbook in all its gender-not-neutral formal English – “And Thou shalt love the Lord Thy God with all thy heart” – and eventually she went back and revised some of her own early songs in English. Her Renewal of Spirit album of healing prayers included many that address God very directly and traditionally as “You.” Don’t hide your face from me, I’m asking for your help. Instead of theology, just the real moment of prayer.

Debbie never made herself a celebrity or even a personality outside of her music. In public she taught and narrated through her concerts, and she loved the teaching process up close with musicians and students and in big groups, but she didn’t ask you to listen to a story of her personal experience as the price of connecting. I think it was only much later in her life that people outside her circle knew of the physical ailments she was struggling with. Laurie and I heard her in Atlanta about ten years after Carnegie Hall, in a synagogue just a few years before she died, and it was obvious she wasn’t herself but she didn’t talk about that. Debbie helped give voice to Jewish feminism and some of the spiritual revival from the 1990s onward, but she wasn’t an activist outside of the music itself. The most activist thing was the women’s Seder that her music has become so central to.

For the Jews of North America, Debbie Friedman stands where only Naomi Shemer, Reb Shlomo Carlebach, and Ehud Manor stand.

For me the most important Debbie music is from her third album called Ani Ma’amin, put out in 1976. She created it as she was working with a group just out of high school at Camp Olin Sang Ruby, and the cover has a picture of Debbie sitting on rocks by a lake looking out. The Savett home probably listened to this one the most of all on Shabbat evenings through my junior and senior high years.

Debbie wrote on the jacket about the meaning of “I believe in the coming of the Messiah”, the gaps between dreams and visions and reality, but the music sounds like all the dreams are real and the visions have come to pass. We all mostly know Ani Ma’amin as a somber Shoah melody, but Debbie’s was the first melody I ever knew for this, and it’s entirely different.

That album’s interpretation of Shabbat is that the rest we need isn’t an escape, a break from a world too broken, but a transport to a world where everything true is just real, without effort. That’s what the album sounds like. A world where God’s Torah and love are just there on any given day and it’s no question they will always be – V’ahavatcha al tasir mimenu l’olamim, Baruch Atah Adonai, Ohev Amo Yisrael. And Your love will never move from us, not ever – Blessed are You, Adonai, Who loves Your people Israel.

As we mark ten years without Debbie Friedman’s live voice, may we take to heart what she gave us to say every week: Help us find the courage to make our lives a blessing. Debbie’s voice in our minds and on our recordings, and our voices singing what Debbie gave us -- may they always be a blessing.