Rabbi Nathan Lopes Cardozo has penned a powerful critique that justifies a vigorous response. The critique: Establishment synagogues are on the way out. Most are “religiously sterile and spiritually empty.” God has abandoned them and moved to smaller unconventional locations where people are thinking about Him and searching for Him.

I can’t comment on God’s interest in these unconventional minyanim in places I know little about, but I know something about large, mainstream synagogues, having spent eight decades in one of them, Congregation Kehilath Jeshurun on the Upper East Side of Manhattan—known usually as KJ. I worry about a trend toward “smaller is better,” whether in the form of informal minyanim, specialized services such as partnership minyanim, or what is becoming increasingly prevalent: the breaking up of a large congregation into smaller davening groups.

On the other hand, I also worry about Rabbi Cardozo’s critique—somewhat justified in my opinion—about the religious sterility and spiritual emptiness in large synagogues and, for that matter, in many of the smaller venues as well. I will divide my response to Rabbi Cardozo into three parts. First, I will offer an analysis of what the large, establishment synagogue offers that smaller minyanim do not. Second, I will discuss the shortcomings of the small or breakaway services. Third, I will present the deficiencies in the large synagogue service and how one might correct them. In all of this, I am indebted to Rabbi Cardozo for raising very important questions and critiques, and getting me sufficiently exorcized so that I had to organize my thoughts on a subject of passionate concern to me and offer them to the reading public for, hopefully, the endorsement of many and, inevitably, the objections of some. I hope to learn as much from the latter as from the former.

I

What does the large, establishment synagogue provide that smaller minyanim do not? First, a large congregation fulfills the principle first enunciated in Proverbs, 14:28 “B’rov am hadrat Melekh”—A large gathering is a glory to the King. Objectively, there is strength in numbers; there is a greater sense of Kiddush haShem; we feel we are part of something much bigger and more important than ourselves. The halakha tells us that although one might prefer to make Kiddush for oneself, when one is in a group, it is a greater mitzvah to have one recite it for everybody. The reason: B’rov am hadrat Melekh. On Purim, there is a specific ruling that it is preferable to hear the Megilla in a large gathering rather than in a smaller one, because of pirsum haNes—the publicizing of the miracle. One might extrapolate from this that, in general, the larger the congregation, the greater the service of God.

But the advantages of size go far beyond the objective ones. We are a people who pride ourselves on community. We do not advocate a Robinson Crusoe existence. We want to share in the experience of the larger community. We do not seek to be poresh min haTsibbur—to divorce ourselves from the community. When we pray in a large congregation, we share all the joys and celebrations of fellow congregants. We mourn with them, and we are reminded to go and comfort them; we are made aware of the concerns of Kelal Yisrael—the entire community of Israel.

We live in the Galut, but at KJ, the holiest moment of the service is when the rabbi reads with special gravitas the prayer for the soldiers of Israel preceded by the announcement of the names of the M.I.A’s, and then the announcement of the names and ages of the American soldiers who were killed that week fighting for our country. We follow that with a prayer for the well-being and safety of the members of the American armed forces. Subsequently, at a different point in the service, the rabbi reads the Prayer for the Government of Israel—with a partial, embellished translation—and then a brief English prayer for the leaders of the United States of America. These readings are done without a sound in the sanctuary. We all know that this is the deepest concern of the community. It is consciousness-raising for all of us, that in our prayers we are deeply involved in the security and well-being of our brothers and sisters in Medinat Yisrael and our fellow citizens in the United States of America.

During the reading of the Torah, we celebrate engagements, weddings, and significant milestones in the lives of men and women in the congregation. We make a Mi Shebeirakh (special blessing) for each; then we sing an appropriate song—a different one for each kind of simha; and then the rabbi congratulates each celebrant. This all takes time, but this is what creates community and joy and mutual love among us. Rabbi Isaac Luria, the mystic and pietist of sixteenth-century Safed, taught that before every morning’s prayer one should say, “I am now preparing to fulfill the mitzvah of love thy neighbor as thyself.” Prayer in our large synagogue is formulated and structured to fulfill that mitzvah. But there is something else that happens in the large, establishment synagogue.

We summon our members to the task of building the institutions without which Kelal Yisrael cannot thrive. There would be no eruv in Manhattan but for the large, establishment synagogues who paid to build it and who contribute to maintain it. Similarly, when we had a Midtown Board of Kashruth, it was maintained by the same synagogues. The original mikveh and those which have been added are supported through the large synagogues. There would never have been a Ramaz without KJ, or a Manhattan Day School without the large West Side synagogues. Yeshiva Day Schools across the country have been created and are sustained by major synagogues in their communities. The needs of the community are conveyed to the worshippers in large synagogues. Massive rallies for Soviet Jews in the 1970s and 1980s were promoted through these synagogues. United Jewish Appeal and Israel Bonds reach the religious community—of all denominations—through them. Appeals for Passover relief (for Met Council) bring a response. When Hurricane Sandy struck, we made an appeal at KJ, and we were able to give massive aid to two communities in Brooklyn and Long Island because we could reach people in shul who had a sense of communal responsibility.

In short, the large establishment synagogue is more than a place where many people come to pray; it is more than b’rov am; it is a place where a community is created and nurtured, where we all celebrate our semahot, where, inevitably, we also mourn our losses, where we are aroused to meet the needs of the Jewish community here and in Israel, to build and support institutions and further causes that are vital to the community, to identify with the struggles of the Jewish people in Israel and in America, and to learn from scholars in the congregation and outside of it. All of this and much more is not only a fulfillment of “b’rav am”—bringing glory to God—but it also provides vibrancy and great meaning to the life of every member of the community.

II

Now, let us turn to the purpose and function of smaller minyanim and analyze their shortcomings. These minyanim usually focus on the needs of worshippers. Sometimes, those needs are for an important, individual expression, as in the case of partnership minyanim, where women have more of an active role in the ritual. More often, the need is for a “no-nonsense davening”—short, to-the-point—usually with a full Kiddush following (time is not much of a factor there!)—less talking, no sermon (or a greatly reduced one); no celebrations (which take time); no appeals; and no announcements of a communal nature. It is a davening and a Torah reading with no frills and it fulfills a real need—do it right; do it fast; have a nice Kiddush; enjoy the camaraderie of a select group and go home with a big chunk of the day left. This is the standard hashkama minyan. It follows the Israeli pattern, where there is only one day “off” and when, therefore, leisure time is at a premium. In Israel, however, the communal functions are served in other ways, and, therefore, many feel that there is less of a need for a congregation—although this absence of community and congregation is actually a very serious problem, one that is beyond the scope of this article.

Sometimes, this small minyan is not hashkama. Sometimes it begins an hour before the main minyan, or a half-hour after the main minyan starts, or it is a break-away in another place. The common denominator is that they are a substitute for the main service of a community synagogue, and they fulfill the needs of a certain group of worshippers. Aside from all that is missing in these small minyanim, there is a fundamental flaw here from a Jewish perspective. The small minyan is ultimately all about the participant—call it “all about me”—my needs, my convenience, my time, my davening comfort, my Kiddush, my camaraderie. It should be remembered, however, that Judaism is not concerned primarily with “my” needs, but rather with “my” mitzvoth, my obligations, my duties to serve God, to enhance the community, to love others like myself, which means, among other things, to celebrate with others, mourn with others, visit the sick, support the needy, and respond to communal causes. None of these plays a major role in the smaller, needs-oriented, minyan. Worshippers in the smaller minyanim are not in shul for an Israel Bonds Appeal; they don’t hear an impassioned plea for the personal philanthropy to help sustain friends of theirs who might be seated next to them and who used to be generous donors, but who now need the community’s support; and, for the most part, they do not respond in the manner in which the congregants in the main service do. And if there were a rally for Israel, they wouldn’t hear our fervent call to action. They are out of touch because they simply are not there. It is sad, but true. In the Rambam’s term, they are, unintentionally, poresh min haTsibbur—separated from the efforts, experiences, joys, and struggles of the community. It is terribly sad that they are not full participants in the community’s life.

Consider: Why should one care if it takes another 30 to 45 minutes to hear a bar mitzvah boy read the Torah and listen to the rabbi’s speech to him; or listen to the Mi Shebeirakh for a hatan v’kalla; or hear a berakha, sing a song, and listen to a pulpit announcement on the occasion of the birthday of a 90-year-old man who never misses a daily minyan? Shouldn’t the whole congregational family celebrate such moments? The worshippers in the small, high-speed, minyanim miss all of this. In fact, to some extent, they want to miss it. That’s a good part of why they are not in the main service. They have no patience for all that “stuff.” Is it really right to get through davening in one to two hours rather than two to three hours and miss these communal joys? They are not the joys of some individual. They are our semahot, the semahot of the community. They are our past, our present, and our future, too!

I was recently worshipping in a large, established synagogue with more than 500 member families. They have four or five minyanim in addition to the main service. Each service fills a unique need of the participants. The main service, of course, suffers in attendance because of all the options. There was an outstanding woman scholar on that Shabbat who spoke after the conclusion of the main service. I looked around and saw fewer than 100 listeners. Everyone else had long ago enjoyed Kiddush and left for home. I thought to myself, what a shame! The shul provided for its members a gifted scholar, a role model for women and teenage girls, and only a fraction of the congregation benefited from her exceptional discourse. Such is part of the cost of each going his or her own way and losing the sense of belonging to a community.

III

Finally, a word about Rabbi Cardozo’s critique that the services in large establishment synagogues are “religiously sterile and spiritually empty.” Although his critique may be somewhat overstated, there is no doubt that large congregations need to recognize that tempora mutantur et nos mutamur in illis—times change, and we (must) change with them. In my father, Rabbi Joseph H. Lookstein’s—z”tl—day, the Shabbat morning service ran from 9:00 to 12:00 sharp. The sermon was 30 minutes long. Nobody moved until after the benediction that coincided with the 12 gongs on the clock in the nunnery next door. Well, the nunnery is long gone and the clock left with it—and so did the attention span of the congregation. We now try to end by 11:30—and when I’m not there the service somehow ends by around 11:15! The sermon lasts 10 to 15 minutes. The cantor knows that the age of cantorial virtuosity is essentially over, and he davens beautifully as a ba’al tefilla with a major emphasis on congregational participation. We have to streamline the service even more, recognizing the lower P.Q. (patience quotient) of twenty-first-century adults and children, but without sacrificing the family nature of a davening community.

We should continue to focus on welcoming beginners in our community; in fact we have a Learners’ service and Intermediate minyan for just that purpose. This effort not only supports those who are new to traditional Jewish prayer; it also energizes the entire congregation. It keeps us new and fresh and reminds us that, in a way, we are all beginners. That alone should dispel the “religiously sterile and spiritually empty” feeling that Rabbi Cardozo finds in the large congregations. Five hundred participants in a Friday Night Shabbat Across America davening and dinner can provide inspiration, too! That also is the natural task and opportunity of the large mainstream synagogue.

There is, of course, more that we need to do. From my perspective, however, the most important task is to keep the congregation together and emphasize that prayer in shul is not an exercise in meeting our own individual needs; it should be an effort to meet the needs of our total community and to reinforce our duties and obligations toward Kelal Yisrael. That will not only bring glory to God; it will also provide holiness to our lives.

“Imagination is more important than knowledge.”

—Albert Einstein

“Pyramids, cathedrals, and rockets exist not because of geometric theories of structures or thermodynamics, but because they were first a picture—literally a vision in the minds of those who built them.”

—Historian Eugene Ferguson

Introduction

Art education is rarely prioritized in Jewish Day School curricula. A double curriculum of secular and religious studies often leaves little time for subjects whose importance is “still questioned.” Even in the best of secular schools, art education often survives, but only on a year-to-year basis with the constant threat of being slashed. If not for the monitoring by the education watchdogs and the relentless hard work of art advocates, there would be many artless schools in America and even more artless Jewish Day Schools.

The fact that art is offered in some schools and not others is nothing new. Many administrators or school boards have considered an art program “glorified busywork” and do not really understand the nature of art and its value to society. While no one group can be blamed for this misunderstanding, arguably most everyone who is against art programs rarely cares enough to give the matter of art education serious thought. As a result, the average Jewish Day School graduate, like most secular school graduates, is probably a victim of a passive attitude toward art education that often translates into no art classes being offered. There is a sad irony in this situation because the arts have always played a major role in Judaism. In this essay, therefore, I will argue that it is essential to have an art program in a Jewish Day School, and present ideas for what I think a rich art curriculum should consist of, taking into account limits on time that result from a “double curriculum.”

Before I talk about art education in a Jewish Day School setting, it is important to define what art is. It is commonly held that the definition of art has changed many times since the cave paintings were first created 40,000 years ago. It started with “art is magic,” then moved to “art is beauty and emotion,” then to “art is the artist’s view of the world,” and on and on and on. Each culture has defined art in its own way, depending on the time, the place, and the people who made it. But what is art today, in the twenty-first century, postmodern era? The present accepted definition is, “art is when a person takes any material or substance and uses it to make a statement.” Today, one can take paint, stone, clay, food, newspaper, scraps of metal, wire, cloth, vinyl, egg crates, rubber, or film and use them to make a statement. Anyone who has visited a museum of modern art anywhere in the Western world can attest to the variety of materials being used in unique ways. Like the paintings of the past, postmodern art of the twenty-first century challenges the viewer to think about and analyze what the artist is trying to say. But it may be more demanding than paintings of the past because the viewer may not readily understand the language of an artist who, for instance, uses a few tree branches to make a point.

What distinguishes art from science is that art and creativity are timeless. Science is like a ladder—each year humanity builds upon what it knows and what it has achieved to move forward and upward. When humanity makes progress in science, it usually replaces old techniques and old insights with new ones. Art is only somewhat similar, in that while artists employ techniques that build upon those of their predecessors, viewers do not cease appreciating and finding beauty in what came before. Cave paintings are just as fantastic to behold as a Michelangelo statue, or a Picasso painting, or an Andy Warhol silkscreen of a soup can, or a Frank Gehry piece of architecture. Someone might prefer one style over another, but each is still relevant today and can be appreciated. So with this in mind, why is it important to teach art in school?

Why Is an Art Education Important for Every Child?

Many people do not accept art as an important element in their lives or in the general education of their children. Therefore, there are numerous schools that lack art education, even in the richest and most progressive states.  I am fortunate to teach at a school whose headmaster and administrators value art education, but within many Jewish Day Schools across the country art education is often missing from their curricula. This is always an unfortunate state of affairs, and with budget cutbacks and financial restraints, the problem will only get worse. Therefore it is important to outline a few reasons why every child should have the opportunity of an art education throughout his or her years in school.

I use the term art education to mean a curriculum that combines the teaching of art appreciation and theory with the instruction of hands-on projects—seeing and doing. There are several reasons children benefit from this type of art education. Most broadly, art education can help nurture creativity and critical thinking, which are necessary to excel in a range of disciplines. If people stopped creating or thinking critically, progress in many fields—medicine, engineering, science, or literature would cease. At the same time, art education can encourage healthy risk-taking so that children become comfortable with stepping out of their “comfort zone,” and gain confidence in trying new projects. This ability to come to terms with risk-taking, and sometimes experiencing and recovering from failure, is an important skill-set to learn. Parents who therefore dream of their children becoming doctors or engineers or lawyers should consider that the skills taught in art education can be useful, and critical to, a variety of professional careers.

Aside from benefiting their future professional lives, art education both deepens and broadens children’s understanding of the world around them. Students who take art classes are not only able to appreciate art in museums, they are able comprehend and value the different cultures they come in contact with on a daily basis. Students equipped with this skill are more able to navigate through an increasingly multicultural world and interact intelligently with people of different backgrounds and faiths.

Finally, art education can help improve children’s academic performance. Making art is a uniquely human activity and the making and appreciating art marks an important stage in human intellectual development. In addition, research shows a correlation between studying art and academic achievement. For instance, art education correlated with higher SAT scores, and some studies show that students perform 30 percent better in business when they have taken art classes.[1]

Why Is an Art Education Especially Important in the Jewish Day School Setting?

To make connections.

We marvel at modern-day communication tools; the iPhone, the Internet, Skype, wi-fi, and the digital camera have all facilitated communication and the sharing of ideas. We can be in touch with people living anywhere in the world in a matter of a few seconds. But of course we cannot call or email people who lived years ago. Art is different, as it can put us in touch with civilizations and people that lived thousands of years ago. Art is the voice of what occurred.

Jewish Day School students are especially vested in history, so they can use art to better appreciate their Jewish cultural heritage and see how their forefathers and foremothers lived, as well as get a sense of the other civilizations of the ancient world. The art tells the story. Whether it is an ancient menorah, a ceramic jar, an Assyrian animal carving, an Egyptian tomb painting, a Babylonian ziggurat, or a Greek mosaic, art puts the viewer in direct contact with the past.

To nourish the soul.

How might a student feel when at the Kotel for the first time, or when he or she learns about the horrors of the Holocaust? The history and stories of the Jewish people can certainly open profound as well as unsettling emotions and feelings. In an art class, students can express their feelings and emotions and make a statement through the visual arts.  It is a place where they can incubate their thoughts without the pressure of a test. They can get lost in thought as they make a clay bowl; as they feel the wet clay slip through their fingers, they can find themselves. But it is where they can also explore their values and create a visual image that is reflective of their beliefs and concerns. For example, they can design a poster to express the injustice of the kidnapped soldier Gilad Shalit.  Nourishing the soul of a Jewish child has to include the arts as a way of integrating the life cycles, the emotions, the battlefields of Jewish history, and the spiritual meaning of our traditions. It is especially important and is a way of staying connected to Israel as well as the outside world.

To learn respect.

The world is filled with human rights violations, prejudice, discrimination, gender inequality, anti-Semitism, ethnic hatred, and war.  Art curricula can enlighten students both about their own culture, as well as the cultures of the world around them. The advantages of a Jewish education are enormous. But there is a downside to it. Day School students often grow up in an environment that is just like theirs, and they often miss the opportunity to mingle freely with kids from other backgrounds and lifestyles. An art program is a great way to learn about other cultures. This is increasingly important because Jewish people play on the world stage, and so it is essential that they be comfortable with other cultures for business, in politics, and for pleasure. For example, doing a Chinese landscape painting and along the way understanding the origin of this style of painting can help a Jewish Day School student learn about the symbolic meaning of the style and the culture within which it developed. Instead of laughing, which kids normally do when they see something that is bizarre or strange to them, if they have knowledge of what they are looking at, they can begin to respect different cultures. In the end, they will respect themselves as well for being culturally literate. Museum visits with observations and explanations are therefore very important. Worksheets, writing and sketching in the museum are wonderful ways to get children to ask about what they see.

To develop an interest in the aesthetic dimension of life.

Somehow a sense of aesthetics sometimes gets lost in the observant Jewish family tradition. Why? Does a sukkah have to be pre-fab and made of plastic? Does everyone’s wedding invitation have to look similar? Can a menorah be made from copper plumbing parts or fire bricks?  Judaica that is creative not only brings a smile to everyone’s face, but also can make them think more about the mitzvah. Holidays and semahot become more exciting and inspire more reflection when the Judaica is unique. Why does creativity tend to get lost in the tradition? This issue is something that I never quite understood, but is certainly a valid argument for a substantial art program in the Day School setting. There are endless possibilities for new and different ideas while keeping with tradition.

To take risks.

To become a creative person, one has to take risks, come up with new ideas, and have the tenacity to follow through with the creative process. In Jewish Day Schools, taking risks, or trying something different, is often avoided. More broadly, thinking and problem solving is becoming easier to avoid in the age of computer technology. It’s just easier to Google your way from start to finish. What is getting lost, therefore, is the teaching of problem solving and imparting the confidence in students to take risks. It is an especially important skill to have the courage to create something, change it, revise it, critique it and work with it. It doesn’t happen instantly. You have to work it through. That is the nature of the creative process. And you might get a great idea that just doesn’t pan out and that is okay too! It is just as important to learn from mistakes.

A Proposed Art Curriculum in the Jewish Day School

Ideally, if Day School art educators work together, a seamless art curriculum could be developed that would run from grades K–12 and that follows state standard guidelines.

Knowledge and skills would be built on prior experience, but would be revisited allowing for mastery. This is called a spiraling approach. Kids need to be re-exposed to the information and the experience for education and confidence building to work best.  The following are proposed standards, which are based, in part, on some baseline standards set by New York State:

Standard 1: Students should participate in the arts and make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational design principles, and expressive images to communicate their own ideas in works of art.

Standard 2: Students should know and use a variety of visual art materials, techniques, and processes and become aware of the many options and careers in the arts.

Standard 3: Students should respond critically to works of art connecting the individual work to aspects of human thought. They will learn to reflect on, interpret, and evaluate works of art using the language of art criticism.

Standard 4: Students should develop an understanding of the personal and cultural forces that shape artistic communications and how the arts shape the diverse cultures of past and present society. They will explore art and artifacts from world cultures and discover the roles that art plays in the lives of a given time and place. They will use art to understand the social, cultural, and environmental dimensions of human society.

With these standards as a guide and with the limited amount of time for art classes, I would propose the following:

K–2^nd grade: An introduction to the different art materials and techniques, such as painting, sculpting, and printmaking. The emphasis should be on experimentation and exploration. Children should begin to feel confident with the materials. There should be a focus on Jewish themes, such as the holidays. Examples: a clay hannukiyah or a tzedaka box.

3^rd–5^th grade: An introduction to the elements of art, which are line, shape, form, color, value, texture, and space. Basic observational drawing skills and modeling skills should be introduced, as well as an introduction to the work of various artists.  Jewish themes should be used whenever possible. Examples: scenes of Israel painted in acrylic paint on canvas, three-dimensional soft sculpture.

6^th–8^th grade: Design principles should be introduced, such as balance, movement, rhythm, contrast, emphasis, pattern, unity, proportion, and variety. This is the language and grammar of art. Students in middle school should be given the opportunity to delve deeper into the art and culture of other lands as well as learn about the art of the Western world. An overview of the art movements as well as a close study of one of the artists should be explored. Examples: Chinese hand scrolls, hard-edge paintings, Picasso cubist portraits, pop-art paintings, the mosaic and South American rain sticks.

9^th–12^th grade: One unit of art is needed for a high school diploma and the choice is one of the four arts, which include dance, music, drama, or the visual arts. Students who choose fine arts should create a collection of artworks in a variety of media, based on assignments that encourage them to explore various ideas and viewpoints. Teachers should use rubrics for evaluation. College portfolios should be prepared for those students seeking admission to university art schools. Examples of projects: graphic design, lithography, computer graphics, poster design, and experimental sculpture.

Conclusion: To the Source

The center of our Jewish spirituality was the Holy Temple and from the beautiful biblical descriptions we know that there was an emphasis on aesthetics.  As it’s mentioned in the Torah, “Let them make a Holy Shrine that I may dwell amidst them” (Exodus 25:8). The descriptions in this part of the text tell us that the Israelites procured such materials as gold and silver along with fine artisanship, such as weaving, dyeing, and the setting of jewels. The Torah prescribes in detail all the fine materials to be used to build the Temple including the specific measurements and amounts. One could only imagine how beautiful it all was—a true work of art.

In the time of the Temple, Judaism’s expression of faith was fundamentally connected to the arts. And so it should be today as well. There is a concept in Judaism of “hidddur mitzvah”—beautifying the mitzvah. It is praiseworthy to not just fulfill the commandment, but to embellish the mitzvah with additional beauty, so as to express our love and respect for it. It is our responsibility as a community to continue that aesthetic journey with our children so that they may express their faith and so that they can appreciate and participate in the arts throughout their lives. After all, out of the Jewish Day School might come a great architect, industrial designer, fine artist, art teacher, graphic designer, interior designer, curator, art conservationist, art historian, commercial artist, fashion designer, frequent museum visitor, or art collector. Hopefully all of our children armed with a good art education in their Day School years will become lifelong participants in the creative process as well as the future caretakers of all of humanity’s artistic treasures. 

When I graduated Rambam Torah Institute, a Los Angeles Orthodox High School, in 1978 (Rambam closed in 1979, giving way to the opening of YULA and the Simon Wiesenthal Center), I was about to enter UCLA with a schizophrenic approach to my own Jewish identity. On the one hand, I had grown up in the Sephardic-Ladino community where I was about the only one to receive a formal Jewish education from middle school on. Being “shomer shabbat” was very old-country and unheard of in “Rodesli-L.A.” (the community of Jews descended from the Island of Rhodes who established the Sephardic Hebrew Center in L.A., where we were members). The only ones who admired or understood why I chose a more traditional path for myself were the senior citizens born in Rhodes, toward whom I tended to gravitate.

Being an only child to a mother who was an only child, and having lost my father when I was a baby, my “playdates” typically were in the living rooms of elderly Rodesli immigrants, who told stories and jokes in Ladino, entertained with dulce (homemade preserves) served in beautiful silver bowls with silver spoons along with coffee, biskochos (round sesame or cinnamon covered cookies), and assortments of burekas or pastelikos (savory turnovers), reshas (homemade pretzels), hard cheese, olives, and abidahu (dried, wax-covered fish roe that was a delicacy), or salado (salted, cured mackerel or tuna). There were no chicken nuggets or peanut butter and jelly sandwiches at these afternoon gatherings! These visits often took place on Shabbat afternoons; most of the community lived either on the same block or within a few minutes’ walk or drive of each other. This was South Central L.A.—or Leimert Park or the Crenshaw District—where I could go trick or treating on Halloween night and ask for burekas instead of candy, and get them!

Today this neighborhood is mostly African American with not a Jew in sight for miles. The synagogues have long been sold and converted to churches, still displaying the original stained glass Stars of David in the windows. The lifestyle has also disappeared; no one lives near each other anymore in “Rodesli-L.A.,” and the community has dissipated and spread to the four corners of the Greater Los Angeles Basin. Most of those special people from my “playdates” have gone to the next world, and their children or grandchildren may have remembered a few words in Ladino, have kept a few of their mother’s or grandmother’s recipes, and have for the most part sadly strayed from what was once a tight-knit and traditional community.

In Rhodes, it was the norm to keep the laws of kashruth, observe Shabbat and holidays, and keep close to our Jewish traditions. The members of the community didn’t, however, identify as “Orthodox” Jews, nor did other Sephardic communities in the Mediterranean Basin or the Middle East identify as such. Some families were known to be more religious and knowledgeable, others much less. All, however, went to the same synagogue and followed basically the same customs and practices. This lifestyle was reproduced to an extent in America, when these immigrants established their community in Los Angeles. But the forces of assimilation and acculturation meant English first, American culture first, and work first, even on Shabbat.

The traditions of the “old country” began to fade with the next generation, especially given the choices that America offered, including meat and chicken that looked much cleaner and cheaper than the products from the kosher butcher. That’s why it was unusual for me to wind up in a Jewish Orthodox school, eventually keeping kasher and observing Shabbat. And it wasn’t because my mother was predisposed to that direction. My maternal grandfather was born in Bulgaria, and in the late 1800s emigrated to Palestine, where he was religiously educated and spoke many languages, including Hebrew and Arabic, before coming to the United States in 1920. He met my Rhodes-born grandmother in Seattle, the motherland of Ladino immigrants on the West Coast. My grandmother kept kasher, as did most of her contemporaries. When she was hospitalized, our community rabbi, Solomon Mizrahi, who was revered by all, went to visit and admonish her that she could not refrain from eating in the hospital because the food was not kasher, insisting that her health came first.

But the immigrant generation did not instill a religious lifestyle in the new generation of Americans. There was too much at stake in “making it in America” to have religion hold them back. No, the reason I landed in an Orthodox Day School in the seventh grade in 1972 was that my working single mother who had put me in private grammar school through the sixth grade could not have me to go to a public school that would dismiss the students at 3:00 P.M.—when she didn’t get home until after 5:00. And in the L.A. public schools of the 1970s, there were stories of knifings in the bathrooms and tough characters to deal with. Remember, I just grew up hanging around a group of sweet old ladies and had no training in self-defense against the ruffians roaming the halls of John Burrows Jr. High or L.A. High. “Leshos!” (Keep it far away!), as we would say. Hence, my introduction to the Orthodox Day School system was more for my protection than my religious education, and it developed into my personal road back to my religious roots.

So I did not grow up in an Orthodox family. Such a word was never even familiar to Sephardim. They could be kasher, pray regularly, adhere to all the holiday rituals, and not know what “Orthodox” meant, or if they did, it didn’t refer to them. I grew up in a “traditional” Los Angeles Sephardic family—what we considered traditional in the 1960s and 1970s, that is. (I add Los Angeles because the community was less observant than those Ladino communities in Seattle, New York, even Atlanta). The difference was that while we did have our large extended family Shabbat and holiday dinners, always with one or two “old-timers” who knew how to lead the Kiddush or the Rosh haShana “Yehi Ratsones” (in Hebrew and Ladino) or the Passover “Haggada” (in Hebrew and Ladino), I still enjoyed my pizza with pepperoni just as much as I loved my burekas. We still went to homes for a very different kind of American dinner on Christmas or Easter or Thanksgiving.

That doesn’t mean we would think of missing out on celebrating Jewish holidays with all the prayers, whether Rosh haShana, Yom Kippur, or Simhat Torah with the honored “hattanim”—and our services would surely be considered “Orthodox” by any observer familiar with the various Ashkenazic Jewish movements. English translations eventually crept into the services, but the prayer books never changed, nor did the patterns of traditional Sephardic services.

When I had my first Orthodox exposure entering Hillel Hebrew Academy in seventh grade, I came home yelling and complaining that I had to wear a kippah all day and pray so often and at a speed I could not keep up with. My mother thought I wouldn’t last a week. I had to “fake” pray that first year since I couldn’t possibly make it through the entire Amida with my limited Hebrew knowledge. My prior formal Jewish education consisted of Talmud Torah afternoon school (at an Ashkenazic synagogue because our Sephardic synagogue was too far and offered little in terms of Jewish education). I made (Orthodox) friends, and soon I was tolerating this “super Jewish” environment I had been thrown into.

When I started being invited to bar mitzvas almost weekly and didn’t want my friends to know that I drove on Shabbat, I would have my mother drive me up nearby alleys, crouching under the glove compartment so that no one would see me in a car, and when the coast was clear, I’d jump out and walk the last block to the Orthodox Synagogue, Beth Jacob, in Beverly Hills where all the bar mitzvas of my classmates took place. This was a regular paranoid ritual that I practiced, for I feared what my friends or rabbis would think if they only knew! In time, I learned to appreciate the Jewish education I was receiving and the Orthodox Jewish lifestyle of my friends to the point where I soon started my own journey toward what would be considered an Orthodox lifestyle.

I started by giving up pork products around the age of 14. After controlling my taste buds in that category (though my mom thought there was definitely something emotionally wrong with me to give up something I loved so much!), I moved on to eliminate shellfish, then milk and meat, and so forth. It was a gradual process of several years until I eventually stopped driving on Shabbat and holidays and took up the Orthodox lifestyle being taught in my school. I figured that this was the way my grandparents or great-grandparents lived their Judaism, and I could reconnect that chain of tradition, which likely went back generations from what I learned about Sephardic history. I continued my communal connection to my Rodesli synagogue, the Sephardic Hebrew Center, where I became the youngest board member and was part of the small youth group established. I learned to take part in the religious services as a “junior hazzan” on Shabbat and High Holidays.

In my high school, though, I was one of maybe two or three Sephardic students (none of whom came from a Ladino-Sephardic background), and I was the only one with a strong Sephardic identity, having become active in the local Sephardic youth groups that also participated in the national American Sephardic Federation youth conventions of the 1970s. (In 1977, when I was in the twelfth grade, and my Talmud teacher, whom I really liked, made one of his typical anti-Sephardic remarks in class like “Sephardim remind me of Arabs,” that was the last straw. I stormed out of my class, slamming the door behind me, and marched to the school office with the rabbi running behind me promising he was “just joking.” I called the director of the American Sephardi Federation in New York (a “toll call” no less), whom I had met recently on an ASF youth convention and asked if he could come on his next visit to L.A. and speak to my school about Sephardic history and contribution to Judaism. He gladly agreed. I informed my principal in a stern tone that there would be an assembly for the entire school and “every rabbi and student better be there!” They indeed all attended a very interesting lecture, and I was transformed into the Sephardic poster child for the school.)

As I went through four years of Orthodox Yeshiva High School, I was developing two distinct personas, one the Orthodox student who was a member of the Bnei Akiva youth movement, a counselor at the summer and winter Bnei Akiva camps, and the founder of the first chapter of Bnei Akiva at a Sephardic grade school in L.A.; the other a “non-kippah wearing” member of the Sephardic community. By the time I graduated high school and went to UCLA, where I knew both friends from my Sephardic community as well as from my Yeshiva High School, I didn’t know whether to wear a kippah or not and was ashamed and conflicted either way. I ended up wearing a cap for my entire freshman year! I was worried about what my Orthodox friends would think of me if they saw me sans kippah and what kind of fanatic my Sephardic friends would think I’d become if they saw me with one.

This is where I started to appreciate the difference between an Orthodox approach to Judaism and a Sephardic approach to Judaism. I started to attend Magen David Congregation, the Syrian synagogue in L.A. (since I could no longer drive to the Sephardic Hebrew Center with its mixed seating and a microphone, which I now felt uncomfortable with). The walk to Magen David was 45 minutes, but I did it weekly. I started to make friends who were typical of the Syrian Sephardic communities: Shabbat- and kashruth-observant, but not kippah-wearing and not hung up on the “Orthodox look.” They blended into the non-Jewish world just fine, but still kept a very strong Jewish identity. They may have kept strictly kasher at home but felt comfortable eating in non-kasher restaurants, just keeping away from the meat and shellfish. To some, they wouldn’t be considered Orthodox at all; to others they would be considered very Orthodox, based on their regular synagogue attendance, men praying every morning with their tefillin and not driving on Shabbat. And mixed dancing?something that was taboo in those days at any Orthodox event, whether for young or old was never an issue! That was my “aha” moment; the point where I had the realization that Sephardim did not easily fit into a category of Orthodox, Conservative, or Reform. We were all over the place, and everyone was fine with it.

As I became more observant, my Sephardic community embraced me as “hahamiko,” a young learned person. I wasn’t denigrated as a religious fanatic, nor was I looked down upon for not wearing a kippah all the time or not fitting the “Orthodox” compartment perfectly. My Sephardic community didn’t judge me; I think they admired me or at least that is how I felt, even though they didn’t always understand why I could no longer attend services at the synagogue I grew up in. I was able to break away from the stigma of fitting the look and practice of Orthodox Judaism, even though I admired and related to their level of observance. While I tried to parlay my activism in the Orthodox Bnei Akiva youth movement, which I still admire to this day, I realized that Sephardic kids, as different as they were in their religious backgrounds, just couldn’t be form-fitted to an Orthodox Jewish youth movement where every boy was expected to wear a kippah, every girl a skirt, act a certain way, dress a certain way, pray three times a day plus birkat haMazon (grace after meals), refrain from attending mixed dances, and basically fit the mold.

But Sephardim didn’t fit such a mold. We were all unique and different to certain extents, even though we generally felt comfortable praying under the same roof. And no one judged us; no one looked at us funny for wearing or not wearing a kippah in the street; women could be very religious and still wear pants or what the Orthodox would call “immodest” clothing; no one felt uncomfortable whether we ate strictly kasher or “pseudo” kasher; no one really minded if you got to synagogue by foot or by car, as long as you got there. And if you didn’t go to synagogue regularly, that was also fine. Shabbat dinner was still to be shared with the family, and major Jewish holidays were spent in synagogue from start to finish, if you could make it.

This Sephardic Jewish identity really created a wider tent for all of us to fit under, and it felt good to be together and not critical of others who observed more or less than we did. The summer of 1980 found me half way through my UCLA career and I decided to join my Orthodox friends from high school who made study in Israel either after high school or during college a commonplace rite of passage. I signed up too and ended up in Jerusalem at Hebrew University with a group of friends, where we immediately gravitated to the other Yeshiva high school grads from across the United States who were also on their Junior year abroad program, coordinating Shabbat dinners together and living the “Orthodox” life in Jerusalem. I wore a kippah all the time, and it felt okay. After all, I was in Israel. The summer of 1980 also happened to be the first summer of the Sephardic Educational Center (SEC) program, founded by Dr. Jose Nessim (z”l) from L.A., who had told me before I left to make sure and visit the program once I got to Jerusalem. I did, and it was life-altering—not because of the experience to be with Sephardic young adults my age from five different countries, but to see rabbis leading the program who were what we would consider “Orthodox,” yet not forcing anyone to wear a kippah or dress in a certain way, other than out of respect for holy places visited or during meals or prayers or classes.

Rabbis Moshe Shamah and Sam Kassin of the Syrian Sephardic community of Brooklyn, and Rabbi Benito Garzon of Spain, forever changed my attitude toward religious life, opened my eyes to Sephardic halakha, and the “live and let live” approach that made all feel comfortable while studying and believing in the same approach to Judaism, just at every individual’s own pace.

In the past 35 years, my Jewish identity has been shaped more by my involvement with the SEC than my Orthodox high school education, with exposure to those Sephardic rabbis and others I met subsequently who with moderation and tolerance kept alive the spirit of the Classical Sephardic approach to Judaism and opened my eyes to a non-denominational approach that echoed the lives of my ancestors who lived in places like Rhodes or Bulgaria and back to the Iberian Peninsula. Theirs was a Judaism that was a natural part of their everyday lives, with one basic approach that centered on a fervent belief in God, traditions that were celebrated by all, synagogues where the entire community worshiped without “membership ID’s” that distinguished what kind of Jew you were.

There were some weak links in the chain of tradition as Sephardic Jews relocated from the Old World to the new but there is certainly hope for a renaissance in Sephardic life as many find that this classic approach to Jewish life is far more comfortable and meaningful that what is offered by choosing an identity that just doesn’t always form fit among Orthodox, Conservative, Reform, Hasidic, or Hareidi approaches to Judaism. At our annual SEC Shavuot Retreat for young families in Palm Desert, CA, last May, we held a town hall discussion as part of our Shavuot night study program, entitled “What's Wrong with Organized Religion, and How Can We Fix It?” It was led by another product of the Orthodox educational system, Rabbi Daniel Bouskila, who has also come to embrace and symbolize the Classical Sephardic approach to Judaism. The young families present attend Sephardic synagogues across the L.A. community, synagogues that would appear “Orthodox” but for the fact that not all attendees walk to synagogue, and not all keep strictly kasher, and not all wear kippot outside the synagogue—but all feel a common cause and belief in God and the Torah, along with the centrality of the State of Israel. Suggestions ranged from how to balance the old traditions with the needs of the younger generation and how to attract and hold the attention of synagogue goers. Here were the young leaders who have or will occupy the positions of leadership in our Sephardic communities, and none were shy about introducing changes and suggesting approaches within our traditional halakhic approach that would ensure the survival of these synagogues and communities.

I felt proud as a Sephardic Jew to be able to discuss these issues without fear of backlash or judgment, and proud that I am not judged nor do I feel the need to judge others on their observance. We are all in the same boat and recognize that some will always be more observant and some less and our jobs as Jews are to make all feel comfortable and welcome, maintain a common set of beliefs, and not check ID’s at the door of Judaism. That is the Sephardic approach; it is the vision and identity I gained from many years of following Dr. Nessim’s philosophy: Only God can judge us. This is why I have shied away from identifying myself with the “O” word. I just don’t fit into a denominational compartment and if you feel the same way, you might want to join a Classical Sephardic community—regardless of your bloodline!

Did I mention that my father was Ashkenazic? If you ask an Orthodox Jew, I should “halakhically” follow the tradition of my father. But I don’t, not as an insult to him but as a way of life that I was raised with and came to love and connect to. I don’t find the unity, warmth, and “big tent” feel in the Orthodox world that I do in the Sephardic world. But that’s just me, and I respect and admire you if you are Orthodox or Modern Orthodox or any other Jewish identity as long as it works to bring you closer to God, Israel, and the Jewish People. That’s just the Sephardic way.

Now a look at the next generation. I have two sons and a daughter. My oldest son (20) went through middle school and high school at a Modern Orthodox school in L.A. My middle son (17), only attended Middle School there, and then went to public high school along with my daughter for a number of reasons, not the least being the high cost. I appreciated the Modern Orthodox education and great social bonds that the school offered. I also appreciated the love for Israel that the school incorporated into its curriculum. The alternative Yeshiva high schools in our area have a more right-wing reputation, which wasn’t the direction I wanted for my family. However I did not see a passion for Judaism or the practice of mitzvoth develop in my sons or their friends that I had once experienced myself. My children’s religious connection still came from home, and the example we tried to create of a traditional Sephardic family, not from school, which surprised me.

The feeling I had when I went to high school was that we had a “religious contract” to keep Shabbat, kashruth, etc., even after we graduated. The students I observed in my sons’ classes over the past few years didn’t seem to have that commitment. University life poses challenges to keeping Shabbat and kashruth, praying every day, and taking off class for holiday observance that, for me, went without question but today seems to be a different story. While I never retreated in my religious observance, nor did most of my classmates, the graduates of today’s Modern Orthodox high school, if my own sons are an example, do not seem to feel the same religious obligation we did upon graduation, and that’s a problem. University and the “outside world” appear to have overtaken whatever commitment for practicing a level of Orthodox Judaism they were taught in high school.

Luckily for my children, they have their connections to the SEC, whether through trips to Israel or local holiday celebrations like our Shavuot Retreat to keep them excited about Judaism and Israel. Otherwise, they would be left empty-handed without any follow up from their high school rabbis, which is a shame. My wife and I wonder whether the financial investment in their Jewish education was worth it and if it will keep them committed as observant Jews. We took the approach more typical of Sephardic families of trying not to force them to practice their Judaism, though I try to continuously prod and plead that they pray, come to synagogue, remember kashruth when they are away from home. It is not easy, though. I often wonder if they would have been more passionate about their Judaism if we went down a more strictly Orthodox path than a moderate Sephardic one. Hopefully we did make the spiritually healthy decision in the long run.

But knowing what Jewish path is best for today and tomorrow is not necessarily what worked for my generation. There is no question that there needs to be a shakeup in the Modern Orthodox educational system to bring back the passion of Judaism, and there also needs to be more emphasis on Jewish commitment in the Sephardic world if that branch of Judaism is to be strengthened in the Diaspora. For the achievement of a moderate and observant next Jewish generation, there will need to be a synthesis of all the best qualities and approaches of these and other Jewish like-minded approaches, from Modern Orthodox to Sephardic and beyond, creating a Jewish lifestyle that is neither extremely stringent or oppressive nor exceedingly indifferent to religious observance. I hope our religious leaders are up to the task.

A Study of Sephardic and Ashkenazic Liturgy[1

            The core of Jewish liturgy traces back to the early rabbinic period, and is universally followed in traditional communities worldwide. Over the centuries, Sephardim and Ashkenazim developed different nuances in their prayer liturgies. It is valuable to learn about the differences that emerged, to see how rabbinic interpretations and cultures shaped the religious experiences underlying prayer. This essay will briefly survey a few aspects of Sephardic and Ashkenazic liturgy.

Connection to Tanakh

            Although many rabbinic prayers draw inspiration from Tanakh, Sephardim often prefer an even closer connection to Tanakh than do Ashkenazim.

            For example, the Pesukei de-Zimra/Zemirot offer psalms of praise to draw us into the proper religious mindset for the mandatory prayers—the Shema, the Amidah, and their associated blessings. On Shabbat morning, Sephardim read the psalms in order of their appearance in the Book of Psalms. Ashkenazim read the psalms in a different order, presumably arranged for thematic reasons. Rabbi Shalom Carmy recently wrote an article offering a conceptual explanation for the Ashkenazic arrangement.[2] To understand the reasoning behind the order of the Sephardic liturgy, just open a Tanakh.

            In a similar vein, in Minhah of Shabbat, Sephardim and Ashkenazim usually recite three verses beginning with tzidkatekha after the Amidah. Once again, Sephardim recite these verses in their order of appearance in Psalms (36:7; 71:19; 119:142). Ashkenazim reverse the order, requiring explanation. Perishah (on Tur Orah Hayyim 292:6) suggests that God’s Name does not appear in 119:142; Elokim appears twice in 71:19; and God’s Name (Y-H-V-H) appears in 36:7. Therefore, Ashkenazim read the verses in an ascending order of holiness. Others suggest that Ashkenazim arranged the verses so that God’s Name is the last word preceding the Kaddish.[3]

            The Talmud (Berakhot 11b) debates the proper opening to the second blessing prior to the Shema in Shaharit, whether it should be ahavah rabbah or ahavat olam (Sephardim and Ashkenazim both say ahavat olam in the blessing of Arvit). Ashkenazim chose ahavah rabbah, and Sephardim chose ahavat olam. Mishnah Berurah (60:2) explains that Ashkenazim selected ahavah rabbah to parallel Lamentations (3:23): “They are renewed every morning—ample is Your grace! (rabbah emunatekha).” In contrast, Rif and Rambam explain that Sephardim preferred ahavat olam since that formula is biblical: “Eternal love (ahavat olam) I conceived for you then; therefore I continue My grace to you” (Jeremiah 31:2).[4]

            Piyyut (religious poetry used as prayer) is an area where the prayer services of Sephardim and Ashkenazim diverge significantly, since these poems were composed during the medieval period. Sephardim generally incorporated the piyyutim of Sephardic poets, and Ashkenazim generally incorporated the piyyutim of Ashkenazic poets. True to his Tanakh-centered approach, Ibn Ezra on Kohelet 5:1 levels criticisms against several Ashkenazic poets, including the venerated Rabbi Eliezer HaKalir, whose piyyutim are used widely in Ashkenazic liturgy: (1) Rabbi Eliezer HaKalir speaks in riddles and allusions, whereas prayers should be comprehensible to all. (2) He uses many talmudic Aramaisms, whereas we should pray in Hebrew, our Sacred Tongue. (3) There are many grammatical errors in Rabbi Eliezer HaKalir’s poetry. (4) He uses derashot that are far from peshat, and we need to pray in peshat. Ibn Ezra concludes that it is preferable not to use faulty piyyutim at all. In contrast, he idealizes Rabbi Saadiah Gaon as the model religious poet.

Kaddish and Kedushah[5]

Sometimes, minor text variations reflect deeper concepts. For example, Rabbi Marvin Luban notes a distinction between the Kaddish and the Kedushah.[6] In the Kedushah, we sanctify God’s Name in tandem with the angels. In the Kaddish, we lament the absence of God’s overt presence in the world.

Tosafot on Sanhedrin 37b refer to an early Geonic custom where Kedushah was recited only on Shabbat. Although we do not follow this practice (we recite both Kaddish and Kedushah on weekdays and Shabbat), it makes excellent conceptual sense. Kedushah conveys a sense of serenity, setting a perfect tone for Shabbat. In contrast, Kaddish reflects distress over the exile, which is better suited for weekdays.

A relic of this practice distinguishes the Kedushah read by Sephardim and Ashkenazim for Shaharit on Shabbat. Ashkenazim incorporate the language of Kaddish into the Kedushah by inserting the following paragraph:

Reveal Yourself from Your place, O our King, and reign over us, for we are waiting for You. When will You reign in Zion? May it be soon in our days, and may You dwell there for ever and all time. May You be exalted and sanctified  (titgaddal ve-titkaddash) in the midst of Jerusalem, Your city, from generation to generation for evermore. May our eyes see Your kingdom, as is said in the songs of Your splendor, written by David your righteous and anointed one.  (Koren translation)

In contrast, Sephardim keep the Kaddish and the Kedushah separate. They insist that there is a time and a place for each type of prayer, and do not recite this paragraph.

Haftarot[7]

Although the Sages of the Talmud codified the prophetic passages to be read as Haftarot for holidays, they left the choice of regular Shabbat Haftarot to the discretion of individual communities (Rabbi Joseph Karo, Kesef Mishneh on Rambam, Laws of Prayer, 12:12). Consequently, several Haftarah reading traditions have arisen.

Vayera

Generally, when Sephardim and Ashkenazim read from same passage, Sephardim are more likely to have a shorter Haftarah. In Beshallah, for example, Sephardim read Deborah’s song in Judges chapter 5, whereas Ashkenazim read the chapter of narrative beforehand as well.

A striking example of this phenomenon is the Haftarah of Vayera. II Kings, chapter 4 relates the story of the prophet Elisha and a woman who offered him hospitality. Elisha prophesied that this woman would give birth to a son, and indeed she did. These themes directly parallel elements of the Parashah: Angelic guests visit Abraham and Sarah; Abraham and Sarah offer their guests hospitality; the angels promise them the birth of Isaac; and Isaac is born.

After these initial parallels to the Parashah, the story in the Haftarah takes a tragic turn in verses 18–23. The son dies, and the woman goes to find Elisha. As she leaves home, the woman’s husband asks why she was going out if it was not a special occasion, and she replies, “Shalom.” This is where Sephardim end the Haftarah. Ashkenazim read the continuation of the narrative in verses 24–37, in which the woman finds Elisha who rushes back to her house and God miraculously revives the child. It appears jarring that Sephardim would conclude the Haftarah at a point where the child still is lifeless rather than proceeding to the happy and miraculous ending of the story.

Rabbi Elhanan Samet explains the surprising discrepancy by noting that the entire story is inordinately long for a congregational setting (37 verses). Sephardim therefore abridged the Haftarah to 23 verses at the expense of reading to its happy ending. They conclude with the word “Shalom” to strike at least some positive note.[8] In contrast, Ashkenazim favored completing the story even though that meant reading a lengthy Haftarah.

Shemot

            Parashat Shemot is an example where Sephardim, Ashkenazim, and Yemenites adopted passages from different prophetic books to highlight different themes from the Parashah.

Sephardim read the beginning of the Book of Jeremiah (1:1–2:3). In this passage, God selects Jeremiah as a prophet. Jeremiah expresses reluctance only to be rebuffed by God:

I replied: Ah, Lord God! I don’t know how to speak, for I am still a boy. And the Lord said to me: Do not say, I am still a boy, but go wherever I send you and speak whatever I command you. (Jeremiah 1:6–7)

This choice of Haftarah focuses on the parallels between Jeremiah’s initiation and ensuing reluctance, and Moses’ hesitations in accepting his prophetic mission in the Parashah.

Ashkenazim read from the Book of Isaiah, focusing primarily on the theme of national redemption:

[In days] to come Jacob shall strike root, Israel shall sprout and blossom, and the face of the world shall be covered with fruit. (Isaiah 27:6)

For when he—that is, his children—behold what My hands have wrought in his midst, they will hallow My name. Men will hallow the Holy One of Jacob and stand in awe of the God of Israel. (Isaiah 29:23)

Although there is rebuke in the middle of the Haftarah, the passage begins and ends with consolation and redemption.

Yemenites read one of Ezekiel’s harsh diatribes against Israel for their infidelity to God. The prophet compares them to an unfaithful woman who has cheated on God by turning to idolatry and the allures of pagan nations: “O mortal, proclaim Jerusalem’s abominations to her” (Ezekiel 16:2).

Ashkenazim highlight the link between the national exile and redemption. Yemenites selected Ezekiel’s caustic condemnation of the Israelites, implying that the Israelites deserved slavery as a punishment for having assimilated in Egypt. It likely was used as an exhortation to contemporary Jews to remain faithful to the Torah. Sephardim chose to highlight the development of the outstanding individual figure of the Parashah—Moses.

Music and Mood During the High Holy Days

One notable practice in many Sephardic communities is to sing several melodies during the High Holy Day season that are lively, exciting, and even joyous. One of the most dramatic examples is the refrain in the Selihot (penitential prayers), Hattanu lefanekha rahem alenu, we have sinned before You; have mercy on us! Amidst our confession of sinning, this tune is rousing and upbeat. If an Ashkenazic Jew heard some of these Sephardic tunes, he or she might intuitively feel that the happiness of the music was inappropriate for Yom Kippur. If a Sephardic Jew heard some of the solemn Ashkenazic tunes, he or she might wonder why the music lacks this happiness. Yet, both sets of tunes are consistent with different aspects of the day.

Rabbi Ovadiah Yosef discusses whether one should use joyous or awe-inspiring tunes on Rosh HaShanah and Yom Kippur (Yehavveh Da’at II:69). Among many authorities, he quotes Rabbi Hayyim Vital, who stated that his teacher, Rabbi Isaac Luria (Ari), used to cry while praying on Rosh HaShanah and Yom Kippur. Rabbi Yosef quotes Rabbi Elijah of Vilna (Gra), who ruled that people should not cry but rather should use festive holiday melodies. Rabbi Yosef concludes that if one is overcome with emotion, one certainly may cry. However, one otherwise should try to be in a festive, happy mood.[9]

            Not only do melodic differences elicit different emotions, but the words do, as well. To take one prominent example, a central prayer of the Ashkenazic High Holy Day liturgy is the “U-Netaneh Tokef,” during which the congregation contemplates the gravity of being judged. Yet, this prayer—composed during the medieval period—is not part of the liturgy in most Sephardic communities.

            Rabbi Simhah bar Yehoshua, an Ashkenazic rabbi, traveled on a ship with Sephardim to the Land of Israel. He wrote,

On the entire voyage we prayed with the Sephardim. The Sephardim awoke prior to daybreak to say Selihot with a quorum as is their custom in the month of Elul. During the day they eat and rejoice and are happy of heart. Some of them spend their entire days in study. (in J. D. Eisenstein, Otzar ha-Masa’ot, 1969, p. 241)

When Jews of different backgrounds live together, they have the opportunity to learn from the practices of one another, thereby appreciating other aspects of our rich tradition.

The Censored Verse in Alenu

The Alenu prayer is ancient, and initially was recited only during the High Holy Days. It appears to have entered the daily prayers around the year 1300 ce. In the original text, we contrast ourselves with pagans, “For they worship vanity and emptiness, and pray to a god who cannot save, she-hem mishtahavim la-hevel va-rik, u-mitpallelim el el lo yoshia.” This line derives from two verses in the Book of Isaiah:

For the help of Egypt shall be vain and empty (hevel va-rik). (Isaiah 30:7)

No foreknowledge had they who carry their wooden images and pray to a god who cannot give success (u-mitpallelim el el lo yoshia). (Isaiah 45:20)

Around 1400, an apostate claimed that this line in Alenu was intended to slur Christianity. He observed that the numerical value (gematria) of va-rik is 316, the same as Yeshu, the Hebrew name of the Christian savior. This accusation led to the Christian censor striking this line from the Alenu in France and Germany. In 1703, the Prussian government even placed guards in synagogues to ensure that Jews would not recite that line.

In their attempts to defend the original prayer, rabbis protested that the line is anti-pagan, and cannot be anti-Christian. Among other arguments, they noted that the verses are from Isaiah (eighth century bce), who long pre-dates Christianity. Nevertheless, the censor required Ashkenazic Jews to remove that line, whereas Sephardim retained the original text.[10] Today, several Ashkenazic communities have restored that line to their prayer books.[11]

Conclusion

            Most aspects of the Sephardic and Ashkenazic liturgy are strikingly similar. The biblical passages, ancient rabbinic prayers, and the structure of the service, are largely the same with minor variations.

In those areas where there were choices left to later generations, such as ordering of the psalms, choosing between rabbinic interpretations, medieval piyyutim, Shabbat Haftarot, and music, we can appreciate the choices different communities made to shape their prayer experience.

More broadly, Jewish schools, synagogues, and adult education programs must teach the full range of Jewish thought, interpretation, history, liturgy, and many other elements from the Sephardic and Ashkenazic experience. In this manner, we become stronger and become more united as a people, even as we retain our diverse customs and traditions.[12]

The Torah provides a framework for sexual morality. Its legal prescriptions specify forbidden relationships; its narratives describe behavior and dress that reflect attitudes relating to sexuality and modesty.

The Torah’s view of sexual relationships might best be seen as fulfilling the overarching command that we be a holy people (vaYikra 19:2). Indeed, Rashi, in his commentary on this verse, identifies holiness with separation from forbidden sexual relationships.
However, the Torah does not enumerate rules relating to modesty in thought, dress, and speech. For example, it does not state how much of a person’s body needs to be covered, and gives no measurements for sleeve lengths or skirt sizes. Nor does it present specific rules relating to “hirhurim”—erotic thoughts; nor to “mehitsot” separating men and women at public gatherings; nor to the general—non-sexual—interrelationships of men and women. Rather, these rules are inferred from the mandate to be holy—to separate ourselves from sin, including sin of a sexual nature.

The Philosophy of Tseniut

The Talmud and later rabbinic literature provide additional material relating to sexual conduct in general, and tseniut (modesty) in particular. An aim of tseniut is to diminish the possibility of improper sexual temptations that could lead to sinful behavior. The human sexual drive is quite powerful, and the tseniut laws are intended to keep that drive under control.

Tseniut, though, is not simply a system of prevention from sin. Rather, it encompasses a positive philosophy relating to the nature of human beings. While acknowledging the power of human sexuality, tseniut teaches that human beings are more than mere sexual beings.

In his famous book, I and Thou, the philosopher Martin Buber pointed out that ideal human relationships involve mutual knowledge and respect, where people treat themselves and others as valuable persons—not as things. Tseniut, in fact, seeks to foster the highest form of I-Thou relationship. By insisting on modest dress and behavior, the laws of tseniut promote a framework for human relationships that transcends the physical/sexual aspects.

Non-tseniut behavior signals a person’s desire to be seen as an object of sexual attraction. People who dress in a sexually provocative way are interested in being noticed, in exciting the sexual interest of others. When people dress provocatively, what they are communicating is: notice me, I crave your attention, please don’t ignore me. Underlying this non-vocalized plea is the feeling that one will not be noticed unless he/she is prepared to become an object of attention or unless he/she conforms to the prevailing fashions, even if those fashions violate one’s sense of decency and propriety.1

It is normal and natural for people to want to appear pleasing to others. That is why they spend so much time and money on clothing and grooming. If one dresses nicely, neatly, and modestly, one may take pride and satisfaction in his/her appearance. If, though, one specifically dresses or behaves in a manner that is aimed at arousing sexual attention, then he/she has crossed into the non-tseniut mode. One has chosen to be an object a thing,rather than a Thou.

Why would people willingly dress or act in a manner as to make themselves into objects? The answer is that they want to be noticed, admired, longed for. They think that by presenting themselves as objects, they will more likely achieve these goals. They demand less of themselves and of others; no commitment or serious dialogue is invited or expected.

Human beings all have feelings of insecurity; we need to be needed, appreciated, and loved. Although these tendencies are often exacerbated in teenagers, they continue to exist throughout adult life. Exhibitionism is a short-cut to gaining the attention—and hopefully the affection—of others. Yet, underneath the veneer of showiness is a layer of essential insecurity, loneliness, and dissatisfaction with self. Exhibitionism may gain the attention of others, but it does not gain their respect and love.

Dr. Norman Lamm has written: “One who lacks the sense of inner dignity and worth will expose himself [or herself], as if to say, ‘Look at me. Am I not beautiful? Am I not smart? Do you not like me?’ The lack of inner dignity leads to exhibitionism, the opposite of modesty, whereas a sense of inner dignity will normally result in the practice of modesty.”2

Tseniut, then, should be understood as a framework for maintaining our human dignity. It teaches us to treat ourselves and others as valuable human beings, not as objects. Non-tseniut behavior and dress serve to diminish our full humanity, reducing us to the level of objects of sexuality. Tseniut is a manifestation of holiness. Exhibitionism is a manifestation of crudeness and feelings of insecurity.

The Technicalities of Tseniut

It is important for us to understand the underlying assumptions of the ancient and medieval halakhic sources. The early rabbinic opinions on the topic of tseniut emerged from a context where women—Jewish and non-Jewish—were deemed to be subservient to men. The operative principle was that the honor of a princess, i.e. a dignified woman, is for her to remain in private. Women were to stay home to the extent possible. When they appeared in public, they were to be dressed in such a way as not to attract the attention of men. Women generally were not given the same educational opportunities as men, nor were they encouraged or generally allowed to participate in public life or to have authority over men. Women’s role was to care for the household, have children, and maintain piety and modesty.

Classic rabbinic literature assumes that women are primarily a source of sexual temptation to men, and that women should therefore dress and conduct themselves so as not to arouse men’s passions. Discussions of the laws of tseniut often tend to focus on specific details of what constitutes modest and immodest dress and behavior. Rabbi Yehuda Henkin, in his book Understanding Tzniut, cites talmudic and later rabbinic sources dealing with such issues as what parts of a woman’s body constitute nakedness; how much of a woman’s body needs to be covered; the ervah (nakedness) of a woman’s leg, voice, and hair. He also discusses sociological conditions that may impact on the boundaries of modesty.3

The discussion in Berakhot 24a is reflective of the prevailing talmudic attitude:

Rabbi Yitzhak said: An [uncovered] tefah (hand’s breadth) in a woman is nakedness (ervah)….Did not Rabbi Shesheth say that anyone [i.e. any man] who gazes even at a woman’s little finger is as though he gazes at her private parts?... Rabbi Hisda said a woman’s leg (shok) is ervah… Shemuel said that a woman’s voice is ervah…. Rabbi Shesheth said a woman’s hair is ervah.4

This passage, and others of the same tenor, operate with the following tacit assumption. Because women’s body, hair, and voice are so alluring to men, women are to cover themselves up to the extent possible, and are not to use their voices in a way that might arouse men. Halakhic literature contains various opinions as to how to apply the tseniut rulings—but by and large, the general assumptions outlined above are taken for granted.

Yet, let us delve a bit more carefully into these assumptions.

1. Women today are no longer relegated to the home, but are involved in all aspects of society. Women interact regularly, and in many contexts, with men; women often hold positions of responsibility, including having authority over men. Few today would agree with the notion that the honor of a woman is to remain in the privacy of her home. Few today would agree that women are or must be subservient to men.

2. If we are concerned lest men be erotically aroused by women’s body, hair, and voice, shouldn’t we also be concerned lest women be erotically aroused by men’s body, hair, and voice? Although halakhic sources spell out in detail the various restrictions on the manner of women’s dress and behavior, there is very little relating to men’s dress and behavior. The assumption is that men are far more passionate and uncontrollable than women. Whether or not this assumption is correct, it is surely not correct to assume that women lack strong sexual feelings for men. They are subject to erotic arousal by men’s manner of dress and behavior. Thus, all discussions of tseniut should deal with both sides of the equation, not just with women’s mode of dress and behavior.

3. If the rules of tseniut are to protect men from falling into sexual sin, why are most of the restrictions placed on women? The rules could have been formulated in an entirely different way. Since men are so passionate and women are so arousing, then men should cover their eyes in the presence of women and should avoid public places where women might be seen. If men have the problem, why should women be forced to pay the price for men’s weaknesses? Let the women conduct themselves as they wish, and let men guard themselves from falling prey to temptation!

The Philosophy of Tseniut and Its Technicalities

The philosophy of tseniut teaches self-respect, respect for others, and the importance of not treating oneself or others as objects. The goal of tseniut is to maintain human dignity, and to foster respectful and meaningful human relationships.

The technicalities of tseniut should aim at fulfilling the ideals of the philosophy of tseniut. In popular discussions of the subject, though, there often is a serious disconnect between philosophy and technicalities. Here are a few items that underscore the gap between the concept of tseniut and the technical halakhic rules that are supposed to foster tseniut.

1. “Women’s hair is considered ervah, nakedness.” Normative halakha applies this statement only to married women. Single women need not cover their hair, since men are used to seeing them with uncovered hair and will not be aroused. Is this a valid argument? In olden times when girls were married off at an early age, this assumption may have held true. Seeing girls up to the age of early teens with uncovered hair may have been a normal feature of life, not generating untoward thoughts on the part of men. Yet, today most women do not get married while they are still children. If a woman in her 20s or 30s has her hair uncovered, what difference would it make to men whether she is single or married? Most men would not be able to tell whether such a woman is single or married. Yet, halakha allows the single woman to go bare-headed, while a married woman must cover her hair. If the purpose of head covering is to foster tseniut and to prevent men from looking at women’s “nakedness,” then there is no substantial reason today to differentiate between married and single women. Either all women of marriageable age should cover their hair, or none of them need cover their hair because men are accustomed to seeing women with uncovered hair.5 Indeed, Rabbi Yosef Mesas rules that married women need not cover their hair in our days, since the normal practice of women in our society is to go with hair uncovered.6 He wrote: “Since in our time all the women of the world have voided the previous practice and have returned to the simple practice of uncovering their hair, and there is nothing in this that constitutes brazenness or lack of modesty…therefore the prohibition of covering one’s hair has been lifted.”

2. “Women’s hair is considered ervah.” Yet various posekim allow women to cover their own natural hair with a wig. As long as they have fulfilled the technicality of covering their hair, they are not in violation of halakha. In some circles, it is expected that married women wear wigs; if they do not do so, they are considered to be religiously deficient. Does this make any sense? Women will spend thousands of dollars to buy wigs that often look better than their own hair. They will wear these wigs, which can be quite attractive, and be considered to be within the laws of tseniut. However, if a woman “wears” her own hair, in a modest fashion, such a woman is deemed (by many) to be in violation of halakha. If a woman’s hair is indeed nakedness, how can it possibly be permitted for them to wear wigs—also made of hair? Would anyone suggest that a woman is permitted to wear a skin-colored dress that is printed with the design of her private body parts? Of course not. Such clothing is obviously anti-tseniut. Likewise, if a woman’s hair is nakedness, covering it with a wig is anti-tseniut.

3. “A woman’s voice is ervah.” This is generally applied to her singing voice, not to her usual speaking voice. But there are strong halakhic sources that permit men to hear women singing religious songs, or lullabies to their children, or other songs that have no erotic intent or content.7 When the prohibition of “kol ishah” is applied to all instances of women singing in the presence of men, this is a distortion of the intent of the halakha. The prohibition forbids licentiousness. Moreover, it should be applied not only to men hearing lewd songs sung by women, but also to women hearing lewd songs sung by men. The concept of “kol ish” is just as valid and just as important as “kol ishah.” If men sing in a manner that is sexually provocative to women, this constitutes a breach in tseniut and a breach in holiness.

4. “An uncovered tefah of a woman is nakedness.” Surely, it will be agreed that it is proper for women to cover the parts of their bodies that are particularly arousing to men. It should be equally agreed that men be required to cover parts of their bodies that are particularly arousing to women. But the real issue is not how long skirts and sleeves must be, nor how buttoned up a man’s shirt should be. Rather, the question is: What constitutes sexually provocative dress that is forbidden by the philosophy and rules of tseniut? A person might be covered from head to toe, and yet the clothing may be too tight, too clingy, too enticing. A person’s clothing might be entirely within the rules of tseniut, yet the person may use seductive gestures, facial expressions, or body movements. In many cases, an uncovered tefah of a woman (or a man) is not sexually arousing at all; rather it may be repulsive, an example of very bad taste. Likewise when people wear clothing that is too tight or too revealing. These are violations of tseniut, not because they are sexually arousing, but because they compromise one’s dignity—even if one does not want to realize this. They reflect a person’s conscious or subconscious desire to be seen as an object, rather than as a dignified person.

Confronting Reality

A number of tseniut rules in classic halakhic literature have come into conflict with changing societal realities. These rules have been modified or dropped by large groups of Torah-observant Jews. Here are a few examples.

1. …Our sages commanded that a man must not teach his daughter Torah, since the intelligence of the majority of women is not geared to be instructed; rather, they reduce the words of Torah to matters of foolishness according to the poverty of their understanding. Our sages said: One who teaches his daughter Torah is as though he taught her foolishness. To what does this refer? To the Oral Torah; but as concerns the Written Torah, he should not teach her; but if he did teach her it is not as though he taught her foolishness. (Rambam, Hilkhot Talmud Torah 1:13)

Despite Rambam’s ruling, in many Orthodox schools today, girls/women do study Talmud. Indeed, Stern College for Women of Yeshiva University has an advanced program of Talmudic Studies for women, instituted with the blessing of Rabbi Joseph B. Soloveitchik. Programs for women who wish to pursue advanced study of Talmud and halakha have blossomed in the United States and Israel. Modern Orthodox institutions reject the assumption that women‘s intelligence is unfit to absorb the wisdom of Talmud. Moreover, even if Hareidi schools do not teach girls/women Talmud, they do teach the Written Torah—in spite of Rambam’s ruling not to do so.

2. It is unseemly for a woman constantly to be going abroad and in the streets, and the husband should prevent his wife from this. He should not let her leave [home] except once or twice per month, according to the need. There is no beauty for a woman except in dwelling in the corner of her home, for so it is written, “All the glory of the king’s daughter is within (Psalm 45:14)” (Rambam, Hilkhot Ishut 13:11).

Very few, if any, Orthodox communities today follow this halakha of the Rambam. Very few, if any, accept the notion that a woman should live most of her life in the confines of her own home.

3. An unmarried man may not teach children because of the mothers who bring their children [and we fear possible immoral thoughts or conduct between teacher and the children’s mothers]… A woman may not teach children because of the fathers who bring their children [and we fear possible immoral thoughts or conduct between teacher and the children’s fathers]. (Shulhan Arukh, Yoreh Deah, 245:20–21).

Few, if any, Orthodox schools follow this halakha. It is quite common for single men to teach in Day Schools and yeshivot. It is also quite prevalent for women to teach in Day Schools and yeshivot. Indeed, Hareidi girls’ schools tend to encourage students to become teachers.

4. A man must distance himself from women very very much…It is forbidden to look at her beauty and even to smell perfume that is on her…It is forbidden to look at colorful clothes of a woman with whom he is acquainted, even when she isn’t wearing [these clothes], lest this lead him to think about her. If a man comes across a woman in the marketplace, it is forbidden for him to walk behind her; rather he should run so as to divert her to his side or behind him… One who looks even at a woman’s little finger with the intention of deriving pleasure from this, it is as though he looked at her private parts. It is forbidden to hear an ervah voice or look at her hair. One who intends to do any one of these things is subject to lashes [makatmardut]…. (Shulhan Arukh, Even haEzer 21:4).

In discussing the ruling that a man must run from a woman if he meets her in the market place, Rabbi Haim David Halevy asserted that this law refers to former times when women generally stayed home and were not often found walking in public. But in our day, many women walk in the public thoroughfares and marketplaces. If a man ran away every time he found a woman in front of him, people would think he was a fool. In his seeming piety, he would actually subject religion to ridicule in the eyes of the public. Rabbi Halevy concluded that a man who found himself walking behind a woman should simply try to keep his eyes from looking at her.8

The above examples demonstrate that there is a disconnect between various technical halakhot relating to tseniut, and the reality of the societal conditions in which we live. As a result, these halakhot—and others like them—have been generally modified or discarded among Torah-observant Jews. Sometimes apologetic explanations have been given and sometimes not.

Tseniut Today

We need to return to the underlying philosophy of tseniut: the expectation that we be holy, that we live dignified lives, that we not present ourselves as sexual objects. How these aims are actually fulfilled very much depends on the societal conditions in which we live. In ancient and medieval times, when women lived highly restricted lives, the rules of tseniut were applied accordingly. In our times, when women function openly and freely in society, the rules of tseniut also must be applied with this reality in mind.
The following are some proposed applications of the rules of tseniut in our modern societies:

1. Neither men nor women should dress, speak, or act in a licentious manner that will arouse the sexual attention of others. It is a violation of tseniut to wear skimpy, overly tight, or other clothing that is designed to highlight one’s sexuality.

2. It is proper for men and women to dress nicely, neatly, and modestly. It is fine to dress fashionably, as long as those fashions do not violate the philosophy of tseniut.

3. In our society, it is normal for upstanding and proper women to wear pants/pants suits; short sleeved dresses/blouses; clothes with colorful designs. Wearing these things is not a violation of tseniut, as long as these items are not fashioned in such a way as to highlight one’s sexuality.

4. Married women need not cover their hair, as long as their hair is maintained in a modest style. The wearing of wigs does not constitute a proper hair-covering for those married women who wish to cover their hair. Rather, such women should wear hats or other head coverings that actually cover their hair.

5. Men and women may sing in the presence of those of the other gender, as long as the songs are of a religious nature, or of a general cultural nature (e.g. opera, folk songs, lullabies). People should neither sing nor listen to songs that have vulgar language or erotic content that will lead to improper thoughts or behavior.

6. If a person dresses, speaks, and acts in a proper, dignified manner, it is not his/her responsibility if others are sexually aroused by him/her. That is their problem. It is their responsibility to control their thoughts and emotions, and/or to remove themselves from situations that they find to be sexually provocative.

7. Normal interactions between men and women are a feature of our societies. Women may serve in positions of authority over men, just as men may serve in positions of authority over women.9 The key point is this: holiness and tseniut should characterize all contexts where men and women mingle and work together. Co-ed youth groups and schools are permitted, but must be maintained with high standards of tseniut.10

Conclusion

Rabbi Avraham Shammah, who teaches at the Herzog Teachers’ College in Israel, stated: “Women and men should behave in a manner that reflects great respect for one another; they should not consider one another in a crude manner such as sexual objects; they should not dress provocatively, nor should their body language be provocative….”11 This is a fine formulation of the guidelines of tseniut.

It makes little sense to pretend that our living conditions today are identical to those of antiquity and the middle ages. Women’s roles in society have changed radically. The interrelationships of men and women today are far more common and far more frequent than in former times. Fashions have changed dramatically. Definitions of brazenness and immodesty are far different today than they were in olden days. Recognizing these changes is essential to formulating a proper application of tseniut rules.

It must also be recognized, though, that modern-day fashions often reflect very non-tseniut standards. Clothing that is designed to be sexually provocative—low cut in front or back, dresses or skirts above knee-length, clothing that is too tight, men’s pants that are worn below the belt line, and so forth—are clearly in violation of the philosophy and rules of tseniut.

Our goal as thinking halakhic Jews is to be clear on our responsibility to be holy, and to treat ourselves and others as fellow human beings—not as sexual objects. When we live as tseniut human beings, we enhance our own dignity and the dignity we show to others. This is not an inconsiderable accomplishment.

Notes

1. See my book, Losing the Rat Race, Winning at Life, Urim Publications, Jerusalem, 2005, especially chapter 4.
2. Norman Lamm, “Tseniut: A Universal Concept,” in Haham Gaon Memorial Volume, ed. M.D. Angel, Sephardic House and Sepher Hermon Press, New York, 1997, p. 155.
3. Yehuda Henkin, Understanding Tzniut, Urim Publications, Jerusalem, 2008.
4. I am not going into the discussion about improperly seeing or hearing women during one’s recitation of the Shema, nor distinctions between seeing or hearing one’s wife or other women.
5. See Rabbi Henkin’s discussion of hair-covering for women, pp. 29f; and article by Michael Broyde, “Hair Covering and Jewish Law,” Tradition, Fall 2009, 42:3, pp.97-179. It is understood that married women must adhere to a higher standard of tseniut than single women, since married women are subject to the laws of adultery for illicit relations. Nonetheless, both married and unmarried women are bound by the rules of tseniut and obviously are not allowed to comport themselves in a way that will entice improper thoughts or deeds on the part of men who see them.
6. Rabbi Yosef Mesas, Mayyim Hayyim, vol. 2, no. 110.
7. For a discussion of sources relating to kol isha, see Saul Berman, “Kol Isha,” in Rabbi Joseph H. Lookstein Memorial Volume, ed. Leo Landman, Ktav Publishing House, New York, 1980, pp. 45–66; and the responsum of Rabbi David Bigman, “A New Analysis of Kol B’Isha Erva,” in the Responsa section of jewishideas.org. Michael Makovi collected many sources on the topic in his article “A New Hearing for Kol Ishah,” in the Articles section of jewishideas.org
8. H. D. Halevy, Mayyim Hayyim 2:45.
9. See Benzion Uziel, Piskei Uziel, Jerusalem, Mossad HaRav Kook, 5737, no. 44, where Rabbi Uziel argues that women may vote in elections, and may be elected to public office where they have authority over men.
10. See the excellent pamphlet by Rabbi Yuval Cherlow and Ron Hori, Hevra Sheleimah: Hevrah Tsenuah Me’orevet leKhathila,” published by Neemanei Torah vaAvodah and HaKibbutz HaDati, Tel Aviv, 2011.
Rabbi Shammah’s paper was originally published in Hebrew and can be found at http://www.kolech.org.il/show.asp?id=25484. It was published in English in the bulletin of JOFA.