Recent Herzliah Successes / Recents succès d'Herzliah

I have just returned from Florida where, once again, our students have excelled each of our three teams won gold in each of their divisions at the RAVSAK International Moot Court Beit Din competition where they competed against teams from over thirty of the best Jewish High Schools in North America. While on the plane, homeward bound, I began to reflect on this past year at Herzliah and the impressive accomplishments of so many of our students in so many disciplines. I couldn’t be more proud of our students and felt that you, our parents, should be able to share in their stellar accomplishments.

Did you know that:

Moot Court Beit Din

Three teams competed at the International RAVSAK competition in Florida last week. Each team won GOLD in their divisions!

Science Fair

17 Science Fair presentations that have EACH won prestigious awards from Hydro-Quebec, Dawson College, McGill University, Concordia University, Université de Laval, Merck Canada Ltd, the Montreal Neurological Institute Excellence and The Order of Chemists of Quebec Award (see the attached document for a more extensive list)

QAIS French Public Speaking Competition

Junior Competition First Place Winner and Senior Competition Second Place Winner

Weizmann Institute Physics Safe Cracking Competition

1st place in Quebec Weizmann Institute Safe Cracking competition. The team went on to take 6th place out of 30 teams at the International level competition which took place in Israel. The

Herzliah team was the top Canadian team.

Bible Contest

A secondary III student recently placed first in the Canadian National Bible Contest and is the first Montrealer to win in 17 years. This year, in the Chidon HaTanach, students in the junior high school division came in first and second place and in the senior division came in second.

Sports

Hockey Team - Semi-finalists

Swim Team

2 silver medals in 50m breast,

1 Gold Juvenile boys

JISA Soccer

3 banners won!

Bantam and juvenile girls won the Championship

Juvenile boys won the Championship

Basketball

JISA Championship for Bantam boys

GMAA Indoor

Track & Field

Silver medal in 4 X 200 relay race

Gold and silver medals in 60 m. hurdles

I would like to thank each and every staff member for guiding, mentoring, motivating and

supporting our students. Special thanks to the coaches of each group. Each individual victory adds to the collective pride of our students and staff. Together they create a spirit and enthusiasm that reverberates through our school.

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Je viens tout juste d’arriver de Floride où, une fois de plus, nos élèves ont excellé. Chacune de nos trois équipes a remporté l'or dans leurs divisions respectives lors de la compétition internationale Moot Court Beit Din de RAVSAK. Ils ont concouru contre des équipes de plus de trente des meilleures écoles juives d’Amérique du Nord. Durant le vol de retour, je me suis mis à réfléchir sur cette dernière année à Herzliah et sur les réalisations impressionnantes de tant de nos élèves dans plusieurs disciplines. Je suis extrêmement fier de nos élèves et me suis dit que nous devions partager avec vous, nos parents, leurs incroyables succès.

Saviez-vous que:

Moot Court Beit Din

Trois équipes étaient en compétition au Concours international Ravsak en Floride la semaine passée et les trois équipes ont gagné la médaille d’or de leur division respective.

Expo-Sciences

17 projets ont été présentés à l’Expo-Science et chacun d’entre eux a été récompensé par des prix d’Hydro-Québec, du Collège Dawson, de l’Université McGill, de l’Université Concordia, de

l’Université Laval, de Merck Canada Ltd., des prix d’excellence de l’Institut neurologique de Montréal et de l’Ordre des Chimistes du Québec (voir ci-joint pour une liste plus complète).

Concours Oratoire en Français (QAIS) 

Gagnant de la première place au niveau Junior

Gagnant de la deuxième place au niveau Senior

Concours ‘Safe Cracking’ de l’Institut Weizmann

1ère place dans la compétition « Safe Cracking » de l’Institut Weizmann du Québec. L’équipe s’est donc rendue en Israël pour la compétition internationale et s’est classée 6e sur 30 équipes. L’équipe d’Herzliah était la meilleure équipe canadienne.

Concours de la Bible

Un élève de 3e secondaire à Herzliah s’est récemment classé premier au Concours National de la Bible et est le premier Montréalais à avoir gagné cette place depuis 17 ans. Cette année, au Concours Chidon HaTanach, des élèves de la division 1ère et 2e secondaires sont arrivés premiers et des élèves de la division 3e à 5e secondaires ont gagné la deuxième place.

Sports

Équipe de hockey

Demi-finalistes

Équipe de natation

2 médailles d’argent en 50m brasse

1 médaille d’or pour les garçons niveau Juvénile

Soccer JISA

3 bannières de gagnées!

Les filles Bantam et Juvénile ont gagné le championnat

Les garçons niveau Juvénile ont gagné le championnat

Basketball

Championnat JISA pour les garçons Bantam

Athlétisme GMAA

Médaille d’argent à la course de relais 4 X 200

Médailles d’or et d’argent aux 60 m haie

J’aimerais remercier chacun des enseignants et membres du personnel d’avoir guidé, préparé, motivé et soutenu nos élèves. Un merci tout particulier aux coaches de chacune des équipes. Chaque victoire individuelle ajoute à la fierté collective de nos élèves et celle des enseignants. Ensemble, ils créent un esprit d’équipe et un enthousiasme qui résonnent à travers notre école.

Squad Goals: Dieting for Upcoming High School Reunion by Liz Pearl

This blog, in an abbreviated version, appeared in this month's Her Magazine

Squad Goals: Dieting for Upcoming High School Reunion
Liz Pearl

For years, I have pondered a nagging question: how many more decades will pass before my graduating year (class of ‘81) will plan a high school reunion? The wait is finally over, the planning committee is underway. The official count: it has been 35 years since our graduation. We recently all turned 50. What are we waiting for? The time is now.

Here’s why I finally decided to spearhead the long overdue high school reunion committee.

The self-appointed role gives me a totally legit opportunity to spend more time loitering on Facebook and other enticing social media. Who knows what entertaining discoveries might be revealed along the way?

The reunion prep will provide a welcome opportunity to indulge in nostalgia and satiate my immeasurable need for sentimentality and reminiscing.

This engaging experience will hopefully help me to adjust to the unwelcome empty nest stage I am currently not well-adjusted to.

This forthcoming blast from the past event will potentially empower me to lose a few pounds. (Just thinking about those ‘70’s skin tight high-waisted Just Jeans serves as ample motivation.)

This initiative will allow me to set a good example for my adult kids, all of whom have recently graduated from high school ‒ “There are no friends like old friends!” Kids: some of these friends will be “lifers”.

This approaching gathering will provide one final farewell opportunity to visit my high school building (Montreal: Herzliah High School, Snowden) which I recently learned is scheduled to be relocated sometime soon.

Each of my three siblings has attended, at some point, a high school reunion (same high school) and overall apparently, had a rewarding experience. It’s my turn.

Obviously I would rather connect with former high school classmates at a festive reunion than at a Shiva (sadly, this has already happened a few times). Let’s celebrate the good times.

My husband (also an alumnus of the same high school) has never had a reunion, either. Pathetic. Recently, he reunited with several dispersed classmates after they had all attended the funeral of a dear classmate. How sad is that?

Many of my middle-aged longing-for-our-youth friends have attended high school reunions and generally speaking the reviews have been favorable. (Depressing statistics about disease, death and divorce notwithstanding.)

My kids were fortunate to attend excellent private high schools in Toronto. ‪#‎CHAT (Community Hebrew Academy of Toronto) and ‪#‎CPC (Crestwood Preparatory College). Both of these schools have outstanding alumni departments, incredible assets to the schools, including the faculty, the students and the alumni community. It’s no secret that a topnotch high school produces a resourceful alumni network. I guess it’s time to reconnect and pay it forward.

I was fortunate to have a wonderful high school experience (including all of the usual drama and heartache) at a respected traditional high school in Montreal. ‪#‎HHS (Herzliah High School, Snowdon). It was always considered cool to be a high achieving student, involved in extra-curriculars and a decent person. I’m proud to be a member of this values-based community on Facebook and on other social media. However, sadly, I am part of a sizeable cohort that traversed the 401 Highway from Montreal to Toronto not long after my graduation from high school. Many of my classmates have done the same; that is, migrated to New York, Florida, Boston, London, Israel, and Hong Kong! Etc... It’s a stark reality, not just a passing trend: Anglo exodus from Montreal in the 70s, 80s 90s…In any case, most of us look back fondly on our high school years and generally have good (warm and fuzzy, albeit chilly) feelings about Montreal. Please note: a truly valid demographic study or survey is way beyond the scope of this post. Thankfully, Facebook, Instagram, Snapchat and other trendy social media have enabled us to share in each other’s lives; we are all just a click away. (True, our Millennial offspring are often needed to assist us with navigating innovative social networking). I’m wondering if there are not some must-have High School Reunion apps somewhere out there in cyberspace. I guess Eventbrite is a simple starting point; I will leave that to the tech committee.

I’m looking forward to finding a keen audience for my faded high school scrapbooks; I am definitely chairing the memorabilia display committee.

Let’s get together sometime soon. The truth is; Montreal is a great city to visit! Call the caterer…let’s get the party started.

There’s still enough time before the reunion to go on a diet.

The safety of our students / La sécurité de nos élèves

This week we have witnessed horrific terrorism in the world. Paris and Sinai. The world appears more unsafe and precarious. Parents are concerned about security, the police have been exerted themselves monitoring our schools and e mails are going back and forth. The issues of security are everyone’s concerns and the school has a specific responsibility to coordinate security and to be proactive.  This is not a new concern.  It is one that we take seriously and engage with our partners to ensure the safety of our students. 

In our parashah, wayetze, we find that Jacob too had security concerns. Upon his departure from Eretz Yisrael he made a vow at Bet El: (Gen. 28:20):

Jacob then made a vow, saying, "If Gd remains with me, if He protects me on this journey that I am making, and gives me bread to eat and clothing to wear, then I shall return, when safe, to my father's house, and the Lord shall be my Gd.  And this stone, which I have set up as a pillar, shall be Gd's abode."

Reading this somewhat metaphorically, the school, the parents, and the community under the Divine aegis protects, sustains and educates our children as they journey. Our vigilance and coordination with Federation security is important. We all want safety and security in a volatile world. It is what makes us human.  Jacob’s dream is also our aspiration.  May each of us become supportive, calm and proactive as we guide our children on their journey.

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Cette semaine nous avons été témoins d’actes de terrorisme immondes qui ont secoué le monde entier.  Paris et le Sinaï.  Le monde apparaît de moins en moins sécuritaire et très précaire.  Les parents sont préoccupés par la sécurité, la police patrouille autour de nos écoles et des courriels s’échangent sans arrêt.  Les problèmes de sécurité préoccupent tout le monde et l’école a la responsabilité de s’en assurer et d’agir de façon proactive.  Nous ne faisons pas face à quelque chose de nouveau.  Nous prenons ce problème très au sérieux et nous nous engageons avec nos partenaires d’assurer la sécurité de nos élèves en tout temps.  

Dans la Paracha Wayetze, nous notons que Jacob avait lui aussi quelques préoccupations au niveau de sa sécurité.  Avant son départ d’Erets Israël, il fit un vœu à Béthel. (Gen. 28 :20) :

Jacob fit un vœu, en disant: «Si Dieu est avec moi et me garde pendant ce voyage que je fais, s'Il me donne du pain à manger et des habits pour me vêtir, et si je retourne en paix à la maison de mon père, alors l'Eternel sera mon Dieu.  Et cette pierre, que j’ai dressée en monument sera la maison de Dieu».

Nous pouvons utiliser ce passage comme une métaphore pour notre école, nos parents et la communauté.  Nous vivons tous sous la protection divine qui soutient et éduque nos enfants dans leur parcours.  Notre vigilance et la coordination avec le service de sécurité de la Fédération sont importantes. Nous voulons tous nous sentir en sécurité, surtout dans un monde instable. C’est tout à fait humain. Le rêve de Jacob est aussi notre aspiration. Puisse chacun de nous demeurer calme et proactif alors que nous guidons nos enfants vers leur futur.

Message à nos parents / Message to our Parents

Message to our Parents

Talmud Torah | Herzliah is a school of depth and longevity.  It is nearing its 120^th anniversary and we are still fresh and innovative. As I start my third year working with our learning community, I am amazed how far we have come and how exciting our future looks. 

We now have a carder of committed teachers engaged in Challenge Based Learning. Our teachers prepare two units each year under the watchful eye and collaborative spirit of our Academic Dean, Dr Karen Gazith. The program challenges our teachers and students to think.

Our ALIAH program (Herzliah) and PEP program (Talmud Torah) have incorporated drama, Jewish pre law, the performing arts and hockey into the school programs both during and after school.  We have energized our student body and extended the range of options for them.

We have been concentrating on improving customer service so that a more welcoming and inclusive environment is demonstrated. Informal Jewish activities during the Shabbatonim now include the theme of Israel Advocacy. The last two years have seen major initiatives realized and changes to our school culture. We continue to uphold a high standard of student centered learning.

I encourage you to get involved with our school. Whether it is your child’s first year at Herzliah or last year, we are always looking for volunteers who support the teachers, the students, and the Herzliah family. Help us as we strive for excellence and work with us as we provide each student with an opportunity to realize his or her full potential. Give me a call at any time with your suggestions, concerns, or to talk about how you can become involved. I can be reached at 514-739-9751 or lkutler@utt.qc.ca.

Dr Larry Kutler

Head of School

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Message à nos parents

Talmud Torah | Herzliah est une école ave une réputation de longue date. Notre école va très bientôt fêter son 120e anniversaire et est toujours à la page avec des programmes novateurs. Alors que j’entame ma troisième année en tant que professionnel dans notre communauté d'apprenants, je suis fasciné de voir tout ce que nous avons parcouru à ce jour et combien passionnant s’annonce notre avenir.

Nous avons des enseignants engagés dans le nouveau programme l’Apprentissage par le Défi. Ils préparent deux unités du programme chaque année sous l'œil vigilant et l'esprit de collaboration de notre Directrice des services pédagogiques Dr Karen Gazith.  Le Programme défie nos enseignants et incitent nos élèves à réfléchir.

Notre programme ALIAH (Herzliah) et PEP (Talmud Torah) intègre le théâtre, la loi juive, les arts de la scène et le hockey dans les programmes scolaires durant les heures de classe et après l'école. Nous avons dynamisé notre corps étudiant et étendu la gamme des options qui s’offrent à eux.

Nous nous concentrons sur l'amélioration du service à la clientèle de sorte qu'un environnement plus accueillant et inclusif soit démontré. Les activités d'expérience de la vie juive durant les Shabbatonim comprennent désormais le thème de la défense d'Israël (Israel Advocacy). Ces deux dernières années nous avons réalisé des changements à notre culture de l'école. Nous continuons à offrir un enseignement de haut niveau et à centrer notre apprentissage sur l'élève.

Je vous encourage à vous impliquer dans notre école. Que ce soit la première année de votre enfant à Herzliah ou la deuxième nous sommes toujours à la recherche de bénévoles qui soutiennent nos enseignants, nos élèves et la famille Talmud Torah | Herzliah en général. Aidez-nous nos efforts à atteindre l'excellence et et travaillez de concert avec nous afin de fourni à chaque élève l'occasion de réaliser son plein potentiel. N'hésitez pas à communiquer avec moi pour me faire part de vos préoccupations ou me donner des suggestions, ou bien encore de me laisser savoir comment vous voulez vous impliquez. Vous pouvez me joindre au 514-739-9751 ou lkutler@utt.qc.ca.

Dr Larry Kutler

Directeur de l'école

A New Era for Jewish Education

Monica Mendel Bensoussan

“The sages said: I have learned much wisdom from my teacher, more from my colleagues and the most from my students.” (BT Ta’anit 7a)

A number of years ago my eldest son (who was 18-years-old at the time) approached my husband and me, announcing that he wanted to participate in a humanitarian mission to Africa in order to work with children affected by HIV/AIDS. After taking a deep breath, I realized how immensely proud I felt. My son wanted to experience the mission of the Jewish people–Tikkun Olam. I immediately set out to investigate Jewish teen organizations which fulfilled this particular ideal and which offered community service opportunities to high school and university students. I came back to my son with a list of Jewish organizations and told him how very proud we were of his desire to “repair the world”. Wrong thing to say! His response to my Jewish pride and full heart was, “Why does everything always have to be so Jewish?!” You see, my husband and I view the world through a Jewish lens. Our lives are defined through Jewish values. Clearly my son did not share our thought process and I suspect it is not shared by many of today’s Jewish teens.

I am the product of the Montreal Jewish day school system (circa 1970s) and have continued my meaningful Jewish journey through adult learning opportunities and Jewish community leadership volunteerism. Through continued education and my hands on involvement in my local community, I have spent a significant amount of time studying the evolution of the Jewish People from biblical times up to, and including, modern day. Subsequently, I have come to the conclusion that the common thread that has linked the many historical periods has been the struggle between innovation and continuity–how our people have consistently and creatively adapted to the ever-changing world around them. For example, prayer has replaced sacrifice, the rabbinate has replaced the priesthood, Torah study has replaced the Temple, and Judaism has become transportable and can survive anywhere. 

As an eager high school student, I recall being inspired and feeling uplifted through my varied Judaic studies courses and teachers. In fact, Talmud class taught by Rabbi Moshe Feder (z”l) was my favourite and most relevant subject. I appreciated the beauty and intricacies of debate, viewing each challenging Talmudic conversation as relevant to my life. In addition, I learned skills and values: the ability to see and evaluate both sides of an argument, the ability to speak up for what I believe in, and, as I mentioned above, the ability to see and evaluate the world through a Jewish lens. I gained a clear understanding of my responsibility to give back to my community through Chesed and Maasim Tovim. These skills and values have served me well throughout my life and guided much of my activity and decision making daily basis. 

Learning the Hebrew language throughout my school years was exciting, and celebrating the Jewish calendar through festivals broadened my sense of belonging to the Jewish people. My love for, and pride in, the State of Israel began in elementary school and was nurtured in high school through  meaningful Israel trips and stimulating Jewish history classes. In short, my Jewish education was like a cozy blanket that provided comfort and warmth. 

Jewish education has traditionally been viewed as the cornerstone in safeguarding Jewish identity. However, the traditional approaches to Jewish education no longer seem to ignite the same passion in this generation of Jewish students. It does not seem inspiring, or relevant in the way it may have been in past generations. If this is the case, I cannot help but wonder, is Jewish identity and continuity at risk? I believe it is. What worked well for me is not working for my children. Although I have continued my parents’ commitment to Jewish education and have sent my three children to Jewish day schools, I do not see the same end-result as my parents saw. In my day, the makeup of the Jewish community was far more insular. The concept of “the Jewish bubble” characterized my community. Today’s youth grows up in a much more interactive and hands-on world than the somewhat narrow one in which I lived. We were focused on gaining, and absorbing information. Today the information is at our fingertips and the focus is on manipulating it and experiencing it.

We cannot know how this specific period of Jewish history will be labeled as it moves from the present into history, but I do know that it will be recognized as a unique and challenging period for the Jews of the Diaspora‒one which challenged each of us to change the status quo in the transmission of our values and beliefs to the next generation. It is characterized by instant access to information, global communication and a wide range of options. In this fast-paced new world, Judaism in general and Jewish education in particular, are merely choices from a long list of opportunities available to our children. Much of our community has become disenfranchised with Jewish education and do not see the relevance or importance of Jewish education in their families’ lives. If we, as community leaders, continue to believe in the value of Jewish education and its relationship to Jewish identity and continuity, then we must take a close look at current Jewish educational curricula and transform it. I’m not advocating that we do away entirely with the old. I am suggesting that we innovate–asking critical questions such as: What do we keep? What do we discard? What do we modify? How do we impart it? And ultimately, why should families choose Jewish education above other available choices? Education must transform into a dynamic and inspiring entity. It is time to adapt to the “status quo”, changing our present educational landscape to one that speaks to our technologically savvy teens who have access to the world (and the Jewish world) at their fingertips and whose classroom is the world at large.

As president of the board of directors of Talmud Torah | Herzliah in Montreal, I believe that with a consistent focus on creating a blended learning environment which brings more creativity and innovation into our classrooms, we can elevate Jewish education to the ‘best show in town’–the number one choice for all Jewish families. If Jewish education is exciting, cutting edge, challenging and inspiring Montreal Jewish families will want ‘some of that’.  Families will gravitate to a progressive Jewish school that provides the very best educational product, not just in its core curriculum complemented by an extensive extra-curricular program, but one that also boasts an outstanding interactive Judaic studies program. Families will clamour to gain access to a school that gives their children a first class academic education coupled with deep roots and values. The potential is incredible.

Changing the traditional approach to Jewish education is a daunting task. It will require multiple resources including time, effort and commitment on the part of all constituents involved. No investment in curriculum or programming will be effective without an equal investment in quality professional development for our educators. In addition to their mastery of Jewish history, text and liturgy our teachers must also become masters of innovation–in touch and fully engaged in the world of their students. It is our dynamic educators who will inspire and motivate our teens to carry Judaism into the next generation. This new and exciting educational platform will once again inspire our students. Our graduates will embrace their role as the keepers of the faith and as the next link in “the golden chain” m’dor l’dor, from generation to generation.

The legacy of the Jewish People is one of adaptation and innovation. Why not use these invaluable traits which have served us so well throughout history and infuse them into our education system? I have been so fortunate to work with professional and lay leaders who are passionate about Jewish education. I am confident that together we can make this important and creative transition. I invite you all to join me in this vital journey.

Monica Mendel is married to Haim Bensoussan, and is the mother of three adult children. She is a graduate of Herziah High School of Montreal, the Hebrew University of Jerusalem and the Wexner Heritage Program. Monica has devoted over 20 years to promoting Jewish identity among youth and advancing Jewish education in Montreal. She has been an active community leader serving on the Board of Directors of the Akiva School, Bronfman Jewish Education Centre, the Association of Jewish Day Schools and Talmud Torah | Herzliah. In addition, she has served on numerous community wide committees focused on Jewish Day School sustainability and educational excellence. Monica has been a member of the lay leadership team of Talmud Torah | Herzliah for over a decade. She is presently involved in the school’s CAIS accreditation process, fundraising efforts and strategic planning. Currently, Monica is beginning her second term as president of the board of directors of Talmud Torah | Herzliah. Monica is passionate about Jewish education believing that it is one of the key ingredients necessary to ensure the continuity of the Montreal Jewish Community.

Code of Conduct / code de conduite

Message from Dr Laurence Kutler

The book of Leviticus or Vayikra was written as a code for the kohanim or priests.  It carefully reviews all the sin offerings and sacrifices that the job holder needs to know.  After all, you cannot do proper justice to the office if you are not well acquainted with the sacrificial system.  An interesting translation of vayikra 4:2 renders : When a person unwittingly incurs guilt in regard to any of the Lord's commandments about things not to be done, and does one of them". Now, at first glance, this is puzzling.  The first word is ‘im, commonly translated as “if”.  Here, however, it is rendered “when” implying that we all make mistakes, and we need forgiveness.  However, my colleague Rabbi Shai Held brings our attention to another translation. R. Naftali Zvi Yehudah Berlin (Netziv, 1816-1893) makes a startling observation:  In subtle contrast the JPS translation cited above, our verse more literally reads:  "In case it is a chieftain who incurs guilt by doing any one of the things which by the commandment of the Lord his God ought not to be done unwittingly."  Noting that "unwittingly" (bi-shgagah) appears to be a misplaced modifier, the Netziv understands our verse to be "hinting" at a radical claim:  "The [leader's] elevated status (nesi'ut) causes him to commit sins that are so egregious that [ordinary] people do not even commit them unwittingly" (Ha'amek Davar to Leviticus 4:22).  Power not only pulls leaders astray, in other words; it also blinds them in ways they themselves would have once found unimaginable. 

Power corrupts and absolute power corrupts absolutely.  Our leaders need to be extra careful lest they subtly lead us astray.  I bring this verse to your attention because I was not sure how Bibi’s appeal to the American congress would play out in the arena of politics.  Now that the Israeli elections have concluded, I pray for a unity government that will lead our homeland in the proper direction-whatever that is. I hope that our leaders tread carefully in the immediate future.  There is much to consider....

Dr Laurence Kutler

Head of School

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Message du Dr Laurence Kutler:

Le livre du Lévitique ou Vayikra a été écrit comme un code pour les Cohanim ou prêtres. Il examine attentivement tous les sacrifices pour le péché et des sacrifices que le mandataire a besoin de savoir. Après tout, vous ne pouvez pas faire un bon jugement  si vous ne connaissez pas le système sacrificiel comme il faut. Une traduction intéressante de vayikra 4: 2 rapporte:.. Quand une personne  ressent de façon involontaire un sentiment de culpabilité à l'égard de l'un des commandements du Seigneur sur les choses à ne pas faire, après l’avoir fait malgré tout.  Le premier mot qui est indiqué est 'im’, communément traduit par "si". Ici, cependant, il signifie "quand" ce qui implique que nous faisons tous des erreurs et que nous avons besoin de pardon. Cependant, mon collègue Rabbi Shai Tenue amène notre attention sur une autre traduction. R. Naftali Zvi Yehouda Berlin (Netsiv, 1816-1893) fait une observation surprenante: en contraste subtil avec la traduction précitée, notre verset dit plus littéralement: "Dans le cas où il s’agit d’un chef qui ressent une culpabilité en faisant l'une des choses qui, par  le commandement de l'Éternel, son Dieu, ne doit être faite".  Notez que" sans le savoir "(bi-shgagah) semble être un modificateur égaré, le Netsiv comprend que le verset fait  ‘’allusion à’’ une revendication radicale: le [LEADER] statut élevé (nesi'ut) l'amène à commettre des péchés qui sont si graves que les gens [ordinaires] ne s’engagent pas, même involontairement à commettre" (Ha'amek Davar Lévitique 04:22). La puissance non seulement tire les dirigeants vers des chemins d’égarement, en d'autres termes, elle les aveugle d'une manière qu'ils auraient eux-mêmes trouvée inimaginable.

Le pouvoir corrompt et le pouvoir absolu corrompt de façon absolue. Nos dirigeants doivent être très prudents car ils peuvent nous conduire vers l’égarement.  Je porte ce verset à votre attention parce que je n’étais pas certain de savoir comment l'appel de Bibi devant le Congrès américain pourrait jouer dans l'arène politique. Maintenant que les élections israéliennes ont conclues, je prie pour un gouvernement d'unité qui mènera notre patrie dans la bonne direction.  J’espère que nos dirigeants feront preuve de prudence dans un avenir immédiat. Il y a beaucoup à considérer ....

Dr Laurence Kutler

Directeur général

Message from Dr. Kutler / Message de Dr Kutler

Message from Dr Laurence Kutler:

I recently returned from a conference in Miami, which had more to do with admissions and marketing than Jewish education.  However, one of the speakers,  brought up the PEW report.  For those of us, unfamiliar with the report, it is a condemnation of the large amount of American Jews who are opting out of being Jewish-more than 60% of the Jewish population of America.  They are not sending their children to Jewish Day schools and are withdrawing from Judaism.  In essence, they are writing themselves out of the Jewish narrative.

Today is Purim, and there is an interesting story in the Megillah about this, brought to my attention by my friend Rabbi Graubart of San Diego: There's a scene in the Purim story where Mordechai articulates this narrative with a question or a paradox.  His job is to recruit Esther for the role of saving the people, but he reframes his request in a truly startling way.  If you don't help us, he says "salvation will come from some other place. . . but who know, maybe you were made queen for this reason."  In essence, Mordechai says that Esther is irrelevant to the larger story.  God will save the Jewish people, whether Esther participates or not.  The only question is whether Esther will be a character in the story.  Will she be a player or a spectator?  For Esther it's entirely a personal decision.  The answer to the question doesn't depend on circumstance or luck, it's a personal choice.  Is she in the story, or out?  Does she choose significance or not?

This paradox or choice is being played out in America through the Jewish community. We are not side lined here in Canada.  Many members of our Montreal community are choosing English private schools outside the Jewish Day School system.  They may be opting out as well. It always is a personal choice-but the choice has many ripples of implications.

Dr Laurence Kutler

Head of School

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Message de Dr Laurence Kutler:

Je viens de participer à une conférence à Miami sur les admissions et le marketing au niveau des écoles juives d'Amérique du Nord. L'un des orateurs a présenté le rapport PEW. Pour ceux d'entre vous qui sont peu familiers avec ce rapport, il s'agit d'e condamner une grande majorité de Juifs Nord-Américains, soit plus de 60%, qui se désintéressent de leur judaïcité. Ils n'envoient pas leurs enfants dans des écoles juives et ne vivent pas leur judaïsme. C'est un peu comme s'ils ne font plus partie de la narration du peuple juif. 

Aujourd'hui, c'est Pourim, et il existe une histoire intéressante dans la Méguila à ce sujet, porté à mon attention par mon ami Rabbi Graubart de San Diego: Il y a une scène dans l'histoire de Pourim où Mordechai articule ce récit avec une question ou un paradoxe. Son travail consiste à recruter Esther pour sauver le peuple, mais il formule sa demande d'une manière vraiment surprenante. ''Si tu ne nous aide pas'', dit-il, ''le salut viendra de quelque part d'autre. Mais qui sait, peut-être qu'on t'a a fait reine pour cette raison". En substance, Mordechai dit qu'Esther est sans rapport avec la grande histoire. D-ieu sauvera le peuple juif, qu'Esther participe ou non. La seule question est de savoir si Esther sera un personnage de l'histoire. Pour Esther, il s'agit d'une décision entièrement personnelle. La réponse à la question ne dépend pas de circonstances ou de chance, c'est un choix personnel. Fait-elle partie de l'histoire ou non? En a-t-elle saisi l'importance ou non?

Ce paradoxe ou choix est utilisé par la communauté juive d'Amérique du Nord et le Canada s'aligne tout à fait avec tout cela. Plusieurs membres de la communauté de Montréal choisissent des écoles privées anglophones, hors du système de l'éducation juive. Il s'agit d'un choix personnel, mais ce choix engendre d'énormes conséquences.

Dr Laurence Kutler

Directeur général

In the spirit of Tu B'shvat / Dans l'esprit de Tou Bichvat

Tu Bishvat

This week we celebrated Tu Bishvat, the birthday of trees.  The Jewish tradition takes the care of trees and by extension our bio system quite seriously. A tree has a birthday and even a bar mitzvah “Orlah” the age of maturity when fruit from the tree may be eaten.

Tu B'Shevat is the new year for the purpose of calculating the age of trees for tithing. See Lev. 19:23-25, which states that fruit from trees may not be eaten during the first three years; the fourth year's fruit is for  Hashem  and after that, you can eat the fruit. The important element here is the tithing, or the giving of one tenth of our income for the sustainment of the Jewish community.

We are in the midst of our annual campaign, and are calling upon our parent body to sustain  our schools,Talmud Torah | Herzliah with donations. We are not asking for a tenth of your income, but we are asking.  So please, in the spirit of Tu Bishvat, give generously when called upon. What is at stake here is no less important than the birthday of the trees, it is the education of our children.

Dr Laurence Kutler

Head of School

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Message du Dr Laurence Kutler

Tou Bichvat

Cette semaine, nous avons célébré Tou Bichvat, l'anniversaire des arbres. La tradition juive veut que l'on prenne soin des arbres et par le fait même de notre environnement. Un arbre a un anniversaire et même une bar mitzvah "Orlah" l'âge de la maturité lorsque les fruits de l'arbre peuvent être mangés.

Tou Bich'vat est la nouvelle année en ce qui concerne le calcul de l'âge des arbres pour la dîme. Voir Lev. 19: 23-25, qui stipule que les fruits des arbres ne peuvent pas être mangés pendant les trois premières années; le fruit de la quatrième année est pour Hashem et après cela, vous pouvez manger le fruit. L'élément important ici est la dîme, ou la remise d'un dixième de nos revenus pour préserver la communauté juive.

Nous sommes en pleine campagne annuelle, et faisons appel à nos parents pour soutenir l'école Talmud Torah | Herzliah en faisant un don. Nous ne demandons pas un dixième de votre revenu, mais ce que vous êtes en mesure de donner. Alors, dans l'esprit de Tou Bichvat, donner généreusement lorsqu'on fait appel à vous. Ce qui est en jeu ici n'est pas moins important que l'anniversaire des arbres, c'est l'éducation de nos enfants.

Dr Laurence Kutler

Directeur général

The power of a song / Le pouvoir d'une chanson

Message from Dr Laurence Kutler:

After the Israelites cross the Sea of Reed in parshat Beshellah, they rejoice with a song that Moshe taught them.  The song, according to a Midrash, was actually composed in Egypt when Moshe was facing dark times and he was looking for redemption.  Whenever, possible, we can console ourselves with sad songs  Elton John wrote:

Sad Songs
Guess there are times when we all need to share a little pain
And ironing out the rough spots
Is the hardest part when memories remain
And it's times like these when we all need to hear the radio
`Cause from the lips of some old singer
We can share the troubles we already know

Turn them on, turn them on
Turn on those sad songs
When all hope is gone
Why don't you tune in and turn them on

They reach into your room
Just feel their gentle touch
When all hope is gone
Sad songs say so much

Like Elton, Moshe knows the power of sad songs. Sadness, reaches out to us on many levels.  It allows us not only to join as a community (misery loves company) but can show us the way to redemption.  It is this last use, that Moshe had in mind, when he taught the shirat hayyam, the Song of the Sea, to Israel.  Redemption is at hand; leave your sorrow for a brighter future.  Sadness can be a great teacher, after we leave it.

Dr Laurence Kutler

Head of School

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Message du Dr Laurence Kutler

Après que les Israélites ont traversé la mer dans la Parachat Beshellah, ils se réjouissent avec une chanson que leur a enseignée Moché. La chanson, selon un Midrash, était en fait composé en Egypte lorsque Moché était confronté à des périodes sombres et il était à la recherche de la rédemption. Chaque fois que nous en avons la possibilité, nous pouvons nous consoler avec des chansons tristes comme celle qu'Elton John a écrite:

"Sad Songs
Guess there are times when we all need to share a little pain
And ironing out the rough spots
Is the hardest part when memories remain
And it's times like these when we all need to hear the radio
`Cause from the lips of some old singer
We can share the troubles we already know

Turn them on, turn them on
Turn on those sad songs
When all hope is gone
Why don't you tune in and turn them on

They reach into your room
Just feel their gentle touch
When all hope is gone
Sad songs say so much"

Comme Elton, Moché connaît la puissance des chansons tristes. La tristesse nous tend la main à de nombreux niveaux. Elle nous permet non seulement de s'unir en tant que communauté (la misère aime la compagnie), mais peut également nous montrer le chemin de la rédemption. C'est cette dernière option que Moché avait à l'esprit lorsqu'il a enseigné l'Hayyam de Shirat, le Cantique de la mer, à Israël. La rédemption est à portée de main; laisser votre douleur pour un avenir meilleur. La tristesse peut être un grand maître, après que nous l'ayons laissée.

Dr Laurence Kutler

Directeur général

The values of moderation and tolerance/ Les valeurs de la modération et de la tolérance

In our parashah we find many examples of righteous indignation.  Pharaoh is angry at Moshe for demanding the release of an oppressed population.  So indignant that he refuses to let that people go. Moshe is angry that he is on this mission and begged to be let off at the beginning, but acquiesced at the end. G-d is angry because Pharaoh considers him an equal and refuses to acknowledge G-d's dominion in areas outside Eretz Yisrael. The Jewish people are quite disturbed by all the events swirling around them and the haste of their departure.

It seems to me, that everyone is indignant with everyone (except maybe Aharon).

There is another figure in the Tenakh that also becomes indignant. It is the prophet Elijah.Towards the end of his career he leaves the company of human beings and he flees to the desert.  Gd asks him twice "What are you doing here, Elijah?"  Both times Elijah responds "I've been a fanatic (Hebrew: kana) for the Lord. . . for the people have forsaken your covenant."  The second time, G-d reacts by sending Elijah home, and appointing a successor - in effect retiring him.  Many midrashim and commentaries - particularly the Zohar - explain that Elijah lost his effectiveness as a prophet the moment he identified himself as a kana - an enraged, potentially violent fanatic.  From Talmudic times onward, Judaism became a spiritual system that valued moderation, tolerance, and even tempers - the Maimonidean values - and not rage or fanaticism, or even righteous anger. This is what my friend Rabbi Graubart of San Diego says to me.

But, is there a place for anger? I believe so.  The streets of Paris, are full of the signs, " Je suis Charlie". We should be angry with people who turn to murder to vent their homicidal tendencies.  Killing Jews for attending to the needs of shabbat at a market?  Really? I am finding the Rambam's middle path of moderation very difficult right now.

Dr Laurence Kutler

Head of School

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Message du Dr Laurence Kutler:

Dans notre paracha nous trouvons de nombreux exemples sur l'indignation. Pharaon est en colère contre Moïse qui exige la libération d'une population opprimée. Si indigné qu'il refuse de les laisser partir. Moïse est en colère d'avoir été désigné pour cette mission et a demandé d'en être quitte dès le début, mais a dû acquiescé à la fin. D.ieu est en colère parce que Pharaon le considère comme un égal et refuse de reconnaître la domination de D.ieu dans en dehors d'Erets Israël. Le peuple juif est très perturbé par tous les événements autour d'eux et surtout par la précipitation de leur départ.

Il me semble, que tout le monde s'indigne de tout le monde (sauf peut-être Aharon).

Il est une autre figure dans le Tanakh qui s'indigne également. Le prophète Elijah. Vers la fin de sa carrière, il quitte la société et s'enfuit dans le désert. D.ieu lui demande deux fois "Que fais-tu ici, Elie?" Les deux fois, Élie répond «J'ai été un fanatique (hébreu: kana) pour le Seigneur...... et les gens ont abandonné ton alliance...." La deuxième fois, D.ieu réagit en renvoyant Elie à la maison.  En désignant son successeur, il lui fait prendre sa retraite. De nombreux midrashim et commentaires - en particulier le Zohar - expliquent qu'Elie a perdu son efficacité en tant que prophète au moment où il s'est identifié comme un kana - un fanatique furieux, potentiellement violent. Depuis l'époque du Talmud, le judaïsme est devenu un système spirituel qui valorisait la modération, la tolérance, et même tempérait les valeurs maïmonidiennes et non la rage ou le fanatisme, ou même juste colère. C'est ce que mon ami le Rabbin Graubart de San Diego m'a dit.

Y a t-il une place pour la colère? Je crois que oui. Les rues de Paris, sont pleines de signes, "Je suis Charlie". Nous devrions être en colère contre les gens qui se tournent vers l'assassinat pour exprimer leurs opinions. Tuer des Juifs qui faisaient leurs provisions pour Shabbat dans un hypermarché cacher? Vraiment? Je trouve le raisonnement du Rambam sur la modération très difficile en ce moment.

Dr Laurence Kutler

Directeur général