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Tikun Olam - Daily Corner - Chovat Hatalmidim

"Chovat Hatalmidim" (The Students' Responsibility) - "Message to Teachers and Parents"

The book "Chovat Hatalmidim" was written by Rabbi Klonymus Kalmish Shapira - the Piaseczno (Poland) Rebbe - who was murdered during the Holocaust. Rabbi Shapira connects with the pupil's sense of self-esteem and encourages him to learn diligently.

The book opens with a message to teachers and parents, where Rabbi Shapira outlines the objectives of "education". He stresses the value of positive feedback rather than force in educating the child. "Education is not a series of edicts which the teacher or parent issues... The word 'hinuch' connotes cultivation of the child's potential - which may be somewhat hidden - to the point of fruition..."

Rabbi Shapira likewise notes that each child should be addressed in accord with his/her individual needs. "The educational process is different for each child. The educator must take into account factors such as the child's personality, cognitive skills, behavior, etc. He needs to tune himself into each pupil's strengths and abilities, and personalize his message to each pupil in accord with the relevant differences between them."

Rabbi Shapira's only son, his daughter-in-law and his sister-in-law were killed during the Nazi aerial bombing of Warsaw in September, 1939. After the invasion of Poland, Rabbi Shapira was interned with a few of his hasidim in the Warsaw Ghetto, where he ran a secret synagogue. After the Warsaw Ghetto Uprising was crushed in 1943, Rabbi Shapira was taken to the Trawniki work camp near Lublin. Although offered the opportunity to escape from the concentration camp, he refused, choosing to remain with his hasidim until the end.

We are posting a loose translation of the introductory chapter of "Chovat Hatalmidim" - "Message to Teachers and Parents" - on the Jewish Agency Israel Department website. The Israel Department operates the Youth Futures program, which assists at-risk youth in Israel.

Wikipedia Article on Rabbi Shapira

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Message to Teachers and Parents (01)
King Solomon said in the Book of Parables (22:6), "Educate the child in accord with his inclinations, such that even as he grows old it will not leave him.
Message to Teachers and Parents (02)
Rashi explains that the word "Hinuch" (Education) in the passage, "built a house and did not dedicate (Hanacho) it" (Deuteronomy 20:5) derives from the word, "beginning".
Message to Teachers and Parents (03)
However, the term "hinuch" cannot be used in reference to an artisan who starts a job, if he is already well versed in the trade.
Message to Teachers and Parents (04)
In reference to educating children, the word "hinuch" connotes cultivation of the child's potential - which may be somewhat hidden - to the point of fruition.
Message to Teachers and Parents (05)
King Solomon's instruction thus not only defines the ultimate goal, "even as he grows old it will not leave him", but also defines the means for attaining that goal, "educate the child in accord with
Message to Teachers and Parents (06)
That being the case, the educational process is different for each child. The educator must take into account factors such as the child's personality, cognitive skills, behavior, etc.
Message to Teachers and Parents (07)
While every parent and teacher understands that the children presently before them will eventually grow up and perhaps even turn into Torah scholars, some parents and teachers still lack the
Message to Teachers and Parents (08)
The Baal Shem Tov and his disciples stressed that there is no such thing as a Jewish child with absolutely negative traits; it is we who need to know how to cultivate children who may appear as such.
Message to Teachers and Parents (09)
If a teacher faces a pupil who constantly displays the highly negative behavior of anger - is this just cause to conclude that the child himself is negative? Think how absurd we would consider a
Message to Teachers and Parents (10)
We are deeply shaken by the younger generation's tendency to depart from the Torah lifestyle in hair-raisingly frightening proportions.
Message to Teachers and Parents (11)
And are we so sure about our own yeshiva students? Have we done all that we can? While we can reasonably assume that students in the higher classes, who have learned Torah extensively and are Torah
Message to Teachers and Parents (12)
Moreover, we tend to absolve ourselves and put the full blame on the younger generation for their leaving the path of tradition.
Message to Teachers and Parents (13)
Why, then, do we cleanse ourselves with hollow pretexts shifting full responsibility to the younger generation for their supposed refusal to accept our teachings.
Message to Teachers and Parents (14)
Can we, then, rightfully say that "our hands did not spill the blood" of these Jewish souls down the drain to oblivion.
Message to Teachers and Parents (15)
If we truly desire to repent and correct the product of our misdeeds, we must first confess to our guilt.
Message to Teachers and Parents (16)
While the youth certainly share much of the blame for their misbehavior, we cannot set all of the blame upon them, excusing ourselves with a lament about their situation.
Message to Teachers and Parents (17)
We need to look at the evidence and explain the differences between current and past generations.
Message to Teachers and Parents (18)
But the plain fact is that children today fool themselves into thinking they have the cognitive and motive skills of adults, whereas their cognition is "upside down" and their motives for acting
Message to Teachers and Parents (19)
This development leads to two highly negative results.
Message to Teachers and Parents (20)
The second negative result is perhaps even worse than the first.
Message to Teachers and Parents (21)
If we delve into the child's soul and make a bona fide effort to trace the process we shall discover that as a rule the child does not part from the path of the Almighty all at once.
Message to Teachers and Parents (22)
But we can also observe that the crisis actually begins well before the first misdeed is committed.
Message to Teachers and Parents (23)
Indeed, the turn for the worse in the child's soul generally stems from his sense of independence and opposition to what he is told to do.
Message to Teachers and Parents (24)
In previous generations even if the parent or counselor did not fully follow King Solomon's instruction to teach each child in accord with his individual personality and inclinations - and only
Message to Teachers and Parents (25)
That is not, however, the case today, as the child's independent personality bursts out before the time is ripe - his aspirations clashing with those of his parents - leading to intergenerational
Message to Teachers and Parents (26)
As we previously wrote, the soul of every Jewish child is a veritable treasure of holiness - the challenge is in finding the correct manner in which to relate to this treasure.
Message to Teachers and Parents (27)
Thus, we must lower ourselves and relate to the child at his level and as appropriate for his personality - before the child turns into an enemy.
Message to Teachers and Parents (28)
It is futile to tell the child that he must listen to the educator and leave it at that, for that is not enough; as we demonstrated, such an approach will lead the child to view his educator as a
Message to Teachers and Parents (29)
The Torah delineates quite a few directives to listen to parents and educators, including, "ask your father and he will tell you, your elders and they will instruct you", "do not stray from the law
Message to Teachers and Parents (30)
Thus, it is imperative upon the father and educator to impress upon the child that it is the child's responsibility to mature into a loyal member of the Jewish people; and that the father and
Message to Teachers and Parents (31)
We stand much to gain by embracing this approach to education.
Message to Teachers and Parents (32)
Still, this is not enough.
Message to Teachers and Parents (33)
We know that likewise, most criminals understand that their deeds are evil when they perform their initial crimes; they simply don't manage to overcome their desires.
Message to Teachers and Parents (34)
We really should be waiting with the emotional connection until the child matures, as it is difficult for a child to feel true Hassidic excitement.
Message to Teachers and Parents (35)
When a Jew performs a Mitzvah with his full heart's desire this Mitzvah is a clear-cut "Mishpat" as far as he is concerned; when a Jew performs a Mitzvah without any excitement, the Mitzvah is a
Message to Teachers and Parents (36)
In practice, however, today's youth follow their emotions at an early, such that we cannot wait for the gradual evolution along the ideal path of Mitzvah performance.
Message to Teachers and Parents (37)
If we wish to connect and educate the child such that "even as he grows old it will not leave him" - and not just have him fulfill his duty as an edict - we simply can't wait.
Message to Teachers and Parents (38)
The teachings of the Kabbalah (Pardes) relate how different colors and shades may have their influence up above.
Message to Teachers and Parents (39)
What distinguishes the mature Hasid from his fledgling counterpart is the ability to further lift his soul immediately as he engages in physical activity such as eating and drinking with his
Message to Teachers and Parents (40)
The book which we have written aims to help today's youth grow in accord with the Hassidic path, which they so need to do in light of the premature and independent expression of their emotions.
Message to Teachers and Parents (41)
Our discourse should not be viewed as a comprehensive guide to education.
Message to Teachers and Parents (42)
For example, the Talmud (Shabbat 30b) relates how Rava opened a lecture by telling jokes, leading his rabbinic audience to laugh. Afterwards he turned serious and started the heart of the lesson.
Message to Teachers and Parents (43)
That is not to say that the teacher should act in a lightheaded fashion in the presence of the pupil or make a fool of himself, heaven forbid.
Message to Teachers and Parents (44)
Rabbi Isaiah Horowitz, in his 16th century book, Shnei Luchot HaBrit, provides us with excellent guidance for educating today's youth, as he expounds upon the verse, "do not rebuke a depraved, lest
Message to Teachers and Parents (45)
We need to be all the more so careful in today's generation, as the child's heart is predisposed to stray from our path.
Message to Teachers and Parents (46)
It was not our intention to cite in this introduction all references to education in the Torah and Shulchan Aruch, much as familiarity with these sources in today's day and age is essential.
Message to Teachers and Parents (47)
Teachers and parents should likewise engage children with parables conceived by our sages, as our sages taught us not to underestimate the power of a good parable, which can help people attain a

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