text:
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by Moshe Levin
Translated by Amy Samin
As the Zionist movement spread throughout the Diaspora there came the idea of reviving the Hebrew language. It's obvious, said the proponents of the idea, because it would be impossible to describe the renewal of nationalist Jewish life in the Land of Israel without the existence of the national language as the private property of the people. This lofty idea also stirred the hearts of some of the youth of our people in our small town of Goniadz in the Bialystok region, which at that time belonged to Russia.
At that time in the first years of the twentieth century there was in our town a group of about fifteen youths, some of whom were students at the Bialystok and Łomża yeshiva, - who began to diligently study, in addition to their studies in Gemara, outside subjects [secular subjects].
The place of study was the House of Study, where the youth would pass their time in the study of Gemara. Upon completing their studies in Talmud, they would remove their outside books from their hiding places and begin studying the Hebrew language, literature and grammar, Tanah [Bible], foreign languages, particularly Russian language and grammar, with great diligence and enthusiasm. Later, they also began studying mathematics, science and geography.
Among the members of that group, Yitzhak Yaffe was noted for his knowledge, and it was to him that the students would turn with their questions about things they didn't understand. Eventually, Yitzhak was accepted as a student into some pedagogical courses in Grodno. After completing his studies there he immigrated to
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the Land of Israel where he became the principal of the elementary school in Rehovot.
The members of this group, as they gained more knowledge, began to influence others in the town, who became interested in Hebrew literature. The number of people who could read Hebrew increased. A small library was founded, where the youth would gather in the evenings and pass their time reading and discussing matters of interest in the Jewish world at that time.
During that time, there arose in the students the desire to speak the Hebrew language. Several of them set themselves the task of fulfilling this aspiration, despite the ridicule of several of their disbelieving friends, who said that it was impossible to make use of Hebrew as a spoken language. How could one, they said, use that language to speak of everyday matters if there is no word for such things as 'clock' or 'gazette' or 'railway'? To this question our dear friend, Yoel Meir Cohen of blessed memory, who excelled at inspiring others as well as in the Hebrew language and its literature, responded, Just because you do not know our language, since you are too lazy to learn it, we should abandon our lofty aspiration? Tell me, please, the origins of the word clock from the Polish word zeiger, gazette[1] from the Russian word gazatta, or the word railway from the German word eisen-
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-ban and the like. If you would make the effort, friends, to learn our national language, you will become convinced that your opinion of our language as lacking in everyday words is mistaken. In our modern Hebrew literature there already exist many of the words necessary for everyday conversations, and our authors are updating words to apply to daily usage, as an attribute of our language and its essence: the main thing is we must learn this literature.
Conversations such as this, which took place frequently, greatly influenced the youth of our town, and encouraged them to study the Hebrew language and its literature diligently.
At the same time, a modern heder [Talmud Torah school] was founded in our town, where the study of the Hebrew language was introduced as a special subject.
One of the first students in the modern heder was our dear friend Yosef Halfran, whose father Efraim of blessed memory was one of its founders. Of course, study was done with the help of translation into Yiddish, but even so there was in the founding of the heder a sort of important renewal which introduced
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the study of the Hebrew language as a special subject. This was seen as an important advancement in the education of the children of our town.
In those days (1906 1910), after the failure of the Russian revolution, which ended in pogroms against the Jews, the Zionist movement gained strength. Many of the Jewish youth in our town joined the associations Zairei Zion [Youth of Zion] and Poale Zion [Workers of Zion], which were involved in a bitter struggle with the Bund, which was opposed to the nationalist idea. Thus the ambition to learn the Hebrew language spread amongst them. Once the desire to speak the Hebrew language amongst themselves took hold, the number of youths doing so grew by leaps and bounds. Knowledge of and conversations in the Hebrew language amongst the students became more wide-spread when I began teaching them using the new Hebrew in Hebrew method as it was called.
The first time this instruction took place with some difficulty. The children had a difficult time understanding the explanations, and their speech was hesitant and artificial. It was difficult for them to convey their thoughts on even clear and simple matters, because
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they lacked the words and the pronunciation required.
But after a short time it was as if there was a sudden revolution in the children's use of the Hebrew language. They began to understand the explanations and to answer questions without any particular difficulty. Their answers were brief, but they were clear and comprehensible. This progress encouraged the children, who began speaking Hebrew amongst themselves without too much effort.
This sudden, positive change which brought with it the development of Hebrew speech amongst my students raised my spirits as well as those of my young wife, who was also one of my students.
From this day on… my wife said our home will be a true Jewish home where we will only speak Hebrew. That instruction was immediately put into effect. Our friends, who often gathered at our house, were also compelled to speak only Hebrew.
Later, when our eldest daughter Shulamit, may she rest in peace, was born, we decided that her mother tongue would be Hebrew. We kept to this decision completely. Thus ours was the first Hebrew household in the Diaspora and our daughter Shulamit was the first girl in the Diaspora who was raised and educated in our national language.
When the First World War broke out, our town of Goniadz was occupied by the Germans (1915). In those days the Germans still treated
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our people fairly and in a cultured manner. After the occupation, most of the Jewish residents returned to the town, after having been expelled by the Russians. With their return, the question of education for the children was raised, because there were only a few teachers, not enough to educate all of the children of the town. On the one hand, there were many parents who were not at all comfortable with the study arrangements of a traditional heder. Apart from that, the question came up of education for girls, who prior to that time had been educated in the Russian school. At first, I was hesitant to present my idea to them to open a school for fear that it could be that G-d was not on my side and I would be unable to put my idea into action. Nevertheless, a few parents approached me, among them Mr. Efraim Halfran of blessed memory, proposing that I take this problem (as they expressed it), in hand. After I clarified for them the difficulties involved in the matter, I told them I will give you my answer in a day or two.
That same night, I invited two of my best students over: Yoel Meir Cohen and Shimon Halfran of blessed memory, who excelled in their knowledge of both Hebrew and general studies. I put forward the proposal of the parents, and I inquired whether they would be willing to join me in founding a school and to work there as teachers. I also explained to them the great difficulties inherent in the task of realizing the idea of establishing a Hebrew elementary school especially given the fact that we had no textbooks for any of the general subjects not arithmetic, not science, and not
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geography. Could we create something from nothing? In spite of all of the difficulties, we felt obligated to make every effort to put this plan into action and to found a proper and well-organized Hebrew school, such as every other people in the world have. If we could actually make this thing work, wouldn't that be a revolution in the education of Jewish children in the Diaspora, because from this experiment Jews in other cities in the Diaspora will see and do the same. The two answered me that they would be delighted to join me in founding the first Hebrew school in the Diaspora, and that they were willing to dedicate all their energies and abilities to this important nationalist work. Later we discussed various practical matters relating to the founding of the school, and we made various decisions. Between them, they also decided that in this school, boys and girls would study together.
The next day there was a gathering in one of the homes of the parents, and I informed them that I, together with Yoel Meir Cohen and Shimon Halfran, would take on the task of teaching in the school that was to be opened in our town. I also told them of the various decisions we had made in
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our meeting the day before. In addition, I informed them that I had the permission of Mr. Yaacov Rudesky (who had not yet returned to his home) to open the school in his house, where I was also living at that time.
At that meeting, one of the parents announced that he already had ready the benches necessary for the school, and that he would bring them the next day and arrange them in the three rooms of the house of Mr. Yaacov Rudesky. Other parents took it upon themselves to supply the school with other necessary equipment, according to the list they would be given by the teachers.
The next morning, even before the benches had finished being arranged in the rooms, parents began to arrive to sign their children up for the school. Over the next two to three days, over eighty children were registered boys and girls.
After testing the children, we divided them into three grades. Only a few children were not accepted to the school, when it became clear they were not suited to any of the three classes. It was quite difficult for us to disappoint the parents and send their children home, but we weren't able to
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accept them. It was a very unpleasant situation. However, my wife rescued us from the unpleasantness by offering to care for those children, until a place could be found for them.
After the testing, the teachers held a meeting wherein we discussed teaching methods. On the subject of the language of instruction there was no disagreement among us. It was obvious to all of us that we would soon begin teaching using the Hebrew in Hebrew method, that is to say, all instruction and explanation would be only in Hebrew, without using Yiddish at all. There were some disagreements as to how to actually put this method into operation. How would the teacher run the lessons, if the children didn't understand what he was saying? After much arguing, we reached certain decisions regarding the best and most suitable methods that the teacher must use to assure that the children understood him. Among other things, it was decided that in each class there would be some students who already knew some Hebrew who could answer the teacher's questions, and after them there would certainly be among the new children some who would be able to repeat the answers of the first to respond. In this manner the rest of the students would gradually begin participating in the lessons. We also decided that once a month a teacher would give a sample lesson, and afterwards the teachers would meet to discuss the quality of the lesson, its positive elements and its lacks, in order to fix mistakes and shortcomings.
These decisions brought great benefits: they greatly eased the work of instruction, and so the teachers made every effort to follow them precisely.
The greatest blessing was the sample lessons and the critiques that followed them. They greatly improved the work of the teachers, each of whom tried to find a number of innovations in teaching methods which did a great deal to facilitate the students' understanding of the subject being taught.
Every day after lessons were over, the teachers would gather to prepare the next day's lessons together. At the same time, I began writing textbooks for geography and science, which were published later by Tzantrel in Warsaw. I did this work after we had completed our daily preparation of lessons.
All in all we were very satisfied with our hard work, for we felt we were fulfilling a vital nationalist duty and were producing a new, valuable and lofty creation: we were building a national school, an original school, just like all of the other enlightened peoples of the world possessed.
Our students were also very pleased with their studies. They applied themselves diligently and with great enthusiasm to their studies, and made excellent progress in both their knowledge of Hebrew and of general subjects.
Many of the students learned their lessons by heart, for example chapters of the Tanah [Bible], various poems and articles, as well as certain things in geography, science and the like. Some of the children, a few months after the school opened, began speaking Hebrew amongst themselves even when not in school, even though it was not something required of them by their teachers.
There was never any problem with discipline. There was never an instance when a teacher complained about any shortcomings in the attentiveness of a student or a student's diligence in studying. The students' behavior was exceptional, and they always showed love and respect to their teachers. To this day, memories of those students come to my mind and heart, which is filled with love and longing for all of my dear students, both boys and girls, who are today scattered in various countries around the world. It is my hope that they have also not found it easy to forget me.
During that time, a young man named Yeroham Levin came to our town. He was one of the leaders of Tzairei Zion [Youth of Zion] in Bialystok (later a resident of the city of Afula in our Land). This young man, who was exceptional in his knowledge of the Hebrew language, came to my house and told me that a rumor had reached him of the founding of a Hebrew school in our town, and that he had come to see this great miracle with his own eyes, for he did not believe what he had heard. After visiting one of the lessons in the school, he said, I am very excited and thrilled by all I have seen and heard here today. As I listened to the lesson, it seemed to me as if I was seeing and hearing everything in a dream, and I remembered something that my grandmother once told me: man sometimes sees things so clearly in a night vision [dream] that it seems to him he is seeing it while awake. Only when
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I began speaking with the children, and heard their clear and fluent speech in Hebrew, did I realize that it is not in a dream that I am seeing and hearing all of this, but in a real Hebrew elementary school. I am certain that this institution will bring about tremendous positive change in the method of educating our children in many countries of the Diaspora. Be strong, my dear friends, and you will be blessed.
When I told Yeroham Levin in the course of our conversation of the difficulties we faced in the creation of the correct terms for general studies, he told me that two young men from Bialystok who had studied in the Herzliya Gymnasia in Jaffa had recently returned home. Those young men had brought back with them lists of their studies, upon which appeared at least some of the terms we needed. He said he would send those lists to us upon his return home. After a few days we received the lists from him, though we found on them only a little of what we needed, though that little was of great benefit to us.
In its second year of existence, our school grew and the number of students reached 120. We opened
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a new class and took on Yehonatan Neiman of blessed memory as a teacher. He was very young in years and even more so in his appearance, but he was so talented that he quickly adapted, with the help of his friends, to the work of teaching and after a short time became quite a good teacher.
After the new class had opened and students added to the other classes, the rooms in which they studied were too small to hold all of the children. In addition, there were parents who complained that it was too difficult for their small children to walk all the way to the other side of the town, along the river, in the winter. We therefore moved the school to a different flat in the center of town. The new flat had larger and nicer rooms than the first location and very much resembled a proper school.
Our friend Yehezkel Peretz Cherniak helped us with the move to the new flat and began to take an interest in the school, engaging in many activities for its benefit.
One day, after the school had been founded, there came into my classroom during the Tanah [Bible] lesson a man with a kindly face, who said good morning in German
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and introduced himself as the school inspector for the occupied area. He said to me: You must certainly be studying Bible, for the children are wearing hats. He put his own hat on his head and asked which chapter we were studying. After I answered him, he said I could resume my lesson. He listened for about half an hour, and told me he wanted to assess the children. I did not object, and he asked them various questions on the subject we had learned. The children answered him in Hebrew, and I translated their answers into German. In the next lesson, he quizzed the children in arithmetic, and later went on to visit the other classes.
At the end of the lessons, after the children had gone home, the inspector gave us a summary of all he had found in the school, indicating the deficiencies he had found in the lessons and explaining how we had to repair the shortcomings. He gave us a valuable lesson in instruction. I thanked him for his remarks and explanations, and requested that he attend the sample lesson on the coming Friday.
Later he told us, Explain to me, please, why you go to all the trouble of preparing lists for all of the general subjects that you teach? I can offer you all of the necessary textbooks, and you won't need to go to such lengths to prepare those lessons. I replied, We greatly appreciate your good intentions in wanting to come to our aid, but we cannot take you up on your offer because we wish to educate the children in their national language, and not in the language of another people. And I think that a man such as you can understand that without any further explanation. I understand your spirit he answered and I withdraw my suggestion. Later, he parted from us saying, See you on Friday.
On Friday the inspector arrived at the appointed hour. Yoel Meir Cohen gave the sample lesson in arithmetic, and at its conclusion the children went home and we sat around the table as was our custom. I told the inspector, Long ago, when we dwelt in our land, there was a great court, on which there sat 71 judges. The trials were determined by majority opinion. Each and every one was asked
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to give his opinion on the matter at hand that was under discussion. In order that the younger judges not be swayed in their opinions by the older judges, they would start off asking the youngest for their opinions, working their way up to the eldest. However, this time I want to ask the eldest to express his thoughts first, so that the younger of us may listen and learn.
The inspector said that first of all he wished to point out that the customs and practices in Germany were completely different. There, strict discipline was enforced. Everything the students did was according to the orders of the teacher. Entering the classroom, sitting on the bench, taking out textbooks and opening them, and so on, are all done on commands: One. Two. Three. Although the behavior of your students here, so far as I could see, is very good, you should still be running your school with more precision and order. But we'll speak of that another time. In addition, our method of study is not like yours. So you can understand, I will give you an example of a language lesson. You will be the pupils, and I the teacher.
In that lesson, we learned that there stood before us an expert teacher with widespread and profound knowledge of teaching theory and that it would behoove us to take advantage of the opportunity to learn everything we could from him. At the end of the lesson, we conveyed to him our admiration for his impressive talent for instruction, and we requested that he continue to give us as much assistance as possible in our work through his vast knowledge, his tremendous experience, and his deep understanding. He was quite willing, and we parted fondly and with his promise to continue to visit us and to help us in any way he could. He kept his promise, and we made every effort to be good students and to use his methods in instructing our own pupils.
After some time, war refugees began coming to our town. Among them was a young man named Shmuel Skelot who had taken courses in Hebrew pedagogy in Grodno. I invited him to become a teacher in our school. This young man had a pedagogical education and was outstanding in his knowledge of Hebrew and general subjects, and he also possessed a fair knowledge of music and played the concertina. He could also draw a little. From the time he began to work at the school, he brought in a spirit of vitality. After
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a short time we began taking the students out on field trips in the area surrounding our town, and sometimes even to the forest.
On these trips the students learned to recognize many plants that grew in the area. There were some students who learned to classify the plants with the help of a field guide which we had translated from the Russian and German terms. In geography and herbology the students learned according to a list of text books - which were ready for print. We taught arithmetic and geometry according to a list of text books which we had translated from German and Russian.
The teachers acquired a great deal of experience in instruction of all subjects. Every teacher entered his classroom ready for anything not only in terms of knowledge of the subject but also all of the necessary teaching aids, such as: maps, pictures, plants, flowers and the like. The level of teaching in our school was much higher than in the Polish school, which opened quite a bit after
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our school was founded. Not a single Jewish child left our school to study in the Polish school.
One day, when the inspector was visiting our school, a letter was delivered to me which invited me to the regional pedagogical office located in the city of Szczecin. When I got there, the manager gave me a certificate which appointed me the principal of the Hebrew school of Goniadz.
We are giving you this certificate, said the manager of the office, upon the recommendation of the inspector Radben, who has praised you highly and told us you are deserving of this position. This certificate was very important, and was most beneficial to the school, when the government was later turned over to the Poles.
In the third year of the school's existence, there were 21 students in my highest class boys and girls, almost all of whom had been my students even before the school opened. Most of them excelled in their studies in every
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subject, especially in their knowledge of the Hebrew language. All of them increased their reading in Hebrew, and spoke only Hebrew amongst themselves. There were some who also started speaking Hebrew to others. When they would go into a store to buy something, they would speak to the grocer in Hebrew. There was one case where a few children went to the store and asked the grocer in Hebrew for something. He told them he didn't understand, and suggested that they prepare a list for him of the items they were accustomed to purchasing from him. He would learn the list by heart and so be able to help them. They did as he suggested, and he kept his promise.
The children's devotion to the Hebrew language had an enormous influence on the youth of our town. Many of them began reading Hebrew books, and thus were exposed to the Zionist idea and the rebirth of our national language. Three books in particular, which came to us by way of the library that was founded in our town, had a significant impact on our students and the youth of our town: Ahavat Zion [Love of Zion] by Avraham Mapo, Shirat Hazamir [The Song of the Nightingale] by Buki Ben Yagli, and Masa L'Eretz Yisrael B'shnat Taf Taf [Journey to the Land of Israel in the Year 2020] by A.L. Levinski.
The marvelous descriptions of the life of our people from days of yore, and the descriptions of the breathtaking scenery of our land, from the book Ahavat Zion deeply penetrated the hearts of our sons and daughters and awakened in them a boundless love for our dear land. Many of the students memorized a large portion of those descriptions.
In the book Shirat Hazamir, the story is told of a city boy who comes to the country and hears for the first time the marvelous song of the nightingale. In his fascination with that song, he loses touch with reality and begins hallucinating, imagining he sees various sights and scenes before him from the way of life and customs of our forefathers in days of yore in Eretz Yisrael, such as: pilgrimages, offerings, pouring out of water during the Sukkot holiday, and the like. Those visions awakened in the depths of the souls of those young readers an intense longing to renew the lives of our people in the land of our forefathers.
The third book, Masa L'Eretz Yisrael B'shnat Taf Taf was a utopia an imaginary description of the life
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of the Jewish people dwelling in the independent Land of Israel in the year 2020. The book tells the story of a Jewish teacher living in Russia who travels with his wife on a honeymoon to the Land of Israel, which is an independent Jewish state.
All of the residents of that country are Jews, and they are governed by a Jewish president. The Jews did not acquire the country by the sword or the spear, but rather they purchased it with their money.
The main occupation of the Jews was to work the land. There is not a single resident of the country who does not work the land, which was owned by the state, and divided in equal portions amongst the residents a certain piece of land for each person. Every person made his living through the work of his hands. There were no exploiters and no exploited. There was no poor and no wealthy. There were no laborers and no lords. Each person worked for himself and was his own master. In other words, everyone was equal.
All of the residents set aside time to study Torah and science they were all honest and trustworthy people, living in brotherhood and affection with one another. In the country justice according to the law of the Torah of Moses, to which everyone was faithful, prevailed. In the country there was only one language Hebrew.
Descriptions of this ideal life in this Hebrew state that would be founded soon and in our time (according to rumors about the Balfour Declaration which filtered down to us from the front lines) kindled in the hearts of our young men and women a strong love for the idea of our resurrection. Frequently it was possible to see a young man or woman immersed in the reading of one of these books while tears rolled down their cheeks tears of longing, tears of dear and pleasant innocent children yearning for their homeland.
Typical of the feelings of our students in those days was the following fact: once one of the female students recited in front of her class the poem by Frug: Kos Hadmaot [Goblet of Tears], in which a child asks his mother: The truth of the matter, told by my grandfather, that before G-d on the highest height there stands a wondrous and deep goblet into which G-d cries a single tear for every time any sorrow befalls the people of Israel. And when the wondrous goblet is filled with tears, the Messiah will come… The mother answers: Yes, that is right and the child instantly asks: And when, oh!
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Mother, will that goblet, the wondrous goblet, when will it be filled to the brim with tears? Or perhaps the tears, with the passage of the years, dry up and are lost? Or perhaps…or perhaps the bottom has a hole in it? And as every tear falls, it trickles out? And when the student recited that final line, she was overcome with emotion and fainted.
This incident shows how deep and powerful was the yearning of our students to discover our people and our homeland, literally to the depths of their souls.
One morning when I arrived at the school, I discovered Mr. Redban sitting and waiting for me. When I asked him what brought him to the school so early, he replied that this was the day the Germans were going to hand the school, which was in the occupied area, over to the Poles, and he had come to say goodbye to us. Great indeed was my sorrow, and the sorrow of the other teachers as they arrived, over this sudden separation from this dear man who had played such an important role in the pedagogic improvement of our school. Later on, he entered the classroom of the highest grade and taught the students to recite a poem from the German textbook, and parted from them with great affection. Also from us, the teachers, he parted with warm-heartedness,
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saying as he departed, Perhaps we will not meet again, but the affection that exists between us will not be obliterated so quickly from my heart. And our affection for you will live on in our hearts, I replied.
About two weeks after our parting from Mr. Redban, the teachers were gathered at the school one evening for a meeting to discuss various matters relating to the curriculum. Suddenly the door opened and a young Pole entered and, without a word of greeting, said, I am the inspector of schools in this region and I have come to see your school. Are you the teachers? And who is the principal? Yes, Mr. Inspector, I answered. These are the teachers, and I am the principal. May I see your certificates? I handed him my certificate. He glanced at it and said, I would be more satisfied if you had a Polish certificate. If you please, sir, I replied, I would also be very satisfied if you would be so kind as to give me such a certificate in Polish.
Without replying to that, he pointed at Yehonatan and said, Is he also a teacher? Listen
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he told him, as he wrote on the board (a + b) explain how one would solve that exercise?
Yehonatan (who had paled a bit) got up from his place and began to approach the board. Nevertheless, I stopped him and told the inspector that while of course he had the right to test the teachers who work under his supervision, it was not right to single out only one teacher to test, even if he was the youngest one there. Would that not make the teacher feel terribly insulted? Perhaps he would like to sit with us for a while and discuss the matter…
I don't have time to sit, I must go quickly to see the priest. If you would be so kind as to show me the way that leads to his house, he said. Good bye. He left the room and I accompanied him so as to show him the way to the priest's house. When I returned, I found the teachers were very gloomy. We talked for a while about the unfortunate incident, then returned to our previous discussion of the curriculum.
Since the students in the highest class were making excellent progress and had already acquired the knowledge required for elementary school (according to the program of Department D of the Hebrew Gymnasia of Jaffa), we decided to graduate the first class of the Hebrew School of Goniadz.
After we had decided upon the date on which the examinations would take place, I notified our friend Yeroham Levin from Bialystok. After a few days I received a reply from him, that a few young people would come and take part in the examinations.
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On the day, three young people came to us, sent by the Zairei Zion Union of Bialystok. All of our students excelled in those examinations, which were oral as well as written, in Hebrew subjects as well as in general subjects. Great was the joy of those students, their parents, the teachers and the guests.
After the examinations, the guests from the Zairei Zion Union invited me to come to Bialystok and open a Hebrew school there. After consulting with my friends the teachers about the matter, they told me that I must not refuse that invitation, because the existence of the Hebrew school in Goniadz was already assured, and it would be a great national sin to leave a city such as Bialystok, which numbered more than sixty thousand Jews, without a Hebrew school, and therefore it was incumbent on me to make it happen. My wife agreed with the teachers.
When I parted from the teachers as I departed for Bialystok, they asked me to bring them to Bialystok and send other teachers to take their places in the school in Goniadz. I promised that I would try to fulfill their request, and after a short time I sent two good teachers to the school in Goniadz and brought two of my friends - Yoel Meir Cohen and Shmuel Skelot - to the First Hebrew Elementary School of Bialystok, which I founded with the help of Zairei Zion and Hamizrahi.
by Yerukham Levine, zl
Translated by Amy Samin
The name Goniadz is held in my memory since the day of the fire that broke out in that town (during the intermediate days of Passover, 1906): firefighters from Bialystok, the city in which I lived, were summoned there and there was great anxiety for the fate of that town. My parents owned a manufacturing shop and had commercial connections with the owners of manufacturing shops in Goniadz during the days before the First World War: Tybe Galchinski and ChayaRahel Luria (both of whom were the first to open shops in the Osowiec Fortress), Hershel Luria, Zerah Numoy, Alter Zimnoch, Yehuda Hertzig (milliner) and his sons, his daughter Shafrintza Goffstein, Pessah Friedman (Staznoaer). Her son, MutiyehLeib, I knew to be an enthusiastic Zionist, and it was very hard to understand when, one night, he up and left Goniadz for…Argentina.
During the time of the German occupation, during the Second World War, I lived for a few years in Suchowola, close to Goniadz. My host would travel to Goniadz under a prohibition, for it was appended to Poland (General Government Pon Bazler), and the political rule there was more convenient. The trips to Goniadz were made in a sleigh belonging to a farmer from the border settlements. The purpose: Market Day. When I came to Goniadz in the winter of 1916 I found a pleasant surprise: an entire Hebrew School, including general studies; something which did not exist anywhere else in the Bialystok region at that time. The principal was Moshe Levin. The teachers were: YoelMeir Cohen, Shmuel Skaliut (studied pedagogical courses in Grodno), Shimon Halperin and Yonatan Naiman. I was friendly with two of those young teachers. Shimon had a grandfather in Suchowola, and we would meet there in the summertime, and Yonatan was in Bialystok the first year of the war. I learned from the teachers that the main difficulty they were pondering was the shortage of textbooks and the isolation from Hebrew cultural centers, since travel to Bialystok without a special license was forbidden and Warsaw was far away. Also in Warsaw
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there was still no school where the language of instruction in general subjects was Hebrew. I discovered that the principal had authored geography textbooks, but he had difficulty determining the professional terms. I took upon myself the negotiations between Bialystok and Goniadz, because I would frequently travel between Suchowola and Bialystok. I received notebooks from two former students who were graduates of the Herzliya Gymnasia in Tel Aviv and who had lived in Bialystok (Yaacov Ravich and Yeshbam Lipshitz) with their geography lists and transferred them to Moshe Levin, and therefore I made it easier for the one who was writing the textbook to put together a list of professional terms. In addition, I had a hand in founding an association for independent advanced study, HaShachar [the Dawn] among the students of the upper grades. I have a memento of that period: photographs of two students (Kalman Bacharach and Yezedka Gritz). The teachers Yonatan and Shimon helped the young association. Meanwhile, I publicized in the Zairei Zion [Youth of Zion] groups in Bialystok the existence of the Wonderful Institution an entire school in Hebrew. Three teachers, from the elite of Zairei Zion (Shimon Rabidovich, Elimelech Magid, and Yaacov Ravich), were invited to be the examiners for the first class of students at the school. With the revolution in Germany, the gates to the Hebrew School were opened also in Bialystok, and it was decided to put Moshe Levin into that position.
During the occupation, Zipora Wolf lived in Goniadz in the house of her father the rabbi, and she was unemployed. I offered her the position of assistant to the nursery school teacher in the Hebrew nursery school Yaldut [Childhood] in Bialystok, and she accepted the position. It served as her first seminar (under the expert guidance of the teacher, Rivka Rubin, the wife of Dr. Yisrael RubinRivkai of blessed memory). In time she became one of the best nursery school teachers in Bialystok.
by Moshe Goelman, Tel Aviv
Translated by Amy Samin
The school in Goniadz was the first of the comprehensive Hebrew schools which later constituted the Tarbut chain of schools. I found that in a Yiddish encyclopedia which was published by YIVO [Yiddish Scientific Institute] in Vilna. Indeed, it was a pioneering school in every sense of the word. Today, it is difficult to speak of Zionism or a pioneer spirit, especially to the younger generation in Israel. But the spirit of Zionism was felt in Goniadz during the years I worked there between 1921 - 1925, both amongst the politicos and especially amongst the teachers. We held weekly pedagogical meetings in the teachers' lounge, during which reports were given on the situation in the classrooms, and we would argue and discuss the problems of methods and course of study of instruction and education relevant to the younger generation living in the Diaspora. At that time, many lived in the illusion of
[Page 162]
autonomy; in other words, that there existed the possibility of living a full spiritual and cultural Jewish life in Poland, despite the fact that the Land of Israel was the foundation of all of our educational work. It was not long after the Balfour Declaration and in the middle of the Third Aliyah [third wave of Jewish immigration to what was then Palestine], the founding of the Chalutz [Pioneer] Federation in the Diaspora, and the blossoming of various youth movements everywhere. Even in Goniadz the Chalutz organization existed, and several times I was invited to speak before those youths on Sabbath afternoons in private homes (the organization was illegal and was prohibited from holding public gatherings). As far as I can recall, my speeches were meant to expand upon the issue that I would teach the pupils in the school, but with a special emphasis on the Land of Israel, the pioneering spirit, and preparation for life in the Land of Israel. The Diaspora needed to be
[Page 163]
a sort of corridor leading towards the drawing room - that is, to immigration to the Land of Israel. We were not practical at all, and we did not take into consideration the likelihood that most of the youth would in fact remain in Poland and be forced to fight there for their very existence, and that it would have been more fitting for us to prepare them for that battle.
The pioneering spirit also existed from another standpoint - the preparation of suitable textbooks; the teachers were compelled to translate books from other languages. I recall that in order to teach the history of the late Middle Ages to the fifth grade, I could not find suitable books and I would translate from Polish and hand out pages to the students. And in other courses - especially mathematics, we dedicated many of our evening hours to that difficult and exhausting work.
As for the relationship between the teachers and the politicos and the parents, I must emphasize that in all my years of teaching in countries and places around the world, I have never experienced such complete understanding as I found in Goniadz. The treatment of the teachers was exceptional. Everyone treated the teachers with respect and admiration. More than once we were a bit prideful and looked down on the parents. We received full punishment for that sin when we arrived in Canada. There, teachers had to battle long and hard to raise the level of respect for teachers. And it still didn't reach the level of recognition and esteem awarded the teachers in Goniadz and in Poland in general. Until today the Hebrew school in Canada is called Talmud Torah, and teachers are called melamed. There is no doubt that one of the forces that kept teachers in small and remotes towns like Goniadz and others was the respect with which they were treated by the public.
I cannot forget the impressions of my first days in Goniadz. When I went to a house to rent a room, I found there a young woman sitting at a sewing machine. I asked her in Yiddish if there was a room for rent, and she answered me in Hebrew. I continued speaking in Yiddish to the older woman there, and her daughter answered me, explaining the conditions in perfect Hebrew. And then, when I entered a store to buy cigarettes, I spoke to the young woman standing there in Yiddish, and she answered me in Hebrew. It wasn't a kind of showing off for the teacher, but as I later became convinced, was born out of enthusiasm for the language that the teachers before me had instilled in their pupils. At the time, I felt as if I had already immigrated to the Land of Israel.
And if things were like that in homes and on the street, they were even more so in the school. More than once the Polish teacher left the classroom weeping. We had to lecture the students at length about how important it was to learn the Polish language - the language of the country in which we lived.
The students were different, of course, in their talents and knowledge, but they were equal in their love for and devotion to the school. The distress of a student sent home to bring tuition was quite terrible. We teachers suffered a great deal over that. More than one of us appealed to the politico Selig Nivodovsky, may his blood be avenged, to exempt us from the unpleasant debt that forced us to send home the students who did not pay the tuition. We demanded that one of the board members handle the awful task. In my opinion, we really robbed those pupils. I do not recall a single case where a student was pleased to get vacation from school. Absences from school were only brought about as a result of illness or other difficulties, and not by a love of idleness.
And in conclusion - a few words about the community of Goniadz. I must confess that I do not recall the city of my birth, Stawiski, the way I remember Goniadz. In my home town there were also genial and loving sorts, interesting and strange. But the Jewish spirit of Goniadz was different, more progressive. I cannot deny that a large portion of my feeling is due to my life companion, a native of Goniadz, and the members of her family, to whom I grew inextricably close over the years. Although when I remember Goniadz and think of her, I see the town first of all from the viewpoint of the school, its students, teachers and politicos.
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text:
Bench Leads as Asbury Cruises
Box Score
Wilmore, Ky. - Asbury jumped out to a 49-18 halftime lead and cruised to an 88-40 win over Crown College on Monday night. 11 different players scored and three players were in double figures, led by Cory Britt (Cynthiana, Ky.) and Phillip Morrison (Louisville, Ky.) with 16.
Asbury (7-2) shot 59% in the first half and 55% for the game on their way to their biggest win of the season. The Eagles' bench scored 45 points led by Don Witt's (Hamilton, Ohio) 10. The Eagles hit 11 three's in the game and Morrison and Brock Hurtle led the team with three each.
Britt and Adam Delph led the defensive charge with four steals each as the Eagles had 18 steals in the game and forced 27 Crown turnovers. Delph also led the team with four of the team's 22 assists. Justin Jones led the Eagles with seven rebounds and Dre Thomas came off the bench with six.
Asbury will have nearly two weeks off before taking part in the Berea Classic on December 4th and 5th. The Eagles will open with Temple Baptist on Friday at 6:00 pm and will battle Warren Wilson College Saturday at 2:00 pm.

subset: commoncrawl


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Ojai Community Bank Names George Melton New Director
Mr. George Melton of Ojai has been elected to the Board of Directors of Ojai Community Bank, effective October 17, 2011. The announcement of Mr. Melton's election was provided by Donald Scanlin, Chairman of the Board of Directors of the Bank.
Scanlin noted, "George Melton is a brilliant businessman and has vast experience in leadership and collaboration. We are fortunate that he has decided to lend his wisdom and insight to the Ojai Community Bank board. His gentle, yet direct manner meshes well with our members and he will be a great addition to our team."
He is currently chairman, chief executive officer and president of Wyle, headquartered in El Segundo, California. He was named to the position early in 2005 concurrent with Wyle's acquisition of the Aeronautics Service business of General Dynamics. Wyle is recognized as a leading provider of specialized engineering, scientific and technical services to the Department of Defense, NASA and a variety of commercial customers.
Mr. Melton graduated with a B.S. from the University of Tennessee and served in the U.S. Army for two years, including a year in Vietnam. He currently resides both in Ojai and Pacific Palisades to facilitate his work schedule.
George was born and raised in Tennessee and found his way to California in 1968. He and his wife Peggy have owned a home in the Ojai Valley since 1987.
They are both committed to the health and vitality of the community. He has recently joined the Ojai Libbey Bowl Foundation Board of Directors and is a strong supporter of the Ojai Valley Community Hospital Foundation. The Ojai Community Bank Board members welcome Mr. Melton as the bank's newest board member and look forward to the expertise he brings to the board and the bank as a whole.
Company Contact: Donald Scanlin, Chairman of the Board, or David Brubaker, President/CEO, Ojai Community Bank, 805-646-9909 Public Relations Contact: Barbara Brown, BBM&D Strategic Branding, 805-667-6671
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text:
Colsaerts has received a sponsor exemption to play next week in the Frys.com Open. As a special temporary member, he could earn a full card if he finishes the equivalent of No. 125 on the money list at the end of the year.
The tour said Tuesday that Colsaerts had earned $494,386, which left him about $100,000 short of the player currently at No. 125.
But on Wednesday, the tour said it forgot to count his World Golf Championship earnings. That puts the European Ryder Cup player at $652,886, which now is equal to No. 119 on the money list. A good performance at the Frys.com Open could be enough to help him get a card.


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BBC Sound Effects Library
The BBC Sound Effects Library comprises the largest, most global and diverse selection of animal sound effects (i.e. from the Planet Earth Series) and global historical sound effects currently available. The original 1-60 commercial series contained 2400 sound effects - now through Pro Sound Effects, the BBC has made an additional 27,000 never-released-before sound effects available commercially and royalty-free for the first time ever. The metadata is extremely detailed, including useful location, time, habitat, genus and species information. Pro Sound Effects (PSE) works with the BBC Information & Archives to make the BBC Sound Effects Library available on sound effects hard drives with search engine software, via digital download and through select dealers. New only from PSE! Customer and Dealer Inquiries: email firstname.lastname@example.com. In addition, you can view more Sound Effects Libraries.
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DULUTH, Minn. (AP) — Federal regulators have issued final regulations aimed at reducing pollution from taconite processing plants that causes haze over northern Minnesota's wild areas including Voyageurs National Park and the Boundary Waters Canoe Area, as well as Isle Royal National Park in Michigan.
The U.S. Environmental Protection Agency said the plan will cut pollutants that not only affect visibility at times in the national parks and wilderness area, but are also harmful to human health.
The EPA said the regulations are expected to reduce emissions of nitrogen oxides, or NOx, by about 22,000 tons per year and sulfur dioxide emissions by about 2,000 tons, resulting in noticeably clearer air on many days.
The 202-page final rule will force some taconite operations to add expensive new equipment to curb nitrogen oxides and sulfur dioxide, the Duluth News Tribune reported Thursday.
The rule, signed by EPA chief Lisa Jackson on Tuesday, affect all six taconite operations in Minnesota as well as the lone taconite operation on Michigan's Upper Peninsula. New taconite plants would also be expected to meet the standards.
The EPA stepped in after concluding that the Minnesota Pollution Control Agency's plan didn't go far enough. The state in April essentially said the industry was doing all it reasonably could to control its contributions to the regional haze problem.
But the federal agency decided the plants should install low-NOx burners to bake their taconite pellets — a so-called best available retrofit technology, also known as BART. The regulations set specific limits on how much haze-causing air pollution each plant can emit.
When the EPA issued a draft of the regulations in August, taconite companies balked at the timelines and the potential cost.
Minnesota Pollution Control Agency officials told The Associated Press on Thursday they hadn't had enough time to study the final rule in detail, but that they're still concerned about whether the new timelines are realistic.
"We're optimistic about the direction that EPA has taken with the plan, though we are concerned with the manner in which it was taken," said Frank Kohlash, manager of the MPCA's air assessment section.
Mary Jean Fenske, air policy supervisor in MPCA's air assessment section, said their understanding is that the EPA last August proposed giving the plants 18 months to install the low-NOx burners, but extended that in the final rule to 26 months. Plants with two or three furnaces would get another year for each one, she said.
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Please use this RSS button (Feedburner) to subscribe to updates, rather than the orange button - thank you. Students who complete the Managing Technology and Innovation Concentration are eligible to have the Concentration noted on their transcripts (please see the Bulletin for the list of requirements). Take advantage of this focused set of courses to deepen your overall understanding of: the innovation context, organizing for innovation (both large firm issues and start-ups), the process of innovation (team and project management), and systems design. These courses will better prepare you to engage with the Santa Clara University technology and innovation community. Relevant University organizations include: the Leavey School of Business' Center for Innovation and Entrepreneurship; the SCU Center for Science, Technology, and Society; SCU's Tech Law Forum; and especially, the student-run Entrepreneurs' Connection.Calendars of Events
Link to Managing Technology & Innovation Managing Technology and Innovation TodayInvitation to George Bye's (Aviation Entrepreneur) April 7th TalkWednesday, Mar. 31, 2010Entrepreneur and aviation executive George Bye will describe Bye Energy's Green Flight Project. Green Flight is an open innovation collaboration effort among alternative energy and aerospace industries with the goal of an electric hybrid propulsion system for aviation. For more on the Green Flight Project, please see: http://www.TheGreenFlightProject.aero Please RSVP for this 5:30-7pm event via http://www.facebook.com/event.php?eid=106950549338704
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Hardly a PR opportunity. It's a good idea to bring your own water, and don't come if you can't deal with solitude and very light crowd support (what's there is wonderful, but NYC it ain't.) And then there's that hill... more mountain than hill, really. I wouldn't guess at its grade and it seemed to go on for miles and I really can't imagine even jogging up its entirety. This marathon is small and the course offers some of the most beautiful views imagineable. I'd love to see this event grow a little in size (but not too much).
Remote, not at all crowded and the most beautiful views imaginable. I loved this marathon, but the 3-mile hill in the middle (it seemed like at least a 15 percent incline) was a time killer. I'll do it again, but I'll be doing a lot more hill work this time.
I really enjoyed this run. The scenery was awesome and the race had a great small town feeling that is usually absent at marathons. This race has convinced me to seek out smaller venue races for unique courses and pot-luck dinners! My favorite part was the 3-4 miles run on a dirt trail along ravines and over foot bridges spanning tumbling streams. Well worth the 8 hour drive with two small children to get to Grass Valley, CA. Go for it!
If you like Big Sur, you'll love the Gold Country Marathon. Where Big Sur is run entirely on paved roads, Gold Country is run mostly on trails & old mining roads. Big Sur offers views of the coast, while Gold Country offers views of mountains, forests & rivers. It's challenging, too. Miles 13 through 24 are pretty much all up hill, but it's worth the effort. The crowds are small, the pack is small & you can spend most of your run in solitude, with only nature as your companion. Don't miss this race.
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Adjunct Instructor of FluteTel: 301-696-3431E-mail: firstname.lastname@example.com: Brodbeck Music Hall Office Hours: By Appointment
ABarbara Spicher has taught flute at Hood since 1997. A graduate of West Virginia University, she enjoys an active career as a solo artist, chamber musician, orchestral player and teacher. She is a member of the Hood College Chamber Players, the Appalachian Wind Quintet, the Mercersburg Community Chorus and Orchestra and the Shippensburg Festival Orchestra. She is operations manager for the music department at Shepherd University and also teaches flute in their preparatory division.


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UPDATE: Passengers have long wait at snowy Sutton Station
1:10pm Monday 21st January 2013 in News By Sophie Sharman
Commuters faced delays as long as 80 minutes at Sutton Station this morning.
Due to the snow and freezing temperatures, rails became iced up resulting in trains getting stuck with no power.
Passengers were forced to wait in the snowy conditions whilst Southern Rail struggled to find alternative rail routes.
Many of those who attempted to travel were left stranded on the platforms without information as they tried to travel to work and school.
Teenagers attending Ewell Castle School and Nescott College had reported waiting for more than an hour for a train.
Passengers trying to get to relatively local stations like Epsom were in luck, with Bus Replacement Services being run from outside the front of the station.
However, commuters attempting to get to stations that were further away, however, were left no choice but to wait it out on the platform.
This was the case for businessman Steven Harkins, 43, who had been waiting for over an hour for a train to Dorking and still had no updates about the estimated arrival of the train.
Southern Railway advised passengers on their website to check regularly with National Rail Enquiries and allow extra time for their journeys.
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The U.S. Department of Energy (DOE) Weatherization and Intergovernmental Program invites you to join a webinar to introduce Federal Finance Facilities Available for Energy Efficiency Upgrades and Clean Energy Deployment, a new guide to the various federal financing programs for which energy efficiency and clean energy qualify. This resource is a product of a cooperative effort among seven federal agencies, including DOE, and is meant to make it easier for state, local, and tribal leaders, along with their partners in the private sector, to find capital for energy efficiency and clean energy projects and programs.
Speakers will include representatives from DOE, as well as:
The webinar will be held Tuesday, September 24, 2013; 2–3:30 p.m. EDT. Register now at: https://www1.gotomeeting.com/register/606270384


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My Party
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A classic, chic black and white baby shower with a touch of pink!
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Strawberry cupcakes, cinnamon bun cake balls, and various cookies
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Decorate a onesie or bib
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Mini quiche, muffins, fruit salsa, chicken salad, deviled eggs, and veggie skewers
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Pink lemonade, water, orange juice, and coffee


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By STEVE PEOPLES, Associated Press
BOISE, Idaho (AP) — Republican presidential contender Rick Santorum is exploring Secret Service protection following a rowdy rally in Washington state earlier in the week.
Santorum says it's "a sad state of affairs," especially after he spent several weeks campaigning in a supporter's pickup truck. But for his family's sake, he says, he's in discussions with the Secret Service.
Santorum hosted an outdoor rally adjacent to the campsite of Tacoma, Wash., Occupy protesters Monday night. They chanted and yelled during most of the event. Two protesters were dragged away by police.
Reflecting on the experience after another campaign stop Tuesday night, Santorum says it's unfortunate that some people "can get a little rowdy and sometimes a little violent."
Currently, the only GOP contender with Secret Service protection is Mitt Romney.
Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Christopher Grey Ruegamer
Position: C-G
Height: 6-4 Weight: 310 lbs.
Born: June 11, 1976 in Las Vegas, NV
College: Arizona St. (school history)
Drafted by the Miami Dolphins in the 3rd round (72nd overall) of the 1999 NFL Draft.
Weighted Career AV (100-95-...): 15 (5633rd overall since 1950)
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[4 of 5 customers found this review helpful]
The show was wonderful but the casino seating was uncomfortable. Most people sat at tables. There were some booths. Sitting at tables, which were close together made it difficult to see.
[2 of 2 customers found this review helpful]
We had a great time ,the wife and I thanks dwight.
Dwight is always great


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We assume this was all meant to be in the spirit of the good fun, but it was pretty jarring to listen to Don Imus this morning interview Long Island Congressman Peter King.
After playing a tape of King's reading from his prepared remarks at yesterday's hearings on Muslim radicalization, Imus remarked that the Congressman "sounds like a remedial reading course."
"It's great to be here," King responded. "Even if you are making those ridiculous remarks."
"Everybody knows I am one of the most articulate, eloquent members of Congress who tries to explain things in terms even you can understand."
King spoke to Imus by phone, and after the radio host questioned the need for yet more Muslim radicalization hearings, King explained why they were necessary to educate the public since, "not everybody is as smart as Don Imus."
"Pretty brave of you to attack me when you are not here in the studio where I can get my hands around your fact neck, aren't ya?" Imus responded.
"For an old man with a cowboy hat, you have an awful lot to say," King said.
The interview ended with Imus asking King if he had heard from his "good buddy" Anthony Weiner since he resigned from Congress in a sex scandal.
King said that he had not, and told Imus, "a lot of things he was doing reminded me of you."
"I'm glad you are not here," Imus said. " I have been working out with weights lately. I would put an ass-whupping on you if you were here."
After telling Imus that he was "a malevolent, evil person," King suggested that the radio host go see a play with Danny Aiello that the Congressman had seen.
"I am not going to see anything," Imus. "Stop grandstanding with all these stupid hearings."
Imus isa buffoon, and a nasty one at that.
Why in the world would Rep. King waste his time on such a distasteful wretch?
I used be a Don Imus fan-and then he moved to Fox. I can't stand his wife though. Keep in mind Imus has 4 grown children besides that little wretch of Wyatt. One daughter ran a restaurant in Ausable Forks for a while. Might have made a go of it, if her dad had contributed. [Nadine, I think her name is. From an independent thinker in the Adirondacks. NOT A TEA PARTIER ALTHOUGH WE HAVE A FEW OF THEM IN aDIRONDACKS AND IN PLATTSBURGH.


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At 8........ You take her to bed and tell her a story. At 18....... You tell her a story and take her to bed. At 28....... You don't need to tell her a story to take her to bed. At 38....... She tells you a story and takes you to bed. At 48....... She tells you a story to avoid going to bed. At 58....... You stay in bed to avoid her story. At 68........ If you take her to bed,that'll be a story. At 78......... Both of you watch who'll begin a story in the bed.
You did not hear this from me!
You're surely welcome...
Bwahahahahaha!! LMAO!!
OH! WELCOME to the blogs.... where we're full of stories...
Guess it depends on age for what you do with them! ;)
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Waterford Crystal John Rocha Black Cut Footed Centrepiece, 13"
Click on the image to zoomFeatures
- Brand
- John Rocha for Waterford
- Dimensions
- H25 x Dia.36cm
- Dishwasher Safe
- No - hand wash in warm water using a gentle detergent
- Eligible for International Delivery
- Material
- Crystal
Product information
In collaboration with John Rocha, British Designer of the Year in 1993, Waterford brings a collection of dramatically opulent glassware, sure to provide a talking point for your home. Handcrafted from high-gloss black glass, with a striking band of geometric cuts around the rim, the clear brilliance of fine crystal shines through. Whether you use it as a serving dish or centrepiece, this piece makes a dramatic statement on your table or shelf; combining the mysterious styling of the Black Cut Collection with the comforting weight and stability expected from Waterford's hand-crafted fine crystal.
Established in 1783, by two brothers in the Irish harbour town of Waterford, their vision was to create objects of beauty made from the finest quality crystal an aim that is still consistently achieved by Waterford Crystal today.
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Streisand, Minnelli pay tribute to Marvin Hamlisch
By REUTERS
09/19/2012 12:35
Number of leading stage performers honor late composer at invitation-only concert in New York.
Streisand performs during Marvin Hamlisch tribute
Photo: REUTERS/Lucas Jackson
NEW YORK - Three of America's leading stage performers - Barbra Streisand, Liza Minnelli and Aretha Franklin - paid tribute to Marvin Hamlisch on Tuesday, honoring the late composer for his contributions to Broadway and movies, as well as their personal lives.
The invitation-only tribute for the composer of numerous hit records, movies and musicals such as "A Chorus Line" was held at the New York's Juilliard School for the Arts where the Jewish musician studied as a boy after three years earlier displaying at the age of four a gift for mimicking music.
Hamlisch died after a brief illness in Los Angeles on August 6 at the age of 68, causing an outpouring of grief from well-known entertainers and fans and prompting Streisand, Hamlisch's friend for the past 45 years, to organize the tribute.
Streisand performed "The Way We Were - one of Hamlisch's best known songs and one of Streisand's biggest hits - in the tribute's finale. She also recalled how they first met in 1963 when Hamlisch was the rehearsal pianist for Streisand's movie
Funny Girl
, who would also on occasion fetch the cast coffee.
"Because I didn't drink coffee, he was assigned to get me a chocolate doughnut," Streisand told the laughing audience filled with friends, family and stars including Michael Douglas, Sarah Jessica Parker and lyricists Alan and Marilyn Bergman. "But instead of just one, he always brought me two and so our love affair began."
Streisand told how she forged a friendship with the New York-born composer based on a shared passion for "music, film and food," and "without explaining why or how, we understood each others anxieties," while joking about their shared Jewish heritage.
They ended up with a long history of working together, including Hamlisch's turn as musical director and arranger of Streisand's 1994 US concert tour as well as writing the score for Streisand's 1996 film,
The Mirror Has Two Faces
. Hamlisch had called Streisand "the best voice there is."
Minnelli: He was a constant in my life
Earlier Liza Minnelli, who performed "If You Really Knew Me" from Hamlisch's Tony-nominated 1979 musical, "They're Playing Our Song," said she met the composer, "when I was 14 and a half, and he was 15 and three-quarters," and soon became best friends: "He was one of my few constants that I had in my life."
Aretha Franklin sang a rousing version of Hamlisch's power ballad "Nobody Does It Better," which he wrote as the theme song for the 1977 James Bond film "The Spy Who Loved Me." She inserted the lyric, "Marvin, you are the best" to audience cheers before lowering her voice for the spiritual ballad "Deep River."
Other performers included Chinese pianist Lang Lang, British stage singer Maria Friedman and trumpeter Chris Botti who all performed songs from the 1975 musical "A Chorus Line," for which Hamlisch won a Tony award and a Pulitzer Prize and which at the time became the most successful show on Broadway.
Hamlisch worked right up until the days before his death and the tribute showed off one of his more recent songs about his love for life, "While I Still Have The Time," from the Jerry Lewis stage-adapted comedy musical, "The Nutty Professor," which opened this year.
Hamlisch had the rare distinction of winning Emmy, Grammy, Oscar and Tony awards.
His wife, Terre Blair Hamlisch, began the tribute recalling how Hamlisch often said he believed in the power of music to connect people, and Streisand ended it 90 minutes later.
A scholarship program at The Juilliard School was established in Hamlisch's memory.
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Barbra Streisand
Liza Minnelli
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Funny Girl
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"In Professor Hankins' course, I recall our critical engagement with Josephine Baker -- a beginning to my complicated understanding of how performances of race can be both positive and negative."
-- Jeffrey McCune
Jeffrey McCune '99
Jeffrey McCune '99 credits his Cornell experience for "planting the seed" that led him to become a professional scholar. His research examines closely the interrelatedness and intersections of race, gender, sexuality, and class.McCune majored in theatre/speech and secondary education at Cornell. He says his path was shaped by experiences in both these departments, and his eyes were also opened to an appreciation of critical thinking during campus dialogues, speech team events, and key English courses with professors Leslie Hankins and Stephen Lacey.
"In Professor Hankins' course, I recall our critical engagement with Josephine Baker," he says, "a beginning to my complicated understanding of how performances of race can be both positive and negative.
"Professor Lacey's deep reading of texts which dealt with sexuality and HIV/AIDS, though often quiet on race, was instructive into how to bring controversial and uncomfortable subject matter in the classroom with grace and poise."
McCune earned a doctorate in Performance Studies from Northwestern University, a path he highly recommends to theatre majors who want to pursue the art from a critical or academic perspective.
"All of us have to keep in mind that the best theatre happens off-stage," he says. "Make them hear you!
McCune was hired in 2007 to teach American and Women's Studies at the University of Maryland-College Park. He is also working on a book tentatively titled "Remixin' the Closet: Black Masculinity and the Politics of Sexual Passing."


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Southern Utah Thunderbirds
The Southern Utah Thunderbirds football program is a college football team that represents Southern Utah University. With a history dating back to 1963, SUU currently competes in the NCAA Football Championship Subdivision as a member of the Big Sky Conference. The Thunderbirds currently play their home games at Eccles Coliseum, located on the campus in Cedar City, Utah. Since December 2007, Ed Lamb has served as the Thunderbirds' head coach.
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Your top three weapons' picks for the coming zombie apocalypse.
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11-14-2012, 06:41
Steve in PA
Senior Member
Join Date: Mar 2000
Location: Pennsylvania
Posts: 7,292
I thought it was "your top three women picks" for the coming apocalypse!
"The Marines I have seen around the world have, the cleanest bodies, the filthiest minds, the highest morale, and the lowest morals of any group of animals I have ever seen. Thank God for the United States Marine Corps. Eleanor Roosevelt, 1945"
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For all of the above languages, our Beginning I and II credit courses take a functional approach to learning a second language. Both courses are designed to help students develop basic communicative skills and introduce them to the diverse cultures of people who speak the second language. In addition, students are exposed to grammatical concepts to gain an understanding of the structural differences between English and the second language. All modern language courses use computer programs to enhance what is taught in the classroom.
All the credit language courses fulfill the Humanities requirement for the districts two-year degrees and most transfer to meet language requirements of four-year degrees. Intermediate courses also satisfy the multicultural requirements. If you have any questions about foreign language course transfer, please contact your transfer university.
Department Contacts:
Barbara Buchanan
Office: G-120B
Romana Cortese, Ph.D.
Department Chair
Phone: 936.273.7484
Office: G-121G
Andrea Bacorn
Phone: 936.273.7426
Office: G-220B
Norseman Hernandez
Phone: 936.273.7298
Office: G-220A


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Any reason you left some WDW resorts off the list?
Any reason you left some WDW resorts off the list?
always plotting, planning, and looking forward to our next adventure...
which ones?????!!!! uh ohhh
Ayhab the Arab
It's amazing to think that this all started with one little mouse.
Well...you left off the DVC resorts. Since some of them are attached to other resorts, that's not too noticeable...BoardWalk Villas, Beach Club Villas, Villas at Wilderness Lodge, and Animal Kingdom Villas. However, Old Key West and Saratoga Springs are entirely DVC resorts.
always plotting, planning, and looking forward to our next adventure...
ya i was thinking about those. but then i figured majority of them are attached to the normal resorts i didnt wanna make the list too long.
Ayhab the Arab
It's amazing to think that this all started with one little mouse.
I voted for POFQ, mainly because that's where we spent our honeymoon. Close between that and Coronado Springs though.
I voted for the Poly since that's where DH and I had our honeymoon. It's way too expensive for us to stay there every year, but I have very fond, wonderful memories of being there!
76-84 Two Trips as a Child, '00 Best Western LBV, '01 Best Western LBV, '02 Polynesian (OUR DISNEYMOON!!), '03 CBR, '05 CBR, '06 DisneyLand, '07 POR, 09/08 CBR, 12/08 BC, 09/09 BW, 03/10 POP, 12/10 POP, 11/12 Dream Cruise 2.0
My babies: Nala, Scooter, Pinto, Minnie, Daisy, Dory, and George
"Saving one animal will not change the world, but surely for that one animal the world will change forever"
I voted for Port Orleans French Quarter. I've stayed there twice with my family and we really enjoy the moderate resort feel and overall theming. We've also had the opportunity to stay at Animal Kingdom Lodge too and I must say that it was a pretty cool experience.
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Where does Google Play store its ebooks on an Android device?
In the Google Play Books Android application, there is an option to keep an ebook on a device if the user wants to do it. So when you decide to do such a thing, the ebook may be stored somewhere on ...


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There will be a Presentation by the Garfield County Sheriff's Office in cooperation with the Glenwood Spring's Police Department about: "Personal Safety for Young Children" and "Community Sex Offender Education". The presentation in Glenwood will be made on Monday, July 29th, 2013 in the Board of County Commissioner's Room at 108 Eighth Street and will begin at 6:15 PM. There will be sixty to eighty minute presentation followed by an opportunity for all attendees to ask questions.
Officers and Deputies will be present from the Glenwood Springs Police Department and the Sheriff's Office as well as Victim Specialists and other knowledgeable personnel to field questions related to either of the evening's topics.
A similar presentation will be made by the Sheriff's Office on Thursday, August 1, 2013 at the Rifle Annex at 106 County Road 333A by the Garfield County Airport. This program too will start at 6:15 PM and should conclude no later than 8:30 PM. This is an opportunity for the general public to learn more about these topics in our changing society and use that knowledge to keep our neighborhoods and our children safe.