April 4-5, 2015 15-16 Nisan, 5775 Shabbat/Yom Tov Candle Lighting: 7:07PM Friday Night Mincha: 7:00 PM 1st Day Morning Services: 9:00 AM Shabbat Mincha – 7:00 PM Shabbat Ends/ Candle Lighting: 8:08 PM 2nd Day Morning Services: 9:00 AM Sunday Mincha: 7:00PM Shul Announcements Pesach Day 1: Page 354 (Torah) Page 892 Maftir Page 1221 (Haftarah) Day 2: Page 680 (Torah) Page 892 Maftir Page 1222 (Haftarah A Happy Kosher Pesach! April Birthdays & Anniversaries April Birthdays: Sima Hakakian (1 ), Lauren st st st nd Rosenberg (1 ), Gregg Russo (1 ), Ira Antin (2 ), rd th Ilana Fishbein (3 ), Sofia Korish (4 ), Geoffrey th th Lampel (4 ), Phyllis Yacker (4 ), Elyse Dickman th th th (5 ), Jonathan Ginsberg (5 ), Drew Levat (5 ), th th th Shaul Mizrahi (5 ), Ira Smith (5 ), Skip Levine (6 ), th th Beth Rems (8 ), Maureen Messer (9 ), Dana th th Schwarz (9 ), Alexander Brothman (11 ), Sunny th th Messer (11 ), Meryl Rehaut (14 ), Jodi Silbermann th th th (14 ), Jennifer Sloane (14 ), Daniel Goldman (15 ), th th Itai Hudes (15 ), Rebecca Brooks (16 ), Steven th th Gelb (16 ), Martha Moritz (16 ), Yehudit Svirsky th th th (16 ), Barry Yacker (16 ), Aidan Korish (19 ), Marcy th th Oren (19 ), Joel Spielman (19 ), Suzanne Hengen th th st (20 ), Aron Shalit (20 ), Hulelle Hudes (21 ), Steven nd rd Dickman (22 ), Rina Hollander (23 ), Lori Blitz th th th (25 ), Alex Gelbert (25 ), Uriah London (25 ), th th Joshua Charm (27 ), Joshua Weinstein (27 ), Bret th th Ratner (29 ), Linda Rosenbaum (29 ), Caren th th Strulowitz (29 ), Roz Krosser (30 ).. April Anniversaries: : Albert & Pam Dabah (1st), st Henry & Fran London (1 ), Paul & Ilana Fishbein th st (7 ), Lonnie & Zulya Moss (21 ). MFJC INFO ~ www.mtfjc.org Address: 1209 Sussex Tpk., Randolph 07869 Phone Numbers: Office: 973 895 2100 Rabbi: 973 895 2103; Rabbi’s Cell: 201 923 1107 Rabbi’s Office Hours: Mornings: Tues - Fri, 9-1PM; afternoons/evenings: 3-6PM; or anytime by appt Menashe East [email protected] Office Hours: M-Th, 10- 5PM; F, 10-4PM David Paris [email protected] This Week: April 2: Bedikat Chametz Search, 8PM April 3: Fast of First Born – Siyyum after Services. April 3-11: Chag Sameach – Happy Passover!!! (see attached Schedule and Chametz Sale Form) April 4: Tefillah Tal, Mussaf prayer for Dew April 4: 1st Day of Omer Count & 2nd Seder April 6-9: Chol Hamoed services, 645AM April 7: Passover Youth Film Screening and Matzah Pizza, 430PM April 9: Last Days of Pesach Begin, 713PM April 11: Song of Songs and Yizkor Services April 12: Talmud Study, 9AM Upcoming Events: April 16: Thursday Torah, 10AM April 16: Yom Hashoah Service, 7PM April 18: Communal Torah Reading – from our Shoah Scroll Sign up with Steve Okun to read an Aliyah from Shmini April 19-20: Rosh Chodesh Iyar April 19: Talmud Study, 9AM April 20: Traditional Minyan at GRTWA, 820AM April 21-23: Yom Hazikaron/Yom Haatzmaut MFJC SERVICE TIMES: Weekday – 6:45AM Weeknight – Upon Request (Yahrzeit) Sunday & National Holidays – 8:00AM Shabbat Services – 9:00AM Fri Eve: Summer – 6:30PM; Winter – Sunset How To Connect With Us Mt. Freedom Jewish Center - on the Web! www.MTFJC.org - YES we have a NEW LIVE website!!! Please visit and give us feedback as we are still adding new features and content! Facebook Please “Like” our page Mt. Freedom Jewish Center Not on Facebook? Visit www.facebook.com to enter your email and create an account! Instagram Follow us, tag us, like us! Mtfreedomjewishcenter Not on Instagram? Download the app for iphone or android and get started and enter your email address or link your facebook to get started! Twitter Chat with us on the twitterverse! @Mtfreedomjc To join download the Twitter app for your smartphone or visit www.twitter.com to get started! Having Trouble? Please email [email protected] for help getting connected. Continue the story. Leave a legacy gift to Mt. Freedom Jewish Center! May you and your family have a zissen Pesach! Pesach 5775 - 2015 Candle Lighting and Services Schedule Thursday, April 2, 2015 Bedikat Chametz (Search for Chametz) Friday, April 3, 2015 EREV PESACH Morning Minyan Siyum B'Chor Finish eating Chametz before Complete Sale and Burn Chametz Candle Lighting Mincha & Maariv FIRST SEDER 8:00 PM 6:45 AM 7:30 AM 10:53 AM 11:57 AM 7:07 PM 7:00 PM Shabbat, April 4, 2015 SHACHARIT - First day of Pesach Mincha & Maariv – 1st Day of Omer Candle Lighting SECOND SEDER 9:00 AM 7:00 PM After 8:08 PM Sunday, April 5, 2015 SHACHARIT - Second Day Pesach Mincha & Talmud Class Maariv, Havdalah & Yom Tov Ends 9:00 AM 7:00 PM 8:09 PM Monday, April 6, 2015 Shacharit – Chol HaMoed Pesach 6:45 AM Tuesday, April 7, 2015 Shacharit – Chol HaMoed Pesach Youth Film Screening - Prince of Egypt 6:45 AM 4:30 PM Wednesday, April 8, 2015 Shacharit – Chol HaMoed Pesach 6:45 AM Thursday, April 9, 2015 Shacharit – Chol HaMoed Pesach Set up Eruv Tavshlin Mincha & Maariv Candle Lighting 6:45 AM Friday, April 10, 2015 Shacharit – Seventh Day Pesach Mincha & Maariv Shabbat & Yahrzeit Candle Lighting 9:00 AM 6:30 PM 7:14 PM Shabbat, April 11, 2015 Shacharit – Eighth Day Pesach YIZKOR Mincha, Maariv and Final Matzah Meal Yom Tov ends 9:00 AM Approx. 10:30 AM 7:05 PM 8:15 PM 6:30 PM 7:13 PM Sold Chametz can be eaten after 9PM on April 11th From Sorrow to Joy Please join MFJC during the State of Israel’s High Holidays as we remember our loss and redemption as a people, a nation, and community. Yom HaShoah V’Hagevurah Thursday, April 16th Service: 7:00 PM Commemorate those who perished in the Holocaust as we share stories of our loss and resilience Yom HaZikaron Wednesday, April 22nd Service: 6:30-7:30 PM Remember Israeli soldiers who fell defending Israel and victims of terror who have fallen supporting Israel’s struggle to survive Followed by Yom Ha’aztmaut Celebration 7:30 PM Hallel and Song Honoring Israel’s 67th Independence Day – We celebrate the Jewish people’s return to Eretz Yisrael with music and song! Thursday, April 23rd Festive Morning Service 6:45AM followed by Breakfast These programs are Free and open to the Public! MY VOTE. ONE PEOPLE. OUR ISRAEL. The World Zionist Congress meets every five years to discuss issues of vital importance to the global Jewish community, i.e. Jewish identity, peace and security, antisemitism, civil society in Israel, and the future of the State of Israel. Voting in the upcoming 37th WZC offers a unique opportunity for you to cast your vote to send delegates to the WZC to represent your voice. If you are at least 18 years of age, live in the US, and accept the Jerusalem Program, you are most likely eligible to vote. In the United States, the election is managed by the American Zionist Movement, the umbrella organization of Zionist bodies and the representative of the World Zionist Organization in the United States. MFJC Members – Go to https://myvoteourisrael.com/ and vote for a stronger American voice in Israel WEEKLY PARSHA By Rabbi Dov Linzer, Rosh HaYeshiva and Dean of Yeshivat Chovevei Torah Rabbinical School _________________________________________________________________________________________________________________________________ Pesach | April 3, 2015 / 15 Nisan 5775 Why Not Just Tell the Story? The central mitzvah of the Seder night is sippur yitziyat Mitzrayim, telling the story of the exodus from Egypt. The simplest way to do this would be to open Shemot and read the narrative directly from the Torah. This experience would certainly be more engaging than reading the story in the Haggadah - there is greater detail in the Torah, the plot is more dramatic, and, as one of my students recently pointed out, there are the characters, the actors who make the story interesting. But this is not the approach of the Haggadah. Some of the earlier rabbis even espoused the opinion that one should ignore the story and spend the evening intensively studying (la'asok b') the laws of the Paschal sacrifice. The Mechilta, a collection of Tannaitic writings on Shemot, contains an early second-century quote from Rabbi Eliezer: "How do you know that, if it is a group of all sages or of Torah students that they must study in the laws of the Pesach until midnight? Therefore it says: 'What are these testimonies...'" For Rabbi Eliezer, rigorous Torah study, indicated by the verb of la'asok, is the core mitzvah of the evening. However, this type of discussion is restrictive and too easily becomes elitist in nature. It is the answer only to the questions of the chakham (the wise son or the sage): "What are these laws? Let me understand their details and nuances." It is a talmud Torah reserved for the few, for "sages or Torah students." It works for those that have the capacity, interest, and education for this form of study. Everyone else remains excluded. Rabban Gamliel's approach is similar. As the Tosefta (Pesachim,10:12) relates, "There is a story regarding Rabban Gamliel and the elders who were reclining in the house of Beitos ben Zonim in Lod, and they were intensively studying (oskim b') the laws of Pesach the entire night until the rooster crowed. The tables were removed from in front of them, and they gathered and took themselves to the study hall." Here, the sages are doing the classic Torah learning of the beit midrash, delving into the particulars and subtleties of the laws. And thus, when morning comes, what is there to do but continue? They get up and go to the beit midrash. For them, the mitzvah of Pesach night is no different than the rest of the year; only the topic changes. The Haggadah rejects the elitism of these two approaches. Almost no space is given to discussing the laws of the Pesach or any other halakhot. There is only the briefest of responses to the chakham with no echo in the rest of the Haggadah. Perhaps even the law that we teach the chakham, "One does not eat a dessert after the Paschal sacrifice," serves to redirect this too narrow approach. The reason that we do not eat anything after the Paschal meat is so that "the taste remains in our mouth." Perhaps we are saying to thechakham, "You ask, 'What are the laws?' But there is more than laws, more than 'the what.' There are the reasons, the ta'am, 'the why.' This reason, thista'am, of the mitzvah has to remain with you. Your religious life has to extend beyond the beit midrash." The Haggadah also tells the story of the gathering of sages differently. In its version, the sages, including Rabbi Eliezer, were not discussing halakha. They were simply telling the narrative of the Exodus. Even these great sages understood the mitzvah this night is to tell the story, to present a larger narrative that gives meaning and direction to our religious lives. Where did this all begin, how did we get here, where are we going? These are big religious questions that we can all ask and, on this night, we must ask. The events of the following morning reflect this more inclusive approach. Rather than taking themselves to the study hall, the sages are reminded by their students to say the morning Shema. In this, they are reminded not to become so engrossed in their study that they forget the basic affirmation of faith that everyone does each morning; they cannot sequester themselves in the study hall and in their narrow discourse. On the Seder night, the next morning, and throughout the year, they must be part of the larger religious faith of the people. Rabban Gamliel's position of the mitzvah of the evening is also transformed. Both the Mishna and the Haggadah quote Rabban Gamliel as stating that one only fulfills his or her obligation by explaining the symbolism of the three foods of the night: "Pesach, for what reason?... Matzah, for what reason?... Marror, for what reason?" In contrast to the focus on the laws of the Paschal sacrifice that we find in the Tosefta, the Rabban Gamliel of the Haggadah requires us to discuss the sacrifice in a way that is accessible to all. These are not the technical "what" questions that are the purview of the sages and their students: "What foods are considered marror? How much marror must one eat? Must one lean for marror?" Rather, here we find the "why" questions of religious meaning that we all must ask: "Why do we eat marror? What is the message? How is this relevant?" The Haggadah, then, transforms both Rabbi Eliezer and Rabban Gamliel and presents two alternatives to studying halakha on the Seder night: 1. Don't talk about halakha; tell the story. 2. If you do talk halakha, don't talk about the what. Instead, talk about the why. This is the corrective to the chakham. But the Haggadah also serves as a corrective to the other extreme, to those who would be content just listening to a story. The easiest and most universal approach is that of the tam, asking, "What is this about?" and sitting back to listen. "Let me tell you a story" is a line that immediately grabs our attention. Who doesn't love a good story? But such an approach is too easy. It doesn't demand anything of us. We can be totally passive; we can just relax and enjoy. We might be temporarily inspired by the story of the Exodus, but if we don't put ourselves into it, we won't be transformed. This is why the simple telling of a story is also given short shrift in the Haggadah. "We were slaves to Pharaoh in Egypt and God took us out from there": no detail, no engaging plot, no characters. True, the story in Shemot is much more interesting. But the Haggadah is informing us that this, also, is not the mitzvah of the night. The real mitzvah is neither la'asok, to do intensive study of halakha, orli'saper, to merely tell a story. Rather, it is to do as the Mishna in Pesachim instructs: doresh me'Arami oved avi, to explicate the verses of, "A wandering Armenian was my father..." We are to start not with the Biblical telling of the story in Shemot but its re-telling in Devarim. Our mitzvah is not to tell, but to retell, a story, or more accurately, to re-retell a story. Through retelling we make the story our own. We decide what to emphasize and what to leave out; we tell it in a way that makes us a part of the telling. The retelling we do this evening takes a particular form. The key word here isdoresh. We engage in classic rabbinic talmud Torah, not the more exclusivist intensive study of halakha but the Torah she'b'al peh that is our communal heritage. This is the taking of Biblical verses, the Torah that God has given us,and explicating them, interpreting them, asking what each phrase means. How should it be understood? How is it relevant? It is the bringing of the fullness of our selves - our experiences, values, worldview, questions, critical thought, and faith - into conversation with God's Torah. What results is aTorah she'b'al peh, a Torah that is both God's and our own. That is why the characters of the Haggadah are not Moshe, Aharon and Pharoah. The characters of the Haggadah are Rabbi Eliezer, Rabbi Tarfon, Rabbi Akiva, and all those who were a part of explicating the Haggadah, all those who found themselves in the story. The key question this night is, can we engage and retell the story in such a way that we, too, will become characters in the Haggadah? On the Seder night, we do not just learn halakha or tell a story. We bring these two approaches together, telling a story through the lens of Torah she'b'al peh. The sages among us are asked to weave their narrower Torah into a larger narrative of religious meaning, and those of us who would normally be happy just to sit back and listen are pushed to become active participants in the telling and meaning-making. This night, we must all make the story our own. Only in this way will it gain real traction and translate into our lives. Only in this way will we, too, become part of the story. Chag Sameach! Shabbat Shalom Pesach 5775 (1st Day of Pesach) Efrat, Israel - The Passover Seder we have just celebrated is an evening dedicated first and foremost to the relationship between the generations, to parents communicating to their children the agony and the ecstasy of Egyptian enslavement and exodus – that seminal biblical drama which most profoundly forged our Israeli identity and traditions. Indeed, the masterful booklet that tells the tale and structures (“seder” means order) the entire evening is called the Haggada (literally, telling), from the biblical verse “And you shall tell your children [vehigadeta] on that day” (Exodus 13:3). But what if your children – or one of your children – is not interested in hearing? What if he or she is willing to participate in the meal, but is totally tuned out of and turned off to the ritual that surrounds and informs the meal? How are we, the parents, teachers and communicators, supposed to respond in such a case? The Haggada is not only a text of the Egyptian experience; it is also a masterful guide to the art of effectively parenting-communicating the message of our mesora (tradition). By its very place as the centerpiece of a much-anticipated evening dedicated to the performance of many commandments – commandments that parents are to experience together with their children – we learn that we can only successfully impart a value that we ourselves believe in and act out; children will learn not by what we say, but by how we perform. Moreover, our children-students must feel that they are the prime focus of the evening, and not mere adjuncts to an adult happening; and the message must be molded in such a way as to respond to their questions and concerns (Maggid begins with the “Four Questions”). Each individual must be given the opportunity to ask his/her questions and to receive answers appropriate to both question and questioner (note the “four children” of the Seder). Finally, the atmosphere around the table must be more experiential than cerebral, punctuated by familial stories and the fun of games (hide-the-afikoman), and warmed by wine, food and love. Such is the Haggada’s formula for effective communication between parents and children – not just one evening a year, but every single day of every year. But what of the apathetic, uninterested child? One of the four prototypical children of the Seder is the “wicked child,” whom the author of the Haggada designates as such because of the biblical question ascribed to him: “What is this service [avoda] to you?” (Exodus 12:26) Why does the Haggada assume a negative attitude on the part of this child, who is merely seeking a relevant explanation for a ritual he doesn’t understand? The Haggada’s answer to this child also seems unduly harsh. “‘What is this service to you’ – and not to him. And because he took himself out of the historic Jewish community, he denied the basic principle. And so you must set his teeth on edge [hak’heh], and tell him, ‘It is because of this [ritual] that God did for me [so many wonders] in taking me out of Egypt’ (Exodus 13:8). ‘God did for me’ and not for him! Had he been there, he would not have been redeemed.” The seemingly abrasive response of the Haggada seems to be the very opposite of everything we’ve been positing: Set his teeth on edge! Does this mean (God forbid) rap him in the mouth? And why switch from second person to third person in the middle of the dialogue? First the Haggada reads, “And you tell him,” and then concludes – as if you aren’t even speaking to him – “Had he been there, he would not have been redeemed.” Has he been closed out of the family Seder? I believe that the most fundamental message of the Seder – indeed, of family dynamics, of classroom management and of national policy as well – is to be inclusive and not exclusive, to make everyone feel wanted and accepted rather than rejected or merely tolerated. Indeed, it is in the context of the response to the wicked child that the Haggada teaches that the most basic principle of our faith is to include oneself – as well as everyone who can possibly be included – within the historical community of Israel, to be part of the eternal chain of Jewish being, to be a member of the family. Therefore, the problem with this child’s question is not his search for relevance; that is to be applauded and deserves a proper response. The problem is that he has excluded himself from the familial-national celebration; he sees it as applying to “you” and not to “him.” The author of the Haggada tells the head of the family, when confronted by a child who excludes himself from the family ritual, to “hak’heh” his teeth; not the familiar Hebrew formhakeh, which means to strike or hit, but rather the unusual Hebrew hak’heh, which means to blunt or remove the sharpness by means of the warmth of fire (Ecclesiastes 10:10; B.T. Yevamot 110b). Tell him, says the author of the Haggada, that although we are living thousands of the years after the fact, God took me – and him/her as my child – out of Egypt, because we are all one historic family, united by our family celebrations and traditions. Tell him that the most important principle of our tradition is to feel oneself an integral part of a family that was once enslaved and is now free – and to relive this message of the evils of slavery and the glories of freedom, because if they happened to our forebears, it is as if they happened to us. Since we were formed by them, we are them and they are us. And so is he/she. And don’t tell it to him matter-of-factly by rote or harshly with animus. Tell it to him with the flame and passion of fire that blunts sharp iron, with the warmth and love of a family that is claiming and welcoming its own as one who belongs – no matter what. Encourage the child to take part in and feel a part of the familial- national celebration. Then, but only then, will the child feel redeemed. And why the switch from second person to third person? Perhaps the child asked this question, and left the table. He spoke and ran, leaving you no choice but to address him as a third person no longer in your presence. What do you do then? I would suggest that when we open the door for Elijah, it is not in order to let the prophet in. After all, anyone who can visit every Jewish Seder more or less simultaneously will not be obstructed by a closed door. I believe that we open the door – in the spirit of the herald of redemption who will restore the hearts of the children to the parents and the parents to the children – in order for us to go out, to find the “wicked child” and lovingly restore him to the family Seder table. This is the greatest challenge of the Seder night. Shabbat Shalom and Chag Sameach Chag Pesach Sameach I would like to share a Pesach blessing with you and your families from the Haggadah. At the Seder you will read a lot of texts, in Hebrew, English, Aramaic or Farsi, and like other sacred texts – the Haggadah is ancient. So, we may feel a gap between reading the Haggadah as a familiar text which directs us in how we tell the story of our exodus from Egypt and the actual content of the Haggadah. Why do we have a long rabbinic account of the verses from Deuteronomy? Why do the rabbis come up with 100’s of plagues when the Torah plainly states there were ten? Why do we care about the rabbis who stayed up throughout the night talking exodus in Bnei Brak? The Haggadah has two aims: The first is to teach, the second is to feel. The first half of the Haggadah communicates the teaching with the injunction that we go through an exegetical process of those verses in Deuteronomy. That text is a classic rabbinic style of parsing the verses of the Torah. The Haggadah models for us how we ought to tell the story: by giving us examples of students and masters who devote themselves to this and providing literature to us which will encourage this kind of thinking. With this in mind, it makes a great deal of sense to list the four sons. Here are our archetypal students. Our community is made up of sages and heroes and the novices. The second half of the Haggadah gives us a whole different instruction. Rabban Gamliel tells us if we did not focus on the Pesach, Matzah and Marror elements of the Seder, we will not have fulfilled our obligation to tell the exodus story. We need to move from the mind to the heart and touch. We look at the Matzah and Marror when we arrive at this event and we experience the symbols that were essential for our redemption narrative. Where the first half wanted us to start from the negative story and move to the positive story – ‘We were slaves.’ In the second half, we show the bitter herbs; the tangible object reminds us of the horrors of slavery. In this section, it makes sense that we begin the Hallel songs of praise – the very particular songs that describe our redemption event. In an experiential framework, songs belong; in the intellectual, didactic approach – we use our mind – the art and beauty is the thought we construct and the questions we can ask. This double approach – the mind and the heart – to engaging the Pesach story is very important. For the rabbis, when a student would ask a question then the Seder could commence. What if the student was like the child who does not know what to ask? Then, the story is a flat experience. We put the words in that student’s mouth for her. But the dialogue and intellect is not the limit of engagement. The child can sing the praise and feel as if she were released from slavery in Egypt. That requires imagination and a grateful heart. In either approach, the participants of the Seder and the readers of the Haggadah are shown a path where they must extend themselves. We are told to stretch the limits of the text of Torah. Or, we are told to imagine and experience an event that comes from a different age; some of us may be uncomfortable singing or holding a tune, but on this night we lift our voices and dream. And that is where we will feel the blessings of Pesach this year. If we stretch ourselves wide we will become more. Chag Kasher V’Sameach and Zissen Pesach to all, Rabbi Menashe East
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