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January 25, 2011
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1/25/2011
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This is the last update we will be sending this session. I am writing this update the morning after the group returned to the US (in fact the students are still in flight as I write these lines). Some of you may be reading this update after meeting your sons and daughters. In the updates that we sent, we tried to convey to you the students’ experiences. The students learned and experienced the history and culture of Israel in a variety of ways. We are certain that they thoroughly enjoyed every moment. They traveled from Rosh Hanikra and the Golan on the northern border to the Negev the south and participated in many enriching activities that were described in the updates that we sent throughout the session. All these activities were important pieces in a rich educational tapestry. I have no doubt that the students will always treasure their time in Israel at the Alexander Muss High School in Israel. The students formed a wonderful community. We on the staff were privileged to be part of this Kehilla. I had the opportunity to spend some time with the students, especially during their last few days in Israel. During the farewell party and again last night at the airport, I saw how much they were moved by the program. I saw how appreciative they were of everything.
We are certain that your children told you throughout the quin how the program has affected them. You are now ready to meet your children after eight weeks and share all their exciting stories.
As you know, the students’ last Shabbat was spent on campus. Towards evening the students conducted a Kabbalat Shabbat, welcoming of the Shabbat service on campus. As part of the program, students spoke about their experiences and moving aspects of the two months together. Students read selections from their journals and shared drawings they made while on the program. After the program, the group conducted the Friday evening prayer service in the school synagogue. All the students gathered in the dining room for a festive Shabbat dinner. After dinner, the students had an Oneg Shabbat activity with the madrichim which began a number of closure activities.
On Shabbat morning, the students had a chance to rest. The students spent much of their afternoon studying for their final exam.
On Sunday morning, the students took their final exam in the Core Class. In the afternoon they packed and prepared for their final banquet and dorm party. The students made a bigger effort to decorate our synagogue hall and prepare for the party.
Yesterday was “Symbolic Day”- the last day of the program. We refer to this as “symbolic day” because the activities we choose are symbolic visits and activities to help the students review much of what they experienced to bring closure to the program.
After finishing their packing and cleaning the dorm, the students departed campus. The first stop was at the AMHSI Forest near our school which we are developing with the JNF. This symbolic act helps solidify the students’ connection to the land and all that they experienced here. It is an opportunity to give back something to the land. During the ceremony that preceded the tree planting, the students declared in whose honor or memory each was planting the tree
From the forest the students drove to Jerusalem. The first stop was at Ammunition Hill. The national memorial site tells the tale of the series of battles in Jerusalem during the Six Day War, and perpetuates the memory of soldiers who fell in the battles to liberate Jerusalem in 1967.
Ammunition Hill is the main official memorial symbolizing the liberation and reunification of Jerusalem. The fortification is preserved as it was in the war and there is an underground museum that commemorates the soldiers who fell in the battle as well as an exhibit displaying the stages of the battle of the three brigades, the Air Force and the Central Command who liberated Jerusalem. 183 soldiers fell in those six days of fighting and the museum of Ammunition Hill is dedicated to their memory. It was here that many lost their lives and it was the capture of this hill that made it possible for the Israeli soldiers to forge ahead into the Old City and eventually allow the paratroopers to raconteur the Old City of Jerusalem. Last week the students met Ziggy who told them about his participation in the battle. His picture, alongside his two comrades, is displayed in the museum.
Throughout history, Jews have fought in defense of their countries. As a tribute, Jewish National Fund has erected a Wall of Honor at Ammunition Hill in Jerusalem. Individual plaques are placed to honor Jewish soldiers who served or serve in the military of any country. The Wall of Honor at Ammunition Hill is a tribute to the heroism and courage of Jewish soldiers who, throughout history, have fought in defense of their countries far beyond their proportions to the general population.
More information about this JNF project can be found in http://www.jnf.org/work-we-do/our-projects/tourism- recreation/ammunition-hill.html
In addition to the Wall of Honor, Ammunition Hill contains a display about Nachal. Machal, a Hebrew acronym for Mitnadvei Hutz LaAretz literally Volunteers from out side the Land [of Israel] is a term used to describe both Jewish and non-Jewish volunteers who went to Israel to fight in the War of Independence in 1948, including Clandestine (so called "illegal") Immigration Approximately 4,000 volunteers from all over the world came to fight on the Israeli side.
What made the visit to Ammunition Hill special to the group is the fact that the grandfather of one of our students arranged the Machal display and the grandfather of another student is listed on the Wall of Honor. Thus it was a special visit for all the students.
From Ammunition Hill the group drove to Mt Herzl which contains Israel’s National Cemetery where many of Israel’s prime ministers and other leaders are buried. In addition, Mt Herzl also has a military cemetery. Visiting the cemetery gave the students the opportunity to pay homage to Israel’s leaders and heroes. This was an important element in putting closure to the program.
The students had some free time for dinner and some shopping in Jerusalem, before ending the day with final activities in the Jewish Quarter in the Old City of Jerusalem. The students had their final discussion and a chance for a visit to the Kotel one last time. From there they went to the airport.
I would like to take this opportunity to thank you for the confidence you placed in us in sending your sons and daughters to us this session. It is truly appreciated. I don’t know whether we can adequately express our appreciation and thanks to you for giving your sons and daughters such an important gift; the gift of an educational experience in Israel. We are certain that in years to come you and your children will be able to reflect back to this time in their life and appreciate how much they gained and how much they grew.
We wish our students a soft landing home. We would appreciate hearing any feedback that you would like to share with us. Some wrote to me during the program. I want to thank you for taking the time to write such very kind letters. It was my pleasure to share this letter with our entire staff.
Please visit us when you are next in Israel.
With fondest regards,
Chaim Fischgrund
Headmaster
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January 16 - 21, 2011
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1/21/2011
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This was the students last full week in Israel. Earlier in the week, Sunday through Tuesday, the students continued studying the history of the State of Israel. They discussed many issues relating to Israel’s military, social and political history and the peace process. The students also completed their sequential studies and took their final exams in each subject.
The students’ last overnight tiyul on Wednesday and Thursday this week was to the northernmost region of the country and the Golan. Wednesday was spent on the Golan. The visit to the Golan helped the students understand the important events relating to the Six Days War in 1967 and the Yom Kippur War in 1973 as well as the importance the discussion regarding the future of the Golan in any peace discussions with Syria. The group drove up to the Golan on a beautiful road from the south. Driving up the road revealed beautiful views into the Gilad Mountain range in the Kingdom of Jordan. They stopped at Mitzpeh Lashalom, the Peace Overview from where they could see the southern Hula Valley and the Kineret. Being there, helped the students appreciate the strategic advantage Syria had and the constant threat to the kibbutzim in the valley below. This was a good background and setting for learning about the Six Days War.
From there they drove to the present border with Syria at a 1973 battle zone known as Hill 77. There one of the most important tank battles of the Yom Kippur War took place. Because of this battle, the place is also called the “Valley of Tears”. It was the heroism of the tank crews and infantry units who fought in this battle that stopped the Syrian onslaught and prevented the Syrian army from overrunning the Golan and invading the valley below. The memorial to the 77 battalion enabled the students to pay tribute to these heroes of the IDF. Overlooking the battle area and the present border, the students were especially able to understand the situation that existed before 1967 and future issues that arise from any potential negotiations with Syria. The students then saw an audio visual presentation about the Golan at the near-by Kibbutz Elrom; a kibbutz that was attacked during the war.
Departing the Golan the group stopped at Kibbutz Neot Mordecai where many students bought shoes and sandals at the Teva-Naot factory.
Then the group travelled down to the Kineret where they checked in at the Karei Deshe Guest House. Here they met Tzion (“Ziggy”) Keresanti. Ziggy was photographed at the Kotel moments after its liberation during the Six Days War in 1967. The picture of the three paratroopers has become one of the iconic photos of the war. Ziggy shared his experiences fighting as member of the paratrooper Brigade in Ammunition Hill and other battles in Jerusalem with the students.
The students enjoyed staying on the shores of the Kineret. It was a clear night with a full moon.
The second day of the tiyul was devoted to the situation in the Northern Galil, especially as related to the security issues facing Israel. The problems have both been constant and changed somewhat over the years as the Jewish settlements faced threats from Syria and Lebanon.
The first place they visited was Kibbutz Misgav Am, the northernmost settlement in Israel near the border with Lebanon. They met Ariyeh Ben Ya'akov, an American Oleh who was a farmer on the kibbutz for many years. Ariyeh spoke about his personal Aliyah story, why he chose this particular kibbutz and the special challenges of living in this region of the country. One of the serious challenges, of course, is the danger of terrorism from Lebanon iwhich has been a constant threat since the late 1970's. The region experienced many skirmishes and wars. Kibbutz Misgav Am was a victim of one of the horrible terror attacks. Nevertheless, and despite this, the kibbutz and the entire region has achieved much which is clearly visible. Ariyeh was able to convey to the students all that is special about living in this area.
Next the students hiked in the Banyas nature reserve along one of the tributaries that flow into the Jordan River. This is a beautiful area that the Romans had dedicated to the god Pan (There is no letter P in Arabic and so the Roman Paniyas became Banyas in Arabic). The winter rains earlier this month gave a lot of volume to the waterfall, making this reserve particularly beautiful.
During lunch the group had a special program for Tu Bishvat. Tu Bishvat (literally the 15th day of the month Shvat - Tu" stands for the Hebrew numerals "tet vav" which is 15) is not a holiday mentioned in the Tanach. Technically, the 15th of Shevat became the date for calculating when the agricultural cycle began or ended for the purpose of biblical tithes involving trees and fruit. However, we all know it as the New Year of the trees. Tu Bishvat has taken on new meaning in Israel and is integrally linked to the Zionist idea. Throughout the centuries, Kabbalists have used the tree as a metaphor to understand God's relationship to the spiritual and physical worlds. Kabbalists philosophy teaches that the higher spiritual realms are roots that ultimately manifest their influence through branches and leaves in the lower realms.
In the 16th century, the Kabbalists of Tzfat compiled a Tu Bishvat "Seder," somewhat similar to the Seder for Passover. It involves enjoying the fruits of the tree, particularly those native to the Land of Israel, and discusses philosophical and Kabalistic concepts associated with the day. Haggadot have been written in recent years as part of the renewal of this custom. The students learned about the Kabbalists and Kabbalah when they visited Tzfat earlier this Quinn.
At the end of the day, the group visited the Hula Reserve. Back at the beginning of the 20th century, most of the Hula Valley was swamps. In the 1950's Israel drained the swamps. Unfortunately, this ruined the ecology of the region, as well as the balance of wildlife. By the end of the 20th century it became clear that we needed to re-flood a portion of the valley. This area is now called Agamon HaHula (literally: the small lake of Hula). It is an artificial lake in the Jordan River Valley in northern Israel, north of the Kineret. In recent years, it has become the winter stopping point for many tens of thousands of migrating cranes and other birds from northern Europe and Siberia who would previously have continued their migration into northern Africa. The Lake is an official Nature Reserve that receives funding from the Keren Keyemet Foundation (KKL). It is also a tourist attraction of growing importance. It is truly one of the most important bird watching sites in the world.
At the Reserve, the students reviewed all they learned during the two days and began reflecting on what they learned throughout the session.
The group stopped for dinner on the streets in Netanya before returning to the campus.
Back on campus on today the students are completing the core curriculum class and will review for their final exam.
The students will spend their last Shabbat of the Quin on our campus.
Some have written to me asking how they can print the photos on our website If you are interested in downloading individual pictures you can easily do so from the photo gallery. As you are watching the slideshow, or reviewing the thumbnails, when you are on a picture you wish to download, click on the arrow down button on the bottom right side of the large picture on your screen. You must allow pop-ups from the site or press the "Ctrl" button while you click the arrow. Once the picture comes up in a separate window, you can right click your mouse and choose the "save picture as" option.
The picture you download will be 640x480 pixels, which will give you up to a 3" x 5" picture. If the students are interested in having all the pictures we posted, they are able to buy a disk for 20 NIS.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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January 9 - 14, 2011
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1/14/2011
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The studies and tiyulim this week focused on the history of the State of Israel.
On Sunday morning, the students met Murray Greenfield. Murray was a merchant marine during WWII who volunteered to serve on one of the Haganah "illegal" immigration ships to Israel. He told the students about his experiences in preparing the ship in the US, sailing it to Europe, meeting the Holocaust survivors who came aboard, the trip towards the coast of Israel, capture by the British and captivity in Cypress. His talk captivated everyone and successfully conveyed the atmosphere of the period to the students. The rest of the day students learned about the history and challenges facing Israel in its first few decades of independence. In the evening many of the students chose to hear the story of a captured Israeli piloty during the Yom Kippur War.
On Monday as well as Thursday the students learned the history of the State of Israel focusing on many challenges facing the state.
Tuesday's tiyul was to the Negev. The first stop was at Kibbutz Revivim, a kibbutz that was established in 1943. Here the students learned about the importance of the Jewish settlements there in the pre-State days and during the War of Independence. Kibbutz Revivim was one of the deciding factors in persuading the UN Special Commission on Palestine to include the Negev in the proposed Jewish State.
At Kibbutz Sde Boker they visited the home of David Ben Gurion, Israel‚s first Prime Minister who settled on the kibbutz after retiring from politics. Ben Gurion saw great potential for the Negev and wanted to be a part of its development. One of his dreams was that the Negev would be home to a great University that would also be at the forefront of desert research.
One of the most meaningful ways for the students to appreciate the beauty and potential of the Negev is by hiking. After lunch the students hiked at Ein Avdat.
After viewing the humble home, learning about this important leader, and taking one of Ben Gurion's favorite hikes, the students had an important discussion of Ben Gurion‚s dream for the Negev. The Negev is both a specific challenge as well as a metaphor for all aspects of modern pioneering and the challenges facing Israel. The students ended the day at Ben Gurion's grave overlooking the beautiful Zin River.
The group purchased "supermarket dinner" and took it to the army base at Shivta. Shir, one of the madrichot of the group, did her army service on the base and arranged the visit. The students had an opportunity to speak to the soldiers on base.
Wednesday‚s tiyul was devoted to understanding some of the environmental issues facing Israel as well as highlighting how Israel is in the forefront of dealing with them. The day began at the Shafdan Sewage Purification Plant near Rishon LeZion. Experts are constantly searching for solutions to increase Israel‚s water supply. One of these solutions is wastewater treatment and effluent reuse for agriculture. Seventy five percent of the water reclaimed in this treatment plant is used for agriculture in the Negev. Israel has six such treatment plants. By the time the sewage is reprocessed, the water quality is such that it is actually drinkable. Nevertheless, it is used for agriculture. The treated wastewater supplied by Shafdan for agricultural use complies with strict health standards and contributes to preserving the environment by reducing ecological damage caused by untreated wastewater.
In addition, the sludge is converted into fertilizer. This ensures many benefits: reduction in use of chemical fertilizers, increased crops yields, improved soil fertility and financial savings for farmers and central region residents.
The next stop was the Alexander River. This river starts in the Samarian Mountains northeast of Netanya. It meanders around the region until it spills into the Mediterranean Sea between Netanya and Hadera. The river was polluted by human and industrial waste water. Israel has slowly been recognizing "the right of nature to its water." For Nahal Alexander (and other rivers) it has meant not pumping as much water from the rivers, treating waste water better so it will not pollute the rivers, as well as enforcing restrictions on industry. Nahal Alexander was among the first projects for restoring the rivers, and was cleaned up in the 1980's and 1990's. Over the years water treatment plants have been developed to collect and treat all the waste waters of the settlements in the region and the city of Netanya. The students took a stroll along the banks of a portion of the river.
The next stop was a bridge over the Alexander River to see African soft shelled turtles. This is a rather large, fresh water turtle that is an endangered species. The stream had a sizeable population until a number of circumstances, including pollution, rains that swept many to sea and then an intrusion of salt water into the river, etc. brought the population dangerously low in the 1990's. It is replenishing itself. The students were fortunate to be able to see a number of the turtles, as well s some nutrias and catfish.
The students then went to the Sea Turtle Rescue Center. It functions under the auspices of the Israeli Nature and Parks Authority. There they help the endangered turtles to maximize reproduction and heal their various ailments. Nearly 70% of the sanctuary's charges eventually return to the wild, and the center serves as a hub for environmental public relations. While there, the students saw how injured and sick turtles are treated.
The day ended in Ussefiya, a Druze village. A local resident hosted the students. They learned about this religious ethnic group. The Druze are an offshoot of Islam founded in Egypt in the 10th century. Much of the religious principles of the Druze is a secret known only to the initiates of the people. Druze believe that when one man dies, his soul goes to a baby boy being born. One of their principles is loyalty to whatever state they live in. As such, the Druze are loyal to the State of Israel and serve in Israel‚s armed and security forces. Discussing the Druze and how they have integrated into Israeli society enabled the students to understand the relations between Jews and other minority groups living in Israel. The students ate dinner and had lots of fun dancing and singing.
Today the students are studying their sequential classes after which they will leave for the last "open Shabbat" of the session.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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January 2 - 6, 2011
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1/7/2011
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The studies and activities this week were very intense as the students learned about the first half of the 20th century. The studies included learning about the transition from Ottoman rule to British rule in Israel and the development of the Jewish community during the Mandate period. The most intense study related to the Holocaust and its aftermath – confronting the most tragic period in our history and celebrating the most joyous event in the past 2,000 years. Thus the theme for the week should aptly be termed Mesho’a Letkuma – from Destruction (Holocaust) to Rebirth.
On Sunday, the students learned about the transition to British rule in Israel and the Balfour declaration. In addition, they learned about the Mandate period in Israel and some background to understanding the rise of Hitler and Nazism to power in Germany.
On Monday, they spent a very intense, full day, including a lesson at night, studying the causes of Hitler’s rise to power, the Nazi ideology and the step by step process of implementing that ideology. Many issues came up for discussion and analysis as students and teachers attempted to understand the “final solution.” All this was done in class and by viewing films. Undoubtedly, one of the most important experiences of the day was the meeting with Noah Klieger, a Holocaust survivor.
Noah Klieger was born in 1926 in Strasbourg, France. He was imprisoned by the Germans during the years of 1942-1945 in a number of camps including Malines, Auschwitz, Auschwitz 3 (Monowitz), Dora-Mittelbau and Ravensbruck and was liberated on April 29th, by the Soviet Army.
Noah shared his story with the students. He arrived in Auschwitz at age 16, younger than nearly all the students who listened to him. In his talk he focused on many personal incidents and in particular spoke about the acts of kindness (Hesed) performed by one particular Jewish prisoner that helped so many survive.
Noah survived Auschwitz because he became a boxer for the entertainment of his captors. The story of the boxing in Auschwitz was made known in the feature film Triumph of the Spirits about the life of Salamo Arouch. Noah told Salamo’s story as well.
After the war Noah Klieger was a journalist in France and Belgium. Noah described his emotional meeting with his family after the war. He immigrated to Israel in 1948 and participated in Israel’s War of Independence. He reviewed nearly all the trials against Nazi criminals in Belgium, France, Germany and Israel. He published hundreds of articles on the subjects of the Holocaust and Anti-Semitism and he also lectures about these subjects.
The students asked many students and were very moved to meet Noah who displayed such a strong physical and spiritual presence
The theme of the tiyul on Tuesday was resistance during the Holocaust. The day began at the Kibbutz Lochamei Hageta’ot – the Ghetto Fighters Kibbutz. The museum on the kibbutz is devoted to displaying Jewish resistance during the Holocaust in all its forms – armed, spiritual and moral resistance. The students viewed many exhibits about the various forms of resistance, saw models of some of the concentration and death camps, viewed films and discussed all that they saw. The museum also houses a special section about the Eichmann trial, including the bulletproof glass booth in which Eichmann sat during the trial. Discussing the importance of the trial and other trials of the Nazi leaders enabled the students to focus on the question of memorializing the holocaust, holocaust denials and other questions.
The students returned to campus for dinner and later watched the movie "Defiance," a feature movie about the true story of the Bielski brothers. After escaping to the forests in 1941, they encounter other Jewish escapees hiding in the forest; the brothers take them under their protection and leadership. Over the next year, they shelter a growing number of refugees, raiding local farms for food and supplies, moving their camp whenever they are discovered by the collaborating police.
On Wednesday, the students continue to study and reflect on the Holocaust at Yad Vashem, the national monument and museum, on Wednesday. This tiyul enabled the students to reflect on the meaning of this terrible and tragic period and to draw personal conclusions. Many memorials and exhibits relate to specific themes of the Holocaust. In Yad Vashem, the students learned and discussed many issues including the Righteous Gentiles who assisted Jews, and lessons to be learnt from the Holocaust.
After studying about the bleakest and darkest period in Jewish history, indeed in world history, the tiyul on Thursday related to the aftermath of the Holocaust in Israel. The tiyul was devoted to the struggle of the Jews in Israel for independence; a struggle in which many Holocaust survivors participated. It was a struggle against the British Mandate government. They thus completed a very dramatic chapter in our history Mesho’a letkuma – from destruction to rebirth.
The first aspect of the struggle that the students studied was the struggle for “illegal” immigration. To learn about this important chapter in Israel’s struggle for independence, the students went to the Atlit detention camp. The students learned how the so-called “illegal” mostly Holocaust survivors, made valiant attempts to break through the British blockade. It was in this camp that the British detained many of the immigrants that were caught on their ships. In the camp the students heard dramatic and emotional stories. They heard about the Ship Hannah Senesh. They heard about two sisters who survivied the Holocaust and chose to come to Israel as "Illegals" despite having the opportunity to migrate to the US. They wrote a letter to their uncle explaining why they chose to be part of the struggle to establish a home for the Jewish people. Tragically, one of them was killed in one of the battles during the War of Independence. The students had a chance to look at the extensive data base at Atlit that includes film strips, letters, stories about some of the shipsm and the British soldiers. One of the important incidents that related to the camp was the organized escape led by Yitzhak Rabin, then a very young PALMACH officer.
The next site visited on the tiyul was the Acco prison. In this prison many of Israel’s underground fighters were imprisoned including some that eventually became Israel’s leaders. In this prison, too, some of the fighters made the supreme sacrifice for Israel’s independence as the British executed some of the underground fighters. The students also discussed the ideology and activities of the Jewish underground movements in fighting for independence and protecting the country. The students ended the tiyul with a moving ceremony in which they paid respects to the dedication and tenacity of the fighters who made the State possible.
The day ended with a visit to Rosh Hanikra, the beautiful grottos in the Mediterranean Sea on the border with Lebanon.
The students returned to campus. Rona's class stopped in her home for dinner. David and Reuven had dinner with their classes on campus. This was a valuable opportunity for the students to get to know their teachers better.
Today is a “sequential” day. In the afternoon, the students will depart for home hospitality.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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December 26 - 31, 2010
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12/31/2010
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On Sunday and Monday, the students continued studying the transition to the modern period in Europe and its impact on the Jewish People in Europe and Israel. This included studying the development of modern Anti-Semitism. Many of the discussions focused on new challenges to the traditional society and the varieties of Jewish religious streams that emerged. Much of this material was in preparation for the study of Zionism that was the theme of the tiyulim this week. In addition, during the studies about the modern period the students focused on the Enlightenment and the struggle for Jewish Emancipation. In this context, the students discussed the Jewish religious responses to the Enlightenment and the emergence of Reform and Conservative Judaism.
On Tuesday morning the group conducted a creative seminar in which the students both learned and taught each other the various Zionist ideologies. This was done with posters and skits. The seminar helped the students understand that although Zionists shared common goals for Israel there were different streams and ideologies each emphasizing different priorities. These concepts were the basis for much of the tiyulim that took place during the week and will serve the students well in understanding the development of modern Israel.
In the afternoon, the students worked in our forest. In partnership with the JNF, we at AMHSI are developing our own forest not far from our campus. We are thus participating in an important national project of reclaiming the land of Israel and preventing the growth of the deserts. In addition, our students are preparing a nice forest which will eventually include play grounds etc for the population of Israel. Later in the session they will also have a chance to plant trees. I am confident that in years to come the students will be happy to visit the forest that they are helping to grow. The work, as you can see in the Photo Gallery on our website, was primarily pruning the trees and clearing the dead leaves.
The theme for Wednesday’s tiyul related to the pioneers who established the early settlements in Israel. The first stop was in Kibbutz Kfar Giladi in the Upper Galil area overlooking the Hula Valley. Here the students were able to see much of what the pioneers accomplished while comparing it to the way Mark Twain saw Israel when he visited the area. The contrast is very dramatic.
On the kibbutz the students visited the Bet Hashomer, the museum dedicated to the Guardsmen organization that protected the early pioneers. Here they learned about an important aspect of the life of the pioneers; the need to defend themselves. Nearby is Tel Hai where the first battle against the Arabs took place in 1920.
After lunch, the students walked in the Dan nature reserve in the Hula Valley. The river is one of the tributaries leading to the Jordan River and eventually to the Kineret. The heavy rains that we experienced earlier this month added much water to the river. This is the only tributary of the Jordan that originates in Israel (the others are in Lebanon and Syria) and the students saw the area of the springs. The students went there first to enjoy the beauty of the place. Secondly, the students were able to understand the importance of water to this country which is dry for much of the year.
From there, the group drove to the southern shore of the Kineret. In this area the early pioneers established the Hatzar Kineret (the Kineret Courtyard), which was a training farm, where the idealistic but inexperienced pioneers learned how to farm this difficult land. The Kineret Courtyard was established next to the Moshava Kineret in 1908. The Courtyard served as an agricultural and social laboratory during the period of the Second Aliyah, where the first buds of social experimentation developed, such as the Kvutza (Kibbutz), the Moshav, the women’s training farm known as Chavat Ha’almot and the beginnings of the agricultural schools in Eretz Israel.
It was only natural for the leaders of that period to live and work there. They included Berl Katzenelson, Shmuel Dayan, Yitzhak Tabenkin, Levi Eshkol and many others. Two of the most important personalities that the students learned about are A.D. Gordon, father of Labor Zionism and Rachel Blaustein, (“Rachel the poetess”) who captured the ideals and spirit of the pioneers. Many of her poems have become popular songs in Israel.
Fascinating stories of beginnings that have left their impression and impact till this very day are embodied at the Kineret Courtyard. After a long period of neglect and natural destruction the Society for Preservation of Israel Heritage Sites, with other partners decided to renovate and reconstruct the Courtyard and convert it to an active visitors’ center.
The students visited the cemetery on the shores of the Kineret. Many of the famous pioneers and future leaders of Israel passed through this training farm now being reconstructed. With this visit our students were better able to appreciate the ideals and lifestyle of the Chalutzim. A.D. Gordon, Rachel and others whom the students studied about are buried in this cemetery. Naomi Shemer who wrote the words and music of so many of Israel’s popular songs (including Yerushalayim shel Zahav, Jerusalem of Gold) is also buried in this cemetery.
The group stopped for dinner on the streets in Ra'anana, before returning to the campus.
Thursday’s tiyul was devoted to learning about the pioneers who developed the urban centers of Israel and to Israel’s cultural history. We chose to do this in Tel Aviv, a city that has grown from 66 families who built their homes on the sand dunes in 1909 into a large modern city that is the cultural and commercial center of Israel today.
It is significant that in 1909 both the first Kibbutz as well as the first Hebrew city were founded. Both celebrated their centenary last year.
Modern Tel Aviv developed out of the ancient city of Jaffa. The tiyul began in a lovely park in Jaffa that overlooks Tel Aviv (today Jaffa is party of Tel Aviv). After a lesson on the history of the city, the students had a chance to go to the picturesque Jaffa Flea Market. From there they walked through Neve Tzedek, one of the first neighborhoods built outside of ancient Jaffa and eventually became one of the core neighborhoods of the modern city established later.
Leaving Neve Tzedek, the group walked to Ahuzat Bayit (“Home Owners Association” – not a great a name for a city), the neighborhood from which Tel Aviv grew. Eventually the neighborhoods of the new city were named Tel Aviv, which was an indirect way of naming the city for Herzl. When Herzl’s book the “Old New Land” was translated to Hebrew, it was called Tel Aviv – Tel as an archaeological hill represents the old and Aviv, spring represents the new.
One of the sites that were visited in Ahuzat Bayit was the former home of Meir Dizengoff, one of the founders of Tel Aviv and its first mayor. In this house, Ben Gurion declared Israel’s independence in May 1948. Today the house is a museum of history. The exhibits and film in the building helped the students to understand the history of Tel Aviv and the modern Hebrew culture that has developed there. One of the highlights of the visit to Dizengoff’s house was the re-enactment of the Declaration of Independence.
Continuing on their walk in Tel Aviv, the students visited Bet Reuven Rubin. The Rubin Museum in Tel Aviv is an artist house- boutique museum, formerly the home of the famous painter Reuven Rubin, where he resided with his family and worked from 1946 until his death in 1974. In addition to a permanent display and guest exhibitions, the museum comprises Rubin’s own studio, preserved as it was in his lifetime, a biographical display of photos, documents and sketches unfolding Rubin’s life-story, intertwined as it was with the local artistic and cultural scene.
Although born in Rumania and trained in art in Paris and Rumania, Reuven Rubin in many ways is a distinctly and distinctively Israeli artist. He studied briefly at the Bezalel School of Art in Jerusalem, and he exhibited in the first art exhibitions in Jerusalem in 1922. His exhibit of 1924 was the first one-man show in the Jerusalem exhibits, and his one-man show in 1932 launched the Tel Aviv Art Museum. He designed scenery for Habimah, Israel’s National Theater, and Rubin was one of the first Israeli artists to achieve international recognition.
Most important, though, was Rubin’s attempt to create an indigenous style of art. Influenced heavily by the work of Henri Rousseau, he sought to fuse this style with Eastern nuances. Hence his custom of signing his first name in Hebrew and his surname in Roman letters. Among Rubin’s most memorable works are his paintings of the Yishuv, particularly his landscapes and his paintings of the Israeli worker. Biblical themes also occur frequently in his work. His work was extremely popular both at home and abroad, and if his later work was less complex and profound than his earlier productions, it did not lessen his popularity.
Rubin served as Israel’s first ambassador to Rumania, from 1948- 1950. He received the Israel Prize in 1973 for his artistic achievement
The students then conducted interviews with people they randomly met. These interviews served as the basis for a discussion on many topics relevant to understanding how Israelis view themselves as citizens of their country, as Jews and their relations with Jews around the world.
The day ended at the lovely Yarkon Park where the students discussed what they learned and experienced during the day. They stayed in Tel Aviv for "dinner on the streets" before returning to the campus
Today the students studied their sequential courses. After lunch, nearly the group went to the optional activity at a camel ranch in the Negev.
Shabbat Shalom,
Chaim Fischgrund
Headmaster
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December 17 - 24, 2010
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12/24/2010
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The students were in Jerusalem during Shabbat December 17 - 18. After settling into the youth hostel the group met to light candles. From there they walked through the Jewish Quarter of the Old City to the Kotel. The students then walked to the Kotel where they joined in dance circles and then had private moments for prayer and reflection. After returning to the youth hostel, the students ate dinner and had an Oneg Shabbat program
On Shabbat morning, some of the students chose to attend service at synagogues in the area. A small group walked to the Maayanot Synagogue and others to the Conservative Synagogue. After lunch the students the group had some activities in the near by park. After dinner and Havdalah, the students had free time on Ben Yehuda Street before returning to the campus
On Sunday December 19, the students learned about the Bar Kochba Revolt and its results. The students discussed the relationship between Jews and Romans after the Great Revolt. It was a period of great achievements yet much tension. All this led up to another revolt against the Romans, the Bar Kochba Revolt. The day began in Bet Guvrin, one of the amphitheaters the Romans built during this period. Some archaeologists believe that this was the theater in which the Romans conducted gladiator games. Not only were the captured Jewish fighters forced to participate in these games but also some of the leaders of the revolt were executed.
Next, they went to the Hirbet Midras caves in the Bet Gubrin area. There the students crawled through tunnels and underground mines built by the rebels as they prepared for guerrilla warfare In the afternoon they went to other caves in Tel Goded “just for fun.” and to experience what these caves looked like before the archaeologists excavate. The results of this revolt, just 60 years after the fall of Jerusalem and the destruction of the Temple, forced many Jews to leave Israel and in many ways ushered in the Middle Ages.
On Monday, the students began to study the Middle Ages period and about the Jewish communities which emerged in the Diaspora. In this context they also learned about the rise of Christianity and Islam and the impact these civilizations had on world history.
The tiyul on Tuesday was to Belvoir and Tzfat. At Belvoir the students learned about the Crusades; the clash between the Christian and Moslem worlds. Belvoir was a Crusader fortress built in the 12th century. Here the students learned why the Crusaders came to Israel, what they did here and how they collapsed so quickly. Much of the time was spent re-enacting how the fortress was attacked.
In addition, the students also learned about the impact the Crusaders had on Jewish history both in Israel and in Europe. In fact, the 400 years starting with the Crusades in 1096 and ending with the expulsion from Spain in 1492 were the most brutal in Jewish history that led many Jews to search for meaningful answers.
The answer was found in Tzfat - the community of Mystics who developed the Kabbalah. In Tzfat, the group visited the ancient synagogues where the “Saintly Men” (an expression coined by James Michener in The Source) developed their unique lifestyle. The students were introduced to many concepts of Kabbalah and their significance to Jewish history. The visit to Tzfat included the ancient cemetery where many famous rabbis, Talmudic scholars and mystics are buried
Between Belvoir and Tzfat the group stopped at the hot springs of Hamat Gader for lunch and the opportunity for a swim. The hot springs are located in a beautiful area at the foot of the Golan Heights along the Yarmuk River that separates the Golan and Gil'ad Mountains in the Kingdom of Jordan. The river is the border between Israel and Jordan. The hot springs have been used for many centuries starting with the Roman period.
After stopping for dinner on the streets in Afulah, the group returned to campus.
The tiyul on Wednesday focused on another aspect of life in the Middle Ages - the Kehilla; the Community. Our purpose was to teach the students the idea that what sustained Jewish life in the past were the institutions that the community developed. This concept, of course, has relevance for the present and future as well. The students went to Yad LeKashish, the Lifeline to the Old. This is a most fascinating Tzedakah project. This institution enabled the students to understand how a traditional community functions. They saw an important community institution and learned how it interacts with other community institutions. Many of the students purchased items that are produced in the workshops.
From there the students visited Hazon Yeshaya, an organization that operates Soup Kitchens in Israel. It was founded in 1997 by a successful businessman from New York who was helped as a poor refugee from North Africa in soup kitchens in France. Hazon Yeshaya has grown to a nationwide network of three central kitchens serving more than 200,000 hot meals every month at 38 locations in Israel. The students not only learned about this important Hesed project but had an opportunity to work in the kitchen, serve food, and pack boxes.
In the afternoon the students went to the Israel Museum. The Israel Museum is the largest cultural institution in the State of Israel and is ranked among the world’s leading art and archaeology museums. Founded in 1965, the Museum houses encyclopedic collections, including works dating from prehistory to the present day, in its Archaeology, Fine Arts, and Jewish Art and Life Wings, and features the most extensive holdings of biblical and Holy Land archaeology in the world. The Museum has built a far-ranging collection of nearly 500,000 objects, representing the full scope of world material culture.
Recently, the Israel Museum completed the most comprehensive upgrade of its 20-acre campus in its history, featuring new galleries, entrance facilities, and public spaces. Among the highlights of the Museum’s original campus is the Shrine of the Book, which houses the Dead Sea Scrolls, the oldest biblical manuscripts in the world, as well as rare early medieval biblical manuscripts. Adjacent to the Shrine is the Model of Jerusalem in the Second Temple Period, which reconstructs the topography and architectural character of the city as it was prior to its destruction by the Romans in 66 CE, and provides historical context to the Shrine’s presentation of the Dead Sea Scrolls. As I previously wrote, the students visited the model and the Shrine of the Book when they studied about the Second Temple period in the previous week.
In the Museum the students were asked to find 5 items that helped solidify the community and describe their personal reactions to them. Secondly, they were asked to find 5 items in the archeology section that verify historic facts they had studied. In addition the these assignments, the students had the opportunity to walk around the museum enjoying galleries of their choice.
Thursday was spent studying the transition to the modern period in Europe and its impact on the Jewish People in Europe and Israel. Many of the discussions focused on new challenges to the traditional society and the varieties of Jewish streams that emerged. Much of this is material in preparation for the study of Zionism, which will be the theme of next week’s lessons and tiyulim.
Today the students are taking their second unit in the core curriculum class. After lunch, they will depart for home hospitality.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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December 12 - 17, 2010
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12/17/2010
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On Sunday December 12, the students began studying the second unit. This unit is devoted to the Second Temple period. At the beginning of the period, approximately 200 years, Israel was part of the Persian Empire. This unit mostly corresponds to the Greco- Roman period in world history. The students first learned about the challenges that the destruction of the First Temple and exile to Babylonia posed for the Jewish people. They learned why these dramatic events did not lead to the destruction of the Jewish people. They learned how Judaism developed and changed in Babylonia and about the handful of people who returned to Israel when the Persian king Cyrus allowed it in 538 BCE. This was a period of both continuity as well as change.
On Monday, the students continued studying about the Hellenist period. The focus of their studies was on the community that developed in Israel first under Persian rule and later under the Hellenist kingdoms (Ptolomaic and Seleucid). The autonomous community in Israel under Persian rule faced many challenges but slowly emerged as the leader of the Jewish people. This community was eventually challenged by the Hellenist culture brought to the Middle East by Alexander the Great. This challenge brought about open conflict between the cultures and the foreign rulers; a conflict that led to the Hasmonean (Maccabbee) Revolt. To get into the spirit of the time, the students wore togas for the lesson.
The immediate result of the revolt was the cleansing and rededication of the Temple in Jerusalem. This event has been celebrated by Jews ever since in the festival of Chanukah. As I said, it was wonderful to be able to study this portion of our history during Chanukah.
As a result of the successful revolt, the Hasmonean family (known as the “Maccabees”) established an independent kingdom. The kingdom was short-lived, lasting only 80 years (142-63 B.C.E.) and was conquered by the Roman Empire. Roman rule eventually led to conflict and revolt. During this period one of the kings in Judea was Herod the Great who built many monumental structures that are still visited – the Kotel and Massada to mention two of the important ones. All the above was the background for the overnight tiyul on Tuesday and Wednesday.
The tiyul on Tuesday began in Jerusalem with a visit to the model of Ancient Jerusalem at the Israel Museum. It is a scale model showing Jerusalem just before it was destroyed in 70 CE. The model enabled the students to see Jerusalem in its grandeur. Seeing and studying this model helped them place the archaeological remains they saw later in the day in perspective. We also took the opportunity of being in the museum to visit one of the most important exhibits – the Dead Sea Scrolls in the Shrine of the Book. These scrolls were written during the end of the Second temple period. Many believe that the scrolls were written by the Essenes who were members of a sect of Jews who believed that city life was much too influenced by Hellenistic culture. They left the urban life and formed colonies in deserted areas. They believed that by their pure living they could bring the Messiah.
From there the students went to the Jewish Quarter where they saw important archaeological digs in what is now known as the Herodian Quarter. They saw remains of palatial homes in the Upper City. The students also toured the excavations near the Kotel. Visiting all these sites enabled the students to see and understand the lifestyle of the Jews, how Rome influenced them and why the Jews and Romans were in conflict. This conflict led to revolt which this time ended in destruction, the remains of which are still visible.
In the afternoon, the students traveled toward the Dead Sea. They stopped at Metzoke Dragot. It is perched on a cliff with a spectacular panorama of the Dead Sea. The isolated setting, surrounded by desert and wadis, creates an atmosphere of tranquility and relaxation. This was a perfect spot for the students to learn about meditation and how the desert has a spiritual effect on people. In addition to meditating, the students also discussed the Essene community that developed not far away in the Dead Sea area.
On Wednesday, the students arose very early to drive to Massada and climbed the historic snake path to the top of the mountain fortress. The climb began before first light and the students managed to see the sunrise from the top of the mountain. After sunrise they went to the Synagogue of Massada, one of the oldest Synagogues discovered in Israel. This is truly a fitting place to begin the inspirational visit to this important historic site. The hike gave many students a real sense of accomplishment but this was only the background for the real purpose of the tiyul. The students spent several hours on the mountaintop learning about the values and lifestyle of the Zealots. These values are the everlasting values of the Jewish People and Jewish culture. The students were able to re-enact in discussion much of the story they learned and really felt the history they studied
After descending from the mountain the students went to the Dead Sea for lunch and had the opportunity to “swim” in the lake located in the lowest point on earth. Swim is a bit of a stretch – float is more accurate.
On Thursday, the core class was devoted to studying the rise of Christianity. The focus was on understanding the historic background that led to the development of one of the Jewish sects into a separate religion. This happened during the Second Temple days, in the decades preceding the Great Revolt.
Today the students are studying sequential courses. In the afternoon they will travel to Jerusalem for Shabbat
Lastly a reminder about home hospitality. We have received the forms that you filled out before the session. If any of you, however, wish to write to us about changes or additions to the plans for your child's home hospitality it is best that you write directly to the madrichim. Please write to hsi.december@gmail.com.
Shabbat Shalom
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December 3 - 10, 2010
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12/10/2010
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This past week was the students' first full week in Israel. By now, they have had the full range of activities, classes on campus, including sequential classes, tiyulim and a unit test. The weather has been mostly favorable for the tiyulim as the much-needed rain has not yet arrived.
I was not here when the students arrived last week as I returned to the office yesterday. I took the opportunity this morning before the unit test to introduce myself to the students. I will have more opportunities next week to get to know the students and hope to join them on one of the tiyulim.
Last Friday afternoon the students had some free time in town and returned to campus to prepare for Shabbat. Towards the evening all the students and staff gathered for Kabbalat Shabbat - welcoming the Shabbat, a pre-Shabbat program, accompanied by singing and followed by T'filah (prayer service). After services the students went to the dining room for a festive Shabbat dinner. Later in the evening the group gathered in the dorm for an Oneg Shabbat program. The madrichim coinducted several ice breaker games to help the students get to know each other better.
On Shabbat morning most of the students slept in late and had a chance to finally get over their jet lag. After lunch the group walked to one of the lovely parks in Hod Hasharon for some group activities and concluded Shabbat with a Havdalah service at the park.
On Sunday morning, the students continued studying the Biblical period, focusing primarily on the Patriarch period and the period known as the Middle Bronze Age. In the afternoon, the students were able to experience their first field trip. The tiyul was to Tel Gezer. This tiyul is a hands on experience at an archaeological site. The focus of the tiyul is to learn how an archaeologist researches and the importance of archaeology for the understanding of history. The students walked around and through the remains of a Canaanite City that dates back to the period of the Patriarchs and even earlier. It is also the site where one of the oldest Hebrew documents, the Gezer Calendar was discovered.
At Gezer, the students also discussed the differences between the pagan civilization whose remains are visible and the monotheistic culture developed by the Israelites.
On Monday the students learned about the period of the Exodus from Egypt, the Conquest of the Land of Israel and its settlement during the Judges period. Much of this material was in preparation for the tiyul on Tuesday and Wednesday.
On Tuesday December 7, the students departed for a two-day overnight tiyul. The first stop was on Mt. Gilboa. From there the students had a good view of the Jezreel Valley, Mt. Tabor and many other locations, which they had studied about during the previous day in class. Standing on the mountain top they had a greater appreciation and understanding of the activities of the Judges especially Deborah and Gideon whom they studied about in class. On this mountain King Saul, the first king of Israel was killed in battle against the Philistines.
Mt. Gilboa overlooks one of the most beautiful valleys in Israel, much of which was marshland until the 1920's and 1930's. Later on in the session the students will learn about the pioneers who beautified the land. Then they will appreciate the scenery even more. The students stopped for lunch and a swim at the Sakhne springs and pools.
Next the students drove to Jerusalem. Their first stop was Mt. Scopus—the mountain from where traditionally Jews would take their first glimpse of Jerusalem, as they were traveling to the city from the north. Here they had a very moving and dramatic ceremony. As this was the students’ first glimpse of Jerusalem, the staff endeavored to make this a special experience. Their teacher spoke about the two Jerusalems—the down to earth city, capital of Israel for over 3000 years, and the holy Jerusalem. They also told the story behind the moving song, Yerushalayim shel Zahav—Jerusalem of Gold. From there they continued on to the Rabin Youth Hostel where the group spent the night. At the Youth Hostel they lit the Chanukiah, as they did every night during Chanukah.
The tiyul on Wednesday was devoted to learning about First Temple period. The students learned about the development of institutions especially the monarchy. It is also important to understand how ordinary lived and how the society functioned. As the ancient Israelites were primarily agricultural, the tiyul began with a focus on the settlement of the land. At the Sataf Spring in the Judean Mountains the students saw the ancient farming methods developed by the Israelites and they walked through ancient terraces and irrigation tunnels. The studies at the site focused on the social justice laws in the Tanach and related it to the agricultural methods. Sataf is a wonderful educational project developed by the Jewish National Fund, which recreated this ancient farm.
From there students drove to the promenade at "UN Hill". (It is so named by many of us because of the nearby UN Headquarters for the Middle East). Overlooking ancient and Jerusalem the students learned how and why King David made Jerusalem the eternal capital of the Jewish people.
After lunch, the group drove to the City of David, the original site of the ancient city that grew to be Jerusalem. There the students observed the ancient water system of the city and saw some remains from the First Temple period. They then had the opportunity to walk in the water through one of the most amazing water systems of ancient times—Hezekiah’s Tunnel. The students ended the tiyul at the Kotel, the Western Wall. This was the spiritual and emotional culmination of the two-day tiyul.
After stopping for dinner on the streets in Jerusalem, the students returned to campus. On campus, the students met the students from Australia who are studying with us this session. After some get together activities, all the students enjoyed a Chanukah party.
On Thursday, the students concluded studying the first unit by learning about the history of Israel until Babylonia conquered the land and exiled the Jews in 586 BCE. The students also learned about the prophets and analyzed some of the famous prophetic writings.
Today, the students took their first unit test. After the test most students will depart for home hospitality. We know where the students are going and will of course make certain that they all get there safely. The staff has arranged for transportation for all those who are not being picked up by their hosts.
Shabbat Shalom,
Chaim Fischgrund
Headmaster
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December 2 - 3, 2010
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12/3/2010
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This is the first update that will be sent to you on a weekly basis. We hope these updates will assist you in following the progress of your sons and daughters throughout the session. You can also find them on our website at amhsi.org . When you get to the site, go to "New and Events" and the drop down menu will give you the "Headmaster's updates."
The students arrived safely On Wednesday. The Madrichim, dorm counselors (Hadas, Omer, and Shir) and I met them at Ben Gurion airport. They drove to the campus where many members of the staff welcomed the students. Welcoming the students in a ceremony is an opportunity to show our students how special they are for choosing to study at the Alexander Muss High School in Israel. This has been a tradition of the school for many years.
We realize and appreciate the fact that the students and their families went through serious soul searching before deciding to attend our program. We are grateful for your vote of confidence in us. Arriving at the school is the first of many special moments that together create a tapestry of the AMHSI experience. The rest of the evening was spent settling into their rooms and meeting their dorm counselors.
Thursday, was Orientation Day. During the day the students heard explanations about the school by the Dean of Students, the school nurse, myself--the Dean of Education, their Core Curriculum teachers, and went on a tour of campus and Hod Hasharon. Chaim, the Headmaster and Jill, the Dean of General Studies are away from campus and will meet the students when they return next week. Orientation Day also included a dorm meeting. An important element of the orientation sessions was a review of our security regulations and procedures to ensure the students’ safety throughout the session.
Today the students had their first full day of the core history. The Muss Israel program unfolds the living drama of the history of Israel using the land of Israel as its classroom. The aim of studying history is not merely to examine the facts of the past but to weave them into an historic narrative, one that may teach students about themselves and their cultural roots. This study enables our students to confront the issues and role models that shaped history and allows them to draw conclusions relevant to their own lives. The historical narrative method has proven immeasurably more effective than the conventional arrangement of experiences in a thematic, modular format or traveling around the country based on the geography. The tiyulim (field trips) enable us to unfold this drama and provide the students with not only a journey throughout the land of Israel but also a journey through history and culture.
The students have begun studying the general geography and topography of the land, delve into the ancient near eastern culture of the Fertile Crescent around the time of Abraham, and Avraham’s revolutionary thought that would change the world. They looked into the issue of the historicity of the Bible, began the process of the building of a nation, and surveyed the history of the patriarchal period.
This afternoon, they have some free time in town and return to campus to prepare for Shabbat.
Many, if not all of you have probably heard that we have a fire raging in the Carmel Mountains. The loss of lives from the nearly full bus of prison guard trainees who were on their way to help evacuate prisoners from a jail that was threatened by the fire, the hundreds of families who have been evacuated from their homes, neighborhoods, kibbutzim, and moshavim, and the burning of our valuable natural forest that is going up in flames is a real tragedy. Fortunately, none of our itineraries had any of our students anywhere near the endangered areas.
You can find a few pictures from arrival on the web. You can access them through the photo gallery on our www.amhsi.org website.
I would like to take the opportunity to wish you all a very Happy Chanukah
Chag Urim Same'ach and Shabbat Shalom,
David Mitchell
Dean of Education
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