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CREATE A JEWISH HOME

HELPING PARENTS

V O L U M E O N E , N U M B E R T W E LV E

AGES 4

T O

4 1/2 YEARS

How to Choose a School: Jewish Options

making this choice for their children is growing. Today, one in five Jewish children attends a Jewish day school; in 1958 46,000 students attended Jewish day schools, while in 1990 182,000 students did. In some Orthodox communities, parents almost without exception send their children to religious day schools. Although many observant Jews send their children to Jewish day schools, you don’t have to be a devout member of a religious community to consider these schools. There are many reasons why people choose Jewish day schools for educating their children, just as there are many different types of Jewish day schools. The difference between Jewish day schools has much to do with the sponsoring group. In ultraOrthodox schools, boys and girls are taught separately, and in other languages—Hebrew, Yiddish, or English. In a modern Orthodox school, boys and girls are taught together. Secular classes are taught in English and Judaic studies are taught in both Hebrew and English. Solomon Schechter day schools are named for one of the founders of Conservative Judaism and are associated with the Conservative

he closer you get to your child’s school years, the greater the anxiety you may be feeling about the prospect of choosing a school. Everyone has an opinion—a vehement opinion, in most cases. There’s hardly any subject that parents feel more passionate about than their children’s education. As you begin your search for a place where you and your child will feel comfortable, you might want to consider the Jewish day school option. These are schools where children study all the conventional subjects—math, language, science, social studies—but also spend time studying Jewish customs, Torah, history, and Hebrew. The number of parents A PUBLICATION

THE

movement. Instruction is usually in English for secular subjects, with Hebrew the language for Jewish subjects. Judaism is incorporated through attitudes as well as Judaic studies—for example, the values of social consciousness and commitment to community may be woven into social studies. Interdenominational community day schools are designed to introduce children to the vast range of Jewish belief and experience, from Orthodox to Reform. Like other Jewish day schools, they will devote a portion of the day to Jewish subjects, but usually do not espouse the beliefs of a particular movement.

(CONTINUED ON PAGE 2)

WHAT’S INSIDE A Checklist for Choosing a School page 3 The Power of Prayer page 4 Blessings for Everyday Life page 5 Adventures with Shabbat Dinner page 6 Jacob’s Ladder by Shari Lewis page 7

ROBERT E. LOUP JEWISH COMMUNITY CENTER

How to Choose a School: Jewish Options

Jewish Supplementary School

heritage is important. They want their children to have their holidays based on Jewish celebrations, not Easter and Christmas, and they want a sense of the importance of (C O N T I N U E D F R O M P A G E 1) Judaism reinforced in the child’s For some parents who choose daily life. In Jewish day schools, Jewish day schools, the attraction is there is no conflict with sports in providing their children an expeevents or social events scheduled rience in which learning Hebrew on festivals or Shabbat. There is no and Jewish studies isn’t an sense of a child being treated as extracurricular activity, as in an “other.” after-school program, but is an Don’t let your own lack of important part of what they learn Jewish education be a reason for daily in “real” school. Any day not considering a day school. Many school works to make Jewish life a parents of day school children feel fun, exciting, vibrant part of a uncomfortable when their children, child’s education. For some by third grade, know more than parents, the decision may be a they do. There is a mutual benefit reaction to their own secularized from a child teaching his or her childhood, and a wish to make sure parents. their children’s Jewish education is There are drawbacks to Jewish more complete than their own. day schools, just as there are to Other parents agree with many most schools. Jewish day schools Jewish leaders that Jewish day cost money (although scholarship schools foster a positive Jewish assistance is often identity and ensure the conavailable). They are not tinuity of the Jewish people. likely to provide your child Some Jewish families may a diverse multicultural choose Jewish day schools parents experience. Also, you may for reasons as simple as the find that, unlike the experiwant a sense quality of education. Your ence your child might have local Jewish day school may at a local public school, of the simply provide a superior your child’s friends are importance education, by any scattered all over town. standard—for many parents, For more information of Judaism that is reason enough to about Jewish day schools enroll their children. reinforced near you, write the Jewish Other parents choose Education Service of North in their Jewish day schools because America, 730 Broadway, they want their children to New York, New York, child’s go to school with children 10003. Your local Bureau daily life. from families that share of Jewish Education or any their beliefs and religious synagogue can also be background. For such helpful in providing parents, reinforcinformation about local ing their Jewish schools.

any Jewish parents choose an after-school or weekend program at a synagogue to teach their children Hebrew and the tenets of Jewish belief. Most of these programs are run by synagogues, although some are sponsored by unaffiliated groups such as JCC’s. The earlier you involve your child in Jewish supplementary education, the better: learning languages is easier the younger a child is, and having your child understand the importance you place on instruction in Hebrew and Jewish life, customs, culture, and history will cause him or her to respect that importance, too. Parents who wait until a year before their child is to become a bar or bat mitzvah are showing their children that Judaism is a rite of passage to get over with, rather than a lifetime commitment. Choosing a religious school should involve many of the same questions you focus on when you choose any school. Additionally, though, make sure you are comfortable with the philosophy of the school to which you send your child. You should feel at home with the beliefs your child is being taught.

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Checklist for Choosing a School

Activity

✓ Method of i nstr ucti on. Are students engaged in developmentally appropriate hands-on, highinterest activities, or are they sitting completing worksheet after worksheet?

egardless of the kind of school you are choosing for your child, the answers to these questions will help you determine if this school is right for your child. Plan to schedule visits to the schools you are interested in; you might even want to take along your own set of questions to ask. Just as important as visiting the school, though, is asking friends and parents what they think of their child’s experience at the school. What are the school’s good and bad points? What kind of students do best at the school? ✓ Cla ssr oom dyna mi cs. Is there enough time for one-on-one instruction between teacher and student? Is there a low studentteacher ratio? Do teachers seem engaged, active, and enthusiastic? Do they hold the attention of the class?

✓ Student a tti tude. Do students seem happy to be there and eager to learn? Do they seem interested in their work?

✓ Di sci pli ne. How are discipline problems handled? Do you see any evidence of children who are out of control?

✓ T ea cher s’ cr edenti a ls. What is the school’s teacher turnover? What kinds of professional qualifications do teachers have? How long have they been teaching? ✓ School cli ma te. Is the building safe, cheery, and in good repair? Is it clean? Is the playground equipment safe and appealing?

MIDRASH

✓ E duca ti ona l phi losophy. What are the guiding principles of the school? What is the curriculum? How are students assessed? Is there room for creativity, arts, music, culture?

“The world is sustained only by the breath of children in the schoolhouse.”

—BT Shabbat 119b

✓ P a r enta l i nvolvement. How involved are parents? Is there a requirement for parental participation? Are parents involved in the governance of the school?

✓ P r i nci pa l’s lea der shi p. What kind of atmosphere does the principal foster? How strong is his or her leadership? Does he or she plan to stay?

✓ Student success. How well do students make the transition when they graduate and go on to other schools? Is there standardized testing? If so, how do students score?

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CANDLE SALAD

his Shabbat have your child help you make the salad for the evening meal. If you cut the fruit, he or she should be able to do the rest. What you need for each salad: Lettuce leaf 1/2 cup cottage cheese 1/2 banana 1 pineapple slice 1 orange slice 1 toothpick

1. Place the lettuce leaf on a salad plate. 2. Center the pineapple slice on the lettuce. 3. Top the pineapple slice with the cottage cheese. 4. Cut the banana in half so each half has a straight cut end. 5. Place the banana in the middle of the pineapple slice. 6. Cut an orange in half, and then into slices. 7. Fasten an orange slice to the top of the banana to make the flame.

The Power of Prayer P R AY E R

instinctual comfort with prayer that can come to elude us as adults. Because of this ease, though, it is easy to introduce the idea of prayer to young children. The Shema (Deuteronomomy 6:4), the central credo of Judaism, said at night before bed, can be a great comfort to children. It is simple, eloquent, and adds a finish, a finality, to the day that otherwise might not exist. It is a ritual that can soothe and add tranquility to the nights of both young and old. For many, the same prayer—”Hear, O Israel, the Lord is our God, the Lord is One” (Shema Yisrael, Adonai Eloheinu, Adonai Ehad)—is a fitting way to begin the day, as well. It can serve as a pause before beginning the day, a way to collect thoughts, a meditation on what is important. An alternative translation for the Shema is: “Listen, Israel: the Eternal is our God, the Eternal One alone.” Some children need help understanding why prayers don’t seem to be answered. In his book Teaching Your Children About God, Rabbi David Wolpe suggests that parents tell their children that God doesn’t rearrange the world to answer our prayers. What can be trickier, Wolpe admits, is answering questions such as why a prayer to cure a sick friend doesn’t seem to reach God. His suggestion is to reply that God does listen to our prayers, and that God cares, but that God doesn’t step in to change things. What God does best is listen to us, understand us, and care about us. Instead of granting our wishes, the purpose of prayer is to create a relationship with God, to help us understand more about ourselves, and to give us a place to unburden ourselves.

ost of us have than privately. For one prayed, if only thing, the rabbis apparis an unconsciously: ently felt that public “Please, God, let her be all prayers are more apt to attempt right,” or “Please, God, let be offered for that which at changing me get that job.” Prayer benefits the entire has a powerful place in community, whereas ourselves Judaism. We praise with individuals often pray for prayer. We give thanks that which benefits only so we with prayer. We ask for themselves.” Some are better things with prayer. Above prayers can only be all, we connect to God recited in a minyan (or people. with prayer. There are quorum of ten adult different types of prayer, Jews, depending on the from mumbled, heartfelt pleas to denomination). In traditional songs, to formal, ritual prayers. prayers, Jews ask for God’s blessing And there are different settings for in the plural, for all Jews. Prayer prayer, ranging from a synagogue connects us to one another, as well service to a simple look upward on as to God. a beautiful day—an involuntary You can follow this practice of reaction of praise to beauty. community prayer in that other The word for prayer in Hebrew center of Jewish observance, the is at the heart of much of why we home. There are prayers for every pray. The root word for prayer, occasion—in many Jewish families, hitpallel, means to meditate or to it is the custom to punctuate the judge. To pray is to judge oneself. day with blessings: prayers upon Prayer, then, is an attempt at reflecarising and going to sleep, prayers tion, at understanding ourselves, at for meals, blessings for special changing ourselves so we are better events such as seeing a rainbow or people. enjoying a piece of fruit—there is One distinguishing feature of even a prayer to be said after going much of Jewish prayer is its to the bathroom. It is one way to communal nature. As Joseph keep God in mind as the day Telushkin explains in his book passes. See page 5 for some Jewish Literacy, “Jewish law prefers examples. that Jews pray communally rather Children seem to have an

Why We Say Amen

int

ccording to the Dictionary of Jewish Lore & Legend, in ancient days, there were few prayer books, and most people were illiterate anyway. As a result, few knew all the prayers. Instead of reciting the prayers, worshippers were allowed to respond to them with

“Amen,” which is Hebrew for “true” or “faithful.” The response means something like, “I wish to be included in that prayer,” or more simply, “me too.” That is why it is not necessary to say “Amen” after reciting a prayer yourself, but only when someone else recites it.

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Blessings

for Everyday Life With Children

Praised are You, Adonai our God, Sovereign of the Universe, who has made the great sea.

On seei ng li ghtni ng, shooti ng sta r s, mounta i ns, or sunr i ses:

Can Prayer heal?

hese blessings from the traditional prayer book (translations taken from The How To Handbook for Jewish Living, by Kerry M. Olitzky and Ronald H. Isaacs), provide a way to keep prayer in everyday life, to keep a sense of wonder and gratitude alive as we go through the day.

On smelli ng fr a gr a nt fr ui t:

Ël,m, Wnyqeløa‘ òh hT;a' ËWrB; b/f j'yrE ˆte/Nh' µl;/[h; ≥t/rPeB' Baruch atah Adonai elohaynu melech ha’olam hanotayn rayach tov bapayrot.

Baruch atah Adonai elahaynu melech ha’olam oseh ma’asey v’reshit.

Praised are You, Adonai our God, Sovereign of the Universe, Source of creation.

On hea r i ng thunder :

Ël,m, Wnyqeløa‘ òh hT;a' ËWrB; alem; /tr:Wbg“W /jKov, µl;/[h; ≥µl;/[

Baruch atah Adonai elohaynu melech ha’olam shekocho u’gevurato malay olam.

Praised are You, Adonai our God, Sovereign of the Universe, who gives a pleasant fragrance to fruits.

Ël,m, Wnyqeløa‘ òh hT;a' ËWrB; ≥tyviarEb] hce[}m' hc,[o µl;/[h;

On seei ng a r a i nbow:

Ël,m, Wnyqeløa‘ òh hT;a' ËWrB; ˆm;a‘n,w“ tyrIB]h' rke/z µl;/[h; ≥/rm;a}m'B] µY:q'w“ /tyrIb]Bi

Baruch atah Adonai elohaynu melech ha’olam zocher ha’berit ve’ne’eman bivrito vekayam be’ma’amaro.

Praised are You, Adonai our God, Sovereign of the Universe, who remembers the covenant and is faithful in keeping promises.

On seei ng the ocea n:

Ël,m, Wnyqeløa‘ òh hT;a' ËWrB; ≥l/dG;h' µY:h'Îta, hc;[;v, µl;/[h;

Praised are You, Adonai our God, Sovereign of the Universe, whose mighty power fills the entire world.

On hea r i ng good news:

Ël,m, Wnyqeløa‘ òh hT;a' ËWrB; ≥byfiMeh'w“ b/Fh' µl;/[h; Baruch atah Adonai elohaynu melech ha’olam hatov v’hametiv.

Praised are You, Adonai our God, Sovereign of the Universe, who is good and causes good things to happen.

Baruch atah Adonai elohaynu melech ha’olam she-asah et hayam hagadol. 5 ▼

here is an increasing body of evidence that prayer can have a profound effect on those who are ill. Dr. Herbert Benson, a Harvard Medical School professor, began his research 25 years ago with the idea that meditation could help heal. That led to his study of prayer, and the finding that during prayer, the heart rate, brain wave activity, and breathing rate all decrease. Praying has a measurable effect, Benson says: in studies, the act of praying reduced visits to health maintenance organizations by 36 percent. More controversial findings have come from Benson’s work as well. He has claimed to have some evidence that praying on behalf of someone else who is sick, even if the sick person is far away and is not personally known to the person praying, can have a therapeutic effect. The truth of this remains to be proven in other studies, but what is very clear is that praying on behalf of a loved one can be a powerful, even therapeutic, way of communicating one’s love and caring.

C E L E B R AT I N G S H A B B AT AT H O M E

From Ashkenazim to Sephardim— Adventures with Shabbat Dinner

family to a new taste of Judaism. Here are two recipes, one from each tradition, from Faye Levy’s International Jewish Cookbook, published in 1991 by Warner Books.

onions in a separate small saucepan to serve on the side. With a thinbladed sharp knife, carve meat in thin slices crosswise. Serve sauce and onions separately. Makes 5 to 6 servings.

his week, celebrate Shabbat by making a dinner from either the Sephardic or Ashkenazic traditions. First, a little history. Sephardic Jews are primarily of Spanish and Portuguese origin—the word Sepharad means Spain in Hebrew. After about a quarter of a million Jews were expelled from the Iberian peninsula at the end of the 15th century, they moved throughout North Africa, the Ottoman Empire, parts of South America, Italy and Holland. The first Jews to settle in North America were Sephardic; they came to New York in 1654. Although the Ashkenazi Jews were originally of German ancestry (Ashkenaz is a former Hebrew name for Germany), the term came to apply to any Jews from Western, Central, and Eastern Europe. Today, Ashkenazi Jews comprise a wide majority of the worldwide Jewish population, even though so many died in the Holocaust. The two traditions have distinctive ways of worshipping, and there are also cultural differences. Nowhere are the differences more interesting and indicative of the geographic origins of these two groups than in cooking. Food even influences ritual: Ashkenazic Jews consider rice a forbidden food during Passover, whereas it is a common ingredient in Sephardic Seder feasts. Ashkenazi cooking is influenced by the meats and vegetables of central Europe. Seasonings tend to be simple—onions hold a place of honor. Meats are often stewed with potatoes, turnips, and carrots. Sephardic cooking is the cuisine of the Mediterranean. Pita is the bread of choice. Pungent spices and combinations of spices are common. Olive oil and olives are a common ingredient, as is lamb. Eggplant, artichokes, and tomatoes replace the root vegetables of Ashkenazi cooks. While you probably think of Jewish cooking as what you grew up on, this Shabbat introduce your

I n the Ashkena zi c T r a di ti on: Br i sket, Amer i ca n Style

4 large garlic cloves, minced 3-pound piece boneless brisket, excess fat trimmed 3/4 teaspoon pepper 1 teaspoon paprika 1 cup ketchup 1 teaspoon salt 1/2 cup water 1 teaspoon vegetable oil 2 pounds large baking potatoes (optional) 2 medium onions, sliced

ix garlic, spices, salt, and oil into a paste and rub into meat. Let stand about 30 minutes. Preheat oven to 400 degrees. Put onions in a small roasting pan and top with brisket, fat side up. Cover with foil and roast 15 minutes. Reduce oven temperature to 325 degrees. Pour ketchup over brisket and spread lightly. Add water to pan, pouring it around, not over, meat. Cover and bake 1 1/2 hours, occasionally adding a few tablespoons of water to the pan if it becomes dry. Peel and quarter potatoes. Add them to the pan around meat. Baste meat and potatoes with pan juices and sprinkle potatoes lightly with salt. Cover and roast 45 minutes; turn potatoes over and roast 45 minutes longer or until brisket and potatoes are very tender when pierced with a fork. Remove meat to board, ketchup side up. Remove onions with slotted spoon. Put 1/2 cup onions in a medium saucepan and add roasting juices from meat. Boil about 5 minutes or until well flavored and slightly thickened. Taste this sauce and adjust seasoning. If desired, heat remaining

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I n the Sepha r di c T r a di ti on: E a sy L emon Chi cken

3-pound chicken, cut into pieces or 2 1/2 to 3 pounds chicken pieces 3/4 cup homemade chicken stock or soup or 1/2 cup canned broth and 1/4 cup water 2 tablespoons vegetable oil 1 lemon, unpeeled, rinsed and sliced thin salt and freshly ground pepper 1 large garlic clove, chopped 2 large onions, halved and thinly sliced 1 tablespoon chopped fresh parsley or coriander (cilantro)

at chicken dry. Heat oil in large deep skillet or sauté pan over medium-high heat. Sprinkle chicken pieces with salt and pepper and brown them in 2 batches in oil, about 3 minutes per side. Remove with tongs to a plate. Add onions and cook over medium-low heat until softened and golden, 10 to 15 minutes. Return chicken to pan and add any juices from plate. Sprinkle garlic over chicken and pour stock into pan. Cover and simmer 30 minutes. Remove breast pieces. Cover and simmer remaining pieces five minutes. Remove any pits from lemon slices with point of sharp knife. Discard end slices of lemon. Put lemon slices in a saucepan and cover with cold water. Bring to a simmer, cover, and cook over medium-low heat for 5 minutes. Drain slices; don’t worry that some will not remain whole. Remove chicken pieces from pan but leave in onion. Boil juices for 3 to 5 minutes to thicken. Return chicken to pan. Top with lemon slices, cover, and warm over low heat for 5 minutes. (Chicken can be kept, covered, 1 day in refrigerator. Reheat in covered pan over low heat.)

One-Minute Bible Stories from Shari Lewis

TIMELINE 4 TO 4 1/2 YEARS: WHAT YOUR CHILD DOES Social Development

Jacob’s Ladder

• Tests her new confidence and abilities, and may test you • May use bad language to see how you react • Begins to identify more closely with the same sex parent Intellectual Development • “Why” questions become a staple • May have magical beliefs about how the world operates • Make believe—plays, dressing up and imaginative play—are a big part of her play Physical Development • Motor activities such as throwing, running, and climbing continue to improve • Will use blocks to build structures, not just towers • Will be able to dress himself completely

saac and Rebekah had twin sons. Jacob was delicate, with smooth skin, while Esau’s rough skin was covered with hair. Esau loved to hunt and fight. Jacob preferred to stay indoors and read. Jacob was his mother’s favorite, but because Esau was born first he was supposed to inherit the land, the wealth, and his father’s and God’s blessings as well. When time came for old Isaac to give the blessing, he was almost blind, so Rebekah dressed Jacob in his brother’s coat and covered Jacob’s smooth hands with goat hair. Jacob went to his father and said, “I am Esau.” Isaac touched the coat Jacob was wearing, and knew that it was Esau’s; he mistook the goat’s hair on Jacob’s hands for Esau’s hairy hands. So Jacob received his father’s blessing and everything else that should have gone to his older brother. When Esau found out, he was so mad that Rebekah sent Jacob off to live with his uncle in another land until Esau could calm down. That night, sleeping with a rock for his pillow, Jacob dreamed that a bright ladder shone down to earth. On it, angels appeared and God, at the top, gave Jacob His blessing and said the land around him would be Jacob’s and his children’s forever. Jacob woke up, poured oil on his stone pillow, and named the place Beth-el, or God’s House.

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WHAT YOU CAN DO

Social Development • Understand that she is testing you— give her space, but limits as well • Set limits on language, but understand, again, that he is testing you • Understand that, as the opposite sex parent, your child’s switch in allegiance is normal Intellectual Development • Answer your child’s “why” questions, or look up the answer together • Explain, in simple terms, the science behind the magic of everyday life • Provide dress-up clothes and arts and crafts materials for use in imaginative play Physical Development • Play interactive physical games with your child, such as catch • Provide blocks of different shapes for building • Make sure your child has clothes he or she can fasten and put on

Resources FOR PARENTS

Books…

Apples & HoneyTM is a publication of the Robert E. Loup Jewish Community Center, 350 South Dahlia Street, Denver, CO 80246. The purpose of Apples & Honey is to serve as an educational publication and outreach tool for expectant and new parents interested in learning about how to create a Jewish home.

The Jewish Parents’ Almanac by Julie Hilton Danan. Northvale, NJ: Jason Aronson, 1993. A guidebook to raising Jewish children from birth through teens. Appropriate for families of all backgrounds, it includes information and ideas, crafts, games, family projects, suggestions for holiday and Sabbath observance, resource guides and recipes.

Blessed Are You: Traditional Everyday Hebrew Prayers by Michelle Edwards. New York: Lothrop, Lee & Shepard, 1993. A folksy daily prayerbook in Hebrew, English and transliteration for young children. Edwards’ rephrasing of the prayers and her bright illustrations help the children relate them to everyday life.

Ra i si ng J ewi sh Chi ldr en i n a Contempor a r y Wor ld by Rabbi Steven Carr Reuben. Rocklin, CA: Prima Publishing, 1992. Very helpful guide for addressing such topics as pride in identity, Hanukkah/Christmas issues, the Holocaust, and Israel.

Kosher la nd and N oa h’s Ar k board games. Constructive Playthings catalog. To order call 1-800-4484115.

Music…

Kol B’Seder’s Gr owi n’, Volume One, is an appealing collection of traditional and original Hebrew and English songs that teach blessings, simple Hebrew phrases, and Jewish family values.

And for children…

Toys…

T ha nk Y ou, God by Judyth Groner and Medeline Wikler. Rockville, MD: Kar-Ben, 1993. With gentle illustrations, this first prayer book for young children includes 21 traditional prayers in simple Hebrew, transliteration, and English.

Robert E. Loup Jewish Community Center 350 South Dahlia Street Denver, CO 80246

LOOK FOR OUR NEXT ISSUE FOR PARENTS OF 4 1/2 TO 5 YEAR OLD CHILDREN Featuring: • Introducing Israel • Words that Hurt, Words that Heal • The Mitzvah of Caring for Animals

Computer software… Alef-Bet Schoolhouse on CD-ROM, 2 volumes. This appealing Windows program teaches children the Alefbet with a variety of colorful, lively, fun-filled activities.

Lisa Farber Miller, Editor Sandra Widener, Managing Editor Hal Aqua, Design and Illustration Tamra L. Dollin, Judaic Consultant Bernice Tarlie, Bibliographer Dr. Jessica Pearson, Evaluation Consultant Risa Towbin Aqua, Calligraphy

Editorial Advisory Board Rabbi Daniel Goldberger, Dr. Ed Goldson, Rabbi David Nelson, Rabbi Raymond Zwerin

Individual subscriptions and bulk orders of newsletters are available by calling 303-3992660. There are 16 issues of Apples & Honey: prenatal issue; newborn to 3 months; 4–6 months; 7–9 months; 10–12 months; 12–18 months; 18–24 months; 2–2 1/2 years; 2 1/2–3 years; 3–3 1/2 years; 3 1/2–4 years; 4–4 1/2 years; 4 1/2–5 years; Fall Holidays (Rosh Hashanah, Yom Kippur and Sukkot); Spring Holidays (Purim and Passover); and Winter Holidays (Chanukah and Tu B’Shevat). Apples & Honey was made possible by funds granted by The Covenant Foundation. The statements made and the views expressed, however, are solely the responsibility of the Robert E. Loup Jewish Community Center. © Robert E. Loup Jewish Community Center. No portion of this publication may be reproduced without written permission from the Robert E. Loup Jewish Community Center.

Apples & Honey 12