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March 25, 2010                      פרשת צו - שבת הגדול                      Volume 9, Issue 22

Two Ways to Read the Messenger!
NaviThere are two ways to read and enjoy the Messenger.  You can either scroll down and read it in this email or you can click here for a printable version, including flyers. 
 
This week's issue is filled with great articles about topics such as Mrs. Esther Wachsman's visit, Grade 1 Chagigat HaSiddur, MDS in the Press, Grade 4 Biography Reports, Grade 6 Snow Poems, and much, much more!  Thank you to all Judaic studies teachers for preparing our students so well for the sedarim.
 
The Messenger will resume after Pesach.  Enjoy the vacation! 
Esther Wachsman Visits MDS
By Messenger Staff

Esther Wachsman            We were recently honored by a visit from Mrs. Esther Wachsman, mother of Nachshon Wachsman, hy"d.  Mrs. Wachsman spoke movingly of her son's 1994 kidnapping and eventual execution by terrorists dressed up as chasidim, who tricked him into hitchhiking with them by placing a siddur and tanach on the dashboard and playing chassidic music .  She spoke of how the day before her son's murder, both Peres and Arafat were informed that they would be recieving the Nobel Peace Prize, and how her son ironically became a "victim of peace."  She told the students about the international effort to save his life, and about how that Thursday night, 100,000 Jews of all religious affiliations converged on the kotel to pray for him.  Secular schools asked the Misrad HaChinuch (Board of Education) for books of tehillim, so that their students could pray for his wellbeing and safe return.  Women who had never lit shabbat candles in their lives purchased shabbat candles in reponse to Mrs. Wachsman's request that an extra candle be lit in the merit of his safe return. 

            That Friday night, after the candles were lit, the family ate a shabbat meal and then several of the sons returned to shul to daven tehillim.  Soon after, an army general came to their home to bring the tragic news: an elite Israeli army unit failed in a rescue attempt at the hostage house.  Nir Poraz, the commander of this unit, was killed, and so was Nachshon.  After a week of wondering where he was, it turned out that he had been hidden not in Gaza, but in Bir Nabala, an Arab village ten minutes from their home in Ramot.  At the funeral on Har Herzl, Rabbi Mordechai Alon, told the mourners at the request of Mr. Wachsman, that G-d had listened to all of the prayers, but that the answer was no.  During the shiva, Mrs. Wachsman said that thousands of Israelis from all segments of society visited the family.  The family received thousands of letters from around the world expressing sympathy. 
              After the shiva, the Wachsman family made the courageous decision to go on with their lives and not succumb to depression and despair.  For Mrs. Wachsman, born in a Displaced Persons camp, the child of Holocaust survivors, this was a particularly important decision.  Over the past sixteen years, there have been many memorials to her son and Nir Poraz - streets, parks, statues.  But the Wachsman family decided that they did not want these memorials to be the way their son's memory was perpetuated.  The Wachsmans have six other children, one of whom, Raphael, has special needs.  The family decided to give voice to the voiceless by building a school and residence for those with special needs, including a music room, therapy areas, an auditorium, and a pool.  This home, which was built in coordination with the organization Shalva, is appropriately called Beit Nachshon.  After Mrs. Wachsman's talk, during which students listened with rapt attention, several students approached Mrs. Wachsman to tell her how moved they were by her speech.  Several teachers, who remembered those six days in October, 1994, were moved to tears.  We hope to honor Mrs. Wachsman's request to remember Nachshon and his story. 
Snow Poems 
By Mrs. Eileen Dahan's Grade 6 Students
Snow
By Noadia Steinmetz-Silber
 

Trees dusted with snow

Clouds forming in the air as we breathe

like a fog machine

Plants peeping out from under the snow

begging to be seen

Kids charging- snowballs in their hands

Snow thudding against my jacket

It's a battlefield

Outdoors  Nature

Icy snow in my boots

I feel free, rapturous, calm

 

A Changing Day

By Drew Stromer 

 

The beginning of a cold day has started

A walk involves whacking wind

The green bird house with singing birds

The city bus engine gallops like a horse

The icy harsh hands crawl up my spine

The smell of evergreen enchants my nostrils

I slip on slush and spin like a ballerina

I pick up acorns, a creation of God

Somehow this cold day has changed to a warm beautiful day

 
Snow Day
By Mariam Steinblatt
 
Grass bent from the weight of snow

Girls rolling down a white slope

A blue-flecked gray sky

A single pinecone in a snow dusted tree

Snowballs flying through the air

Girls shrieking in delight

A dog's yapping in the background,

Warm arms but fingers numb with cold

Happiness     excitement      exuberance     joy

Sadness at the end

 

The Great Snowball Fight

By Julian Snyder
 

A snow ball invades my personal space

Kid after kid collides

Shouting echoes across this battlefield

A snowball hit me in the head

I smell the fume of victory and death and the sixth grade

I hit a kid with a snowball on a part of his leg

I feel relaxed as several snowballs sail back at me

 

The Feeling of Silence

By Eli Friedman
 

The hard ice crunches in my hand.

The dried cones' pointiness like a small spiky ball.

The crickets chirping while squirrels hide

The rushing cars like a storm quickly passing by.

The wind smacking my face.

The snow's melting touch.

The pinecones on the pine trees.

The feeling of silence.

The feeling of silence.

 
The Snow
By Talia Ritholtz 
 

Coming to the park

To the snow

Grass poking out from the ground

Snow billowing from the trees on to my face

The crunch of my shoe on the snow

My cheeks blood red

Cold

Children playing in the park

The cool breeze pressing on my cheeks

Snow crystals glistening in my hair

The sadness of leaving the park, the snow 

Lab Notes: Chemical Reactions
By Ethan Noorani and Avi Goldman, 7B

pressure meter montage 2        This semester, the 7B science class worked on chemical reactions. A chemical reaction occurs when two substances are mixed and they form a new substance.  Our introductory experiment was to identify the name of a mystery substance.  Mrs Khanna showed us how two substances react and it was our job to find out what those two substances were.  We also learned how to find out the name of a gas produced by reacting sodium bio-carbonate with hydrochloric acid.  The gas produced by this reaction was carbon dioxide and we had to prove that.  We passed that gas through lime water.  We knew that if the lime water turns foggy, the gas should be carbon dioxide because carbon dioxide reacts with lime water to form Calcium Carbonate which is foggy.  When we passed that gas through a tube to the lime water, it turned foggy which proved that gas is carbon dioxide.  This topic was a lot of fun to learn. 

            One experiment that stood out the most to us was neutralizing an Antacid Pill.  Mrs. Khanna gave us one antacid tablet (Tums) and hydrochloric acid.  She asked us to find out how much acid can be neutralized by one pill.  I put that pill in a cup and filled the syringe with hydrochloric acid.  I very carefully pushed 1 ml down to get the acid.  I saw fizzing and a chemical reaction going on.  I kept on pouring hydrochloric acid 1ml at a time until no more fizzing was there.  Now the tablet was completely gone and there was no more chemical reaction.  We concluded that one antacid tablet can neutralize 27 ml of hydrochloric acid.  The chemical reaction was HCl +CaCo3 -----à  Co2   + HCl + H2O.  The experiment was really exciting for the class. We did the experiments as a real scientist would do it and we discovered answers!
Vote to Help MDS Win the Salute to Israel Parade Poster Contest!
By Mrs. Linda Kastner

Lights, Camera, Action, Israel!

Five of our middle school student entries to the Salute to Israel Parade poster contest have made the final round!  The winning design will be chosen as the logo of this year's Salute to Israel Parade with the theme "Lights, Camera, Action, Israel!"  Click here to vote.  Every click on a poster counts as a vote.  You can vote as many times as you want between now and Sunday, March 28th.  After you click on an image, the screen changes, and you need to click on the backspace button to vote again.
 
Yashar koach to our art teachers Leyla Demirtas and Linda Kastner, to all middle school students who submitted posters, and to our finalists in particular:
 
Picture 1: Aviva Lidagoster and Naomi Lowenthal
Picture 5: Esther Robinson and Laurie Sarway
Picture 7: Jeremy Herskowitz
Picture 8: Avigayil Karasick, Tziporah Rubin, Tova Goldstein, Mindy Schwartz, Shira Golding, and Rebecca Lowenthal
Picture 10: Palmer Paul

 

Science with Mr. D.: Kindergarten Investigates Color!
By Jim DeCarle
Kindergarten Investigates Color            It is always such a pleasure to work with the kindergarten students.  Kindergarteners have been learning about color in science class. 

            The photos show the color wheels that each of the students designed by first using primary colors to produce secondary colors. These colors were then combined to form tertiary colors.  The students were able to produce innovative and exciting colors and patterns by spinning the wheels.

            This week, the children separated pigments in markers by using chromotography paper, paper towels, and coffee filters.  After the Pesach break, we will be doing some exciting activities with light as we create rainbows and shadows and illuminate a picture using a battery, wires and lightbulb.

Special Stamp Projects 

By Mrs. Judy Melzer, Assistant Principal

stamp 1         Ms. Annette Lebor, one of our providers at MDS, has engaged the children in two outstanding projects which will be launched after Pesach.  The first project, which has been spearheaded by sixth grader David Dweck, is a recycling program with special activities on Earth Day, April 22nd.  David, under the supervision of Ms. Lebor, has distributed material teaching the three R's - reduce, reuse, recycle - created by the NY Department of Education to the faculty to share with their students.  This material contains lesson plans, posters, and exercises to teach the importance of "going green."  The project will coincide with Science Fair and with fourth grade presentations of earth-related reports.  As part of this process, Ms. Lebor has published a student stamp with the Earth Day theme.  Second grader Jordana Broome's beautiful rendition of recycling and saving our earth is currently available as U.S. postage.  This stamp will be available for purchase after Pesach on zazzle.com. 

          In addition, we are in the process of publishing stamps for Yom HaShoah which portray "A Way of Life Cut Short..."  These stamps reflect the beauty of pre-war European Jewry.   They will also be available for purchase after Pesach.  We would like to encourage parents to purchase these stamps and use them on correspondence sent around the time of Yom HaShoah, which will be commemorated at MDS on April 12th with our eighth grade girls play.  Thank you, Ms. Lebor, for your creativity and inspiration.

Fourth Grade Biographies

Submitted by Debbie Goodstone

Ilan Ramon

 Ilan Ramon

By Elan Bettinger

 

            Ilan Ramon was born on June 20, 1954, in Ramat Gan, Israel. He grew up in Beersheba.  His mother and grandmother were survivors of Auschwitz.  In 1978, he graduated from Tel Aviv University. In 1978, he also graduated as a fighter pilot in the Israeli Air Force (IAF) flight school.  In 1980, he was in the first group to fly the F-16 Jet. In 1981, he was the youngest pilot to fly on a mission to blow up an Iraqi nuclear reactor.  President Clinton picked Ilan Ramon to go into space.

            His flight into space took off on January 16, 2003. The name of the shuttle was The Columbia.  It took 16 days to go around the world.  He died on February 1st while he was re-entering the Earth.  The wing of the shuttle collapsed and communication with ground base was disconnected.  The Columbia blew up, and Ilan Ramon died.

 

Helen KellerHelen Keller

By Gabrielle Posner

 

        Helen Keller was a girl who was deaf and blind.  She is so famous because she was able to do things that people without handicaps can do.  The story is about her life and her relationship with her teacher, Annie Sullivan.

            Helen Keller was born on June 27, 1880.  She was smart and beautiful.  Her parents loved her very much.  When Helen was two, she became very sick.  A while later, she got better.  One day, when Helen's mother was giving her a bath, Helen's mother moved Helen's hand.  Helen did not see that she was about to touch her.  There was also a bell in their house to let the Kellers know when dinner was ready.  Helen was not able to hear the sound of the bell.  Her parents screamed at her and spoke softly to her, but she did not hear.  Though Helen taught herself many things, she still had a lot to learn.  She needed a teacher, but who was that teacher going to be?

            Annie Sullivan arrived at the Keller's on March 3, 1887.  When Annie first arrived, Helen did not like her.  Annie held her hand out to touch Helen, but Helen refused to go to her.  It took a long time for Helen to get used to Annie.  Annie said that the only way she could teach Helen was if they moved into a different house.  Helen's parents agreed.  So, Annie and Helen moved into a different house.

          Still, Helen had tantrums and was not happy.  Slowly, over time, she stopped.  Helen learned how to spell, read, write, and more.  Helen also learned Braille, a way for the blind to read.  Helen was very smart.  She also liked to take walks in the park.  Helen had wonderful days and became very happy.

            People started to recognize Helen.  Mr. Anagnos told the Boston Newspaper about her.  Helen and Annie were even invited to meet Grover Cleveland, the president at the time.

            What was so amazing about Helen was that she was blind and deaf but could do many things that people without handicaps could do.  Helen gave speeches about her life and wrote stories which got published!  Helen also went to college!

            Helen thought that she owed her life and all that she learned to Annie Sullivan. Helen Keller died on June 1, 1968, at eighty-eight years old.  Helen gave many blind and deaf people hope.

 

Winston ChurchillSir Winston Churchill

By Avi Solomons

 

            
The subject of my biography is famous for leading the United Kingdom to win the war against Nazi Germany and its leader, Adolf Hitler.  My person is the great man, Winston Churchill.  He helped defeat Germany in World War Two, as Prime Minister.  The finest part of his life was when he defeated Hitler in the Second World War from the Cabinet War Rooms in England.

            Winston Churchill was born in Blenheim Palace, on the thirtieth of November, 1874.  In his younger years, he liked to play competitively with his toy soldiers.  He battled with his younger brother, Jack. 

            When he got to age twelve he had a new governess.  He liked letters, but he hated numbers.  One day his governess left him because she couldn't teach him math.  So he was sent to a boarding school named Harrow, where he thrived greatly. 

            Once, when he was playing with Jack, his father, Lord Randolph, asked him if he wanted to join the army.  At the age of fourteen, Winston joined the army class at school.  He failed the entrance exam twice and he was sent to the school of Captain James.  At age nineteen, he succeeded in passing the exam and he trained at Sandhurst College.  After that he joined the army.

            In World War One, Winston became a lieutenant - colonel in the army.  In 1914 - 1918 he quickly rose up the ranks while fighting Germany.  He also learned to paint.  In 1924, Winston became a Conservative again and Chancellor of the Exchequer for five years, being in charge of England's money.

            Winston became Prime Minister twice and had many other accomplishments.  In 1940, he became Prime Minister of England during World War II.  He helped lead Europe to victory over the Nazis.  In 1953, he won the Nobel Peace Prizefor literature.  Finally, Winston Churchill retired in 1955, and at the age of 80, he wrote, painted and traveled.  Winston Churchill was great in battle and politics, and helped conquer true evil.

Grade 6 Students Correspond with Magen David Adom

Submitted by Mrs. Eileen Dahan

MDA 7In January, Mrs. Dahan's sixth grade students responded to the tragic earthquake in Haiti by writing to various aid organizations asking how they could help.  Magen David Adom leaders wrote back.  Below are some of the letters and the responses.
 
Dear Sir or Madam:

My name is Jacob Weinstein.  I am in the sixth grade at Manhattan Day School.  This week, on Martin Luther King Day, at an assembly, we learned all about the Civil Rights movement and about how black people were mistreated.  We learned that they could not sit at the front in a bus, they did not go same movie theatres or hotels, and also they could not attend the same schools at white people. Five thousand children in Birmingham, Alabama were arrested for protesting.  I feel very bad about Haiti because it hurts me that an estimated MDA 1one hundred thousand people died in the earthquake.  Their government has disappeared and no one is in charge of giving out food, water, and supplies that comes to them in relief.  What we as a school could do is donate money to help out with the cause. We could send medicine, food, water tablets, blankets, pillows, clothes and games for the children. What is also very important is to understand that we as a school will pray to God to help the cause in Haiti.  We would like to know what are your plans for helping the people of Haiti. How can we as a school further help you?  Sincerely, Jacob Weinstein

Dear Sir or Madam,

            I am a sixth grader at Manhattan Day School who would like to help the people of Haiti.  I have been watching the current news on Haitians and their fight for survival which made me realize that I would like to help them.  They are in a very tough situation, and, to make matters worse, they don't even have a functional government (which makes it harder to help them).

            During our sixth grade Martin Luther King, Jr. assembly, I learned how much the children made a difference in the struggle for civil rights, and that perhaps there would still be segregation without them.  This brought awareness to me of how much I, as a child, can help make a difference and maybe even save the life of a starving child in Haiti.  

            Regarding Haiti, I feel that now those in Haiti need our help.  The people of Haiti have nothing, but I have everything they need: food, water, clothes, and shelter.  I would like to ask if you have any suggestions of class projects my class can do to help these people.  Some of my ideas are raising money and having a food or clothing drive.  Please write back with your suggestions. 

            Sincerely, Daniella Herskowitz

 

Dear Magen David Adom,

            I am a student at Manhattan Day School, and I am sixth grade.  I am writing to express my concern about what happened in Haiti and that so many thousands lost their lives and were buried under destroyed buildings.  It is really sad that some people rob and steal things during devastating times.  My family donated money to help the people in Haiti, and I hope the people of Haiti can rebuild their country soon.  I pray that many people will give you money and offer medicines.  

            I suggest that Haiti should vote for a new government with good leaders who can organize it.  When people send money or products to Haiti, the goods can be distributed and given to the right people and places.  As a school, I would like to ask what we can do to help.  I think we should send money, food, water tablets and whatever is needed for Haiti to survive and rebuild.  

            Sincerely, Noam Ben-Zacharia

Spring Has Arrived, and First Graders Are Ready to Play!

By Alyse Malc

Yard montage 1
 yard montage 2

Eighth Graders Use Hypsometers

By Mrs. Miryam Alter, Math Department Chair

hypsometer          Eighth Graders was up on the roof this week, but it wasn't to play basketball.  It was to measure the height of the basketball stand using a hypsometer.  A hypsometer is a device that measures the angle of elevation that your eye makes with the top of an object. 

         Attaching a straw and a string to a protractor, each student looked through the straw until the top of the backboard came into view.  Another student then looked to see to what angle the string had moved.  Using this angle measurement, the distance the student was from the basketball stand and the tangent ratio, they were able to compute the height from the student's eye to the top of the backboard.  Adding the student's height up to his eye to that computed height yielded the actual height of the basketball stand.  The class computed that it was about eleven feet and Mr. B. confirmed the finding! 
 hypsometer group pic

Primary 1/2 and Intermediate 3/4 Visit The Jewish Childrens Museum

By Raacheli Cooper

        Jewish Museum Montage
MDS in the Press:  Rabbi Yablok in Real Mom's Guide to Passover 
By Melissa Chapman, Reprinted from the Internet

Pesach items            Beginning March 30, 2010, Jewish families planet-wide will celebrate the eight-day festival of Passover. They'll gather round their tables and take part in a Seder meal, a fifteen step, family oriented, tradition and ritual packed feast.

            Families will recount their ancestors' liberation from bondage in Egypt as they read through a Haggadah. And for eight full days, since the Jewish people are forbidden to eat bread and it's related products, they will be eating  matazh- flat, unleavened bread that is not enriched with oil, honey or other substances. And this matzah will take many forms; matazh pizza, cake and muffins made from matzah, and yes even matzah lasagna.

           But Passover is about a bit more than Matzah. According to Rabbi Benjamin Yablok, the Associate principal at Manhattan Day School, a pre-K to 8th grade Modern Orthodox yeshiva on the Upper West Side of Manhattan, Passover is an ideal opportunity to create family rituals which are not only nourishing to the spirit for a lifetime but potentially can be passed down for generations.  Of course, the Seder itself is such a ritual that has endured for 35 centuries.

Get your kids in on the preparations
         Passover is so memorable, in part, because we invest so much of ourselves in it, and therefore Rabbi Yablok believes every capable member of the family can and should participate in the cleaning of rooms and closets, which all must be ridden of nay trace of bread and/or bread products also known as chametz.

         Every school age child can be an active participant, even if the trip to the store takes a little longer. Those fortunate enough to live near a matzah-baking facility, may be able to schedule a visit and learn what goes into the process (and why it can cost anywhere from $1 to $25 a pound).  Closer to the holiday, scrubbing surfaces, exchanging dishes, and sealing off areas bring  home how special this time of year is. A visit to a Judaica store to select a new Haggadah for each participant adds another dimension.
Pre-seder rituals
          A powerful statement at the Seder is "Kol Dichfin Yaisai Veyachol" All who need may come and eat - but of course by that time, the guests are already there!  This is a reminder that none of us (especially our kids) should sit at a Seder without having made efforts to provide for those in need. Pre--passover is a wonderful time for  families can discuss to whom they would like to contribute their Ma'ot Chitim, their Passover Tzedakah (charity). 

          Discussions about who might be invited to the Seder can involve everyone.  Donations of food and supplies can be made at drop-off points or in person days before the holiday begins.  (Donating extra Chametz (bread products) items helps non-Jewish needy while donating Passover items help Jews in need.)
The Seder night
          On Passover itself, families continue traditions and add their own.  The parental blessing of the children that begins the Seder is by no means a childish event.  The privilege of giving, and of receiving, this blessing is a cherished experience.  Every possible means for engaging children, from asking 'The Four Questions' (Ma Nishtana), to helping at the table , to hiding/searching for the Afikoman, to leading songs, should be employed. 

         Who will pour the wine, who helps with the hand-washing and towels, who opens the door for Elijah, etc. Appropriate games that can be shared by the whole family together should be set aside in advance.  And attendance at synagogue, in festive clothing, to hear the special prayers and their tunes, should be enjoyed by all.
Activities for the intermediate days of Passover
         During Chol Hamoed, the intermediate days of the holiday, families plan activities together.  First perhaps, to a toy store to redeem the Afikomen pledges of Seder night.  Visits to parks and amusement areas as a family are memorable especially when taking along home-made Passover snacks. 

         Museum trips can even turn attention to the ancient world of Egypt.   During these weekdays, family groups are seen out together relaxing and enjoying each others company in a way that is not always possible at other times of the year.  Sharing the responsibility, the activity, the fun, and even the chores, builds bonds, relationships, and memories for a lifetime.

Recess Fun: Dominoes!
By Tova Rubin, 3C 
One day during recess, Jeremy Ascher, Yehuda Goldman, Richie Siegel, and I made a snake with dominoes.  We used every single domino in our classroom!  We loved making the snake and we had a lot of fun!
dominoes
Pesach Challenge: Riddles! 
By Marissa Wolf 
Yashar koach to Samuel Halpern (2A) for correctly answering the previous challenge.
 
Enjoy these Pesach riddles!

Why can you only have ten matzos on Passover?

What is the best date in the English calendar for leaving Egypt?

One for the parents... Where do they send someone who keeps leaven on Passover?

 

Email your answers to Ms. Wolf and get your name in the Messenger!

Early Childhood Department Model Sedarim
 Pictures taken by Devora Fraenkel
  model seders montage 1
model seders montage 2
model seders montage
Limud Dedications
  • Week of 3/18-3/25: In the zechut of a refuah shleima for Rachel Tova bat Yehudit Esther.  Bronze sponsorship by Morris and Debbie Robinson and Family.
  • Weeks of March 15-May 2nd: In honor of the Yahrzeit Shimon ben Moshe (grandfather of Naom Marciano).  Bronze sponsorship by the Marciano family.  
K5C Pesach Pillows
 By Rachel Dahan and Batya Virag
K5C Montage
In the MDS Family 
By Messenger Staff
  • Mazal tov to Bernice Mandel on the birth of grandaughter Tamar Gittel to Ami (MDS alum) and Elana Mandel.
Chagigat HaSiddur: Mazal Tov Kittah Alef Students and Morot! 
Pictures taken by Bentsi Cohen, grandfather of Jake and Avi Cohen,
and Dalia Schwalb, mother of Zachary Kassai
siddur montage 1 
siddur montage 2
siddur montage 3
Parents Council Recipe Club: Pesach Parve Strawberry Ice Cream 
By Emuna Braverman and MDS
Strawberry Ice CreamPesach Parve Strawberry Ice Cream
Ingredients 

1 egg white
½ cup sugar
1 pint strawberries (washed and sliced)
1 container Passover parve whipped topping

Directions 

Using an electric mixer or balloon whisk, whip the egg white while gradually adding the sugar until soft peaks form. Slowly add the sliced strawberries while mixing and beat for 5 minutes. In a separate bowl, whip the topping until fluffy and fold into the strawberry mixture. Place in a container and freeze well until ready to eat. 

Upcoming Events
By Messenger Staff
  • seder plateMarch 26-April 7   Pesach vacation 
  • April 8                  Classes resume
  • April 11                Yom HaShoah
  • April 12                Grade 8G Yom HaShoah Play, 2 pm 
  • April 13                Lice Check
  • April 14-15           Rosh Chodesh
  • April 15                Rosh Chodesh Speaker for Parents
  • April 19                Yom HaZikaron
  • April 20                Yom HaAtzmaut
  • April 22                Earth Day: Grades 5-6
  • April 25                6B Trip to Living Torah Museum
  • April 26                ECD Baby Chicks Hatching Begins
  • April 27                Rabbi Yaakov Horowitz, 7:30 pm
  • April 29                National History Day State Competition
  • May 2                  Lag BaOmer
  • May 3                  ECD Lag BaOmer Celebration
  • May 7                  7B Bar Mitzvah Breakfast Celebration
  • May 12                Yom Yerushalayim
  • May 12-13            Grade 7 Boston trip
  • June 1                  Grade 7 Parents: Orientation evening to prepare for eighth grade
Ongoing Programs and New Chessed Projects
By Messenger Staff
  • Cell PhoneWe are delighted to let you know about a brand new weekly chessed project, Zeidy and Bubby Chat at the Esplanade.  The group will next meet after Pesach.
  • Parents Tehillim group meets each morning at 8:15 am in the library
  • We are continuing to collect cell phones in the lobby for the Major Stuart Adam Wolfer Cell Phone Drive.  These phones will be exchanged for calling cards which Jewish U.S. soldiers can use to call home. 
  • Please label your childrens' clothing and other items.  We have a large lost and found for misplaced items.
  • Thank you for keeping our school nut-free.
Pesach Word Find
By Naftali Herbsman, 7B
Pesach Word Find
Parsha Challenge: Tzav and Shabbat HaGadol 
Submitted by Rabbi Benjamin Yablok (from Congregation Beth Aaron in Teaneck, NJ)

1. (a) Since the Torah in Parashat Tzav provides additional laws concerning the same korbanot described in Parashat Vayikra, why did the Torah not state all the laws for each korban together in Vayikra? (b) Why does the Torah say at the beginning of Tzav: "command Aharon and his sons", but in Vayikra, only Aharon's sons, but not Aharon himself, are mentioned (1:7-8,2:22,3:5)? (c) What 7 miracles concerned the mizbei-ach's Heavenly fire? (d) Why did the kohanim have to light a fire separate from the Heavenly fire (2 reasons)?  (Vayikra 6:2,5)

(a) In Vayikra, He gave the korbanot laws that Bnei Yisrael had to know; Tzav teaches the procedures after the owner has leaned his hands on the korban, and it has been slaughtered; these laws concern only the kohanim - not Bnei Yisrael (Oznayim laTorah). (b) Hashem showed resentment of Aharon participating in the cheit ha-eigel by omitting his name from Parashat Vayikra; Moshe argued that despite Aharon's error, he deserved to be honored for his righteous offspring, and He showed His agreement by starting Tzav with "command Aharon and his sons" (Tosafot haRosh). (c) The flame: (1) in the 1st Beit haMikdash, was shaped like a lion - in the 2nd, like a dog; (2) radiated sunlight-like brightness; (3) had substance that rain in the courtyard never doused; (4) consumed moist articles; (5) produced no smoke - the mizbei-ach's column of smoke was from fires the kohanim lit, not from the Heavenly fire (Yoma 21b). (6) did not melt the mizbei-ach's copper covering; (7) did not injure the kohanim's feet which were barefoot on the mizbei-ach (Rokeach). (d) (1) Hashem prefers hidden miracles to allow people to retain free choice; the Heavenly fire descended unperceived by the people, allowing them to think the kohanim were responsible (Sefer haChinuch - Mitzvah 132). (2) Hashem coveys that when we do our part, He will do His part (R. Bechaya).

 

2. (a) How often did a regular kohen offer the minchat kohen (priestly meal-offering)? (b) (1) How often did the Kohen Gadol offer it?  (2) What was the purpose of the Kohen Gadol's offering this korban (10 explanations)? (c) Why was a korban chatat slaughtered in the same place near the mizbei-ach as a korban olah (2 reasons)? (Vayikra 6:13,18)

(a) Once in his lifetime; the Rambam says the korban also was called the minchat chinuch (inauguration offering); (b) (1) each day - half in the morning and half in the evening (Rashi). (2) (i) Since the Kohen Gadol attained atonement for Bnei Yisrael's sins, he offered this korban daily to first attain forgiveness for his own sins; (ii) Bnei Yisrael seeing the Kohen Gadol bring a daily korban for his sins encouraged sinners to bring their own korbanot; (iii) paupers were no longer ashamed to bring a korban of flour when they saw the Kohen Gadol bring such a korban; (iv) instead of immediately punishing Bnei Yisrael for the cheit ha-eigel, Hashem distributed some of the punishment in all future generations; Aharon's successors offered the daily korban to protect Bnei Yisrael from punishment; (v) by offering a poor person's korban, the Kohen Gadol felt humility before Hashem; (vi) since the kohanim were entitled to eat part of each korban mincha offered by Bnei Yisrael, Hashem required that the Kohen Gadol offer a mincha that was entirely burned to show that the kohanim did not eat the korbanot to satisfy their hunger, but to serve Him; (vii) the Kohen Gadol offered this korban to thank Hashem for all of the gifts granted to the kohanim; (viii) since a kohen may err when taking the kometz (handful) from a mincha, the Kohen Gadol's korban compensated for any amount that was lacking; (ix) the Kohen Gadol's korban, which he paid with his private funds, assured that there would be at least 2 private korbanot each day - one in the morning and one in the evening - in addition to the communal kornanot; (x) through this korban, the Kohen Gadol took responsibility for any unintentional injustice committed under his administration (Abarbanel). (c) (1) It avoided publicly embarrassing a sinner by allowing onlookers to assume he was bringing an olah (Sotah 32b). (2) Both were slaughtered north of the mizbei-ach - north is "tzafon", which also means "hidden"; an olah atones for hidden thoughts, and an unintentional sin for which a chatat is brought normally is preceded by sinful thoughts (Avnei Nezer).

 

3. (a) For which 4 situations did a person bring a korban todah (thanksgiving offering)? (b) Why must a korban todah and the 40 accompanying loaves be eaten in one day and night? (c) Why do Chazal teach that in yemot ha-Mashiach, there will be no need for any korbanot, except that the korban todah will continue to be offered? (Vayikra 7:12)

(a) Someone who: (1) returned from a sea voyage; (2) traveled in the desert and returned safely; (3) was liberated from prison; (4) recovered from a serious illness (Rashi). (b) Hashem wanted the offerer to thank Him in a large multitude; 4 loaves were for the kohanim and the other 36 were for the offerer; he had to invite others to finish the food on time (Netziv). (c) In yemot ha-Mashiach, people will not sin, making a korban's atonement unnecessary; they will realize that all that Hashem does is for their benefit and thank him with korbanot todah (Pesachim 50a).

 

4. (a) Since the prohibitions of eating notar (leftover korban) or pigul (intending to eat it outside the prescribed time or place) apply to every korban, why does the Torah state them for shelamim? (b) Pigul is rendered: (1) during which 4 parts of the avodah? (2) for what 3 improper thoughts with respect to a korban's timing? (Vayikra 7:16-18)

(a) Shelamim possess lesser kedusha, implying that notar and pigul certainly apply to korbanot of greater kedusha (Rambam). (b) (1) (i) Shechita (slaughtering); (ii) kabala (receiving the blood); (iii) holacha (bringing the blood to the mizbei-ach); (iv) zerika (throwing the blood) (Ramban). (2) The person thinks that past the proper time: (i) the blood will be sprinkled; (ii) the korban's parts will be placed on the mizbei-ach; or (iii) the meat of the korban will be eaten (Rambam - Pesulei haMukdashin). 

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