Rmba Koleinu

Koleinu ‫קולנו‬ Fall 2009

Rabbi Ari Segal Head of School

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odern Orthodox educational institutions must accommodate two crucial, but superficially conflicting, Torah values. On the one hand, an unwavering commitment to Torah must pervade our halls, a commitment that is expressed in both actions and words and which makes no compromises. On the other hand, it is our duty to provide a high level of Jewish education to all children, observant or not, whose families want them to have one. I emphasize that these President Ira Mitzner Head of School Rabbi Ari Segal Editor Samantha Steinberg Graphic Designer Emuna Carmel www.berenacademy.org

R o b e rt M . B e re n A c a d e m y To r a h U ' M a d a ‫תורה ומדע‬

Diversity

is the one thing we all have in common are both values of paramount importance and are both Torah values. However, there is a tension between these two values. The presence of non-observant students in an Orthodox institution is perceived by some as a dilution of the institution’s religious character and is therefore viewed as a compromise of its commitment to Torah. For this reason, several Orthodox schools have, in the past decade, adopted a policy to no longer enroll non-Orthodox students. I have been shocked and saddened by this socio-religious trend, and I would like to explain why RMBA sees the situation quite differently. We do not see these values as dissonant but rather as mutually enhancing.

At RMBA we aim to educate our students so that when they leave our halls, they will form the backbone of a strong Jewish community. Moreover, a strong Jewish community needs two key ingredients to succeed as a serious Jewish community. First, we want all Jews to be as Jewishly educated as possible and to experience a positive interaction with Orthodox Jews. Second, we want a solid group of Orthodox Jews who are proud, committed, knowledgeable, and open-minded. Beren is committed to cultivating both of these ingredients, all in one place. If we create a religiously diverse environment in our school, it will demonstrate to the Orthodox and non-Orthodox students alike that

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Torah is everyone’s to study – morasha kehilat ya’akov – “it is the inheritance of the (whole) community of Israel.” It will teach derech eretz (goodwill and common decency) between members of different denominations and between all human beings. It will foster Ahavat Yisrael (Love of our fellow Jews) in practice not just in theory. Finally, it will teach all of our students that in Beren’s eyes, non-Orthodox denominations represent a viewpoint that we respect. Even if we disagree with some of their philosophies, we value them as one of many necessary instruments in the Jewish symphony. In this way our diversity is not a compromise of our commitment to Torah, but a confirmation of it; it is our way of teaching certain core Torah values outside the classroom and not just inside. As a practical matter, I understand how hard it is at times

to have children facing religious challenges, such as spending time at the house of a friend who does not keep kosher or hosting a family who is not Shabbat observant. But we believe that children can rise to these challenges. Of course, this requires parents to help their children by supporting and encouraging a commitment to the values they hold dear and by supporting the mission and expectations of the school. It also strengthens their commitment to their observance, creating strongly committed leaders. At the end of the day, all of our students will have received a first-rate Modern-Orthodox education, grown in achdut (unity) and mutual respect, and be well on their way to becoming proud and well-integrated Jewish adults. They will come out stronger, prouder, and better-suited to serve the Jewish community of tomorrow.

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The Davidovics Family

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e were both excited and apprehensive when we found out we would be moving to Houston for a fellowship at Texas Children’s Hospital. Having grown up in Teaneck and Englewood, where there are many excellent yeshiva day schools to send children, we were not sure what we would find in Houston. After touring RMBA during our pilot trip, we were thrilled that our children would have the opportunity to attend a yeshiva with Fun Fact: Zev was in Miami Boy's excellent Judaic and Choir for 4 years! general studies, a dynamic curriculum that stresses the importance of Am Yisrael and Eretz Yisrael, and a warm atmosphere. Before we moved people would ask us if we could see ourselves living in Houston long-term. We would always say that there is a great school there so it’s definitely a possibility. Although we have left many things behind in NJ, including snow boarding, we are loving everything Houston has to offer. Our children have already logged more hours in the pool in two months than in their entire lives up to this point! But more importantly, we have experienced the warmth this school and community has to offer. From the generosity of our neighbors sharing their pools, to the wonderful caring staff at RMBA, we have felt instantly at home. Zev, Elisheva, Gavriella (EC4) and Adi (EC2) Davidovics moved from New Jersey to Houston in 2009.

Neima Pollak (2nd) and Avi Moses (2nd)

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Jesse Buchine (12), Genna Barforough (11), David Singer (11), Gabrielle Ronn (8), Chen Tsaig (11)

Don't Burst My Bubble

Dr. Shulamis Pollak Director of Guidance

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very once in a while I find myself daydreaming about what my children will be like when they grow up, and I am astounded at the endless possibilities I conjure up. I have so many hopes and dreams for each one of them, but I am keenly aware that my dreams may or may not reach fruition. In the twenty first century, even our youngest children now dream of ideas and realities of their own; some that are grown in our very backyards and others that are sown from seeds planted by influences that are very foreign to us. Internet, movies and music expose them to, and often entice them into, worlds that grown ups are not a part of. The messages and morals delivered through these mediums will either enhance, compete with or potentially destroy the vision we have for our children’s future. The outside world has tremendous power to shape our children’s dreams and to determine what happens to our dreams for their tomorrow. At Robert M. Beren Academy, we encourage each and every child to constantly reach toward fulfilling his/her dreams, but we work very hard to help

sculpt what those dreams will be. The RMBA Guidance Department creates a bubble within which healthy dreams can flourish and where potentially devastating influences are kept out. We do this by teaching our students to make informed and educated decisions and to fully evaluate opportunities before engaging with the unknown. Rather than shying away from difficult topics, we address life’s challenges head on through in-class and parent programs on every grade level that reflect the realities of the world we live in. We believe in educating our children in an open and honest manner, while equipping them with the skills to say no to things that will take them further from where they want to go. Striking that delicate balance is a full time undertaking. The beauty of an RMBA education is that all our discussions about the “real world” take place against the backdrop of the inherently protective wing of our Jewish setting. Our students are surrounded each day by fellow members of Am Yisrael who share common Jewish values and dreams and who care deeply about each other’s growth. We use this bubble to

form a sacred partnership of protectors, where our educators, our families and our community work together to create a safe, open and healthy space within which our children can succeed. Our protective bubble flexes to meet the varying needs of our diverse student population, and true beauty lies in watching each of our students flourish in the safe space that feels right for them. It is not uncommon to see our students themselves stretching the protective bubble for a friend when it needs to expand and fiercely protecting one another from unhealthy influences. Our children have a world of opportunities at their fingertips and it is our duty as their parents to give them an education that will nurture their talents and guide them toward fulfillment of their potential. Knowing that my children will dream their own dreams someday and knowing that RMBA will prepare them, protect them and ultimately guide them in the right direction, I feel confident that when they do fulfill their dreams, it will be an accomplishment that will make both myself and Am Yisrael proud.

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Waiting for Shofar Rabbi Shlomo Riskin Founder and Chancellor, Ohr Torah Stone Colleges & Graduate Programs. Founding Chief Rabbi of Efrat, Israel

Guest Contributor

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nce again this year, the first day of Rosh Hashanah falls out on Shabbat and the shofar will remain silent. There is one positive result of this relatively rare Rosh Hashanah experience: it gives everyone an opportunity to concentrate much more carefully upon the actual words of the Mussaf Amidah. After all, when the shofar sounds punctuate the unique blessings of Malkhuyot (kingship), Zikhronot (remembrances) and Shofarot, most of the drama of the day revolves around the piercing cries of the ram’s horn. In the absence of the shofar, the words and concepts of these blessings will naturally assume center stage. And it is the content of these three special blessings which are the essence of Judaism - according to both the early medieval theologian Rav Yosef Albo (in The Ikkarim, Essential Judaism) as well as the more contemporary Franz Rosenzweig (in his Star of Redemption) - and which likewise contain a critical message for humanity especially today. The first of these blessings, Malkhuyot, tells us of the basic theological message of our faith: our optimistic belief that eventually the wicked of the earth will return to the G-d of creation, that world society will eventually be perfected

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so that peace will reign throughout the world (Alenu, Al Ken NeKava). This axiom of our religion, this prophecy of the ultimate end game, is especially comforting in the face of the dangerous global village in which we presently live, a global village in which the specter of nuclear proliferation threatens every freedom loving citizen; if the sacred G-d is not “sanctified by righteousness”, then we are tragically left with a Satanic God who is sated only by the sword, a tainted totalitarian trinity of Nazi fascism, Stalinist Communism and Islamic Fundamentalism. The second sacred blessing, Zikhronot,, opens: “You remember the activities from the beginning of the world, and you provide a function (the Hebrew word poked is the root form of the word tafkid,, function) for every creature from earliest times.” There is a ringing declaration of faith in the process of history, the clear sense that historical time is on the side of humanity, and that individuals and nations have a unique role to play in the cumulative march of history towards redemption. Israel alone of the nations of the world enjoys a special relationship with G-d, a covenant which ensures it eternity and defines its mission as the messenger of ethical monotheism to all of humanity. And if Israel has been divinely chosen to be the medium of universal blessing (“through you shall all the families of the world be blessed,” charges the Almighty to Abraham at the dawn of his election), it is difficult to imagine

that America, the arch super power who has experience, does not carry the torch of responsibility to ensure freedom and democracy throughout the world. The third brachah Shofarot, reminds us of the revelation at Sinai, the 613 commandments which G-d presented to Israel and the seven commandments of morality-centering around “thou shalt not murder” - which G-d presented to the world. Maimonides, the great codifier of Jewish law insists that just as G-d commanded Moses to bequeath 613 commandments to Israel, “similarly did He command Moses to coerce the nations of the world to accept the seven laws of morality” (Laws of Kings 8,10). This is an immensely significant message especially in our post-modern, relativistic, “everything goes” society, which denies any absolute law of concept of morality; “situation ethics” dominates our conventional wisdom, and the most heinous crime can become transformed into a sacred act “when seen from the perpetrators point of view.” (Hence a homicidal suicide bomber who murders innocent

Ashi Jones (4th)

children is called a ‘freedom fighter’). Shofarot tells us that the seven laws of morality which must be accepted by the nations are not possibilities or options; they are absolutes, since - especially in our global village - the lives of all free humanity hang in the balance of their acceptance. Hence the Rosh Hashanah Mussaf Amidah teaches that the nation of Israel must and will teach fundamental morality, or ethical monotheism, to all the nations of the world. Only when this message is accepted, when “this Torah comes forth from Zion and the word of G-d from Jerusalem”, only then will nation not lift up sword against nation and humanity not learn war anymore”, and “everyone will sit under his/her vineyard and fig tree and no one will have reason to fear” (Micah 4). On Sunday, the second day of Rosh Hashanah, the piercing sounds of the shofar will be added to these vital concepts of the Amidah. We will hear the truah-shevarim sounds, the three sighs and nine sobs, which symbolize the world as it is, a world not yet perfected, a world which is often a tragic vale of tears. This broken truah sound was also trumpeted in times of war (Numbers 10:9), so that the staccato sound of the shofar symbolizes military battle. The additional firm and exultant tekiyah sounds of the shofar are taken from the fiftieth year of the Jubilee, precursor of the ultimate period of redemption and harbinger of festive joy and universal peace (Leviticus 25:9), Numbers 10:10). Perhaps the message here is that when the world is divided between those who believe in a compassionate G-d of peace and those who believe in a terrorizing Satan of the sword - and there is an imminent danger of the sword gaining ascendancy - then there is no recourse than to wage war in order to secure a free world for humanity. The ultimate promise of Rosh Hashanah is that the tekiyah of redemption will overcome! Shanah Tova! Rabbi Riskin will be introducing Robert M. Beren at the upcoming Scholarship Gala on November 8th.

FUTURE of High-tech IS HERE THE

Rachie Jacobson Gold

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Development Coordinator

hat do Smart Boards, Special and comprehension but also the Ed, and Hilchot Shabbat have in features that make it possible for them common? They were all targeted to to learn and study independently. The receive technology grants at RMBA. Our program reads any uploaded text aloud school is strongly committed to using to students and helps them overcome advanced technology in the classroom to reading difficulties. enhance the learning process. This year’s While studying and teaching RMBA students will benefit from an Hilchot Shabbat (Laws of Shabbat,) even more dynamic learning experience Rabbi Kessler, Upper Elementary Judaics, thanks to three exciting new technology believes that in order to effectively teach grants. RMBA received seven new about Shabbat, the students must have Smart Boards this year through generous a basic understanding of what the 39 gifts from the Legacy Heritage Fund basic melachot (work prohibitions that Limited and Gruss Foundation along limit “creation” on Shabbat) are all with the Estate of Seymour Buchine, about. Today, when our baking flour Beverly and Howard Feldman, June and is bought in the store, very few people Leonard Goldberg, Mervyn and Denise understand what winnowing is or when Blieden, and David Fogelman. By our clothing is bought in our favorite using the interactive department store, very boards, teachers can few people understand manipulate texts, what it means to thread create 3D models, save a heddle (or know what classroom notes and a heddle is!). While he much more. According can teach the laws of to Liat Perets (4th Shabbat as is, he finds grade), “Smart Boards that children appreciate are fun to use and they their Judaism so much Lilly Gelman ( 7th) help us learn.” What more when they can see better recommendation could there be? for themselves how the halacha (Jewish Director of Special Education law) was developed. To bring some of Shelley Levine realizes the important these concepts to life, Rabbi Kessler role that technology can play in the applied for and received an Education Special Ed. department. Shelley is Technology grant from the Avi Chai committed to making sure all of our Foundation. He plans to use the grant students excel in reading. To make this money to film a video on location possible, she has enlisted the support of on a dude ranch which illustrates for the Hertzstein Foundation in purchasing young students the very basic first steps Kurzweil 3000, an optical character involved in the creation of the modern recognition program. Kurzweil 3000 is a amenities and the early stages of work reading, studying and writing program involved in creating the final product. that educators can use to meet the needs This innovative idea is yet another way of struggling readers. Kurzweil 3000 we will be able to bring the Torah to life provides not only the tools students at RMBA. need to improve their reading speed

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Helene Lubel

Lower School Principal - General Studies

Team Work and Education: A Perfect Pairing T

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hough we may not all agree with President Obama’s political views, all educators can certainly endorse the following quote from his recent speech when addressing Congress and the nation regarding our children’s education: “Responsibility for our children’s education must begin at home.” Research shows that parent involvement leads to student success in character development, behavior and academic achievement. Children thrive in an environment where the same educational values and expectations are shared among the adults in their lives. Therefore, a cooperative partnership between home and school is essential. It is clear that parents are the experts regarding their child, and teachers are the educational experts. Developing mutual trust for these areas of expertise will contribute to the moral development of the students and culture of the school. Success also depends upon partners being aware of their expectations of each other. School staff expect parents to play a key role at home in efforts to increase their child’s success at school. Monitoring time spent watching television and playing video games, finding 15 minutes to read with your elementary child every day, designating a special place and time for homework, and holding your child responsible for completing assignments on time and to the best of his/her ability supports the work done at school. Consistency

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Parent involvement leads to student success in character development, behavior and academic achievement.

in all of these efforts improves student achievement. When parents support and reinforce the school’s policies, procedures and discipline plan, attend school events, read classroom and school newsletters, volunteer when possible and participate in PTO, it reflects their commitment to their school and their children ultimately reap the rewards. It demonstrates to your child that s/he can trust her/his teacher and school because you do. This positive relationship makes a child feel like the important people in his life are working together. The educators and staff at RMBA take their roles in partnering with parents very seriously. The school’s responsibilities include maintaining a

Eden (3rd) and Hadas Amiel at a parentchild evening safe and nurturing environment with discipline procedures in place that will create an atmosphere of learning. It can be expected that school staff use the mission in order to focus on the needs of the children, to treat all children and parents with respect, to share with parents the learning standards and how learning will be assessed, and to inform parents on a regular basis of their child’s progress. Robert M. Beren Academy is honored to share the responsibility for student learning and success, and the best way of accomplishing this is to create a productive partnership that will enable our students, your children, to flourish.

Getting Closer

Atara Segal

Judaic and Mathematics Teacher

A Rosh Hashanah message

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his past summer, our family took a road trip to Florida. In Walt Disney World, we encountered another in the long progression of “parental firsts” – not quite as exciting as first word, less poignant than the first day of school, and even slightly less scary than the first day of driver’s ed – but we found our eldest daughter Noa’s first upsidedown roller coaster ride momentous nonetheless. For those of you who are not fans of thrill rides, let me share with you the experience. From afar, the Rock ‘n’ Roller Coaster seems exciting. You think it’s worth the ninety minute wait to be rocketed upside down at speeds reaching eighty miles per hour. However, as you get closer, there is a little voice in your head that begins to question your sanity; your enthusiasm wanes, but you have to push on; your pride is on the line. The moment that you tighten your harness and feel that first rush of speed, you remember how much you love the feeling – and your first question when the ride ends ninety seconds later is, “Can we go again?” This fluctuation reminds me of the pesukim that we read when we perform Tashlich, the custom of visiting a body of water during the Days of Awe to symbolically throw away our sins, a

practice that spurs us to do true Teshuvah, repentance. We quote several verses from the book of Michah, beginning “Who is like You...” If you read these verses carefully, you may notice that there is a shift in how the prophet refers to God – first talking TO God in second person (Who is like You), then ABOUT God in third person (He shall have pity on us), and finally returning to second (Tashlich – You shall throw our sins in the depths). Surely Michah, who wrote such eloquent poetry, would know that authors should not switch back and forth between two styles. But those who have a special talent for finding the nuances in the language of Tanach have noted that we can learn an important lesson about our emotional connection to God from these verses. When we first come to repent, we, full of hubris, approach God almost casually, thinking that God surely will listen to us and that we deserve His forgiveness; we say directly to Him, “Who is like You.” However, the more that we engage in prayer and realize the magnitude of our sins, we know that we cannot casually expect God to accept our pleas. Like someone about to board a roller coaster who sees the twists and turns up close, our

confidence falters and we feel far from God. No longer do we assume an audience with the Almighty and instead we ask each other, as Michah continues, “Surely He cannot hold on to His anger forever and will forgive us.” As we spend more time trying to connect to Him, we finally realize that yes, it’s true, we don’t deserve forgiveness. We can in no way logically relate to the infinitude of God with our limitations. But we realize that God doesn’t expect us to succeed at comprehending Him. Just the very fact that we are eager for a relationship, despite our flaws, is enough for Him to reach out to us and draw us close to Him. At that point, giddy with the relief and energy of someone walking off a roller coaster on shaky feet, we are again able to turn to God with a new understanding of both our limitations and our fortune in having a connection with God and say with the closeness that direct speech entails, as Michah concludes, “Throw into the sea all of their sins.” May we all work towards a close relationship with God over this Rosh Hashanah and may we be blessed with a Shanah Tova.

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Securing Our (Torah) Masks Rabbi Avi Pollak Upper School Principal - Judaic Studies

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his summer I learned a crucial lesson about Jewish education from my flight attendant. Anyone who has flown on a commercial airline knows exactly the line that I am referring to. During the flight attendant’s pre-flight instruction monologue, the attendant shares the famous oxygen mask instructions: “If you are traveling with a child or someone who needs assistance, secure your own oxygen mask first, and then offer assistance to your companion.” Flight attendants remind us of this important guideline because we instinctively attempt to help those around us before we help ourselves, especially when those around us are defenseless and in great need of assistance. This instinctive reaction is noble, but can

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Seniors: Rebecca Yoshor, Shosh Yaffee, Allison Bootin, Hannah Klein ultimately be disastrous! If during the stressful, oxygen-depleted moments, when the masks drop, I fumble faintly and ultimately fail to successfully secure the mask on my companion, we are both in big trouble. But if I take a few seconds to secure my own mask, I will be better able to focus on successfully helping my companion and potentially save us both. Putting on my mask converts a dangerous environment into one in which I can breathe and focus. Focusing on my own well-being may seem selfish and self centered but ultimately, it is the key to empowering me to save those around me. I recently had the opportunity to hear Mr. Richard Joel, President of Yeshiva University, address a gathering of young men and women from a variety of backgrounds. One young man who had decided to attend a secular college challenged President Joel by claiming that as an observant Jew in a secular campus, he could have great influence on those around him, perhaps more than a student in Yeshiva University or another Jewish program or yeshiva. President Joel responded that this is precisely why we put our own oxygen masks on before helping others. It is crucial that we build a strong foundation of Jewish learning and knowledge, connect with mentors and like minded peers, and fortify our own commitment to Torah and Mitzvot

and only then, turn with open arms to those around us. We have all seen many schools and yeshivot who have trained their students to strive for either irresponsible extreme; either tightly securing their own Torah masks and ignoring the suffocating masses around them, or recklessly securing the masks of everyone around before putting on their own. The fine Jewish education at RMBA aims to strike this careful balance. While being dedicated to training our students to be attentive to the welfare of the Jewish community and world around them and to engage in the enriching elements of society, we are first dedicated to instilling in them a commitment to learning Torah and keeping mitzvot, to developing a love for Judaism and God and to living a life filled with chesed. We encourage them to help, influence and share their passion with those around them, but to first realize that it is only once their passion has become conviction, when they have truly absorbed the lessons and values of Torah through their classes, Shabbatonim, programs and relationships with faculty and peers - that they will be able to make the most profound difference. In the halls of Beren Academy, our students are learning how to secure their own Torah masks, in order to be truly ready to give to others.

Dr. Eliezer Jones

Mazal Tov

to the Class of 2009 for being accepted to the following Universities and Yeshivot: Barnard College Baruch College Binghamton University Boston University Brooklyn College Goucher College Hofstra University Hunter College New York University Queens College Rice University Rutgers University Stern College Texas A&M Galveston Trinity University University of Houston (Honors) University of Maryland (Honors) University of Pennsylvania University of Toronto Yeshiva University Derech Etz Chaim Midreshet Yeud Midreshet Lindenbaum Machon Maayan Midreshet Devorah MMY Sha’alvim for Women The Israel Experience at Bar Ilan Tafnit Bnei Akiva Tiferet Yeshivat Hesder Petach Tikveh

Director of Student Life

A Retreat of Reflection “T

ell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll learn.” This quote from an anonymous writer is the core of the Student Life department, which is charged with being engaging and involving each and every high school student in every aspect of the school and Jewish life. Judaism is not an archaic set of laws, rituals or rites. It is a living breathing gift from Hashem and to truly appreciate it you must experience it. This past year’s experiences gave us some great memories: Rabbi Segal and Yair Schiff rocking out in the big Ulam; an elderly woman whose house we cleaned after Hurricane Ike; my original interpretation of the giving tree poem; live video casting of the Yaffee Tournament; and our American Idol auditions. However, as the whole is only complete with the culmination of all of its parts, the importance of my first year at RMBA was only made clear to me at the end of the school year when we had an inspirational, and first ever, Shabbat retreat. The Shabbaton highlighted everything we worked so hard to build: a strong sense of school pride, solid camaraderie among the students, and above all, a huge excitement for Judaism. Durring the Shabbaton our students demonstrated amazing spirituality and a deep commitment to Jewish life. After a year of Tefilla workshops, fantastic in-school Judaic programs and the new Jewish Engagement Track, it was a powerful experience to spend the weekend focusing on Shabbat and Jewish Pride. The success of the Shabbaton was magnified by the powerful camaraderie between our students illustrated by mutual respect, friendship and inclusion which is a testament to the atmosphere of caring and respect created at the school on a daily basis by the students, faculty, and families. The former Laker’s (my old home team) coach Pat Riley once said, “Excellence is the gradual result of always striving to do better,” and that is my plan for the coming year. We have planned more events, onegs, Shabbatonim, activities and programs all with the goal of achieving our mission of excellence and engagement. May this year be filled with growing love and excitement for Judaism and be a year of blessing for everyone.

May you continue to follow in the paths of your dreams and aspirations and may you meet with much success.

°‫ישר כח וכל הכבוד לכל הבוגרים‬

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rt education teaches students to respect others’ ways of thinking, working, and expressing themselves, especially when it differs from one’s own way of doing things. The children learn to make decisions in situations where there are no standard answers. By studying the arts, students stimulate their natural creativity and learn to develop it to meet the needs of a complex and competitive society. The Art Program at RMBA is unique in that the syllabus includes crossover work with English, Social Studies, History, Math, Science, and Judaics. Students are encouraged to

Art

incorporate their academic instruction into a visual format, strengthening the lessons. The integration of Art with Judaics in particular reinforces the beauty of our religion, culture, mitzvot and customs. This year we will explore many new areas, including textbook-based Art History lessons, and a new high school Judaic elective class in which students will study the sacred vessels of the Mishkan (Tabernacle). We will continue our AP Art program and introduce two more portfolio options to the program: 2D graphic art and 3D art. As always, we aim to see renewed and continued growth in our students. May the new year bring forth their inner voice and talent from potential to fruition.

A l u m n i Dov Rosen Class of 2004

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hen my family moved to Houston, I was nearly twelve years old and - as the son of the newly arrived Conservative Rabbi - I would probably not have been a good bet to attend the then-Hebrew Academy in my family’s first year as part of this community. But my parents chose to enroll me there; I’m glad they did. My years at Beren were among the most significant and transformative in my life. It was at the Academy that I learned how to daven; it was there that I first picked up a volume of Talmud, and it was there that I spent time listening to, arguing about, and slowly absorbing so many of the ideas that have formed the cornerstones of my life. I can’t separate who I am now from the context of my years there – none of us who shared that time together can. And I know that I am not alone in thinking back to the Academy at those times when life brings us face to face with a difficult decision or turning point. Beren Academy is a part of me, and a part of so many people who passed through; my teachers there will forever be my teachers, and my friends there will always be my friends.

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H i g h l i g h t s Tzvi U

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RMBA gave me every opportunity to become the best person I can be. The school was like my family and really helped shaped who I am (Tzvi Urkowitz)

Curr Jewish Eently studyin g - both a ducation as w for his MA in t Y with his eshiva Univ ell as for Smi ch er wife, M ichelle, sity. Tzvi lives a in Man hattan.

Hebrew Academy Reunion

Attendees included: Micha Liberman, Rachel Kaplan Sassoon, Lucy Lahana Graubard, Shayna Dwer, Adam Levine, Jason Mintz, Salomon Lahana, David Berkovitz, Gwen Rutledge Benjaminov, Michelle Hadar, Nissim Levy, Yaron Pacht

Mazal Tov

Mazal Tov to Andrea Schulman Siegel (‘97) on receiving her PhD from Emory University Mazal Tov to Ari Lipsky MD (‘90) on earning his PhD from the UCLA Public School of Health, Department of Epidemiology Mazal Tov to Ari (‘98) and Tova Abramowitz on their marriage Mazal Tov to David (‘00) and Inessa Komer on the birth of baby girl, Emnuah Shifra. David and Inessa are now living in Nofei-Prat, Israel 4), h Dov (RMBA '0 Rabbi Rosen witat Georgetown Univ. a Law student

Please send all alumni news to [email protected]

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‫שירבו זכויותנו כרימון‬

May your merits increase like the seeds of a pomegranate P l e a s e

j o i n

u s

Scholarship Gala Honoring

Robert M. Beren Sunday, November 8, 2009 InterContinental Houston Hotel Silent Auction & Dinner For more information: [email protected]

All proceeds go to the Scholarship Fund

Proud Beneficiary of:

Robert M. Beren Academy 11333 C l i f f w o o d D r. H o u s t o n , Te x a s 7 7 0 3 5 w w w. b e r e n a c a d e m y. o r g

Koleinu ‫קולנו‬ A Robert M. Beren Academy Publication F a l l

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