Shavuon: Volume 2 Issue 5, November 30, 2007

Lighting the Hanukiah (Hanukah lamp) is the central aspect of Hanukah observance, but in Antiquity lighting lamps at home was a regular evening occurrence. The Talmud (Shab. 23b) promises that anyone who is steadfast in lighting a "light" will merit children dedicated to Jewish learning. The question is what act of providing light is being referred to here? Some commentators, noting the context of the Talmudic passage, explain that the text refers to the Hanukah light. Others, noting that Hanukah is not actually specified in the promise, comment that the reference is to ordinary lights that are lit upon dark.
 
According to the view that ordinary lights are meant, the promise of the Talmud can be taken to mean that going to the expense and bother to provide light in the home (a bit of a luxury before electricity) in order to continue to read and study into the evening, is supportive of one's children's education. Children who see that their parents love reading and study are likely to (eventually) value these activities themselves. After a stressful day, parents are tired and understandably feel that they deserve a break. It often takes extra effort to "turn on the lights" and patiently go over homework and review for tests, but doing so justifies the expectation that one's children will internalize similar patterns of discipline and dedication.
 
According to the view that the promise of studious children depends upon lighting the Hanukiah, the above reasoning cannot apply. Since the Hanukah lights are wholly dedicated to publicizing the miracle of Hanukah, it is forbidden to use their illumination for any other purpose, including for study! Perhaps this view of the promise can be linked to a preceding discussion on the same page of the Talmud over the blessing recited for the act of lighting the Hanukiah. In the blessing we include the word "vetsivanu" ("has commanded us"), thus indicating that we understand the ritual of lighting to be a mitzvah from G-d. The rabbis ask how this is possible. Obviously, there is no such command in the Torah, as the events commemorated by the holiday do not occur until centuries after the Torah was written. The rabbis answer that the Torah grants them permission to innovate, and so Hanukah lighting becomes a mitzvah indirectly, via rabbinic assumption of Divine authority. In lighting for Hanukah, we affirm the richness and elasticity of our tradition that allows for adaptation and growth. It is through this mechanism that Judaism finds expression and even flourishes despite ever changing cultural contexts and challenges. When our children see that we embrace the capacity of our tradition to innovate, they will begin to understand its enduring relevance. Continual study is required, if Judaism is to remain true to itself in an ever-changing world. This indeed is a prescription for producing a generation committed to Jewish learning.
 
Happy Hanukah!
 
Mitchell Levine
Director of Judaic Studies, jcdsri             
 


 

JCDSRI Hanukah Story Time

 Join Us at the Rochambeau Branch Library

 

"What is the best thing about being the mayor?" asked a third grader from JCDSRI. The mayor responded with a smile and said, "Not having to drive anywhere!"

On Monday, November 19, 2007 the Mayor of Providence, David Cicilline, took time out of his normally hectic schedule to visit the third grade class at The Jewish Community Day School of Rhode Island. The mayor was asked to speak to this class in conjunction with the students' learning about communities. Third grade teacher, Alisa Amaral, focused on the idea of "getting along in our community" while teaching her students. While listening to Mayor Cicilline, the children were exposed to the power and purpose of government in a community. These ideas challenged students to identify possible areas of conflict among community members and then recognize methods by which order and government help people solve these conflicts.

Mayor Cicilline was able to enrich the class by discussing, listening, and learning with the third graders.  Already filled with knowledge about the mayor's job, the students and visiting adults asked numerous questions about the mayor's role in our community. The mayor responded to inquires about how he helps the community function properly, if and how his Jewish identity influences his choices, and what different kinds of volunteer work he participates in. 

JCDSRI, Ms. Amaral, and the third grade class thank Mayor Cicilline for visiting their classroom and taking the time to give back to his community and Providence's youth.  Alisa Amaral Information about Mayor Cicilline and City Government