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A Few Words of Explanation

David L. Leibtag

Editor-in-Chief

Howard L. Dorfman Editor-in-Chief

When we were elected Eitors-in-Chief of MASMID '71, the promise was made — our yearbook was going to be different, ours was to be the break with the ster- eotyped yearbooks of previous years, and other such words of BS. Well, you thought that it was all BS. And now, if you're taking the time to read this editors' mes- sage, you're ready for the same old trite opening sec- tion with the same old corny digs at old Yeshini Tech, to be followed by the same old activity and sports shots, together with the usual senior section. And you'd be satisfied, right? After all, what is a yearbook, anyway ?

In our opinion, a yearbook can be more than a rag- tag collection of group shots and glittering generalities about college life. Let's face it — we've spent the last four years together at Yeshiva College. Roughly, that adds up to some 1200 bullshit sessions, 200 all-nigh- ters, 920 hamburgers, french fries and cokes, and countless skipped meals, blind dates, and cut classes. We've been pushed, prodded, cadjoled, threatened, lec- tured to, yelled at, and talked down to. No matter how you slice it any yearbook that does not attempt, in some way, to recall those days of wine and roses in some detail has failed to represent those four years. In these volumes, we've made the attempt.

Before you read this yearbook, forget any precon- ceived notions you might have as to what a yearbook is supposed to look like. Most probably, what you will read and see will bear little, if any, resemblence to your

concept. Since Yeshiva University bears little resembl- ence to any other college in the United States, we felt that any effort to describe her should take a radically different approach.

MASMID '71 has been published in two volumes. Volume One deals with the idea and concept of Yeshi- va University — its principles, its attributes, its faults. It is, we hope, some picture of the unique character of the University. Sure we're different — but how are we different? And, perhaps more important, why are we different?

Volume Two deals with the people of Yeshiva Uni- versity — administration, faculty, and students. This year, we've interviewed members of the administration and faculty and published their views of the university, religion, the character of the student body — even a little about sex. It might be a little late, but it's kind of nice to know that some members of the 'ruling class' have some ideas about things outside the classroom.

All in all, we feel that this year's MASMID attempts to answer part of the question, "What is Yeshiva University?" Obviously, everyone has some answer of his own. However, we feel that this yearbook sheds some light on the enigma that is Yeshiva. Besides, when you're married and have children, you can al- ways show them this yearbook when they ask you, "What did you do during the war, Daddy ?"

TABLE OF CONTENTS - BOOK ONE

YESHIVA COLLEGE OF AMERICA - CATALOGUE OF 1928 4

RELIGION AND DIVERSITY 34

LookingForward and About With Hindsight

A. Leizerowski 36

An Analytical Approach to the RIETS Question

I. Teitelbaum & D. Leibtag .... 40 To Be Gifted, Young, and Orthodox

Ben Yamin 44

RIETS?

H. Billet 48

The Radicalization of Yeshiva University

H. Dorfman 50

An Interview with President Samuel Belkin 58

A Study in Schizophrenia 60

An Interview with Rabbi Joseph Soloveitchik 62

SPORTS 66

Basketball 68

Wrestling 76

Fencing 82

SOCIAL GESTALT 86

Teching It

M. Spero & S. Rock 88

Eating at Yeshiva 93

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M. Goldish 99

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THE 1928 catalogue of Yeshiva College of Ameri- ca marks the first publica- tion to be issued by the college from its new home on Amsterdam Avenue and 186th Street. As such, it is fitting that a few words be rec- orded as to the attitudes and feel- ings that went into its construc- tion, and the hopes and aspirations placed on the newly completed Main Center.

Yeshiva is to become a distinctive intellectual, spiritual center of American Jewry and will help ad- vance Jewish culture, together with the dissemination and increase of general knowledge.

The Yeshiva College Catalogue of 1928 was never issued as it appears on these pages. Thus, we can only guess as to its content. However, it is obvious that the Yeshiva Col- lege of 1928, with its first graduating class of thirty five students, is a far cry from the Yeshiva University of 1971, with its 8,000 plus enrollment. Yet, the question remains. Has the physical growth of America's oldest and largest outstripped her spiritual basis? It is far easier to measure an institution's phys- ical growth than her adherence to philosoph- ical and religious precepts.

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From the day the cornerstone was laid in 1927, the construction site was filled with a sense of excite- ment, an excitement based upon the opportunity of translating abstract ideas and hopes into con- crete and steel.

The edifice whose completion we now hail is the physical representation of the ideals and aspira- tions of Orthodox Jewry in America.

The dedication of the Rabbinical College Building in 1915 brought forth the hope for the future of Orthodox Judaism in America. "The new Rabbinical College", wrote the chairman of the building committee, "holds forth as its object "Orthodox Judaism and Americanism". The enthusiasm in the press was infectious. The New York Herald Tribune reported that " New York has seen the last

of the ancient cheder where Jewish youths studied the Talmud through the watches of the night Old country methods of educat- ing spiritual leaders were abolished yester- day." Have "old country methods" been abolished? Has the goal of the synthesis of Orthodox Judaism and Americanism been reached?

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In the Main Center is embodied the concept of a synthesis of secular knowledge and Torah ideals. By giving the Yeshiva student the chance to attend college within the framework of a traditional Torah back- ground, we are best equipping him for leader- ship within the Orthodox communal society in America. As such, his secular knowledge be- comes an adjunct to his Torah knowledge and a tool to help him better understand the glory of the Almighty.

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owever, evTtn from its inception as the Rabbinical College, aubts were raised with the structure itself. Louis Marshall rote in the June, 1925 issue of the Jewish Forum: "A wall of difference is created between those who acquire their secu- r and religious training in such an institution (Rabbinical ollege) and the outside world." It would seem that Louis larshall, rather than any Yeshiva administrator, foresaw the ux of the Yeshiva College enigma.

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Yet, despite the broad support of our aims, the College is well aware of the criticisms of the skeptics who doubt the very idea of a Yeshiva College. A contradiction in terms, they say. You will have to sacrifice your principles, either to Orthodox Judaism or to your college curriculum.

To the founders of Yeshiva University, a rabbinical college was too limiting a goal. It would be shortsighted to establish a school merely to educate and produce Or- thodox rabbis who will be able to deliver sermons in English, the immediate objec- tive of the existing Rabbinical College. Despite the RIETS Strike of 1906 (in which students of the Rabbi Issac Elchanan Theological Seminary struck over the expul- ^sion of a number of their fellow students for violating the then existing ban against attending a school of secular studies while in attendence at RIETS), the Rabbinical College offered little more than preparatory work in the secular field. Thus, in the years 1915-1928, the dream of a true Yeshiva College, in the fullest meaning of both terms, was born. And, to the architect of that dream. Dr. Revel, the two terms need not be mutually exclusive.

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Only those who have shared our faith in the Yeshiva College, and those who share our hopes for its development should need bother criticize our efforts. Yeshiva College will never hesitate to respond to these concerned critics in an honest effort to achieve the ultimate goal of Torah U'madah.

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The new school was never intended to re- place the cheder. Many of the leaders of American-Jewish education hoped that the new college would help raise the standards of all the Talmud Torahs and elementary Yeshi- vot by providing an educational goal towards which they could aim. The Yeshiva Universi- ty of 1971 has neither replaced the cheder nor succeeded in becoming the goal of Orthodox Jewish education in America. However, what it does have are a number of fine graduate schools, with no connection to the field of higher Jewish scholarship.

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The major universities of today in America are quite impressive both in physical size and diversity of study. Yeshiva College, although unable to match them as yet, seeks expansion. Our expansion will be of a unique character, owing to our unique position in the education field. While growing, we will never sacrifice the close rebbe-talmid relationship of the cheder while offering the spiritual guidance unavailable at any secular insti- tution. Expansion at Yeshiva College will always seek to fur- ther our goal of providing our students with direction towards a life in America in consonance with the concepts of the Torah ethic.

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In advocating the importance and the purpose of a collegiate division, Dr. Revel wrote:

"The Yeshiva proposes to establish a College of Liberal Arts and Sciences with the double pur-

pose of educating both liberally and Jewishly a number of Jewish young men who have already been imbued with the spirit and sanctity of Judaism so that these men may not be lost to us Some of our talented and idealistic young men will find in a College of Liberal Arts and Sciences under Jewish auspices a congenial home, unhampered by real and psychological restrictions which stifle the spirit."

The quote, printed in 1925, can still be used today in describing the hopes of Yeshiva University's true aims. However, in 1971, it is still only the hope it was for Dr. Revel. Although the building he spoke of rose on the banks of the Harlem River, the syn- thesis of the Talmudic and secular traditions he sought for in that building, eludes Yeshiva today.

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RELIGION AND DIVERSITY

Looking Forward and About in Hindsight

byabraham leizerowski

Whether it be a sleeping place in the Catskills. a meeting place in Brussels, or an eating place in Tel-Aviv, the question that one of approaching manhood is most often confronted with is "What college do you attend?" There are approximately 3,000 possible American answers, 3,001 if one includes the near-impossibility today that one does not attend an institution of higher learning. Of all these responses, not one gets nearly the reaction observed as the quiet, reticent, and almost silently lost response of "Yeshiva University". It immediately be- comes quite clear that for some unknown reason, far beyond human comprehension, the Yeshiva student is a unique and wonderful phenomenon.

"Oh! You must be terribly smart!" (Yes, terribly) or "So you're going to be a Rabbi?" or. more prevelant today — "You certainly don't look like a Yeshiva Boy" — are just a small segment of the similar responses to one's commitment to Yeshiva. If the answer would have been any oth- er university, the questioner would have had to, of necessity, follow up his preliminary ques- tion with one of "What is your major?" However, at "different" Yeshiva University all the facts, assumptions, and conceptions, many of which are mis, are al- ready known by all and no further questions are necessary. The world knows who and what you have been, are, and shaH one -day be. That is to say, ail the world

except for the unique Yeshiva student himself.

Throughout the elementary and secondary school education of the Yeshiva student it has been repeatedly hammered into his mind the notion that Jews are dif- ferent. We are different from all other nations and people — even from many of our own fellow Jews. We have certain goals and responsibilities which are une- quivocal and they are not tanta- mount to any others. We as Jews should never forget this. Contra- ry to the devastating philosophy of David Hume in the 18th centu- ry, the unique and independent Jewish self does exist as there exists an unbridgable chasm between us and them — the rest of the outside world.

It is improbable that one would question this at the age eight, thirteen and even a few years later. However, one overcast, dreary, and rainfilled day one suddenly breaks into sunshine, in accordance with the pathetic fal- lacy, as the light of revelation strikes: Why are we different? Do I, not unlike all the other people of the world, seek happiness, experience both joys and sor- rows, work, eat, sleep, love, hate and search for ultimate purpose. Why is it that I was cast from a different mold than all others?

One has to cursorily glance through one of the many publica- tions published by the bastion and perpetrator of the Jewish myth, P.R. and he will find the answer.

36

"Throughout the elementary and secondary school education of the Yeshiva student it has been repeatedly hammered into his mind the notion that Jews are different."

In one of it's recent issues of Yeshiva University News the bulletin made the statement that in our time of student unrest and campus factionalism, the Yeshiva College student body was honoring the members of the Establishment. This issue also con- tained portraits of a selection, not cross section of students from both Y.C. and Stern and the overall impression meant to be received from these char- acter sketches was that of an idyllic version of the "Yeshiva" college student. He and she were con- tented, dedicated and totally overjoyed at being alive. Presently, upon the threshold of Furst Hall, one is able to look back at this, and the vision caus- es one to quickly wipe his lens.

Yes, one can truly say that life at a Jewish reli- gious school is unique, but the question is how so? The problems which confront all the students of the seventies and those which confronted those stu- dents of the sixties are also very real ones at Yeshi- va College. The religious questions, the drug prob- lems, sexual conflicts, over-abundance of nonsensi- cal requirements, quality and quantity of educa- tion, relevancy of education to future enterprises, states of national violence and pessimism, Vietnam and the draft, and the alienation between genera- tions are also part of one's Yeshiva experience. Yes, contrary to the myths, propaganda, and beliefs of all older Jews, these questions are not only their's — the rest of the world's problems — but ours as well.

Again, the Yeshiva experience is a unique one. For while it has included an awareness for the col-

lege students of these other "states of affairs" in the twentieth-century it has also attempted to instill within it's students the knowledge which Judaism has offered for the past 5,000 years as a panacea to the world's ills. For a certain group, Judaism — the Torah way of life — as presented at Yeshiva Univer- sity has been accepted as the best possible 'raison d' etre'. However, for the majority of students their quest continues, for Yeshiva's solutions have been found lacking, either in presentation or explana- tion. And herein, the problems, which are very uniquely Yeshiva's lie.

Since the present generation of graduates are all not completely satisfied with that presented or of- fered, it is the duty of the University to continue it's efforts in improving, expanding, and even at times reinterpretating it's stance upon many issues. Yeshiva lacks unity of leadership and it cannot form a cohesive front line of defense or offense on questions confronting American Jewry. And yet, even if it's fundamental position is from a 'halachic' viewpoint, there must yet remain room for legiti- mate grievances, arguments, and beliefs which may slightly differ from a positivistic stance. If American Jewry comprises all different interpreta- tions of it's tradition, then Yeshiva University, whose creed is to "service the community of Ameri- ca" — Dr. Belkin, June '68 — must be able to re- main responsive to the needs of all. If it's divisions are to move forward, then Yeshiva must consider and affirm it's position in higher education.

It cannot maintain an apathetic regard for any segment of its student body, and responsible and re- spected educators must see to it that all aspects of modern life are dealt with. To merely brush aside or attempt to conceal Yeshiva's entry into the twenty- first century is to deny its very existence. Yeshiva Uni- versity's uniqueness must be presented as a cohesive whole to its students, for they are the only ones who will carry its message outside its walls. If these stu- dents are graduated disillusioned, dissatisfied, and hopelessly bewildered, what can both the institution and its environs hope to look forward to.

Yeshiva University has the potential — if that possi- bility exists at all — more than any other Jewish insti- tution of higher learning, to lead in all phases of Amer- ican Jewish life. However this goal must be worked for and attained not merely voiced in publications, dedi- cations, and panegyrics. The Yeshiva experience must be made to coincide and deal with those questions which comprise the minds and time of its students. The intellectual, historical, and religious aspects of Judaism must be taught as a uniform and complete whole so that its message may be understood and comprehended by its students and will therefore be conveyed onward.

Alas, and yet thankfully so, the oxymoronious Yesh- iva University, the whole, which by definition, must be the sum of its parts, has as its constituents students who are also very much aware of today's world and its crises, students who are also quite paradoxically "sim- ilarly different". ■

An Analytical Approach To The RIETS Question

by Israel teitelbaum and david leibtag

An evaluation can only be as accurate at the data upon which the evaluation is based. Towards the end of achieving accuracy we composed a questionaire that we hoped would cover most of the important as- pects of RIETS (Rabbi Isaac Elchanan Theological Seminary). The aim of this paper is to statistically ana- lyze the strengths and weaknesses of the RIETS pro- gram and in turn, to shed some light on the miasma over RIETS. To remove as much as possible any hu- man error all data and percentages were evaluated with the aid of a computer. The attitude analysis re- ported on these pages was supervised, to insure objec- tivity, by Mr. Harvey Bernstein, a social psychologist and instructor of Psychology at Yeshiva. A statistically significant sampe of 250 RIETS students (approxi- mately one-half of the total RIETS population) were surveyed by questionaire for the analysis.

In the hope that this evaluation will be more than a review without effect we offer the results of our analy- sis to any Rebbi or administrator who wishes to use the evaluation.

Below is a listing of the empirical data received from the twenty-two (22) question survey:

Agree Disagree Neutral

1.) More Rabbaim should live on or near Y.U. so as to height- en contact with students 39.16% 19.58% 40.00%

2.) In general, I received the

Rebbi I requested 58.75% 24.16% 15.00%

3.) When I entered the RIETS program I was sufficiently prepared for its level of learning 73.33% 20.42% 5.83%

4.) On the average, RIETS stu- dents are ba'alai derech eretz 32.50% 39.16% 26.67%

5.) My relationship with my

Rebbi is close enough to ask

his advice in personal

problems 25.00% 61.25% 12.92%

6.) Most classes in RIETS are too

large 37.92% 24.17% 37.08%

7.) My level of learning has sub- stantially increased since I entered RIETS 42.08% 39.16% 17.50%

8.) There should be a related program in RIETS for stu- dents with a day-school background who are not prepared for Yeshiva learn- ing (i.e. same amount of time given to learning but at a decelerated pace) 63.75% 14.58% 20.83%

9.) In general, I have found my

Rabbaim lo be effective 43.75% 38.75% 15.83%

18.) 19.)

21.) 22.)

I feel that the administration of RIETS Is effective. Many of the students attend- ing RIETS do not belong

there

If I have certain halachick problems I would feel com- fortable in asking my Rebbi for advice.

In general I am doing satis- factory work in RIETS. I was highly motivated to learn when I entered RIETS. My present motivation is less than it was when I entered RIETS.

Do you feel that you might belong (or might have be- longed) in a program similar to the present RIETS pro- gram, where the rate of learning and the amount of me'forshim covered are not as great as the present pro- gram demands. Do you feel that your reli- giosity has increased since you entered RIETS. My Rebbi has an interest in my personal problems. There is a sense of unity lacking among RIETS stu- dents and faculty. When in doubt as to hala- chick problems, I ask my

Rebbi for his opinion

Mussar should be an integral part of the RIETS program. . . In general I am satisfied with the program at RIETS.

Agree Disagree Neutral

11.67% 59.58% 27.50%

67.50% 10.00% 20.42%

55.83% 31.67% 12.08%

56.66% 25.83% 15.42%

55.41% 21.25% 22.08%

46.25% 49.91% 10.42%

30.83%{YES) 65.00%(NO)

25.42%(YES)71.67%(NO) 42.50% 30.42% 25.42%

72.50% 6.67% 19.58%

37.50% 38.75% 21.67% 65.00% 18.33% 15.00% 21.67% 58.75% 19.17%

The general interpretation of this survey points a dismal view of all facets of RIETS, which can be di- vided into four basic groups; the Rebbi, the talmid, the administration, and possible constructive change.

In questions 5, 9, 12, 18, and 20 we see that a minimum of one-third of the RIETS students are dissatisfied with their Rabbaim. The response to question 9 indicates that approximately 40% of the talmidim in RIETS find their Rabbaim ineffective and the response to question 18 indicates that 30% feel that their Rebbi has no interest in their person- al problems. Perhaps it is this attitude that yielded a meager 40% agreement in response to question 1 (i.e. the concept that more Rabbaim should live on or near the Yeshiva campus), a question that should receive 100% agreement from b'nai yeshiva.

Questions 3, 4, 7, 11, 13, 14, 15, 16, and 21 out- line the type of student in RIETS and the effect RIETS has had upon him. Seventy-three per-cent (73%) of the talmidim felt they were sufficiently prepared for the level of learning in RIETS (#3), and 55.00% felt that they were highly motivated to learn when they entered (#14); yet, approximately 40% feel that their level of learning has not sub- stantially increased (#7), and 46% feel that they are presently less motivated to learn than when they entered RIETS (#15). It is also interesting to note what the talmidim feel towards each other. Ques- tion 4 indicates 40% feel that the talmidim of RIETS are not ba'alai derech eretz, and more signifi- cantly, only 32% were unequivocal in feeling that the talmidim are ba'alai derech eretz. If "derech eretz kod'ma le'torah" then we're in deep trouble! This feeling is reinforced by the response to ques- tion 21, indicatingthat 65% feel that Mussar should be taught to the talmidim in RIETS.

The responsej to questions 10 and 22 severly criticize the administration. Sixty per-cent (60%) feel that the administration of RIETS is ineffective, and even more significant only 11% feel that the administration is effective. The responses to ques- tion 22 parallels the responses to question 10 in that 60% are dissatisfied with the RIETS program. The responses to these two questions indicate that either the administration is performing poorly (// 10) or that there is something wrong with the total ap- proach of the present RIETS students (see HI). Neither of these two possibilities are complimen- tary to RIETS.

The responses to questions 8 and 16 indicate the RIETS student's response to one possible change at Yeshiva: 63.75% feel that there should be a related program in RIETS for students with a day-school background who are not prepared for Yeshiva learning. This figure becomes more significant in light of the fact that 31% of the present talmidim in RIETS feel that they belong in such a program.

The survey yielded individual reports on 12 class- es in RIETS. All other classes either did not respond or returned too few questionnaires to consider their responses representative of their classes. The class breakdown was analyzed with respect to ques- tions 5. 9, 12. 14, 15, 16, &18.

The analysis of question 5, indicated that 61 % of the RIETS students feel that their relationship with their Rebbi is not close enough for them to ask their Rebbi's advice in personal problems. The class breakdown shows that no Rebbi achieved above 50 % agreement with question 5, This is a severe criticism of the Rebbaim, who should initiate rela- tionship and increase contact with their students. It IS odd though that the figures in question 5 do not parallel the figures in question 18. It appears that many of the students who feel that there is no close relationship between themselves and their Rebbi also feel that their Rebbi has an interest in their personal problems.

Further correlations show that approximately 50% of those talmidim who specifically stated that their Rebbi had an interest in their personal prob- lems, felt that they did not have a close relationship with their Rebbi. We believe that this is due to the inability of many of the talmidim in RIETS to identi- fy with their Rabbaim and to find sufficient similari- ties between themselves and their Rabbaim. This inability to relate to the Rebbi apparently places a

barrier between the talmid and the Rebbi that impedes the possibility of a better learning situa- tion at Yeshiva. To check this hypothesis we grouped the Rabbaim into two groups: those who received a B.A. from Yeshiva University and thus have a college background and have shared experi- ences similar to today's Yeshiva student; and those Rabbaim who did not graduate from Yeshiva Uni- versity. The ratio of the groups was four (4) to eight (8) respectively. The average responses of the groups were then computed with the following results:

Question

My relationship with my Rebbi is close enough to ask his advice in personal problems.

In general, I have found my Rabbaim to be effective.

If I have halachick problems I would feel comfortable asking my Rebbi for his advice.

I was highly moti- vated to learn when I entered RIETS.

My present moti- vation is less than when I entered RIETS.

Do you feel you might belong in a modified RIETS program where the level of learning is at a decelerated pace.

My Rebbi has an interest in my per- sonal problems.

Response

Agreement

Agreement

Agreement

Agreement

Disagreement

Disagreement

Agreement

Y.U. Non-Y.U.

Graduates Graduates

70.50% ) 44.00%

58.50%

66.25%

48.50?

52.80%

28.90%

39.00%

This comparison clearly indicates that the talmidim of Yeshiva learn better and are more motivated when taught by Rabbaim with whom they can more easily identify and who can more readily under- stand the problems confronting the Yeshiva Univer- sity student.

To list all the changes needed in the RIETS pro- gram would be ludicrous. It could probably fill all the pages of this yearbook. But there appear to be some very basic changes, changes that if instituted would probably cause most of the other difficulties to correct themselves.

The administration is misdirected and is in need of guidance. The students in RIETS should be given a greater voice in both choosing new RIETS admin- istrators and in making administrative decisions. This is the only way in which the administration can keep in touch with the needs of their students.

With students working in the administration it is possible that a second needed change may be insti- tuted; the institution of more rigid entrance re- quirements. As the survey indicates 20% of the students presently in RIETS feel that they were not prepared for its level of learning. We feel that one- fifth (1/5) of the student body is a significant figure. Furthermore, we feel that this figure would have been much higher if we could have reached the many students who rarely go to shiur and therefore were not surveyed. Raising the entrance require- ments must be done concomitant with the creation of a new program or subprogram within RIETS, that will accept students who know too much to be ac- cepted by JSS (James Strair School for General Jewish Studies) but are not sufficiently prepared to successfully enter the present RIETS program. This new program could devote the same amount of time to li'mudai kodesh as the present RIETS pro-

gram but should be modified. Gemorah should be taught at a slower rate, stressing yi'dios (knowl- edge) and halacha le'maaseh. The student should also be taught in a manner that demonstrates that gemorah is not all that there is to Judaism. Many of todays RIETS students are "turned-off" because gemorah is emphasized to the total exclusion of all other learning. This creates an antiquated setting with which many of the RIETS students cannot cope with.

The lack of ability to cope with many of the situa- tions in RIETS IS evident and indicates the need for guidance. A guidance program is essential to RIETS if RIETS is to produce Jews who can withstand the pressures of assimilation.

In keeping with tradition, we saved the most important change for last. The last half of this anal- ysis demonstrated the need for new and different Rabbaim in RIETS. We need Rabbaim who are cap- able of understanding the feelings and experiences of the young American Jew. Yeshiva claims to be the bastion of American Orthodox Judaism but will soon find itself without proof if it cannot adjust its program to today's young Jew. Most of the present RIETS Rabbaim cannot understand the feelings of the young American Jew. It appears that many of the Rabbaim want to believe that they are still in Europe living in cloistered communities, communi- ties that will shield themselves, their children, and their talmidim from the threat of the "goy." These Rabbaim will never wake up. RIETS needs new Rab- baim, Rabbaim who are qualified to teach the Yesh- iva University student.

"The day is short; the task is great; the workman are lazy; the reward is great, and the Master is insis- tent." (Pirke Avot, 2;20) ■

TO BE GIFTED, YOUNG, AND ORTHODOX

by ben-yamin

the situation of contemporary Orthodoxy has been made more complex by the pervasive influences of sex, drugs, and radical politics."

Yeshiva, we are constantly being reminded, is a unique institution. It follows that its students are unique and their problems are unique. How does the Yeshiva student cope with the conflicting ten- sions involved in living in what David Daches has called "two worlds" — which apparantly appeared to be mutually exclusive?

Yeshiva's quixotic philosophy of synthesis at- tempts to reconcile the conflict, but even its most ardent proponents will concede that on a practical level only a small minority of students attain the goal invisioned by the ideal. The majority are left to flounder about in an emotional and intellectual mayhem without guidelines, until arriving at a compromise position which frees them, perhaps, of internal conflicts — but at the expense of the claims of Judaism. It is this group of students that we will attempt to understand by articulating the latent internal conflicts and sketch the manner of their resolution.

At the risk of generalizing, we can characterize the mental state of this group as being akin to func- tional schizophrenics. On the one hand Orthodoxy provides a way of life and a world-view which is theocentric. It aims to permeate every aspect of the existence of the Jew as an individual and as a member of a religious community. And yet, practi- cally speaking, the modern Orthodox Jew views events from a secular perspective and does the Haskalah ideal one better by being a man both in- descrete and at home while compartmentalizing his Jewishness to Shabbos and shul.

In addition to the situation faced by their elders, contemporary Orthodoxy has been made more complex by the pervasive influence of the counter- culture which espouses individual freedom and whose Trinity is Sex, Drugs, and Radical Politics.

Sex certainly isn't a new phenomenon, but the problem it poses for Orthodox youth today are all too significant to be glossed over by those who would wish to retain the factors from the religious community. Historically, as Eugene Borowitz points out, Jewish sexual ethics were generally identical with those of the American middle-class. The recent loosening of sexual restraints in general society has not left Jewish society unaffected. The tentacles of the modern media reach even the most cloistered of minds with promises of sex without guilt. Society approves — the body demands — but religious training disapproves. Functionalism and pragma- tism then become the rule and sexual indulgence is the result. But how does the individual reconcile the conflicting ethos of his bedroom behaviors with the sexual attitudes of Orthodoxy. Many who are con- scious of the problem simply relegate religion to second place and continue to attend shul, & shiur, without being overly perturbed. Those, however, who take the concept of intellectual honesty to its logical conclusion, find themselves forced to make a Kierkegaardian Either/Or decision. And for many the failure of Orthodoxy to come to grips with the sexual issue and offer a viable sexual ethic leaves to the gradual rejection of Tradition and ultimately to Agnosticism.

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While sex is still the area in which most ortho- dox estrangement takes place, the use of drugs by Orthodox Youth represents an area of poten- tial alienation. Unlike sex, drug use does not pre- sent an apparent conflict with Halacha, but few would deny that it exists, albeit in a more subtle form. Firstly drug use is associated with the re- bellious element in society that is expressing its rejection of conventional standards. From that social atmosphere it is but a short step to reli- gious antinomianism. One cannot, of course, establish a causal relationship between drug use and religious non-observance: rather the two have a reenforcing symbiotic relationship. But primarily it is the social nature of drug use that may lead to alienation from Orthodoxy. Socio- logical studies have shown, and any drug user will attest to the fact, that when an individual starts using drugs he often moves out of past social patterns — from the world he now identi- fies as straight — to the more glamorous hip world. He associates with fellow drug users al- most exclusively which in many cases leads to a complete break with his past. The possibility that he might retain his religious observance while accepting the values of hip culture, is remote.

Given the fact of the pervasiveness of drug use, can Orthodoxy deal intellegently with the problem without resorting to the standard cate- gorical negative response? Respected students of mysticism and religion have pointed to the reli- gious implications of psychadelic drugs. Would it be too bold to suggest that psychadelics might be utilized to enhance religious perception in an age characterized by man's perfound alienation from the spiritual?

Radical politics is perhaps the one area in which the influence of the counter-culture on Orthodox youth is almost non-existent. Although on a theoretical level a religious critique of Amer-

ican society has much in common with the radi- cal stance, on a practical and historical level reli- gious conservatives tend to be political conserva- tives. The growing alliance of the American left with third-world anti-Israel politics and occasion- al manifestations of anti-semetic behavior, will do little to attract Orthodox youth to its ranks. Attempts by Jewish left groups to identify Jewish tradition with their pre-conceived political con- victions will attract only those whose Jewish knowledge is superficial.

Such groups, however, are indicative of in- creasing ethnic identification (very much influ- enced by the assertion of black pride in the past decade) and opens the possibility of attracting vast numbers of alienated Jewish youth to tradi- tional Judaism. But the Traditional approach of Jewish apologists of attracting "converts" by dealing with the intellectual conflicts between Judaism, and for example, modern science will influence contemporary youth even less than those it has influenced in previous decades. The gap between the alienated and the traditional Jew is not so much an intellectual distance as it is an emotional and social chasm. Mathew Ar- nold once defined "Hebraism" as characterized by "strictness of conscience" and "Hellenism" its Dionysian antithesis, as glorifying "spontinei- ty of conscience".

In a culture which seeks to liberate itself from any vestigial remains of Hebraism, can Tradition- al Jewish life offer a superior lifestyle to conter- act the attractions of hedonistic society? The challenge to Judaism lies in the ability of Jewish education to transmit its values to its students and come to grips with today's issues. If the past offers us any guidelines, the bankruptcy of Jew- ish education insures mass defection from tradi- tional Judaism. Quo Vadis, Yeshiva? ■

RIETS?

by heshie billet

I am a dreamer, a member of a nation of dreamers. For the past four years I have dreamt that I attended a unique kind of Yeshi- va, I have dreamt that Torah was the ideal of this institution which at the same time was not afraid to confront the powerful forces of mod- ern secular society and conquer them. Torah U'Mada meant Torah complemented by Mada, not Torah subordinated to Mada. For this rea- son Torah was the first thing studied each day and the major portion of the day was spent in learning Torah. "Bais Hamedrash" was not only the name but also the character of the large room in which students and teachers prepared for their Shiurim. The shelves of the Bais Hamedrash were filled with complete sets of seforim which were constantly used and cared for. The classrooms were arenas where Rebbe and Talmid engaged in an exciting dia- logue in which the words of the Talmud came alive. Both Rebbe and Talmid developed this drama into a special kind of relationship which continued after class hours. Both par- ties gained from this unique encounter. In the evening, after college ended, the Bais Hame- drash was once again packed with students whose voices filled it with the enchanting mel- ody of nocturnal Torah study. The Yeshiva I attended was a foundation and fortress for the Torah way of life, It was a link in the great chain of traditional Yeshivos. Only the time and the sitting were different.

Today, I fear for my dream. Stormy doubts disturb its tranquility. Has my dream been a fantasy? Does profane reality desecrate the Yeshiva of my dream? Has it placed the secu- lar idol of Mada on a pedestal making but a poor attempt to maintain the facade of a To- rah Institution? Is the Yeshiva I attended noth- ing more than a large theater filled with many actors? If so, who and where are the producers of this colossal production? Are the Botei Med- rash and classrooms merely stages where pro- fessional and amateur actors lethargically go through the motions of a tedious daily script whose content never changes? -Are those who

are committed to Torah being used without their knowing it? Are the bookcases filled with the same ancient, dusty, torn, dead books that Bialik saw when he returned to his Bais Hamedrash? Is the character of the Bais Ha- medrash at night that of a Bais Hakevoros? Is it possible that the Yeshiva I have attended is not a link in the tradition of great Yeshivos?

I am a dreamer. I fear for my dream. Has it been a fantasy? Has RIETS been a fantasy? ■

The Radicalization Of Yeshiva University

by howard dorfman

Within the past three years, the American college campus has been transformed from a placid, tran- quil, ivy-enclosed center of academic pursuits, to a veritable battleground of dissenting political ideolo- gies. In many cases, these conflicting ideologies have escalated themselves into coordinated politi- cal activity — violent as well as nonviolent. In cer- tain instances, rhetoric quickly dissolved into death. Loosely, the transformation of the campus from the realm of intellectual endeavor to the cen- ter of political activism has been termed the radi- calization of the American college. Thus, it seems rather strange to add the name of Yeshiva Universi- ty to the growing list of newly 'activated' campuses. However, the activities at Yeshiva University can be studied in relation to the awakening moral and po- litical conscience on the college campus of the 1960's and 1970's, both as unique to Yeshiva Uni- versity and the American Orthodox Jewish com- munity, and as a further demonstration of student awareness within the nation as a whole.

The purpose of this paper is not to record the eruption of 'political activism' at a college campus. Instead, it will attempt to show, through the use of Yeshiva University as an example, the formation of such activism within the pluralistic student-aca- demic society.

Any form of protest present at Yeshiva University must be considered as somewhat alien and foreign to its very nature. Orthodox in its outlook and prin- ciple, any haphazard student protest movement must face severe fire from the Yeshiva community, wholly separate from the university community. In fact, traditionally, the school itself has faced this 'dual allegiance' throughout its history, often to the satisfaction of neither party. The directors of Yeshi- va University in the early 1900's (when the school was still only the Rabbi Isaac Elchanan Theological Seminary offering few courses in the 'language of the land') believed deeply in "Torah for its own sake" without the dilution of secular studies. They considered that the ability to speak a passable Eng- lish was a sufficient achievement and that this was enough to change a European rabbi into an ade-

quate and satisfactory American religious leader. Consequently, the program of secular instruction was haphazard, intermittent and desultory. Be- cause the students didn't receive the secular educa- tion they desired at the seminary, and because they were unable to attend daytime colleges, due to their religious studies schedule, they were forced to at- tend preparatory schools and public night schools. In 1906, as the search for secular studies eroded the confidence of the students in the school's direc- tors, the directors adopted the formal position that students receiving stipends should spend their full time pursuing their religious studies. The students, on the other hand, resented the high-handed deci- sion on the directors' part, and, realizing the need for a secular education, continued their now forbid- den studies by clandestinely attending preparatory schools. The attenuated Kulturkampf came to a head when a number of students were suspended for violating the directives of the administration regarding full-time study at the seminary. It was not until 1908, under the newly named President Mar- golies, that a committee was named to formulate an adequate curriculum for secular studies, and students were free to attend outside institutions until such a program was established at the Rabbi Isaac Elchanan Theological Seminary.

Thus, we see that the great RIETS strike of 1906 as a beginning of student activism in Yeshiva. How- ever, it also shows the basic devisive force present throughout the history of the school, from its very beginnings as a small religious school on New York's Lower East Side until today. However, this devisive element can most easily be seen during the 1969-1970 school year.

The fall term at Yeshiva University in September of 1969 began on a troubled note. Prior to the start of the term, the university, citing severe financial hardship, and the need to cut its operating budget by $3.7 million, cut various student services and raised tuition and board. Incensed at not having been notified of the cuts, the Student Council, un- der President Richard Sternberg, called for a meet- ing of the Student Council.

After meetings on September 17 and October 8. a referendum of the student body was held on October 8. By an overwhelming vote of 609-64, the student body vowed to "back the Student Council in whatever steps it deemed necessary" to restore student services. The university soon returned to normal, however, as the Student Council assigned the whole issue to various council committees to continue further negotiations with the administra- tion. However, one notes that at no time during the financial crisis, did religion play any part. Because the cut back of student services did not handicap one religious division more than any other, the Stu- dent Council was able to muster almost the unani- mous support of the student body. This point can not be emphasized too strongly, for as we shall see later, the political stratification present at Yeshiva University, unlike any other institute of higher learning, follows certain religious convictions and learnings. There is no S.D.S. chapter at Yeshiva — the most 'radical' group on the Left remains the Young Democrats, who presented mayoral candi- date Mario Proccacino last year. The Young Ameri- cans for Freedom exist in name only. Political Liter- ature is almost non-existent. Yet. two organizations are in evidence — the Student Struggle for Soviet Jewry (SSSJ) and the Jewish Defense League (JDL). In Yeshiva University, one's political identification becomes a manifestation of religious conviction, a singular event on the campuses of America in 1970.

The first signs of a polarization along religious lines in regard to one's political beliefs came in October, 1969. during the first nationwide morato- rium against the war. On October 15. Yeshiva Uni- versity joined campuses throughout the country in the anti-war moratorium. Formal classes were can- celled by the University, as seminars and discus- sions were organized by the various divisions. Al- though many students at Yeshiva participated, ei- ther through attendance at one of the discussion groups held on the uptown campus, or through at- tendance at one of the larger rallies held in New York City. However, the University did not cancel classes as a definite committment to the morato- rium activities. Instead, the University allowed each instructor the right to cancel classes as he saw fit. while no attendance would be recorded or students penalized for their absence. Although the great majority of students did participate in one program or another, the day still saw an element at Yeshiva which protested the Moratorium. This division showed itself most clearly along religious lines.

Regular classes were scheduled in the religious divisions. At EMC. an assembly was conducted which dealt with the war. The speakers, Rabbi Bern- stein, Dr. Grinstein, and Dr. Carmilly, were all out- spoken opponents of the Moratorium and support- ers of the war effort. Their positions, for the most part, tied the support of the United States in South- east Asia with a support for the State of Israel. If, they argued, a small nation like Israel can cope with a war effort and still maintain domestic needs, so can the United States. There is little point in dis- cussing whether the United States had any business getting into Vietnam (although the overwhelming feeling was that we had every right to do -so) but rather, facing the facts, that we are in a war and must support our allies, with the overriding consid- eration that the monolith of Communism is worse than any South Vietnamese government.

In the afternoon, a seminar was held to discuss the 'dovish' opinion on the war. Organized by stu- dent moratorium leader Gary Rubin, the speakers. Dr. Simon, Dr. Greenberg, Mr. Weinsberg, and Dr. Snyder, a Belter instructor 'on loan' to the College. Criticizing the war effort and the Nixon administra- tion, the teachers were outspoken against the falla- cy of a Communist monolith, and called for imme- diate withdrawal from the war.

The implications of the October 15 Moratorium are rather obvious. Whether or not the charges are true, the Moratorium raised the question of the ex-

istence of a political split along religious lines. As the religious leaders, especially certain faculty members of the Erna Michael College, continued to stress the correlation between the war in Viet Nam and the war in the Middle East, many students came to the belief that if one does not wholeheart- edly support the Administration in their foreign pol- icy, one cannot hope to gain Washington's ear for aid to Israel. True, many members of the college faculty did not support the aims and practices of the moratorium. Some were angered that teachers had the right to cancel classes, despite the wishes of many of their students. However, the outspoken members of the religious faculties were adamant in their support of the war — not for the war's sake so much as for fear of the United States Government taking a dim view, vis-a-vis Israel, for outspoken Jewish opposition to the war.

The following month, as the second national moratorium approached, the school wrestled with the decision of an adequate Yeshiva University re- sponse. This time, the Senate ruled that all classes had to be held as scheduled despite the anti-war observances, yet allowing any student the right to attend any anti-war observance off campus without fear of penalties in the form of tests or quizzes. The decision really pleased no one — the more vocifer- ous of the faculty who supported the Moratorium felt that their academic freedom had been violated by forbidding them from cancelling classes to allow

19-M

them a free day to spend on the anti-war move- ment. Many of those who supported the war (as the battle against monolithic Communism) wanted a more clearly defined pronouncement by Yeshiva University on its role in such activities. A false re- port, emanating from Stern College, held that the University was planning to cancel all classes in ob- servance of the Moratorium and close down the University. While the rumor was soon denied, the fears such a move would create in positively identi- fying Yeshiva University as an anti-war institution were not as easily removed.

As the school year progressed, little was said or done on campus one way or another in regard to the war. SSSJ continued to call for support for the Jews trapped in the Soviet Union, while the Jewish Defense League warned of a forthcoming intensifi- cation of antisemitism on the part of the New Left and Black militants.

However, the decision by the Nixon Administra- tion to invade the Parrot's Beak sector of Cambod- ia, and the murders on the Kent State University campus in Ohio soon broke the calm which had ex- isted on college campuses throughout the nation .

The first response at Yeshiva to the Kent State tragedy came the following afternoon (May 5) when teachers randomly cancelled classes to attend a hastily-called rally on Danciger Campus. Only the night before, a mass assembly of 2500 students at Columbia University voted to strike indefinitely as

the Columbia College Senate agreed to a two day suspension of classes. Many schools around the country had acted similarly. At the rally, numerous faculty members, already on the record as outspo- ken critics of Administration actions in Southeast Asia, decried the killings and the Cambodian inter- vention. Dr. Snyder of the Belter Graduate School of Science was the most vociferous, announcing that Belter would strike, and invited the college to join. That evening, an emergency Student Council meeting was held. Several members of council were troubled at the state of affairs abroad and at home, yet were unsure of a course of action for Yeshiva. Several of the members of the faculty who had ad- dressed the campus rally were in attendance, and spoke vehemently for the need for some positive action by the University — in the name of the Uni- versity. As the meeting progressed and tempers flared, those students and faculty members who were either in support of the war effort or in opposi- tion to any University move to suspend classes were clearly outnumbered and outshouted. Reluctant to take any action on closing the school indefinitely on their own initiative, the council voted to suspend classes for the rest of the week (an action which Dean Bacon approved the next day), sponsor a dis- cussion of the issues the following afternoon, and conduct a referendum on Thursday to determine the final course of action.

On Wednesday afternoon, both YC and Stern

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students packed F501 while others picketed and sat-in at the entrance to Furst Hall. Faculty mem- bers of all political persuasions addressed the stu- dent body, with some advocating an immediate end to "business as usual" at the University, while oth- ers expressed their resolve to keep the University open, despite the tragedies.

The most provocative speaker of the day was Rabbi Louis Bernstein, a professor of Bible and Jew- ish History at Erna Michael College, who linked the fate of Israel with U.S. involvement in the Far East. He warned that President Nixon, even more than President Johnson, would rebuke American Jewry for urging activism in the Middle East while oppos- ing it in the Far East. "We have to think first as Jews," he declared. Some of the faculty members of the college, avowed critics of the war while not identified as Orthodox Jews, bristled. Doctor Si- mon, professor of French, proposed that Jews dis- card their ghetto mentality and stop worrying what non-Jews will think. The students, however, were generally dissatisfied with the lack of proposals and direction forthcoming from the faculty and administration.

In the evening, YCSC proposed the referendum, a compromise proposal whereby the school would remain open while allowing students to terminate their school year immediately. After a short discus- sion, the referendum passed council by a vote of 12-2. While the wording of the original motion was

broad enough to permit protesting for either Kent State or Cambodia. Rav Soloveitchik requested that the referendum be reworded in order to prevent students from being identified with Black Panther or New Left activities. By a poll, council approved the changes. After some debate, the Senate passed the council's proposals, and after a five day poll by mail, the faculty failed to veto the measure, putting the council's actions into effect.

In the May 27 issue of The Commentator, the boycott issue was termed "the most radical depar- ture from normal educational standards in Yeshiva College history." As fas as that statement is con- cerned, It IS a valid assessment. Never before in the history of Yeshiva College had a student been al- lowed to leave the school during the semester to pursue outside interests without some academic recriminations. In fact, when compared to the ac- tions taken at other colleges and universities, Yeshi- va was one of the more radical. However, the larger issues raised by the events of May still remain un- settled. Where does Yeshiva University fit in regard to the overall national academic community in its relation to the national political scene?

As of the present time, the administration of Yeshiva has carefully chosen not to answer that question. At all times, the students of the University are reminded that they are, above all else, b'nai torah.

57

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students packed F501 while others picketed and sat-in at the entrance to Furst Hall. Faculty mem- bers of all political persuasions addressed the stu- dent body, with some advocating an immediate end to "business as usual" at the University, while oth- ers expressed their resolve to keep the University open, despite the tragedies.

The most provocative speaker of the day was Rabbi Louis Bernstein, a professor of Bible and Jew- ish History at Erna Michael College, who linked the fate of Israel with U.S. involvement in the Far East. He warned that President Nixon, even more than President Johnson, would rebuke American Jewry for urging activism in the Middle East while oppos- ing it in the Far East. "We have to think first as Jews," he declared. Some of the faculty members of the college, avowed critics of the war while not identified as Orthodox Jews, bristled. Doctor Si- mon, professor of French, proposed that Jews dis- card their ghetto mentality and stop worrying what non-Jews will think. The students, however, were generally dissatisfied with the lack of proposals and direction forthcoming from the faculty and administration.

In the evening. YCSC proposed the referendum, a compromise proposal whereby the school would remain open while allowing students to terminate their school year immediately. After a short discus- sion, the referendum passed council by a vote of 12-2. While the wording of the original motion was

broad enough to permit protesting for either Kent State or Cambodia, Rav Soloveitchik requested that the referendum be reworded in order to prevent students from being identified with Black Panther or New Left activities. By a poll, council approved the changes. After some debate, the Senate passed the council's proposals, and after a five day poll by mail, the faculty failed to veto the measure, putting the council's actions into effect.

In the May 27 issue of The Commentator, the boycott issue was termed "the most radical depar- ture from normal educational standards in Yeshiva College history." As fas as that statement is con- cerned, it is a valid assessment. Never before in the history of Yeshiva College had a student been al- lowed to leave the school during the semester to pursue outside interests without some academic recriminations. In fact, when compared to the ac- tions taken at other colleges and universities, Yeshi- va was one of the more radical. However, the larger issues raised by the events of May still remain un- settled. Where does Yeshiva University fit in regard to the overall national academic community in its relation to the national political scene?

As of the present time, the administration of Yeshiva has carefully chosen not to answer that question. At all times, the students of the University are reminded that they are, above all else, b'nai torah.

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As Doctor Tendler put it during the morato- rium debate, "We must fight Nixon like Yeshiva students. To put the whole argument in pro- spective, the central issue in the political radi- calization of Yeshiva University is the same is- sue that has haunted Yeshiva since its inception — namely, synthesis. Basically, no one has yet come up with the answer, "How does one pro- test like a Yeshiva student?" Thus, the radicali- zation process which gripped Yeshiva during the last two months of the spring 1970 term has not dissapated.

The larger issues which manifested them- selves during the political maturation of the Yeshiva campus were clearly shown in an ex- change of opinion published in the May 1970 issue of Hamevaser, the official publication of the Rabbi Issac Elchanan Theological Seminary and the James Striar School. In that issue, a student columnist indicted the demonstrations on campus for their lack of Jewish identity and their basic assimilationist behavior. In part, the members of the Yeshiva Moratorium Commit- tee answered: "It seems that whenever a group of students wishes to express their geniune moral concern in an overt manner, they are immediately assailed by the so-called religious element of the school."

The political activity at Yeshiva, indeed — its so-called "radicalism", is a further manifesta- tion of the heated dialogue within the Jewish community — the Jewish community in Ameri- ca as well as at Yeshiva herself. The entire prob- lem boils down to whether any activity other than learning lemudai kodesh is ipso facto un- Jewish behavior. As in the Puritan society of the 17th century, religion plays a crucial role in determining one's political behavior. The "church-state" of Yeshiva University is the nat- ural framework within which all political move- ment is enclosed. The Nixon Administration will fade into history, but the larger issue will re- main at the Heights. That is the issue of tradi- tional Judaism as it affects an individual in re- gard to his own moral and ethical conscience and his secular state. ■

Y.U. — A Study In Schizophrenia

by howard dorfman

To be an undergraduate attending Yeshiva Col- lege is to be immediately stereotyped. People across the country have a definite albeit one-sided picture of what Yeshiva University is — or isn't. To your maiden aunt, YU is that rabbi factory in the Washington Heights neighborhood. To your par- ents, it's the only "away" college in which you can be trusted, what with all that sex, drugs, and com- munism rampant on todays campuses. To your rabbi, Yeshiva is the logical place for a Jewish boy to study, free from the distractions of goyish me- shugaas. However, they would all agree — Yeshiva University is the Harvard of Orthodox Judaism in America, the great synthesizer of traditional Judaic learning and western culture. The YU experience may not put hair on your chest — but it will put to- rah in your heart. Somehow, the sanctuary that is Yeshiva will immediately transform the questioning idle young into pillars of religious and moral virtue.

According to James Yaffe, author of The Ameri- can Jews (Random House, 1968), the Yeshiva stu- dent will: 1. probably be wearing glasses from "all that pouring over Mishna and Gemara — which, in most editions have hideously small print", 2. rarely date a girl except as a prelude to the serious consid- eration of marriage, and 3. seldom date a girl from Stern College since study from 9 a.m. to midnight, plus prayers, will leave little time for that "long subway ride downtown." Mr. Yaffe continues with the observation that "there is no LSD problem at Yeshiva and no pregnancy problem at Stern College and this (halachic considerations on the part of the students) is why there can't be a Columbia type of revolt on the Yeshiva campus." In ther words, the Yeshiva student seems to be an anachronism to the twentieth century in general, and to the 1970's in particular. Sex? Purely in the context of marriage, with couples discussing the Talmud while on dates, or in some instances, necking with extreme guilt feelings (as described by Mr. Yaffe). Drugs? Un- heard of! Radical politics?

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A positive chilul Hashem. After all, we're talk- ing about Yeshiva boys.

While Mr. Yaffe was undoubtedly quite sin- cere in writing his work on the state of Ameri- can Jewry, his comments on Yeshiva University seem to leave alot unsaid. Thus, for the first time, a completely factual, unbiased report of the YU character is presented. Four years of research have gone into this report, enabling future scholars of the Yeshiva University psy- che to draw upon the wealth of information culled duringthe 1967-1971 academic years.

Thanks to the diligent efforts of a selflessly dedicated administration, together with the cooperation and support of numerous faculty members and student leaders, Yeshiva Univer- sity has succeeded in separating itself from most of the divisive influences of the outside world, making the campus of the university a particularly sterile place for research into the characteristics unique to it. Thus, as many re- searchers have already discovered (James Yaffe, Rabbi Gilbert Klaperman, Mademoiselle Magazine), one need not be overwhelmingly familiar with college life in the 60's or 70's in the United States to make a comprehensive study of Yeshiva. However, it would be of im- measurable benefit to have'some working knowledge of 17th century Polish and Hungari- an societies to probe and understand the insti- tution and its similarity to the now defunct shte- tel and Pale of Jewish Settlement.

Yeshiva University was born out of the desire to transfer the seat of Orthodox scholarship from Europe to the fertile land of America, to- gether with the teeming refuse of Emma Laza- rus fame. It is remarkable just how much Euro- pean thinking survived the passage on steerage to create the torah center on Amsterdam Ave- nue. That very same singlemindedness of pur- pose which went into the founding of Yeshiva College has nurtured the European way until this very day in the heart of the University.

The year 1927 was a momentous one in his- tory. Charles Lmdburgh soloed the Atlantic, Babe Ruth hit 60 home runs, and Yeshiva Col- lege was established at its present address in its present form. While aviation progress allows anyone to cross the Atlantic at a fraction of the time and courage, and baseball progress has humbled the Bronx Bombers, time has been kind to Yeshiva. The sacred traditions and methods of learning have been carefully pre- served. While it is doubtful whether the Babe could recognize the Yankees, there are many aspects of the University which would hardly seem different to Dr. Revel.

This IS not to say that the University has not undergone monumental change. A student could enter one of its high schools, continue on to college, and then progress to one of its highly touted graduate facilities. In other words, one could enter the Yeshiva family at age 18 and not exit until age 25 or 26 without ever seriously confronting the goyish culture and way of life. In its purest sense, this seems to be the true Yeshiva way.

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marches smartly into its role as the logical succes- sor of the great Torah centers of Europe. Ever mind- ful of their unique place in Orthodox society, the students of Yeshiva University still wear the halos of good b'nai torah. They never smoke, drink, ca- rouse, or in general act like their goyshe counter- parts on the campuses of America. They are differ- ent and proud of that difference. Yeshiva College men even protest like Yeshiva students, ever mind- ful of what damage they might do to tarnish their school's ethical and financial position.

The halls of Yeshiva are filled with the sweet smg^ song melodies of students pouring over their lemu- dei kodesh. The synthesis of Dr. Revel's dream, once doubted, is testified to by the diligence of the student body, studying secular subjects in a true

Torah environment. Each teacher serves as a guide to unravel the dark mysteries of life as an orthodox Jew in a hostile world, preparing each student for his rightful place in the Jewish community.

And so, sitting on the banks of the majestic Har- lem River, one can only guess at the future of Yeshi- va University. Undoubtedly, the University will con- tinue to exert itself as the leader of Orthodox Juda- ism in the United States. The homogeneous student body will cheerfully bear the halos of true talmedei torah and leave Yeshiva University enriched by its own unique brand of educational excellence, better equipped than most to the pressures of a secular society. They are different than most — mainly because things never change at Yeshiva.

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Basketball

What can you say

about the Yeshiva College

Basketball team

that died from neglect?

That he was small

and puny. And for the

most part untal-

ented, except for two

players. That one

of these players was the

greatest Mighty Mite of

all time, and

despite his scoring

records the team could

Stuart Poloner's Accomplishments

Most points in a season, Yeshiva: 534 1970-71

Most points, freshman season, Yeshiva: 443 1967-68

Highestpergameaverage, season, Yeshiva: 28.1 1970-71 (19 games)

Mostpoints. career, Yeshiva: 1,378 1967-69,1970-71

Mostfreethrows, season Yeshiva: 132 1970-71

High scorer in Knickerbocker Conference, 1970-71 258

All time Knickerbocker Conference high scorer: 502 1967-69,1970-71

not win, The Mighty Mites never complained about the lousy ill-fitting

uniforms, cheap food for road games, an im- possible schedule against superior opponents. They went out to fight for the glory of the old alma mater and despite a valiant struggle it was loss after loss. All the losingculminating in the worst record in Mighty Mite his- tory, 2-17.

The years of administration neglect finally bore the bitter fruit during the 1970-71 season. Fools believed

that all the team needed was a good year from Stu Poloner — fools they were for the ob- servant knew thatthedisas- ter was coming. Stu Poloner is prob- ably the greatest . . . check that, he was the greatest player ever to wear the "blue and white" Stuie broke the career scoring record (in three years), the season record, the highest average etc. etc. As great as Stuie was, he could not take on the opponents by himself. Harold Perl helped Poloner giveYeshiva some respect. But after Harold the athletic

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ability ended. It was two against five.

Administration people felt that they had the star- players needed for a good season. Administration don't know basketball. It takes star players but it also takes other factors. A supporting cast so that the opposi- tion cannot double and triple team the shooter. It takes a regular pre- season practice schedule, a regular practice gym, that doubles as a home- court, so the team has a "homecourt advantage". Yeshiva's Adminis- tration was not willingto give the above essentials. The result was the 1970-71 basketball record, 2-17.

75

Wrestling

N

The

Jabbingfoe

(an Ellmengy) by Sheldon S.Miller with apologies to Lewis Carrol

Twas boiling and the slithy men did tyre in the gym and game

All mimsy was the wrestling team and the mat moans out came

Beware the Jabbingfoe my son

the jaws that bite the claws that catch

Beware my Jew-Jew boy

and shun the frumies and Badpinmatch

He put his verpal ear-guards on

So strong the manxome foe he thought He knelt before the Dumb-Referee

And stood awhile and fought

And as in full view he stood,

the Jabbingfoe with eyes of flame

Came shootling thru as fast as he could and swore as he came

	Wins	Losses	Pin
Kline	4	5
Westle	1	2	1
Rubin	5	9	2
Mermelstein	2	8	1
Edell	2	8	2
Reich	4	7	4
Press	5	5	4
Koolyk	4	10	1
Urkowitz	2	2
Mondrow	0	8
Schweitzer	5	3	3
Weiss	7	2	2
Davis	2	3
Nunberg	3	4	1
Lipschitz	0	3

One pointthen two! "I'm through, I'm through!" His limp limbs went smickity-smack

He felt all dead, someone posted his head and dumped him on his back

"And hast thou lost to the Jabbingfoe?" Go eat an orange my squeemish boy

"Oh finsterous day, Oi Vay Oi Vay!" He'd lost to a chortling goy

Twas boiling and the slithy men

did tyre in the gym and game All mimsy was the wrestling team

and the mat-moans out came

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It was the year of the injury for the 1970-71 Wrestling Team. First it was Cap- tain Bob Weiss, then Avi Terry, Bob Wes- tle, Curly Mermelstein and a host of oth- ers. Despite the crippling injuries, the Ellmen were able to give a decent ac- count of thennselves. The record may not show it, but these guys gave their heart and soul to every match. Coach Ellman often had to substitute an inexperienced

underclassman for an injured experi- enced veteran. However the 3-9 record will probably be the last of the losing sea- sons for Yeshiva's most exciting team, as the subs of this year have picked up valu- able experience. Add to that the fact that the incoming freshman class will have recruited high school wrestlers and it adds up to a potentially winning team.

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Fencing

For the first time in memory the feocingteam had a losing season. Prospects looked dim for Coach Tauber's boys when the epee squad lost Charlie Sprung and Larry Gelb to medical and dental school. The epee squad could not cut the mustard. The sabre squad led by Captain Larry Rosman had a good year, while the foil group was usually good.

1970-71 FENCING TEAM RECORD

OPPONENT	HOME	OPP.
	SCORE	SCORE
St. Peters	20	7
Newark Rutgers	8	19
N.Y. Maritime	18	9
Pratt .	27	0
Farleigti Dickenson	19	8
St. Jotins	9	18
Brooklyn	9	18
Drew	9	18
Jersey City State	12	15
Brooklyn Poly	9	18
Paterson State	9	18
M. IT. (sabre)	6	3

SABRE	WON	LOST	FOIL			EPEE
L Rosman	24	6				N, Rathman	12	13
L, Beer	15	16	1. Gewirtz	8	14	N. Chernofsky	8	14
M. Knectit	12	17	T. Weiss	6	6	K. Stalman	2	5
S. Rosman	2	2	1. Friedman	5	11	B. Benedek	4	6
J.Chasky	2	1	R. Sctiiffmiller	4	10	Z. Weiss	4	1
M. Grabina	0	2	M. Seidman	3	2	N. Welntraub	7	12
D. Edelstein	0	1	G. Fructiter	3	9	E. Baer	1	3
			S.Wilner	2	5	M. Korenblitt	2	2
TEAM TOTAL	55	45	A. Pollack TEAM TOTAL	1 32	1 58	TEAM TOTAL	40	51

This was not enough,

as the 4-7

record indicates.

Added to the fencing

team's problems

was the competing

against

colleges that had

recruited high

school fencers on

scholarship. This

problem will

keep growing in the

following years.

However Coach Tauber

will probably find the

solution and

once again

the fencing team

should become

Yeshiva's

winningestteam.

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TECHING IT

by

Stanley rock

and

michael spero

The quality of life at Yeshiva is high- ly subjective. It ranges from carefree oblivion to tenacious survival, depend- ing on the make-up and personal cir- cumstances of the individual. One's major, one's religious division, one's roommates, and the preconceived be- liefs brought to Yeshiva strongly influ- ence one's chances for an enjoyable stay at Yeshiva. However, there are certain phenomena that every Yeshiva student must experience.

Even a visitor to Yeshiva could not avoid noticing certain blatant peculiar- ities in and around the campus: when one lives here day and night for four years, these amusing curiosities be- come the drops of a Chinese water tor- ture, with the result much the same.

Unbeknownst to the New York State Board of Health. Yeshiva clandestinely harbors an old-age home. From the "Kinderlach" lady and her cohorts who extend their gnarled beggars' hands to the inobstrusive "Honey- mooners", one gets the impression that there are more people over 85 than under 25 on campus. It makes one think that the last YCSC concert should have featured Rudy Vallee in- stead of Jay and the Americans. And while it is universally known that flies are attracted to a dungheap, there must be a deeper reason for the old- timers' presence at Yeshiva. Perhaps they are seeking protection behind Yeshiva's walls, from the Grim Reaper. At least they know what they are hid- ing from.

Despite these statue-like fixtures adorning Danzinger Campus, there is also a great deal of motion to be seen. On any afternoon or evening, one will find scores of students at our 4 minia- ture basketball courts — at least 73 at each basket. Six are playing basket- ball, one is "reffing", one is retting the adjoining stickball game (four are playing the adjoining stickball game), 17 are playing football, 28 have

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claimed the rights to the next game, 5 are awaiting medical attention, and 11 are wander- ing mindlessly. In such unusual circumstances, unusual plays naturally occur. It is not uncom- mon to go up for a rebound and come down with a football; many have been impaled on a stickball bat while driving in for a lay-up; and some players have mastered the art of both receivingand throwinga pass simultaneously.

The benefits of this athletic activity, agility, strength, and swiftness of foot, do not go to waste. Living in Washington Heights, these at- tributes, in addition to a degree of fool's cour- age in the face of adversity are often necessary for survival. Although the residents of Amster- dam Avenue and their neighbors one block to the west on Audobon Avenue are of strikingly different backgrounds, muggings and armed robbery share the ability to transcend the lan- guage barier. Being held up by a band of the local junior high school toughs does wonders for one's self image, no matter what language the threats are expressed in. Whether fleeing a playful German shepard which has been sicced

upon him by his equally playful master, or dodging Lobo's strategically placed land mines, a student must be on his guard in our neighborhood.

But despite the turmoil of the street, within the confines of the Yeshiva dormitory the bliss of irresponsibility prevails. Closely approximat- ing the shell shocked soldier who avoids com- bat, or, more accurately, the toilet shy tot who will suffer constipation rather than face an encounter with his potty, the Yeshiva student will go to great lengths to avoid the pressures and tedium of school. He will explore the re- cesses of his fevered brain to find any alterna- tive to constructive educational endeavor. The average Yeshiva student will even find solace in the most moronic of pastimes. Thus a monopo- ly game is played until sunrise, a dart game is scheduled for midnight, and in the balance hangs an indolent senior's commitments to two weeks minyan attendance; card games and bull sessions, itinerant folk singers and hungry students trudging to the inevitably broken food machines are prevalent throughout the dorm.

Television becomes an obsession; pre-med majors watch "Marcus Welby", pre-laws watch "Storefront Lawyers," and sociology majors watch anything. One senior English major watches "Sesame Street" re- ligiously and walks the halls aping The Cookie Mons- ter. Thus, those rare individuals who attempt to take their studies seriously find that the obstacles are at times overwhelming.

The various facets of everyday life at Yeshiva can be described. But the total effect of the environment on the individual is more difficult to assess. Though the whole is generally equal to the sumof its parts, the hole that is Yeshiva is not.

EATING AT YESHIVA

One of the primary strengths of Judaism in America has been its much bally-hooed love affair with food. Ever since the first Jewish mother arrived in America and began to nudge her be- loved Yankele, "Es, es, mein kindt", the wasp society that is America has been inundated with a never-ending supply of Jewish eating stereotypes — the wedding reception of Goodbye, Columbus, the vision of Sophie Port- noy prodding her beloved Alexander to eat at knifepoint, not to mention the sacreligious use of liver in that same notorious work. Even the supposedly innocuous phrase, "slaving over a hot stove" brings to mind the mental pic- ture of a short, grey-haired figure standing on the newspaper-strewn freshly washed kitchen floor, gently preparing her hockflaish and chicken soup for her beloved charges.

For the Heights crowd, Yeshiva is our Jewish mother. Oh, how Yeshiva is

our Jewish mother. And, as such, the mere acquisition of sustenence takes on great importance. Thus, eating at Yeshiva deserves its own special place in this yearbook, just as it has earned its own special place in the pits of our hardened stomachs.

What follows is a short description of the various eating places most fre- quented by Yeshiva students. Howev- er, we realize that our efforts will have little or no effect on the eating habits at Yeshiva. When you have class from 9:00 A.M. until 7:00 P.M., you're either too tired to eat, or much too exhaust- ed to care what you eat. Which, in es- sence, typifies all eating at Yeshiva.

THE GREASY SPOON

The name over the door reads, Tov M'od Dairy Restaurant, which in itself is a classic overstatement, or a mon- sterous hoax. Let's be honest — if we would stretch the point to its limit, we might be able to say that the Spoon's food is tov — but tov m'od? No way.

The first thing that hits you as you

93

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enter the Spoon is the incredible aroma. One would expect a restaurant to have the aroma of food cooking — only the smell in the Spoon bears no resemblence to food of any kind, even the food they serve in the Spoon. As if the assault on the olfactory sense is not sufficient, the decor is taste- fully done in Early Route 17, complete with a dozen or so Shell No-Pest Strips.

The food? Well, the less said about the food, the better. Somehow, Gene and his wife have discovered the secret of making everything they serve taste just about the same. Maybe it comes from making every- thing on the same grill. The Spoon serves eggs any way you can name, except the way you want them. It doesn't make much difference — they all come out tasting like leather. The tuna fish reachest gastronom- ic depths, defying anyone to identify the true ingredients. The filets of sole resem- ble those poor devils trapped in the oil slicks off Santa Barbara, and his potato pirogen look like they've just had a lube job at the Shell station on Amsterdam Avenue This is not to say that all the food is in- edible. The spaghetti is good, and the mac- aroni and cheese can be quite pleasant at times. There is also much to be said for the peanut butter. And the milk is really good.

Gene seems to live for the moment he can go to town on your ticket. He stands there, mentally figuring up your bill, at- tacks the ticket with his puncher like he was making a paper doily, and you discov-

er that you've spent over a dollar for lunch, leaving little for dinner. And one thing you can say for the Spoon — you won't be hungry an hour later. Ten minutes later, maybe. And don't forget to tell Gene's wife that you've paid for the paper, or you'll never hear the end of it.

ALEX'S RESTAURANT

As every catalogue and brochure issued from Yeshiva University proudly pro- claims, one of the benefits of attending Yeshiva is New York City itself. And, as ev- eryone from New York knows, one of the very few advantages of living in the city is the ready supply of delicatessen, rarely found in the wilds of Middle America.

As an average deli, Alex's isn't at all bad. In fact, it might be said that it's pretty good. Of course, Alex's is really not a deli- catessen in the classic sense. His salads consist of a strange tasting potato salad and a watery cole slaw. But his meats are excellent by even the most demanding deli maven. The roast beef is rare and tasty, his turkey is fresh, not that greasy rolled stuff so prevalent on the market (although he sells that, too, for those indiscriminating few). His corned beef and pastrami run on the fatty side, but that is to be expected in all but a few delis in the Western world. And Alex can never be accused of skimping on his sandwiches, which in itself is a miracle

of major proportions, considering the fact that Alex owns the place himself.

Of course, Alex's is more than a deli. Besides the ubiquitous hamburgers and hot dogs, the restaurant offers meatballs and spaghetti, inundated with a rather lumpy tomato sauce; meatloaf and mashed potatoes with gravy, and numer- ous other concoctions listed on a dirty soda company sign which nobody ever re- fers to at all. His sodas are all canned, and seldom stay cold throughout an entire meal.

After slashing his prices during the infa- mous Deli War of 1970, Alex has raised his prices within reason, taking into account the war in Viet Nam and the wage-price spiral. A hot dog, french fries, and a Coke cost 95c, par for New York. The sandwich- es, obviously, cost more, but the meal is obviously better. Taking everything into consideration, Alex's Restaurant is about the best deli-restaurant in the neighbor- hood north of Central Park — and who can afford Bernstein's all the time anyway?

PARKER'S

As the official 'caterer' of breakfasts, lunches, and dinners for Yeshiva Universi- ty, Parker's naturally suffers from the same ills that plague the rest of the Univer- sity — overcrowding; surly, curt help; ineptness; and a general lack of coordina-

tion. Yet, Parker's food constantly draws a steady stream of YU students, their occas- sional dates, and many orthodox college students from the surrounding areas, not to mention the Sunday evening crowd pheonomenon known as Family Night. What, then, is the drawing card?

Parker's, despite its close association with a university which seems to have the knack of ruining anything it touches, is a good place to eat. It's really that simple. Thanks to the initiative of several student council members of the 1969-1970 term, daily specials were instituted, allowing for a complete meal for $1.50. Even without partaking of the specials, the prices are a bargain for a complete meat meal in the metropolitan area.

Parker's, in addition, is probably the cleanest place to eat in the Washington Heights area. In fact, before the recession made table-clearing a form of collegiate exercise, the bimmies would clear your tray away while you were eating.

There are drawbacks to note as to eat- ing at Parker's. The lines, especially on Sunday nights, when every stranger to Yeshiva inquires about the identity of ev- ery dish — and then chooses chicken, is abominable. What usually holds up the ad infinitum are the check-out ladies, one of whom throws the change at you in disgust.

(Editor's note: Parker's has been named the winner of the national 10001 Ways to Make Hamburger Championship).

NOCKI NOSH

Nocki Nosh is presumably the world's first and only automated kosher restau- rant in the world, when the machines work.

As such, it is either the best restaurant o' its kind, or the worst. The place is crowdec when there are two people in it. Few peopk linger for more than a few minutes, but it wil live forever in our hearts as the precipitatoi of the Deli Price War of 1970, which allowec Yeshiva students to live high off the hog din cheap.

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CHOPSIE'S

Pizza by Chopsie's is an experi- ence that nobody attending Yeshi- va University should miss. This is not to say that there is anyone who has ever attended Yeshiva that has not at one time or anoth- er been lured into this den of indi- gestion. What out on Amsterdam Ave. may be an inticing aroma becomes a noxious choking cloud of pizza smells, people smells and certain other unidentifiable scents once this hotbed of heartburn is entered. Mercifully, Chopsie's of- fers a take out service so that in the comfort of one's well ventilat- ed dorm room you can get down

to the business of eating. Visually, the pizza is not very aesthetic; it resembles a collage of molten la- tex and gravel on cardboard. But the gastronome would be more than satisfied with the taste of the pizza; it's not overly spicy and it has just enough cheese to balance things out nicely. The felafel is good but could use a little more punch to it. The other fare is pret- ty much standard and is as good here as anywhere else.

Pizza, by nature is oily and Chopsie's carries the indelible stamp of this Sicilian treat ; that is, the entire shop is covered by a thin layer of slime. If buildings were capable of contracting hu- man diseases. Chopsie's would have a monster case of acne vul- garis. So if you really crave pizza (and you can afford the price of a good Gl tract specialist) send your roommate down to Chopsie's and have him get you two slices and a large coke . .. TOGO!

^

Somewhere between the time you sign your first class registration card to get into Y.U., and the time you take your G.R.E.'s to get out, you experience a grueling, agonizing trauma called "Dat- ing Your First Stern Girl". It starts on the way back from your third visit to the "Bims" with your roommate, when you casually mention to him that you wouldn't mind taking out a Stern girl some Saturday nite, just to see what it's like.

He tells you that his girlfriend's friend has some friend there named Sarah, who's probably available . . . You already know she must be a dog, because she's not going steady with anyone.

But it's only this once, anyhow, you figure, so you gather enough courage on

MU- 6- 59- 00

by meisha goldish

Tuesday night and dial from the pay-phone (since the phone in your room hasn't been installed yet). Mild panic begins to set in . "Stern College" . . . "Is Sarah Sterngirl in?" . . . "What's her room number?" ... "I give up" (pause) "It's 8C, hold on, I'll ring it" . . You pray for no an- swer, but suddenly, the VOICE:

"Hello?" . The voice is the voice of a dog . . . "Is Sarah Stern- girl there?" "Speaking"

You take a deep breath. You almost begin the conversation, when Sarah interrupts, "Hold on one second, the other phone is ringing ..."

She returns and apologizes for the interruption, but good man- ners forbids you to ask if the other call was for her. Maybe the voice isn't totally the voice of a dog, af- ter all. But almost faster than you can say, "So how do you like Stern so far?," there is a second inter- ruption . . . "Five cents more if you wish to continue" (You may consider yourself in deep trouble if the person who says that is Sar- ah, not the operator).

Once you've juggled the phone hook and cut off the recording (a common-knowledge trick), the conversation officially begins. She tells you she's only going to Stern because her older sister went there, she and her two other roommates can't stand their

fourth roommate, and isn't it childish how you have to sign in and out everytime you leave the building, it's so great having Or- bach's right across the street, and 34th Street has some nice shoe stores, and she'll probably major in psych or soc, but might transfer to Barnard after this year because you can't really do any student teaching through Stern and she loves the theater and one of her roommates already saw "Man of La Mancha", and what did you think of "Love Story", and hold on one second, her other phone is ringing .

The second round of phone conversation involves playing the "Do You Know?" game, since you discover you both went to Camp Moshava in 1962, except that she was there 1st trip and you were there 2nd ... So do you know Heshie Webster, or Chaya Teitel- baum . . . no, but do you know Layah Finkel ... no, but did you remember Aryeh Schwartz from somewhere in Pennsylvania, no, but at least we both know your roommate's friend's friend, sort of.

Eventually you become tired of jiggling the phone hook, and be- sides, you tell yourself, this ridicu- lous three hour conversation with a total stranger is crazy, and so you pop the question: "By the way, are you busy Saturday

night?" She answers, "No," which definitely proves she must be a dog because otherwise she'd already be taken. But it's too late to back out now

"I'll meet you at 8:00, unless, heh, heh, you'd rather meet me at Y.U." This sorry attempt at wry humor will probably lead you to a short discussion on why or why not Sarah would never enter a boys' dormitory.

If she asks where you're going on the date.

BROOKDALE RESIDENCE HALL

YESHIVA UNIVERSITY

SPONSORED BY

THE BROOKDALE FOUNDATION

kiddingly reply, "Probably to the Bims," which will thus allow you to show off your knowledge of how the Bims got its name, and will also lead to a very short discussion on why or why not Sarah would never go there, even with an esccM-t.

Lastly, you are asked how you will be recognized, and you clev- erly retort, "I'll be the one with the yarmulke." CLICK.

All Shabbos long, you are continually reminded by good friends that Sarah has to be a dog. After carefully applying the last dabs of Clearasil on your chin Saturday night, you ride the subway with twenty-six other fellows going your way. As you merge at 34th and

Park and enter the Stern lobby, a quick glance at the switchboard operator tells you why she isn't going out tonight. Hus- tled out of the lobby and Into the lounge, you observe a slow hush which settles over the room as an elevator-full of companions unloads at the entrance. A girl approaches you . . . She's beautiful! She's gorgeous! She tells you, "Hi, you must be Melvin." You smile and sigh a

deep sigh of relief.. She continues, "I'm Sarah's roommate — Sarah said she'll be down in a second." Pain. What excru- ciating pain! The roommate leaves with the guy from your chem lab you thought was queer. Finally, Sarah appears. You look at her and then swear you'll never be conned into another blind date in your entire life. Dog! DOG!! "She proba- bly barks when she speaks! You want to

tell her you're spending the date near a fire-hydrant ... If this girl gets sick, you're calling a vet . . . DOG!

Are you Melvin?"

"Are you Sarah?"

"Yes, I'm Sarah".

How you'd love to say, "Well, I'm not Melvin."

You can now only try to make the best of the evening. You buy tickets for some movie's next performance, and then

roam around Times Square . . . You stroll through Playland, pose for the TV camera at Ripley's Wax Museum, window-shop at a psy- chedelic poster store, and make the surprising discovery of a Ko- sher deli next to the Majestic Ballroom.

Waiting in line outside the thea- ter. Sarah comments on how good the chestnuts smell, which leads to a brief argument over whether or not you can trust "Pure Vegeta- ble Shortening" on cookies, and which restaurants are really Ko- sher in Manhattan.

You watch the movies while remaining "Hands Off", for who can afford the reputation at Stern of being an octopus? Later, over sandwiches at Bernsteins, Sarah meets at least one good friend, excuses herself to go to the ladies' room, and you'd give twenty bucks to hear their conversation.

On the way home, you acciden- tally get lost in the subway some- where in Brooklyn, and must catch a cab back to Stern. In the lounge, each girl slyly and subtly scrutinizes every returning cou- ple, making mental notes of who's still smiling, who's starting to cry, and who's being edged out the frontdoor.

Every girl seems a little better looking than Sarah, but things aren't so bad when you discover that the queer in your chem lab got lost in the East Village all night, and his date confides that she wishes she had seen your movie.

With luck, you find a car going back to Y.U., and participate in a conversation of fantastic con- quests, next-time resolutions, and personal and Torah views towards negiah and pre-marital sex.

And so maybe it wasn't such a bad eveningafter all.

— Ours is not to please but to provoke

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THE LIBRARIES

THE POLLACK LIBRARY

M ASM ID 1971 I BOOK TWO

howard dorfman Stanley rock

MASMID1971

editors-in-chief associate editors

business manager

mike fromovitz contributing editors larry rosman michael spero

yaakov zeffren zvi sprung

arnold yagoda ben neiman

isi teitelbaum abby leizerowski

danny kurtzer assistant to the editors ira spodek special assistants to the editors

david leibtag Sheldon miller

susan rothman

dassy kurland

front row, left to right: d. leibtag. back row, left to right: i. spodek. s. rock, m. fromovitz. m. spero, h. dorf- man. s. miller, y. zeffren.

TABLE OF CONTENTS — BOOK TWO

THE ESTABLISHMENT 4

Administration 6

An Interview witin Dr. Issac Bacon 8

Language, Literature, and the Fine Arts 10

The Golden Fleece by Paul H. Connally 14

Natural Sciences 16

An Interview with James Snyder 22

An Interview with Harvey Bernstein 25

Social Sciences 28

^{(■■■■■■■■■■P

Jewish Studies 38

James Striar School of General Jewish Studies 40

Rabbi Issac Elchanan Theological Seminary 42

Erna Michael College of Hebraic Studies 44

ACTIVITIES 48

Commentator 50

Y.C.S.C 52

The Senate 54

Dramatics Society 56

Karate 60

SENIORS 62

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II	k Dr. Samuel Belkin	o	Rabbi Abner Groff
1	' President	s	Director of Admissions
m	\ Dr. Israel Miller	o	Rabbi Joshua Cheifetz
n	^ Vice President for	^F	Director of Residence
^i	^ Student Affairs	^^	Halls
m	1 Dr. Sheldon Socol	Q	Professor IVIorris Silverman
^	^ Director of Student _	3S	Registrar
^m	. Finances	^ 8	1 Colonel Robert Marmolstein
m	1 Dr. Isaac Bacon		Director of Safety and
^	' Dean		Security

An Interview with Dr. Isaac Bacon

Dr. Isaac Bacon is the fourth dean in the more than 40-year history of Yeshiva College, and a veteran among the University's 11 deans and directors. He has been dean since the fall of 1959, and during the past ten years has been part of, and witness to, some of the most sig- nificant and wide ranging changes at YU and in higher education. A language expert. Dr. Bacon, like his counterparts throughout America's colleges and universities, today must cope with the new language of a new generation in an ever changing society. In a recent interview we asked Dr. Bacon what he felt were the greatest changes during his tenure.

"The most obvious change during the last ten years," Dr. Bacon said, "is the change in size. In the Fall Semester of 1959 there were 580 students enrolled in the College. Today there are more than 1,100. Ten years ago we had 91 faculty members, only 19 who had full time positions at the college. Another 18 had pri- mary positions in other areas of the university, but also taught at YC, with others serving part- time. Today, there are 154 faculty members, more than 100 of whom are full time, with 58 full time at YC. More important, though, is the qualitative change. Working with faculty and students, we're continually trying to raise our standards in every field in which YC offers a major."

How has the role of the Dean changed?

"The role of the Dean has changed in that the faculty has assumed a greater role in sharing responsibilities in running the affairs of the college. They are the ones who determine grading practices, requirements for gradua- tion, new courses, new programs and all the determinations dealing with the academic operation. Of course, the job of the Dean still remains to take the initiative in reviewing ex- isting programs and innovating new ones. The faculty expects leadership on the part of the Dean although they sometimes only reluctant- ly go along with what he proposes, and some- times they do not go along at all, which is cer- tainly their privilege. (I strongly believe that the academic success of the College is de- pendent on the extent to which the faculty is

willing to involve itself meaningfully in efforts toward the betterment of the College.) I might mention to you that one of my first acts when assuming the position of the Dean was to ask the faculty to develop ways and means of how to accomplish a greater sharing of academic responsibilities. Strangely enough — and per- haps not so strange — this turned out to be a very difficult and protracted project. It took us almost ten years to write a statute for the Col- lege and by-laws. This document has been presented to the President and approved by him — except for one section, which is cur- rently being re-written, dealing with the struc- ture of the College in terms of departments and divisions. Another change in the role of the Dean was brought about by the creation of the Yeshiva College Senate. As you know, the membership of the Senate consists of eight faculty members elected by the faculty, six

students elected by the Student Council, one alumnus appointed by the alunqni, and five ex-officio ad- ministrators. Now, in the Senate the Dean does not sit as the Dean of the College but as one of the Senators, with equal voice, with equal power — no less but no more — with the other Senators. In addition to the Senate, students were added to ev- ery faculty committee and have an equal voice with the faculty on these committees. This means that the responsibility of running the academic affairs of the College is shared by faculty, students and administration alike. Whether the change is for the better or not is too early to determine. I have the feel- ing, however, that we stand today stronger and more effective in our capacity to serve the College."

Has this sharing of responsibilities lightened your burden?

"On the contrary, I, and all of us in an administrative position, are en- gaged in university affairs to a greater extent than ever before. Working together has given us far more to do, and there is more than ever to be done in running a univer- sity today."

What do you see as the major chal- lenges of the 70's?

"Basically, they are related to fund- ing. YU, like most schools in Ameri- ca, is in a period of financial crisis. There's less money coming in, yet costs continue to climb, more serv- ices are demanded and university personnel find their income unable

to keep up with the cost of living. We are also faced with the issue of re- ducing expenses without diminish- ing our unique quality — to main- tain a 'small college' atmosphere with small classes to benefit each individual student. There's a need for team teaching, a better honors program and a thorough reevalua- tion of our curriculum. There are major tasks, and they require a lot of money, and I just don't know where this money will come from."

What do you feel were your major accomplishments in the 60's?

"I consider the five-year honors program to be my proudest achieve- ment. It's a program whereby a stu- dent who is doing well in his Jewish studies and at the College, but who

"I don't think there is another college in the world . where students, and for that matter, faculty and administration strive for the impossible and so often succeed."

aspires to do even better in both areas, may spread his college edu- cation over a five-year period with- out incurring any additional costs. I'm proud too, of our constant up- grading of curriculum, and in the ability to maintain a small-college atmosphere in this time of multi- versities with mammoth classes and alienated students. Also the constant improvement in faculty welfare, and the relatively good rela- tionship between all segments of the university family."

"What is the purpose of education today?

"What it has always been — to teach, and to learn; to stimulate to ask questions, to raise the standard and meaningfulness of the ques- tions, to help in the answers, and to provide the tools and the tech- niques for the ability to find the answers for oneself. This formula can be applied to every level of the

educational system, beginning with kindergarten. Only, as we move from one educational level to the next, the formula naturally as- sumes a more sophisticated and complicated character. The liberal arts college is in the unique position of being the only unit within the educational complex where the formula specializes to deal with universal truths and so is geared to instigate questions of a universal nature. This helps a person to ac- quire cultural breadth, intellectual versatility, and competence to deal with ideas. For those who are un- able to discern the difference be- tween what is gold and what is only fools' gold, this type of education seems most irrelevant. They do not realize that, in fact, what they call relevant is basically ephemeral. The liberal arts education of which I speak is relevant in the truest sense of the word. It is recognized that a true liberal education in the total education of a person is what

makes a doctor a better doctor, a scientist a better scientist or a spe- cialist in any field, a better specialist in his field. (The ideal that a man's reach should exceed his grasp — you remember Browning's lines — certainly is most fully realized with a true liberal arts education.) In some, this challenge creates elation — "Or what's a heaven for" — : in others it creates frustration. I don't think there is another college in the world where this challenge is more pronounced than here at Yeshiva College where students, and, for that matter, faculty and administra- tion strive for the impossible and so very often succeed. This is what at- tracted me to come and to stay at Yeshiva College."

Yeshiva College

Language, Literature And The Fine Arts

10

Beukas, Mr. Anthony

Instructor, Speech Chernowitz, Dr. Maurice

Professor, Art Connolly, Dr. Paul

Asst. Professor, English Epstein, Mr. Gary

Instructor, English Feldman, Dr. Louis H.

Professor, Classics Fleisher, Or. David

Professor, English Haefner, Dr. George

Assoc. Professor,

Speech Hershow, Miss Sheila

Instructor, English King, Mrs. Lawrence

Instructor, Speech Knudsen, Mr. Thomas

Vis. Lecturer, German Kra, Dr. Pauline

Asst. Professor, French Lainoff, Dr. Seymour

Professor, English

^	Levy, Dr. Edward
^Cs	Asst. Professor, Music
^3	Linn, Dr. Irving
jK	Professor, English
^fl	IVIayeroff, Mr. Aaron
^j	Vis. Lecturer, Russian
^m	Morgenstein, Mr. Henry
^P	Instructor, English
^^	Planl(, Dr. David
^P	Asst. Professor, French
^M	1 Rosenberg, Dr. Ralph
3k	Professor, German
^^	1 Simon, Dr. Ernest
^0	Assoc. Professor, French
^^^^^V^R	Stearns, Mrs. Rebecca
X	Instructor, Speech
A	Tauber, Dr. Abraham
^	Professor, Speech
^^^lo'	Taubes, Mr. Leo
^V	Instructor, English
^^^11^	Waterman, Miss Cathrine
^tr	Vis. Lecturer, Spanish
^^^17	Weidhorn, Dr. Manfred
^If	Assoc. Professor, English
^^^Ti^^	Yesta, Miss Silvia
^tw	Vis. Lecturer, Spanish
^^^Ti^'	Ziff, Mr. Daniel
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Natural Sciences

I Aarons, Mr. Rogers

Teaching Fellow, Physics Asst Behrends, Dr. Ralph E.

Professor, Physics I Blackman, Dr. Samuel W.

Assoc. Professor, Chemistry ' Brueckheimer, Mr. Frank

Vis. Lecturer, Biology I Cooper, Dr. Frederick

Asst. Professor, Physics Davis, Dr. Martin

Professor, Math Dobkin, Mrs. Ida

Instructor, Chemistry ( Etkin, Dr. William

Professor, Biology Frye, Dr. Graham

Assoc. Professor, Math I Ginsberg, Dr. Johnothon

Asst. Professor, Math I Hamberg, Dr. Max

Vis. Assoc. Professor, Biology

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Klein, Mr. Morris

Instructor, Biology Kohn, Mr. Samuel

Teaching Fellow, Math Levine, Dr. Eli M.

Professor, Chemistry Levy, Dr. Ezra

Assoc. Professor, Chemistry Lisman, Dr. Henry

Professor, Math Mazurek, Mr. Thaddeus

Lab Asst., Physics Metal, Mr. Israel

Lab Asst., Physics Newman, Dr. Donald

Professor, Math Plastock, Mr. Roy

Teaching Fellow, Math

Presby, Dr. Herman

Asst. Professor, Physics Putz, Dr. Robert

Instructor, Math Rubin, Mr. Leo

Vis. Lecturer, Biology Sawyer, Dr. Stanley

Assoc. Professor, Math Schwartz, Mr. Edward

Teaching Fellow, Math Shaw, Mr. Berryl

Teaching Fellow, Math Stern, Mr. Rudolph

Instructor, Biology

Teller, Mr. Jacob

Lab Asst., Physics Tendler, Dr. Moses D.

Professor, Biology Truran, Dr. James

Asst. Professor, Physics Wachtel, Dr. Johnathan

Asst. Professor, Physics Wischinitzer, Dr. Saul

Professor, Biology Woodruff, Dr. Arthur

Assoc. Professor, Math

21

An Interview with Jannes Snyder

"... there is not a serious attempt made by the undergraduate divisions to come to grips with many of our modern problems ... I don't believe Yeshiva College . . . develops a well-molded, con- science-.bound orthodox student ..."

Dr. James Snyder is a graduate of St. Martin's College in Pennsyl- vania. He received his doctorate in organic chemistry from Cor- nell University in 1965. After a year of post-graduate work at Columbia University and another year in Germany, he received an Assistant Professorship at Belfer Graduate School of Science. Dr. Snyder, while not teaching one of his inorganic, organic, and semi- nar courses in chemistry, is in- volved in research dealing with organic mechanisms and synthesis.

MASMID: What is your opinion of the quality of the average student attending Yeshiva College?

Snyder: In my experience the average ability and talent of the student at Yeshiva College is far higher than the average in com- parable institutions elsewhere. For example, during my under- graduate years, I associated regu- larly with students from a variety of Catholic liberal-arts colleges. From a theological standpoint there exists similarities to Yeshi- va College. Yet, I believe the aver-

age students at these colleges to be less capable than the average at YU. I think there are reasons for that. Many more Catholic in- stitutions (of university level) ex- ist than Yeshivas — and natural- ly, a higher percentage of talent- ed students come to Yeshiva. In addition there is a cultural ele- ment in Judaism which empha- sizes the importance of educa- tion relative to many other things. Consequently the college attracts a sizable number of fine minds already under active development.

MASMID: How do these students fare when they come to Yeshiva ?

Snyder: in my view, there is not a serious attempt made by the undergraduate divisions to come • to grips with many of our modern problems. In conversations with students, the topic invariably shifts to religion, drugs, sex and other critical topics. The impres- sion that I receive is very much what I learned from my own un- dergraduate education — name- ly, that Catholicism as a function- al component of the school sim-

ply did not confront the issues that were most important to the individual's daily life. Likewise, I don't believe Yeshiva College achieves what it attenipts in terms of its religious training, in terms of developing a well-mold- ed, conscience-bound orthodox student. That is not to say that YC students are conscienceless. On the contrary — the personal ethi- cal standards evidenced by stu- dents with whom I am acquainted are very high and matched by action. By and large however, these actions correlate only ap- proximately with what seems to be the goal of the orthodox tradi- tion. Namely — many students have lifted from orthodoxy what is useful to them and discarded the rest in their development. This is emotionally healthy and I believe leads to a cogent personal ethic. Nonetheless, a fantastic amount of time is devoted to reli- gious studies even though the measured impact is uncertain. This has serious consequences for the secular studies program. The time demands of a combined religious and secular program required by YU causes a consid-

erable number of low quality hours to be spent inside and out- side tine classroom. These are hours utilized .in absorbing a huge quantity of information to bg shuffled back onto an exami- nation paper. The process is of- ten completed at this point, as more information is retained by the examination paper than by the student. The pedagogical approach of many instructors encourages the same kind of uncritical thinking. I can't say with certainty whether this is a result of the pervasive dogma- tism of religion, or spill-over from the fact that YC is a small institu- tion in which most professors are not actively engaged in research. However, the two factors comple- hnent each other. The effect on the student is that he is confront- ed by two programs, neither of which encourages him to be crea- tive, spontaneous, and independ- ent. Thus, he spends a remark- able percentage of his time in ways which don't require much thinking, but w^ich do demand a great deal of memorization; the process wipes out the potentially above average student and sub- stantially diminishes the quality of his scholarship. In the sci- ences, the situation is maxim- ized. The scientific method re- quires finding problems, under- standing what they are, organiz- ing them, and evolving rational solutions. The science student takes a hell of a beating because he is never trained to do this. MASMID: Do you advocate any changes in teaching techniques atYC?

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Snyder: A plethora of changes are needed at all levels of educa- tion in the present society. For example, last year I was fortunate enough to obtain the use of a slide projector through a special arrangement with the Dean. There are perhaps only one or two other projectors available in the school for teaching, two or three slide projectors for the en- tire school — that just doesn't make sense.

As a result of the continuing vacuum in teaching techniques, the blackboard will probably reign at the College for the next fifty years. As you are aware the first humanoids — cave dwellers — instituted the technique. We haven't come far, have we?

Regarding lectures, I feel that teachers should make their notes available to the students prior to class. For the student to have to act as a secretary during the lec- ture hour and to copy informa- tion that comes from the profes- sor's notes is archaic. The lectur- er compiles his information from a series of texts; it goes into the students' hand-written notes in many cases incorrectly — the original text must then be con- sulted to correct mistakes. With modern inexpensive printing techniques this circuitous and often short circuited information flow is unacceptable and unnec- essary. Notes should be provided by the lecturer while the class- room hour might be profitably spent elaborating the material in directions which are at least in part suggested by the spontanei- ty of the student's discussion. MASMID: What are your feelings about closing Belfer on Saturdays?

Snyder: Experimental science is not properly conducted in a four and a half day week. Let me de- scribe the way experimental re- search is carried out at BGSS. Friday is partly lost because of the early departure of secretaries and support personnel, and the

fact that students and faculty must be out by sundown. Sunday is a day that the orthodox expo- nent would argue is useful for work. The reality, however, is that most people at Belfer are not Jews, not observant, or use Sun- day for personal matters. Thus, a healthy portion of the week is not devoted to research. Contrary to expectation, commitment to evening work is diluted by the student's inability to be in the laboratory on the weekend. A laissez-faire attitude towards re- search develops, seriously effect- ing his developing scientific pos- ture. In addition, weekend closing of the laboratory has seriously undermined the attitude of many professors vis-a-vis the Universi- ty. People resent very much the strong imposition on a profession which even in Israel is conducted on a seven day a week basis — at least unofficially in certain cases. Indeed, 1 have been led to believe that there are only two Orthodox universities in Israel which are tightly sealed on Shabbot.

The irony of the situation is that even if the laboratories were completely open on Friday and Saturday, perhaps 20 or 25 per- cent of the work force would appear. In addition, this small contingent would clearly vary in composition from week to week. The congestion that opponents to free laboratory access raise as a specter defiling the university's image just wouldn't exist. It's the rare scientist who devotes him- self regularly to the laboratory on a seven day a week basis. Howev- er, the fact of an enforced lock- out generates frustration and friction even for many who wouldn't otherwise be affected. Those who lobby for the status quo fail to appreciate that by re- fusing to permit access to those who are most enthusiastic about their work, the entire complexion of the experimental operation is altered. Perhaps, on the other hand, these factors are appreciat-

ed but are of little concern. In that case, it is only a manifesta- tion that the lack of effective communication between mem- bers of the university family con- tinues to plague us. MASMID: What is your impression of the prevalence of marihuana and drugs on the Yeshiva cam- pus, as well as the way the univer- sity is coping with it. Snyder: Pot is unquestionably available to almost anyone who seeks it. In fact, it has been of- fered to me on several occasions. However, I don't believe it can be purchased from most students on the street corner. A recent conversation with a security guard revealed that the university handles the discovery of a user in a reasonable way. If a student is associated with pot use or distri- bution, he's dealt with quietly — which is consistent with YU's at- tention to its image. A fortunate byproduct is attention to the stu- dent's needs as an individual liv- ing through a precarious period of his life. The hard drug situa- tion at Yeshiva may be unique in many universities there are cen- tral underground locations where one can obtain a variety of pow- ders with a variety of effects. Here, arrangements appear to be made in a more clandestine manner.

However, by banning mari- huana, one simply causes a lot of people, mostly in the under-thirty group, to react to and resist an unfavorable situation. The result- ing alienation turns off a lot of valuable people in order to catch a few less valuable in the dragnet. Restrictions on the use of mild drugs is no assist in apprehen- sion. The more rational approach is promotion of a mentally healthy and emotionally unfet- tered society. An honest and frank relationship between the student and his professor might prove a stimulating catalyst to this end.

An Interview with Harvey Bernstein

"... the atmosphere here is fairly repressive . foisted on stu- dents by administration .by faculty . and by students themselves."

Harvey Bernstein, a second year instructor of Psychology, has brought a new method of teach- ing to Yeshiva. Characterized by interaction, involvement and in- formality, his classes have brought a new dimension to the Psychology department. Mr. Bernstein is a doctoral candidate at Ferkauf and plans to further his career in the areas of social psychology, both in teaching and in research.

Masmid: You have strong feelings that Yeshiva should be co-educa- tional. Why?

Bernstein: Well, I think it's impor- tant, really, because the guys here tend to pick up on females as objects and have trouble relat- ing to girls. They see them as sex objects, not as people, and have very strange conceptions of what other people called women or girlsare like.

Masmid: What do you base that on?

Bernstein: Upon my observations of students here, in terms of what students say about their relation- ships with girls; in terms of what choice they make, in terms of the types of interaction they seem to have with girls; in terms they re- spond to the notion of having girls in the classroom. Masmid: Do you think that re- flects a greater problem in terms of their upbringing as opposed to the Yeshiva itself? Bernstein: I think it reflects a problem, perhaps, in some of their upbringings, which is com- pounded by the Yeshiva. The fan- tasies that they have about girls.

by the way, from people I talked to, are like imaginingconfronting a situation where you meet a girl and she strips down and says, "Whatever you want to do, I'll do." People tell me that! It's path- ological to the extent that if they were ever confronted with a situ- ation like that, they'd run. I think it's a function of going to a school which is mono-sexual or a non-coeducational school, or whatever you call it. Masmid: Homosexual? Bernstein: As long as you brought it up, I think there is homosexual activity here. Not overt, not per- haps direct. But there are a lot of expressions of latent homosex- uality. For example, in terms of guys pushing each other around in an elevator, or guys roughing it up. Whenever you mention hom- osexuality in a class, there is a lot of resistance to that being dis- cussed. There seems to be an in- teraction between religion and homosexuality. It seems to be that it is the more religious kids who find the notion of homosex- uality particularly repulsive. It appears they cannot relate to that.

Masmid: What would you say that reflects?

Bernstein: I think it reflects a nar- rowness of experience in terms of background. Narrowness, by the way, does not mean good or bad. It justs means narrowness, a lim- ited set of experiences. It's a fair- ly rigid happening here (it's not a happening here really). I feel that the atmosphere here is fairly re- pressive, and I think it's foisted on students by the administra-

tion, foisted on students by facul- ty, but it's also foisted on stu- dents by themselves. For exam- ple, there is resentment towards me when I come in and express ideas which students are not comfortable with, such as male and female roles, new dimen- sions to religion and loosening of social inhibitions. I am not sug- gesting do this or do that, but simply suggesting different con- cepts, and let's see reactions, let's see discussion if it's going to happen. And there's resentment on the part of a number of students.

Masmid: Let's change the subject from your relationship with stu- dents to your relationship with the faculty. What type of relation- ship has been formed with other faculty since you joined us two years ago?

Bernstein: Unfortunately, there's been no real relationship. I have not initiated relationships with the faculty and they haven't initi- ated relationships with me. Masmid: Why has that been the case?

Bernstein: Because of mutual lack of exposure. IMasmid: Have you ever gone to a faculty meeting?

Bernstein: No, because there's really nothing happening there. IMasmid: Then how did you get that impression?

Bernstein: You get minutes of meetings and agendas of what's going to be discussed. As a mat- ter of fact, I was at one meeting last year of the social science di- vision. There I was, listening to them haggle over who would get a final in a course and who wouldn't and stuff like that, and I said to myself, "What am I doing here!" It was a turn off for me, I just wasn't into that type of pro- cedural thing they were doing. But I do feel there ^should have been some effort made by some faculty members to form a sense of togetherness.

IMasmid: How many people are there in your department? Bernstein: There are three guys;

three individuals doing whatever they are doing with no sense of joint effort. I have to imagine that there had to have been some- thing which concerned the Psy- chology department over the past year and a half enough to pull their faculty together once. IVIasmid: Then the Psychology department has never had a meeting?

Bernstein: No! That's one reason I have never met Dr. Sternlicht. Dr. Adier came by last week and asked me who I thought we should give the Psychology med- al to and we had a nice conversa- tion but I usually don't speak with him nor see him too frequently. Masmid: Do you find that there is anything happening at Yeshiva that is pressing that you would liketo taikabout? Bernstein: Yes. One is that there are a number of lies that are per- petrated by the administration which I resent. For example, when Dr. Bacon, whom I don't really know at all, but with whom my limited interaction has been all right, espouses the view that the kids here get as good an edu- cation as the kids at Harvard, it is a big lie, a put-on. It is not hap- pening within my department, for example, and to say that it is, is untrue. Kids are not able to take courses which they would be able to take at other universities. They are not able to get the degree of exposure to different ideas which having different people on a fac- ulty would present. Another point, there is no counseling here for graduate school. The guid- ance here is a joke. Professional guidance, if someone wants pro- fessional guidance, in terms of therapy, is nonexistent; it exists, but for all intents and purposes it is nonexistent, because the kids do not respect the men who are counseling. It's thought of as a joke. The notion that you are get- ting a superior education here is a joke because in terms of sala- ries which they pay, they cannot attract people with them. They cannot attract good people here

with their research facilities. They are not attracting people with their equipment nor with their grants for research efforts by the faculty.

Masmid: What type of people do they attract?

Bernstein: I expect that they at- tract people, this is my own bias, who are Jewish-oriented or Or- thodox or they attract people who are not going to make it in their respective fields. They just want to teach and they are happy to do just teaching and nothing else, and I do not know that this is what makes the best kind of teacher, because this type of teacher is usually not on top of what's happening in his area. For example, in my Social Psycholo- gy course you are getting re- search now, material that is cur- rent. You are not getting stuff that occurred twenty years ago and before as the total course. I know that the money which they pay here has got to be a factor. You can't make it on the money which they pay here. I mean, like one says, why should I have to do all this and also make very little money. In terms of benefits, the types of things that you can get elsewhere, like free medical and dental services or related serv- ices, we get none of that. We get a group rate for Blue Cross and Blue Shield which you could get anyplace. You don't need them for that and it took me a month to even get that going. In fact, that is also very interesting in the manner in which a new faculty member came on, full-time. I went down to the office and asked for hospitalization forms and was told that they have them downtown, and then I went down- town and they told me to speak to the people uptown. After all was said and done, and after a lot of running around on my part, it took me a month to get the form. This is a personal bit. It has no relevance to my evaluation, but I think in certain ways it is sympto-

matic of what is happening here. That is not the way to treat a new faculty- member. It has got to turn you off and make you ask what kind of organization do they have here? Let me say, I enjoy teaching here, I dig the kids and I dig teaching, but I think the kids are getting shafted and I think that one of the reasons they are getting shafted is because of the limited faculty you can be ex- posed to.

Masmid: As an instructor you seem to have the grievances that the students have and the same attitude in that you don't see hope for change here.

Bernstein: Well look, I think it might be possible to institute some change here but I don't know what type of change or the type of things which I would want to change. What I am saying is that there should be better things happening here; not relative to any place else, simply relative to the kids at Yeshiva. What I am saying is that I would like to see them get as good a deal as possi- ble and I don't think that they are getting the good deal that they could be getting, should be get- ting or deserve to get. Whether they could get it elsewhere is not even at issue. It is what could they get here and what can we do to make it better here. I am not putting the place down just for the sake of putting it down, I am

putting it down for the sake of saying let's make it better. I would say that I could envision a lot of good things happening here which are presently not happen- ing here. I also feel that the Psy- chology department does not get terribly good students. I think it has the reputation of being a bullshit major and I relate to that in a bad way. I get the impression sometimes that all the Psycholo- gy majors are majoring in Psy- chology because they have to major in something and that is a personal turn-off. It doesn't make me feel good. It limits my thing and it limits my development and I am selfish. I am looking to be educated also and I am looking to develop also, as a result of my being here. It is not only that I am coming in with things to tell stu- dents. They have got things to tell me and if I am denied that, I feel cheated.

Masmid: How do you think the intellectual capacity of students here compares to that of stu- dents you have taught elsewhere, say at Brooklyn College? Bernstein: Comparing students here and at Brooklyn College in terms of inherent capacity, I do not know that this is not again a personal bias from my back- ground, but I think the kids here are tops. That is not to say that you will not find kids at Brooklyn who are not equally as good or better, but I think the kids here

have a predisposition with intel- lectual things and that they can get into it. I am not too sure of what they do with it but at least there is a predisposition. Masmid: What do you think of the general apathy here and is there hope for change? Bernstein: I think the student is apathetic because he internalizes or perhaps brings it with him; what is typically thought to be the administration's line — "This is a Yeshiva and there are certain things we can do and certain things we can't do. You have to worry about what other people are going to think." There has to be a relaxation of the repression by faculty and administration upon students. The students have to have more self-expression and self-determination, and they must take it upon themselves to exert control over their own desti- nies. Maybe it is a matter of Psy- chology students, I can only speak for Psychology students, sitting down with their faculty and having an open thing and saying things like "Hey, you turn me on because . . . and you turn me off because . . . and I would like . . " that kind of stuff. It's our best form of communication. I think that that is the essence of what is going on here: zero com- munication, and we have to and, more importantly, can improve on this.

27

29

Goldberg, Mr. Robert

Vis. Lecturer, History Greenberg, Dr. Irving

Vis. Assoc. Professor, History Greenblum, Mr. Joseph

Instructor, Sociology Hecht, Dr. Micheal

Instructor, Poll, Sci. Hershkowitz, Mr. Marvin

Vis. Lecturer, Phys. Ed. Holub, Mr. John

Vis. Lecturer, Education Hurwitz, Dr. Abraham B.

Professor, Phys. Ed. Hyman, Dr. Arthur

Professor, Philosophy Marcell, Mr. Lorand

Vis. Lecturer, Phys. Ed. Marrin, Albert Dr.

Asst. Professor, History Pleskin, Dr. Sidney

Professor, Education Rackman, Dr. Emanuel

Professor, Poli, Sci.

33

Jewish Studies

I Agus, Dr. Irving

Professor, History \ Berger, Or. David

Vis. Lecturer, History I Carmilly, Dr. IVIoishe

Professor, Bible I Churgin, Dr. Gersbon Professor, Hebrew Feldblum, Dr. Meyer Assoc. Professor, History Arthur, Dr. Hyman

Professor, Philosophy Hurvitz, Dr. Elazar

Assoc. Professor, Bible Katz, Dr. Micheal

Assoc. Professor, Bible Leaf, Dr. Hyman Professor, Hebrew

Lichtenstein, Dr. Aaron

Vis. Lecturer, Bible Paretzky, Rabbi Philip

Instructor, Bible Reiner, Dr. Jacob

Vis. Lecturer, History Reguer, Dr. Moshe

Assoc. Professor

Bible Sabar Dr. Yona

Asst. Professor

Hebrew Schachter, Dr. Mordkhe

Vis. Asst. Professor

Yiddish Siev, Dr. Asher

Professor, Hebrew

James Striar School of General Jewish Studies

1. " 2. 3. 4. 5

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. .. A

Rabbi Abraham Berman Rabbi IVIorris J. Besdin Rabbi Benjamin Blech Rabbi Zevulun Charlop . Rabbi Manfred Fulda Rabbi Morris Goreiicic Rabbi Joseph Grunblatt Dr. Andre Neuschloss Rabbi Pesach Oratz Mr. Shimon Oren Rabbi Jerome Pomerantz Rabbi Phillip Reiss Rabbi Steven Riskin Dr. Asher Siev Rabbi Sherman Shift Rabbi Eric Zimmer

Rabbi Isaac Elchanan

Theological Seminary

43

Erna Michael

College of

Hebraic Studies

1

Rabbi Ichak Avnery Rabbi Solomon T. Berl Rabbi Louis Bernstein Dr. Moshe Carmilly Rabbi Baruch Ehrlich Rabbi Chaim Gulevsky Dr. Meir Havazelet

9. 10. 11. 12. 13. 1

David Kadosh Rabbi itzhak Kerstein Rabbi Aron Kreiser Rabbi Abraham Krupnik Dr. Chaim Leaf Rabbi Joseph Lerner Dr. Norman Lamm

Mr. B. Barry Levy

Cantor Macy Nulman

Rabbi Pesach Oratz

Rabbi J. Mitchell

Orlian

Rabbi Jacob M.

Rabinowitz

Mr. Zvi Reich

Rabbi Simon

Romm

Dr. Alvin I. SchiH

Rabbi Nathan N.

Schorr

Rabbi Zvi Steinfeld

Dr. Harry Wohlberg

Rabbi Israel

Wohlgelenter

Mr. Pinchas Wollman

Dr. Eric Zimmer

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etO Wrat 185 street, New York, New York 10033, UO 8-8400 PuiiUitted bi-we«kly during the academic year by the y«»hlva Colleoc Student Council at Alert Printing Co. The witws expressed in these columns are those of THE COM- MENTATOR only and do not necessarily reflect the opinion ffi the faculty or the administration of Yeshlva Colleoe.

GOVERNING BOARD

ANDREW GELLER Editor-in-Chief

»RA JASKOLL

Associate Editor

DANIEL KURTZER

Managing Editor

ARl GOLDMAN

Feature Editor

SHELDON FEINSTEIN

Production Editor

DAVID BUTLER

News Editor

DAVID WOLFSON

Make-up Editor

LAWRENCE ROSMAN

Executive Editor

ISAAC SEWIRTZ

Contributing Editor

WILLIAM SCHECHTER

Sports Editor

HOWARD DORFMAN

Contributing Editor

GEORGE JAKUBOVIC,

Copy Editor

MELVIN HOFFMAN

Technical Editor

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ASSOCIATE BOARD

Business Manager: Mark Bodner: Assistants to the Editor«l CWef: Sheldon Miller. Robert Stein; Typina Editor: lyster; Assistant News Editors: Joe Belltsky, Richaid Schitf- miller, Joseph Stechler, Normaii Turoff, Al» Worenklem: Assistant Features Editors: Edward Burns, Thoma,? Weiss, ~ nuel Wilchfort: Assistant Sports Editors: Ira Oster, Std , Dore Schreibman: Assistant Copy Editors: Marvm oldsteln, Mark Koslowe, Jix-l Traul>e. Stanley Zimmennac. change Editor: Rotwrt Stem: Israel Correspondants: Irwin .i:sdr>rt. Harold Steiul-ars: Assijtant Contributing Editor:

By ANDREW GELLER

For 99% of the student body at Yeshiva, THE COMMENTATOR is their official campus news- paper. It reports the news events of the school, chronicles the ups and downs of the various sports teams, and features the activities of the general Jewish community. For the remaining 1% of the students, those comprising the pa- per's governing board, THE COMMENTATOR is all that, but also much more.

To begin with, THE COMMENTATOR is work. There are governing board meetings every other Monday and Wednesday, At times the meetings, which usually last two hours, fly by, and the bulling around is fun. Occasionally, there is nothing to write about, and the meet- ing drags on interminably. ("Come on, fellas, we've gotta have at least three editorials!) And then there was the time that the big Knicks game was on, and we decided on four editori- als and still ended the meeting in ten minutes.

Thursday follows Wednesday, and with it comes copy night. On this night, when all the articles that will appear in the next issue are supposed to be in, there is also a great deal of work.

But, in addition, there is disappointment and a vague feeling of betrayal. The news editor finds out at midnight that three of his stories fell through, and two reporters didn't have time to write their articles and also didn't think that this minor detail would interest the news editor. The sports articles are all in on time, but they aren't edited and have to be en- tirely rewritten. There are no feature articles, and the feature editor is missing.

At this point panic would probably be a justi- fied reaction but for one consoling fact. There has never been an issue of "Commie" that had to be cancelled for lack of articles. Somehow, everything will work out.

With all the copy in, and the printer cajoled and browbeaten into getting the galleys out on time, all that remains is laying out the paper and writing the headlines. This is the most te- dious work. There is little of the artistry that, at least theoretically, can be found in the writ- ing end of the paper. But because it is me- chanical, it goes quickly, and there can be no last minute cop-outs.

Thoughout the entire two-week period be- tween papers there is a constant sense of pres- sure. THE COMMENTATOR has never missed a publication deadline. No editor wants his pa- per to be the first to ruin that record.

There is also the pressure of decision. The Dean or Rabbi Miller asks that an article not be printed. It's going in anyway, but the headach- es and administrative hassling it will bring may not be worth it. The governing board wants to do something big, and expose on drugs or a call for the Dean to resign. And the

editor may agree, but he also must consider the realpolitik, and a compromise is struck.

In a more positive vein, THE COMMENTATOR is accomplishment and activism. Writing for the paper means that you're not just some kid with his nose to the academic grindstone and his eyes fixed on medical school. Every word that is written plays some part in the activity and progress of this university. Every adminis- trator reads the paper from front to back; most students do the same. The Mayor's office gets THE COMMENTATOR and so do forty oth- er colleges in America. Copies are circulated on the campuses of all the major Israeli uni- versities, and President Shazar has read the paper.

Most important, THE COMMENTATOR is pride. Every other Wednesday the paper appears on campus, and considering the improvisation that went into writing it and the thin strand of madness that holds it together, it's almost a miracle. Some people will like it, a number will complain, and most will have no comment at all. But considering that it is put out by stu- dents who spend thirty-five hours a week in class, and who. for the most part, have no abiding interest in professional journalism, it's something to be proud of. And that makes it all worthwhile.

I ■WaOaWa

coun-cil \ kaun(t) - S9l\an assembly or meeting for consultation, advice or discussion .

Yeshiva College Student Council is rarely consulted by anyone for anything, and its infrequent and la- boriously conceived bits of advice are seldom heed- ed. Discussion, how/ever, is the life-blood and the essence of this body. Though YCSC has been criti- cized on many occasions for various reasons, over- ly hasty judgement has never been on the list of accusations; Council is always ready to discuss any issue ad nauseum. In an attempt to bear at least a close resemblance to an effective legislative body, YCSC periodically goes through the motions of meeting, talking, discussing, debating and adjourn- ing; the students feel that their activities fee is not being wasted, and the representatives have mysti- cally fullfilled their obligation to their constituents.

Although to the casual observer Council members seem to share a unity of purpose, the experienced eye can detect subtle differences in the actions of tile various Council members, actions which can be categorized into one of five divisions.

The freshmen representatives exhibit a behavior that is difficult to describe. Their endearing naivete combined with a lack of rational thinking provide the welcome comic relief at Council meetings. Whether making inane, incomprehensible com- ments or voting against their own proposals these future student leaders are a constant source of de- light to their elder brethren on Council.

In striking contrast to the caprices of the freshmen Councilmen, the sophomore representatives act with a shrewd awareness of what effect their every word will have on their political futures. By volun- teering for committees and special assignments, uncovering hidden issues, or if all else fails fabricat- ing new ones, these political mongers seek to thrust themselves into the limelight whenever possible. The most single-minded group on Council, the sophomores inadvertantly make a contribution by performing much of the necessary legwork.

But despite the sophomores' drive, it is the juniors who dominate the meetings. Over-flowing with self- confidence, these smug politicians feel that they speak from a position of great knowledge and sa- gacity. As if they were being paid by the word, these glib statesmen launch into oral barrages which are abrasive to the ear and numbing to the mind. But from somewhere within that endless supply of ver- biage, it must be admitted, the bulk of Council's ini- tiative and new proposals emanate.

Despite the excesses of the other three class councils, the senior members of YCSC always seem to enjoy them- selves. With a detachment that sometimes approaches oblivion, the eldest student representatives, can transcend their environment and can choose to focus on any particular aspect of the proceedings or on none at all. Keenly aware of the peccadillos of their colleagues, the seniors can often be heard snickering amongst themselves. And they occasionally voice their criticisms, supplying a good deal of the verbal abuse that enlivens the meetings. In doing so, the seniors exert a sobering influence on what might otherwise degenerate into a total fiasco.

The Executive Council is in the unfortunate position of having to take themselves seriously. It is ironic that the most powerful members of Council are allowed the least self-indulgence: they must maintain a facade of dignity for The Commentator photographer. The Commentator reporter and the seven or eight other students who hap- pen to be in Rubin Shul when the meeting begins. The executives must convene the meetings and in their laxity to do so, perform their greatest service to Yeshiva.

'^^^'^^^^mip^^ '

53

The Senate

The Yeshiva College Senate drifted through its second year, groping for direction, stagnated by unyielding opposition to change by some administrators and faculty. Through March every pro- posal for academic reform had been initiated by the student delegation, the others contenting themselves with inaction. And, of course, this is not to imply universal acclaim for the student proposals, merely to point out who the proposers were.

Perhaps the first problem of the Senate was its composition: eight faculty members, all of long standing service to the school, few with the more vibrant perspective of a young, faculty idealist; lacking, indeed, that joie de vivre that could have characterized Senate reforms and academic experimentation; six student delegates, all of whom began the year with unbridled optimism, all of whom ended it with cynical disgust; and five administrators, generally constituting the most stag- nating obstacle to be overcome before the institution of reform.

The question pervading the Senate throughout the year was whether academic life at Yeshiva was worth anything. The student delegation, early in the year, submitted a long list of proposals: changing the final examination requirement for upper seniors; allowing up to 12 credits in sum- mer school, reducing the residency requirement to 6 semesters, and a few other assorted con- cepts, e.g. recommending that each department publish reading lists, appoint students to help formulate policy, and a change in the Jewish Studies major.

Approaching these proposals less on their merit and more as an attempt to usurp power and insti- tute a dreadful change, the Dean and the Registrar, the Bobbsey twins of a status quo mentality, vociferously opposed most of the proposals. The finals proposal was seen as contributing to the degeneration of the school, rather than, as the students and Dr. Simon contended, an attempt to forge a closer union between faculty and students. The Senate finally passed a compromise mo- tion a revisal of P-N for seniors — that vitiated no one's anger and satisfied none.

The summer school proposal met the same senseless opposition, and though it passed the Senate as proposed, the opposition to it seemed to set a tone of hysteria that characterized Senate meet- ings for the rest of the year. The Dean read poetry, some faculty snorted opposition, but through a coalition of students and rational faculty/administration, the proposal made it.

54

Not so the residency requirement. Again the students, being the movers seemed to conjure up the motion of revolutionary, anarchist elements hoping to conquer YC. A Tauberman compromise motion — by this time a quite familiar maneuver — "saved" the day for Dean, G-d, and country, yielding very little substantive change.

The real gut issue, however, was the future of curriculum reform. Early In the year, the Senate appointed a committee to study degree requirements. It could have been a noble gesture had there been any rapport among committee members. Besides the open Fleischer-Sukenik rift, the com- mittee had to contend with Dr. Lisman, smelling a rat at every hint of change. The committee blew Its first assignment — an analysis of the residency recfuirement — by returning an innocous pro- posal recommending the retention of the catalogue rule, with provision for gifted, etc., students. With this propitious start, the future of curriculum reform looked rather bleak.

Finally there was the Faculty Assembly and its sacrosanct veto. Obviously having no faith in its Senate representation, the Faculty Assembly sat in post-mortem judgement of Senate motions. Unbelieveable as it may seem, the entrenched faculty succeeded in casting an aura of doubt over Senate motions — whether any motion at all could pass the Assembly.

The Commentator boasted continuously of its effort to prod the Senate, an effort initiated by the three student senators on the Governing Board. YCSC, which pushed the student delegation at first, dragged its feet by the end of the year. And the almost perfect attendence of Mssrs. Butler, Jaskoll. Kirschbaum, Knecht, Kurtzer. and Rubin contrasted sharply with the attendence record of most others.

All in all, the Senate bombed this year. Those who must suffer with it for more years should con- template some reforms: abolish the Faculty Assembly veto, increase the ratio of student represen- tation, encourage the hiring of a more experiment-minded Dean and Registrar. Should YC fail to change, fail to experiment, fail to use its Senate as a means toward improving — not impovershing — the school, it is doomed to the perpetual status of a glorified Yeshiva high school.

Yet if it should grasp this opportunity, it could hopefully develop into the realization of the catal- ouge platitudes of academic excellence. The choice belongs to the next year's Senate, faculty, and administration.

55

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Dave Abramchik

Lewis Abrams

William Altschul

Michael Andron

Sheldon Aron

Norbert Bauman

Leo Beer

Abramchick, David REITS

English

English-Honor Society, New Student Coa- lition, Dramitics Society, Inter-Collegiate Weekend Committee, Israel Comm.

Abrams, Lewis RIETS

Math

NCSY, Ben Zakai Honor Society, H ser. JSS Student Council.

Altschul, William RIETS

English

English Honor Society, Bnei Akiva Club.

Andron, Michael EMC

Speech

Pres. Dramatics Society, Sec'y-Treas. YCSC, Masmid Art Editor, Deans List, Capt. Karate Team, Honors-Speech.

Aron, Sheldon EMC

Poli-Sci

WYUR, Commentator, Le-Flambeau Deux, VP Soph class EMC, Nir, Director's List EMC.

Bauman, Norbert RIETS

History

Hamevaser. Neighborhood Youth Corps, NCSY, Chagigah Committee.

Beer, Leo EMC

Pre-Dent

Copy Editor, Managing Editor Tempo Fencing Team.

Beim, Neil JSS

History

Bendelstein, Alvln RIETS

History

Bennett, Harvey EMC

Pre-Med.

Pre-Med. Honor Society, Deans List, VP Soph Class, Pres. EMCSC, YC Senate.

Bensinger, David RIETS

Philosophy

Soccer Team, Tempo.

Neil Beim

Alvin Bendelstein

Harvey Bennet

David Bensinger

Nehemiah Ben-Zev Marvin Berger

Jerry Berkowitz

Michael Berl

Jeffrey Bernstein

William Bogner

Lawrence Bruckner

Ben-Zev, Nehemiah RIETS

Jewish Studies

Associate Librarian at Gott. Library.

Berger, Marvin RIETS

Karate Club.

Physics

Berkowitz, Jerry RIETS

Eco

Dean's List, Mgr. Varsity, Commenta- tor, SOY representative.

Berl, Michael EMC

Intramurals.

Poli-Sci

Bernstein, Jeffrey JSS

History

Bickoff, Norman JSS

English

National English Honor Society, Kol, Wrestling Team.

Billet, Heshie RIETS

History

Dean's List, Pres., Sec.-Treas., SOY.

Bodner, Mark EMC

Eco

Pi Gamma Mu, Dean's List, Commen- tator, Big Brother.

Bogner, William EMC

Sociology

Pres. of class EMC 1969-1970, Dramat- ics Society, WYUR, Sociology Club.

Borenstein, Michael JSS

Psych

Photography staff Masmid, Commen- tator, WYUR.

Bruckner, Lawrence EMC

Dent

Photographer Masmid, Tennis team.

Buls, Barry RIETS

Pre-med.

Vice-Pres. Biology Club, Karate Club.

Michael Borenstein

Barry Buls

Noah Burstein

Norman Cantor

Baruch Cohen

Burstein, Noah RIETS

Poli-Sci

Debating, Economics, Poli-Sci Clubs.

Cantor, Irving

EMC

Psych EMC Director's List, Art Editor Masmid, Tempo.

Cantor, Norman ^

EMC i

Psych Commentator, Tempo, Judo Team, Big Brother. Citroen, Elisha RIETS

Physics SOY representative. Cohen, Baruch RIETS

Biology Biology Club, Karate Club. Cohen, Burton EMC

Pre-Med Ed-in-Chief Student Directory, Assoc Ed Nir, EMC Student Council, EMC Student Court, Pres Young Demo- crats.

Cohen, David EMC

Poli-Sci Dean's ListYC, EMC, Intramurals, Poll, Sci Club, Canvassing Committee. Cohen, Joseph RIETS

Economics Dean's List, Masmid, Commentator, Mgr Basketball team, YCSC election committee, Justice Student Court. « Cooperman, Harris M

EMC s

Hist Nir, Flambeau, Intramurals, Head of Israeli Parade. Danziger, Harvey RIETS

Math Math Honor Society, JSS Class Repre- sentative. David, Avishai RIETS

Jewish Studies Dorfman, Howard EMC

History Masmid Editor-in-Chief, Commenta- tor, Pi Gamma Mu, Neighborhood Youth Corps, Intramurals, Dean's List, Masmid '70.

Irving Cantor

Elisha Citroen

Burton Cohen

David Cohen

Joseph Cohen

Harris Cooperman

Harvey Danzinger

Avishai David

Mordecai Ehrenfeld

Bernard Ehrenreich

Morris Eisenberg

Gilad Ellenberg

Alan Elstein

Simon Farkas

Jeffrey Feinstein

Ehrenfeld, Mordecai RIETS

Math

Hameva'ser.

Ehrenreich, Bernard JSS

Pre-Dent Masmid Ass't to Editor, Karate, Class rep- resentative to J.S.S.S.C, WYUR, Neigli- borhood Youth Corps.

Eisenberg, Morris RIETS

Psych

Ellenberg, Gilad RIETS

Chem

Alpha Epsilon Delta, Chemistry Maga- zine, Young Democrats, American Chem- ical, Physical Societies.

Elstein, Alan EMC

Farkas, Simon EMC

Pre-Dent

Eco

Hamashkif, Eco club, Aliyah Club.

Feinstein, Jeffrey RIETS

Sociology

Hamevaser, Sociology Journal, JSSSC Class representative, NCSY advisor. Soci- ology Club.

Feinstein, Sheldon RIETS

Biology

Alpha Epsilon Delta, Commentator, Masmid, Biology Club, Publicity Committee.

Feld, Shimon EMC

Hebrew

Nir, Hamshkif, Karate team. Class repre- sentative EMC, Spanish, Aliyah Clubs.

Feuerstein, Henry RIETS

History

Dean's List, Yavneh.

Fink, Moshe EMC

Biology

Intramurals, Balanced Basketball, Span- ish Club, Election Committee.

Sheldon Feinstein

Shimon Feld

Henry Feurstein

Moshe Fink

Howard Flaum

Irving Fleishman

Stuart Forman

Selwyn Franklin

Flaum, Howard RIETS

Jewish Studies

Fleischman, Irving RIETS

Eco

Weekend Committee.

Forman, Stuart EMC

History

Balance Basketball, Election Committee, Dean's List.

Franklin, Selwyn RIETS

Philosophy

Philosophy Society, Soccer Team, Bnai Hillel Society, International Student's Society.

Fried, Victor RIETS

Poli-Sci

Friedman, Irving RIETS

Pre-Med

Alpha Epsilon Delta, Varsity Fencing Team.

Fromovitz, Michael EMC

Eco

Commentator, Hamashkif, Masmid pho- tographers. Fencing, Bowling teams, YURRTourGuide.

Fruchter, Abraham EMC

Psych

Cans, Howard EMC

Economics

Dean's List, Commentator, Flambeau, Bowling, Dramatics, Masmid, Dorm committee. Library Committee.

Garfinkle, Martin JSS

Urban Corps.

Soc

Gelber, Bernard EMC

Sociology

YCSC Curriculum Evaluation Comm., WYUR, Sociology Club, Masmid.

Victor Fried

Irving Friedman

Michael Fromovitz

Abraham Fruchter

Howard Gans

Martin Garfinkle

Bernard Gelber

73

Andrew Geller

Neil Ginsberg

Barry Gold

Howard Goldberg

Solomon Goldfinger

Ari Goldman

Joshua Goldman

Getler, Andrew RIETS

Psychology

Psi Chi, Psychology Club, Editor-in-Chief Commentator.

Ginsberg, Neal RIETS

Physics

President Physics Club, Manager WYUR Dorm Committee.

Gold, Barry RIETS

Physics

Goldberg, Howard EMC

Math

Goldfinger, Solomon RIETS

Math

Pi Mu Epsilon, Math Club.

Goldman, Ari RIETS

English

English Honor Society, Commentator, Chief Justice Student Court. New York Times Correspondent.

David Graber

Stuart Greenberg

Goldman, Joshua RIETS

English

English Honor Society.

I

Graber, David EMC

Pre-Med

Pre-Med Honor Society, Dean's List, Who's Who, Nir, Tempo. EMCSC, EMC Dean's List.

Greenberg, Stuart RIETS

Sociology

President Sociology Club, EMC Director's List.

Greenfield, Martin EMC

Economics

EMCSC Class President, EMC Curiculum Evaluation Committee.

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Martin Greenfield

George Grossberg

Steve Hamburg

Kenneth Hochberg

Benny Hanauer

Michael Handler

Harold Horn

Elliot Jacobs

Larry Jonas

Grossberg, George RIETS

Pre-Med

Tempo, Karate Club. Sec-Treas Jr

Class, Vice-Pres YCSC, Dormitory

Committee, Neighborhood Youth

Corps.

Grossman, Michael

RIETS

Physics Hamevasar, WYUR. Physics Club Hamburg, Steve JSS

Math Dean's List, JSS Honor Society. Hanauer, Benny EMC

Soc ^^

Dean's List. Masmid, Nir photogra- pher, Soccer team, Vice-Pres Sociolo gyClub.

Handler, Michael EMC

Math Nir. Bnei Akiva Club, Israeli Club. Kochberg, Kenneth RIETS

Math Pi Mu Epsilon, Sigma Pi Sigma, Hame- vasar, President Math Club. Student Court, Dorm Committee. Horn, Harvey RIETS

History Hamevasar, SSSJ Horowitz, Harold RIETS

Economics Dean's List. Eta Sigma Phi, Pi Gamma Mu. Hamevasar, President Economics Club.

Jacobs, Elliot EMC

Soc Sociology Club, Dramatics Society. Jaskoll, Ira RIETS

Math Pi Mu Epsilon. Dean's List, Commenta- tor. Masmid. Intramurals, Senate, Bal- anced Basketball. Jonas, Larry EMC

Pre-Med Kol Editor-in-Chief, Masmid, WYUR. Fencing Team. Kalka, Morris EMC

Math Pi Mu Epsilon, Dean's List. Masmid, Math Club, Curiculum Evaluation Committee.

Harvey Horowitz

■

Ira Jaskoll

Morris Kalka

Arnold Kaminsky

Leon Karp

Marty Katz

Kaminsky, Arnold EMC

Biology

Bnei Akiva Club.

Karasick, Mark RIETS

Political Science

Hamevasar, Ass't to Ed-in-Chief Mas- mid, Chairman Senior Dinner, Pres. Yavneh Chapter of YC.

Karp, Leon RIETS

Mathematics

Pi Mu Epsilon, Sigma Pi Sigma, Hame- vasar, Dean's List.

Katz, Howard JSS

Psychology

Hamevasar, Psychology Club, Dramatics.

Katz, Martin EMC

Math

Math Club, Intramurals, Vice-Pres EMCSC, Nir, Math Club, Undergradu- ate Council of Yeshiva.

Kaufold, Arthur RIETS

Philo

JSS Shabbaton Committee.

Kirschbaum, Myron RIETS

Poli-Sci

Chairman, YC Senate.

Klein, Bernard RIETS

English

Yeshiva year in Israel.

Klughaupt, Sol RIETS

Math

Bnei Akiva Club, Student Zionist Organization.

Koenigsberg, David RIETS

History

Social Science Honor Society, Hame- vasar, Bnei Akiva Club, Senate.

Kolatch, Jonathan RIETS

Psych

Mark Karasick

Howard Katz

Arthur Kaufold

Kosoff, Edward RIETS

History

Myron Kirschbaum

Bernard Klein

Sol Klughaupt

David Koenigsberg

Jonathin Kolatch

Fred Kowit

David Krieger

Nathan Kurland

Daniel Kurtzer

Harry Landerer

Chaim Lauber

Eliot Lauer

Kowit, Fred JSS -

Psychology

Krieger, David EMC

Chem

Dean's List. Director's List EMC, Karate, Intramurals, Water Safety Instructor.

Kurland, Nathan RIETS

History

Kurtzer, Daniel EMC

Poli-Sci

Managing, Copy Editor Commentator, Masmid, Mgr Varsity Wrestling Team, Varsity debating team, Senate.

Landerer, Harry RIETS

Physics Club.

Lauber, Chaim EMC

David Lawrence

Physics

Poll Sci

Lauer, Eliot RIETS

Poll Sci

Chapter Chairman YAF, Pres Freshman Class, Vice-Pres junior class.

Lawrence, David RIETS

History

Lebovits, Allen EMC

Psych

Psych, Aliyah Clubs.

Leibtag, David RIETS

Psych

Assoc Governing Board Commentator, Masmid '68 Photo Editor, Editor-in-Chief Masmid '71, Judo team. Psych club. Youth Corps.

Leizerowski, Abraham RIETS

English

English Honor Society, Kol, Tempo, Flambeau.

David Leibtag

Allen Lebovitz

Abraham Leizerowski

Jack Lerner

Jonathan Levin

Barry Levi

David Levine

Lerner, Jacit RIETS

Biology

Dean's List, Biology Club.

Levi, Barry EMC

Psychology

Dean's List, Junior year in Israel

Levin, Jonathan JSS

Political Science

Speakers Bureau, Public Relations Comm, SSSJ, Youth Corps.

Levine, David EMC

Speech

Speech Club, Dramatics, Year in Israel.

Lipshitz, Charles EMC

Jewish Studies

Commentator, Student Coalition, EMC soph class vice-pres.

Lipshitz, Edward JSS

Pre-Med

Pre-Med Honor Society, Commentator.

Littman, Aurel RIETS

Pre-Dent

Hamevasar, Judo Team, JSS Bar-Mitzvah Book.

Loike, John RIETS

Biology

Who's Who, Dean's List, Bio Club, WYUR, Commentator, Youth Corps.

Lopchinsky, Richard RIETS

Physics

Sigma Pi Sigma Mu Pi Epsilon, Dean's List, Physics, Math Clubs.

Malowitzky, Noah JSS

Psych

Psi-Chi Honor Society, Pres Psych Club, Big Brother.

Markovitz, Jerry EMC

Psych

Vice-Pres Psych Club, Talent show.

Charles Lipshitz

Edward Lipshitz

Aurel Littman

John Loike

Richard Lopchinsky

Noah Malowitzky

Jerry IVIarkovitz

Leo Mednick

Freddy Mehl

Harold Mermelstein

Jack Mermelstein

Marvin Metzger

Michael Miller

Sheldon Miller

Mednick, Leo EMC -

Pre-Dent

Mehl, Freddy RIETS

Speech

Dean's List, Ed-in-Chief Sounding Board, Computer Club, SSSJ, Dramatic Reading Contest.

Mermelstein, Harold EMC

Pre-Med

Dean's List. Wrestling Team. Chief Jus- tice EMC Student Court, French Journal, Neighborhood Youth Corps.

Mermelstein, Jack EMC

Biology

Tempo, Fencingteam.

Metzger, Marvin JSS

History

Bnai Hillel Honor Society, Pres. JSSSC, Community Service.

Miller, Michael RIETS

Jewish Studies

Dean's List, Yavneh, Hamevasar, Senate Financial Affairs Comm.

Miller, Sheldon RIETS

English

English Honor Society, Dean's List, Commentator, Masmid, Karate team, SOY Semicha representative.

Perry Mitteldorf

Martin Nat

Mitteldorf, Perry JSS

English

Nat, Martin EMC

Poll Sci

Pi Gamma Mu. Dean's List, Swimming Instructor, EMC Speakers Comm Chairman.

Neiman, Ben RIETS

History Masmid, Commentator, SSSJ, Youth Corps.

Ben Neiman

David Novack

Robert Oppenheimer

ShIomoOrbach

Phillip Orbuch

Sheldon Osofsky

Ira Oster

Jerome Parness

Herbert Pick

Stuart Poloner

Novack, David RIETS

Psychology

Karate, WYUR.Yavneh.

Oppenheimer, Robert EMC

Math

Computer Club.

Orbach, Shiomo RIETS

Math

SOY.

Orbuch, Philip EMC

Pre-Med __

Pre-Med Journal, Tennis team, Sti dent Court, Pre-Med Honor Society Frosh Veep, Soph Pres.

Osofsky, Sheldon JSS

Economics

Oster, Ira RIETS

Biology

Biology Club, Commentator, Big Brother. Neighborhood Youth Corps.

Parness, Jerome EMC

Bio

Biology Club, Kol, Karate, Wrestling, Dramatics Society, Neighborhood Youth Corps.

Perecman, Joseph RIETS

Physics

Sigma Pi Sigma, Physics Club, Karate Team,WYUR.

Pick, Herbert RIETS

History

Dean's List, High School Dorm Counselor.

^ih

Heshey Pincus

Pincus, Heshy RIETS

Math

Poloner, Stuart EMC

Math

Captain Basketball Team.

Posner, Harvey JSS

English

Karate Club, Softball Team.

Harvey Posner

Barry Pransky

Charles Ramat

Abraham Reichman

Pransky, Barry JSS

Math Masmid, Karate Club. Presser, Ira JSS

Pre-Med Bio Club, Computer Club. Ramat, Charles EMC

History

Commentator, Pulse, Tennis Team, Dramatics Society. Reichel, Aaron RIETS

Poll Sci Commentator, Israel Correspondent, Student Directory, RIETS Class repre- sentative.

Reichman, Abraham RIETS

Psychology Wrestling. Reiss, David RIETS

Biology Dean's List, Pres Biology Club, WYUR, Publicity Committee, SOY. Rhein, Michael RIETS

Sociology Computer Committee, Sociology Club, Pesach Provisions. Robbins, Allan JSS

Pre-Med Pre-Med Honor Society, Dean's List, Editor-in-Chief Tempo, Student Coun- cil.

Rock. Stanley RIETS

Biology Masmid, VP Senior Class, Bridge Club. Rosenzweig, Peter RIETS

Psychology Dean's List, Psi-Chi, SSSJ, Debating Team, SOY Rep. Rosenthal, Joshua RIETS

Math Dean's List, Masmid Business Manag- er, SSSJ, Pesach Provisions Commit- tee.

Rosman, Lawrence EMC

Pre-Med Pre-Med Honor Society, Masmid, Commentator, Captain Fencing Team, Student-Faculty Committee.

Ira Presser

^^

Aaron Reichel

David Reiss

4

Michael Rhein

Stanley Rock

MiH

Allan Robbins

Peter Rosenzweig

Joshua Rosenthal

Robert Roth

Nathan Rothman

Gary Rubin

Simon Rubin

William Schecter

Larry Schiff man

Leroy Schild

Roth, Robert EMC

Pre-Med

Alpha-Epsilon Delta, Dean's List, Masmid, Nir, Commentator, Judo Team.

Rothman, Nathan EMC

Pre-Med

Pre-Med Honor Society, Dean's List, Director's List, Tempo, Fencing Team.

Rubin, Gary RIETS

History

Dean's List, Wrestling Team, Senator, Neighborhood Youth Corps.

Rubin, Simon RIETS

Psychology

Dean's List, Bnei Akiva.

Schechter, William EMC

History

Pi Gamma Mu, Sports Editor Commenta- tor, MASMID, Pres Junior EMC Class.

Schiffman, Larry EMC

Math

Dean's List, Who's Who, Basketball Team, Balanced Basketball, EMCSC Vice-Pres.

Schild, Leroy JSS

Psych Club.

SaulSchnur

Psychology

Schnur, Henry RIETS

Philo

Philosophy Club, Commentator, Hamevasar.

Schnur, Saul EMC

Eco

Athletics Soccer Team.

Schulman, Gary EMC

History

Dean's List, Head of Swimming, Intra- murals. Karate Club.

Schwartz, Sheldon EMC

French

Pres French Club, Commentator. Flam- beau Deux, Director of Intramurais. Sec- ■^ <; EMCSC, Dean's List, Director's List.

Gary Schulman

Sheldon Schwartz

Steve Schwartz

Joel Schweitzer

-v

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Mitchell Seidman

Mendel Shapiro

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BEAR.. BEWARf/l

NEVE/? AGAIN.'

Schwartz, Steve JSS

Sociology

Schwitzer, Joel EMC

Poll Sci

Wrestling Team, Weight-Lifting Instruc- tor, EMCSC Constitution Comm.

Seidman, Mitchell EMC

Psychology

EMC Director's List, Fencing Team.

Shapiro, Mendel RIETS

History

Editor-in-Chief Hamevasar, Yavneh, Stu- dent Council Finance Committee.

Siegal, Aaron RIETS

Poll Scl

Masmid, Hamevasar, Pres Political Sci- ence Club.

Silber, David RIETS

Silvera, Jacob EMC

History

Eco

SSSJ, Dean's List, Intramurals, Swim- ming Instructor, Student-Faculty Comm.^

Silverman, Steven RIETS

Sociology

Dean's List, Hamevasar, Sociology Jour^ nal, JSSSC, Neighborhood Youth Corps.

Singer, Alan JSS

Soc

Dean's List, Intramurals, Balanced Ba| ketball. Senior Justice, Big Brother.

Skydell, Bernard RIETS

English

Eta Sigma Phi, Sigma Tau Delta.

Solomon, Philip RIETS

History

Dean's List, Hamevasar, SSSJ.

Aaron Siegal

David Silber

Jacob Silvera Steven Silverman

Alan Singer

Bernard Skydell Phillip Solomon

Michael Spero

Ira Spodek

Gary Sprung

Harry Sprung

Zvi Sprung

Keith Staiman

Kenneth Stein

Spero, Michael RIETS^

Pre-Med

Pre-Med Honor Society, Wrestling Team, Student Court, Senior Class Sec-Treas.

Spodek, Ira RIETS

Math

Dean's List. Math Honor Society, Asst to Ed-in-Chief Masmid, Math Club.

Sprung, Gary EMC

Psych

Intramurals, Balanced Basketball, Senior Head Justice EMC, Nir.

Sprung, Harry JSS

English

Honorary English Society, Commentator, Neighborhood Youth Corps.

Sprung, Zvi RIETS

Math Masmid, Deans List.

Staiman, Keith RIETS

Pre-Med

Commentator. Tempo, Fencing Team, Big Brother.

Stein, Kennth RIETS

English

Dean's List. English Honor Society, Youth Corps.

Stein, Robert RIETS

History

Bnei Akiva Club. Commentator.

Steinhart, Carl RIETS

Bio

WYUR, EMC Sec-Treas Junior Class.

Sudwerts, Michael EMC

Chem

American Chemical Society, Ed-in-Chief Nir, Judo Team.

Robert Stein

Samuel Stern

Carl Steinhart

A. Michael Sudwerts

David Sullum

Solomon Sutton

Israel Teitelbaum

.ffiUM

Gerald Tepler

96

Sullum, David JSS

Pre-Med

Alpha Epsilon Delta, Pre-Med Jourt Poetry Journal. Sutton, Solomon EMC

Psych Nir, Swimming instructor, SSSJ, Psycl ogyClub. Teitelbaum, Israel RIETS

Bio Photo Editor Commentator, Soph S Treas, Junior Class Pres, Senior CI; Pres.

Tepler, Gerald EMC

Pre-Med Kol, Fencing Team, Dramatic Socie EMC Student Court. Terner, Warren EMC

History Commentator, Tour Guide, Neighbc hood Youth Corps, BloodDrive. Traube, Joel RIETS

Poll Sci Young Democrats, Poll Sci Club, Con mentator, Masmid, Tempo, SOY, Dean List, Dramatic Society. Turoff, Norman RIETS

Pre-Med Alpha Epsilon Delta, Commentato Tempo, Student-Faculty Judiciar Comm. Udell, Elliot JSS

Biology Commentator, Chem, Biology Clubs Verstaendig, Joel EMC

Psychology Pres Psych Honor Society, Pi Gammj Mu, Dean's List, Director's List, Senioi Editor Masmid, Flambeau II, EMC ju- nior class Veep, senior class Pres, Co- Chairman Publicity Committee, Elec- tion Committee. Volk, Marc RIETS

Sociology Sociology Club, Curriculum Evaluation Comm, WYUR, Big Brother. Wachsman, Philip RIETS

Psychology Balanced Basketball Team, Intramurals.

Warren Turner

Joel Traube

Norman Turoff

Elliot Udell

Joel Verstaendig

Marc Volk

Phillip Wachsman

Hubert Weinberg

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Gerald Weisberg

Stanley Weiss

Zvi Weiss

Leon Wertheimer

I

Weinberg, Hubert RIETS

Pre-IVIed

Alpha Epsilon Delta, WYUR, Library

Committee.

Weisberg, Gerald

EMC

Pre-Dent Tennis Team. Weiss, Irwin RIETS

Math Swimming Instructor, Dramatic Socie- ty.

Weiss, David RIETS

Math Senior Class Pres, Tour Guide.

Weiss, Bob EMC

Poli Sci

Dean's List, Capt Wrestling Team, Ju- nior Class Pres, Veep YCSC, Pres YCSC, Senate. Weiss, Stanley RIETS

Pre-Dent Biology Club, Discount Committee Chairman. Weiss, Thomas RIETS

Pre-Med Alpha Epsilon Delta, Chess Club, Tem- po, Commentator, Kol, Neighborhood Youth Corps. Weiss, Zvi RIETS

Pre-Engineering Dean's List, Physics Club, Fencing Team, WYUR. Wendroff, Michael EMC

History Production-Managing Ed Masmid, Asst-to Ed-in-Chief Commentator, Mgr Balanced Basketball, Co-Chairman Publicity Comm, EMC Student Court Justice, Chairman EMC Canvassing Committee. Wertheimer, Leon EMC

Pre-Dental Business Mgr Nir, WYUR. EMC Student Court, Veep Senior Class EMC. Westle, Robert JSS

History Wrestling. Bowling Teams, Big Brother.

Thomas Weiss

Robert Westle

d

Melvin Wiederkehr

Leo Wiener

Lawrence Wise

Wiederkehr, Melvin RIETS

Pre-IMed

Dean's List, Pre-Med Honor Society. Chavrusa Program.

Wiener, Daniel EMC

Pre-Med

Alpha Epsilon Delta, Tempo, Varsity Basketball Team.

Wiener, Leo RIETS

Pre-Med

Le Flambeau, Masmid, Biology Club.

Wiesen, Mark EMC

Pre-Med

Alpha Epsilon Delta, Dean's List, Commentator.

Wise, Lawrence EMC

History

Worenklein, Abraham RIETS

Psychology

Psych Club, Commentator, Dinner Committee, Yavneh.

Yagoda, Arnold EMC

Pre-Med

Alpha Epsilon Delta, Assoc Editor Masmid, Fencing Team, Senate, Neigh- borhood Youth Program.

Yarmak, Joel RIETS

Math

Hamevaser circulation editor. Pi Mu Epsilon, Vice-Pres SOY.

Zahtz, Merrill JSS

Pre-Med

Co-Chairman Student Directory, Kar- ate Team, Youth Corps.

Zeffren, Jacob RIETS

Pre-Med

Alpha Delta Epsilon, Dean's List, Kol, Masmid, Biology Club.

Zemei, Mathias RIETS

Pre-Med

Kol, WYUR, Chemistry Research.

Mark Weisen

Abraham Worenklein

Arnold Yagoda

Joel Yarmak

Merrill Zahtz

Jacob Zeff ren

Allen Zelman

Mathias Zemel

MarkZitter

*^ w

Irving Zoltan

Matthew Zizmor

Jacob Zylberman

Zitter, Mark JSS

Chem

Swimming Instructor, Dramatics Society, Chemistry Club.

Zizmor, Matthew EMC

Pre-Dental

Israel Aliyah Club, Hamashkif, Nir, Mas- mid, Student Directory.

Zoltan, Irving RIETS

Pre-Med

Alpha Epsilon Delta, Editor-in-Chief "Sounding Board", Tempo, Fencing team.

Zylberman, Jacob RIETS

Eco Eco club, Masmid, Big Brother, Weekend Hospitality Chairman, Parshat Hashavua Chairman.

Blechnex, Mark

RIETS

Eco, Masmid, Bus Staff, Senior Dinner

Committee.

Mark Blechner

The Phillip Leiberman Memorial Award

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Phihp Liebprmdn ol blessed memory

The Philip Lieberman Memo- rial Award is presented an- nually by the graduating class to the senior it considers highest in character and per- sonality and who has offered outstanding service to his class. This year, the class of 1971 has chosen Heshie Billet of Brooklyn, New York, as the recipient. A RIETS student majoring in history, Heshie served as the President of SOY in his senior year. In a school where motives are always under the heaviest scrutiny, Hesh has displayed honesty, sincerity, and a self- less devotion to the service of his school and the Jewish community.

The Editors ajid Governing Board of MASMID 1971' would' iTke to express special thanl<s to: Phil St. Pierre, Dave Weinhouse, Siggy Handle- man, Howie Leibtag, and Ira Bejell.

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MASMID 1971 VOLUME THREE

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EDITORS-IN~OHIEP davld lelbtag howard dorfman BUI3NE33 MANAGER mlchael fromovltz

Irv cantor

ad section

^H

HOWARD:

NOW THAT YOU'VE GRADUATED ( Thank God )

GET A JOB !

DAD

mom

AUNT FLORENCE UNCLE SID SUSAN

CONGRATULATIONS

TO

IRA JASKOL

AMD THE

GRADUATING CLASS OF 1971

(Mother, Shelly, Tina, Joyce

Grandma

Joe and Sarah Rosanberq

3essie Rosenbera

Jack Rosanberq

Pernie and Ray Weinstein

Simcha Rosenberg

lONCRATULATinWS

TO

lYlARK W. KARASICK

OM YOUR GRADUATIOM

MOTHER, FATHER & GEORGE

RERMICE, BEMJY & ALYSSA

BABADEAR & ZEDE

UMCLE JACK & AUMT ANITA

mR. & ms. J. ULEVITCH

LINDA

CO(viPLI(r;Et\lTS OF

PHALDEN KMITTING miLLS

CO\iGRATULATlNS to DANNY KURTZER and the CLASS OF '71

ROUTE MESSAGE SERVICE, INC. 42-05 27th St. Long Island City

392-9050

NATHAN A SYLVIA KURTZER EDWARD & FERNICE KURTZER

BEN KURTZER AND BERNARD C.

ROCKOFF (YiEN'S WEAR

170 ELrrORA AVE.

ELIZABETH, N.J.

BEST WISHES

TO

GARY SCHULITAN

FROor

THE CHALFIN FAMILY

WHEN IN LAKEWOOD A Good Place to Eat R4S KOSHER DELICATESSEN and restaurant

416 Clifton Lakauiood N.J. only shomer shabbos restaurant in ocuan A monmouth counties

congratulations to LEO BEER upon his qraduation from yeshiua university and his forthcoming marriaae to Nettie Orchier.

Our Very Best Wishes to

SHELDON SCHWARTZ

Worn, Dad 4 Judy A.J. Kurtz <5t Sons-dryqoods Renell Bakery H. Isaacson Inc. -silverware

Itzek Foqel-catering l^auzone Take Home Foods

mAZOL TOV

to

HOWARD FLAUm

on his qraduation

from

Max Brooks & Family

mazol tov to NORMAN B. TUROFF

on your qraduation Best wishes for future success

Grandma

Mom and Dad

Anne and Larry Jacobs

Larry

To Our Nephew

MARK BLECHNER

On His Graduation From

YESHIVA COLLEGE Our Hearty MAZOL TOU, With Best Wishes for Success in every way.

THE THURM FAMILIES Producers of MIGDAL & HAOLAM Kosher Cheese

AZRIEL FEINER (Yeshiva Coleqe ' 51 )

Penn Mutual Life Insurance Company 91-31 Queens Blvd. Elmhurst, N.Y. 478-6500

REST WISHES to

NORM CANTOR from Rev. & Mrs. Ben Cantor

conqratulat ions to norman cantor

mr, 4 mrs. s. taub chicaqo, ill.

WAZOL-TOV AND mUCH NACHAS

TO Marvin T. rOetzqer

AND CLASSWATES

Mother i Dad

Rabbi Norman

Roslyn 4 Hillel Berlat

Marty & Selma

Mr, 4 Mrs, Herman Gelband

Madeline 4 Jewel

CONGRATULATIONS AND PEST OF LUCK TO MENDY MR. AND MRS. SAUL FROMEN

BEST WISHES TO SHELDON ARON

Mother, Father and Marc

Mom & Dad Steinmetz A Family

The Salad Greens

Milton 4 Deena Ehrenreich

President Hotel

Swan Lake, N.Y.

best wishes Vo ujilliam schechter on his oraduation,

mom, dad,

harold

jay

dcbbie

Charlie

Conqratulat ions upon your

oraduation and upcoming

marriage,

Mr, 4 Mrs, Zoltan Fried and Sam

^Nv-^^O' \>^~

.5N(;xj> -.cT^N^ ^.^cOU ♦.

>vC V^K

-^C^^dC "^^^^

A-^\u \N- "X V ^

225 PARK AVENUE SOUTH NEW YORK. NY. 10003

Herman and Sara Adler

Decorating begins

at the top

To set the mood of a room, begin at the top with a shimmering

chandelier by Progress Lighting. Choose this chandelier

for elegance and grandeur. Its crystal prisms and eight golden

arms swirl up to a brilliant golden crown.

Hand-chased bronze with a satin finish of antique gold,

its curves are accented by the

brilliance of cut and polished crystal.

Visit our showrooms and inspect our entire collection

of Progress chandeliers.

HARRY RCCK

AND CO.

4940 WDDDLAMD AVF .

CLEVELAND, OHIO 44104

Light up your world with

proqress

S. BLECHNER CO.. INC.

®

NIVERSAL

LIGHTING FIXTURE MFG. CO., INC. QUINCY, MASS. 02170

'First In Residential Lighting'

STAI;*1AN PROTHERS

scrap iron and metals . waste paper . structural steel 201 hepburn street williamsport, pa, 17701 323-9494

CONGRATULATIONS CLASS OF 1971

CENTRAL HOWE TRUST COMPANY OF ELIZAI5ETH NEW JERSEY

A UNITED JERSEY BANK 201-354-7400

CONGRATULATIONS ! BEST OF LUCK IN THE COWING YEARS IN ALL YOUR THEATRICAL & GENERAL ENDEAVORS.

LOVE FROM BROTHERS SANDY, BOB 4 RICHARD AND SISTER GRETA

may you be shouiered with myriads of blessings until 120 years, dearly beloved son and brother, nehemiah Israel ben-zev, we rejoice with you upon your reaching the milestone of graduation from yeshiva university.

all our love

mother and dad

aviva & muttie davidowitz

Judith hracha Josepha

edythe riva

eliakum g. moshe uri

JANES STRIAR SCHOOL STUDENT COUNCIL CONGRATULATES THE CLASS OF '71

Rest Wishes For A Long, Happy And Successful Future.

Aunt Florie & Uncle Sid

conoratulations to steven Silverman and his classmates abba, imma, janet, laurie and qrandina

f^azol Tov and Best Wishes to our son, Ira and his fellow graduates

Sidney and Lillian Spodek

Ptr. & Hfrs. Julius Rosman, Dr. & Mrs. flartin Rosman and son, Dr. Howard Rosman and Sidney congratulate Lawrencp and his classmates upon their Graduation.

best of luck to david uieiss in all his future endeavors

karavan fashions, inc.

CONGRATULATIONS AND BEST WISHES TO ALUIW FROm YOUR LOVING PARENTS, BROTHERSiSISTERS.

RABBI AND MRS. BENDELSTEIN AND FAl^llLY

Be3t Wishes to our son and brother Wichael Shlomo (filler

Rabbi and OHre, Israel "filler Oavid, Debbis and Judy

congratulations and best wishes to abraham u/orenklsin and the class of '71 .

a friend

Oina f^lanuf acturing Co., Inc. 25 West 38th Street New York, N.Y. 10018

Congratulation on your graduation

JOHN DAVID LOIKE

from fir. and Mrs. Loike Wr. and Wrs. Traube "Never Again Yeshiva University"

J.D.L.

Pransky' s

connratulate

BEST TO ALLAN ZELWEN f ron I and 8' 3 Dress Shop Custom Made And Alterations 824 Avenue S Brooklyn, N.Y. 645-2300

CONGRATULATION ON YOUR GRADUATION

Herb Appleberg special agent

NEW YORK LIFE INSURANCE COMPANY start your financial security now'.

Congratulations and Best Wishes to Philip Tippy Wachsman,

Mother and Dad, Brothers and Sister

CONGRATULATIONS TO

HOWARD CANS

from

ROWE DOOR SALES CO. 1510 Ross Av/8. Scranton, Pa. 18509

CONGRATULATIONS TO

ALAN ELSTEIN from

mother & Dad Barbara & Leonard

congratulations class of '71

inr, & mrs, hy presser, ira, sheldon jay and cindy and grandmother, mrs, uiasserman

THE NATIONAL STATE BANK ELIZABETH, NEW JERSEY

BEST OF LUCK

TO

DAVID WEISS

FRoro

MOm.DAD ANNIE A LESTER

CONGRATULATIONS CLASS OF '71 THE HENSINGER'S

COmPLirOEMS OF Dr. and Wrs, Jacob E, Goldman

To Robhle

Congratulations & Best Wishes for the future

Worn, Dad,

Sandi, Dick, Kevin

and the Roth Family

C0\GRATULAT10NS TO:

Bozo

Gevar

Sweetie-Pip

Perry-Poo

Shaya-Poo

FROm:

Waruin Berger Baruch Cohen Avraham Kaufold Plnchas mitteldorf Sheldon Osofsky

Congratulations to Joe and Class of '71

l^r. and Mrs. Ben Perecman Wr. Jack Perecman Wr. and Wrs, Burton Cohen Wr. and Wrs. Wilton Ouchan and CAROL

CONGRATULATIONS TO Sheldon Israel Feinstein on his graduation.

Mom, Dad and Roberta

To all my felloiu classmates who filled out the forms for the student directory before the first deadline.

Aaron Israel "ideas" Reichel Editor

CONGRATULATIONS TO WENDY AND THE CLASS OF '71 THE FROmOVITZ FAWILY

BEST WISHES TO CLASS

DF '71 mR. & mRS. J. BILLET

Congratulation; You made it

Wr. & Mrs. murry Coplo

mr. 4 Mrs. Martin Hambros

Mr. & Mrs. Samson Hamburg

Mr. 4 Mrs. Jules Organ

CONGRATULATIONS TO Joseph I. Cohen

Dad & Mom

Esther Lea & Ephralm Zimand

Ricki & Abraham Autrichtig

Wazol Tov to

MARVIN

from

Mother, Father 4 Jimmy

Mazol Tov to David Graber and Naomi Pinchas on their graduation and marriage

Dad, Mom, and Sister

CONGRATULATIONS TO THE GRADUATING CLASS OF* 71

Mr. 4 Mrs. David Lipshitz 4 Sons

MERCHANTS MOTORS, INC. MANCHESTER 4 HOOKSETT. N.H.

Congratulations and Best Wishes to all Graduates

Mr. and Mrs. Edward Kaufold 4 Family

mATHIAS ZEMEL In memory of his Grandparents relates Bessen Lena Zemel

COmPLIMENTS OF

Dr. & Mrs. L.N. Bernstein and Family

Conqratulations To JOEL VERSTAENDIG on his graduation

rnom

Dad Stanley Grandma

Cont3ratulat Ions to

DAVID REISS

from

Worn and Dad Daniel Wlchael and

Jonathan

Mazol Tov and Best Wishes to our dear Son MARK WIESEN on his graduation From his parents and brother

CONGRATULATIONS TO SHELDON AND THE CLASS Of" '71

THE WILLER FAWILY

BEST WISHES TO CLASS OF '71 Or. & Mrs. S. Karp 4 Family

CONGRATULATIONS TO ALL THE YESHIVA GRADUATES

EI^IL RAWrtT

Congratulations and Best Wishes to our Son 4 Brother

Rabbi and Mrs. Abraham Leibtaq

Chayim, rnenachem, Reena, and Adina Akron, Ohio

Congratulation to Judi and Stu

Mom and Dad

Best Wishes to Neal Ginsberg

The Moinesters Roslyn, Louis, June, Doris, Isaac, Nina

Best Wishes To DANIEL

from Mom, Dad and Grandma Hillel, Lisa A Aryeh David & Florence

Mazol Tov to JOEL YARMAK upon his graduation Prom Mom, Dad, Joyce, Sara Dee, Shelly 4 Yitz

Atlantic Savings & Loan Ass'n 175 Remsen St. Brooklyn, N.Y. LEONARD D. O'BRIEN Presideint

Brocho U'Hatzlocho to DAUID LAWRENCE

f^r. & Mrs. Louis Lauirance

and Seena

f^lr. & Clrs. Steven Lauirenca

Mr. & Mrs, Abraham Rothberq

and Stuart

Mr. & Mrs. F. W. Brenner

Zoltan and Erika

Good Luck to Burt, and his fellow qraduates.

Rabbi and Mrs. Eugene J. Cohen Batsheva 4 Leeber

Congratulations to George T. Grossberg & the class of '71

From Oelmar Gardens, one of the finest kosher nursing homes in the Midwest. Owned by: Israel & Yetra Goldberg

Henry & Barbara Grossberg Leland &. Vernon Avea., St. Louis, Mo. 63130 Tel: 314-726-4767

Congratulations to Mendel upon his graduation. Mother, Mayer, Helen

FROM A FRIEND

COmPLIMENTS

OF

HOTEL LATHAM

4 E. 28th St.

New York, N.Y.

With Great Pride, we are most happy to extend our Rest Wishes to our son, Elliot Barry and his fiancee Paula Alpert, on their Graduation. P'lazol Tov/.

fir. & Mrs. William Jacobs

Congratulations to our Son and brother

ELIOT

upon his graduation

Mr. and Mrs. George Lauer Mr, and Mrs, Irvino Schachter

Mr, and Mrs. Abraham Pincus Mr. and Mrs, Seymour Pincus Zeena, Garshon and Oov wish Mazol Tov to their grandson, son, 4 brother

HESHY

on his Graduation

Haartlest wishes of Mazol-Tov to Georqp on his graduation and acceptance to Medical School,

Your lovinq parents & brother Gabe

Mazol 'rn' spcl Gest Wishes to our son and brother Noah upon his graduation.

Dad, Worn, Izzy, and Sara

Congratulations to the Graduating Seniors

l^r. and Wrs. I. Eichler ff\r. and Mrs. D. Fink David Elliot Poultry Farms, Inc.

r^azol Tov and Best Wishes to Eliaha Citroen on the occasion of his graduation.

Family and Friends

Wazol Tov and Best Wishes to Shimon Farkas from your everlovinq vuife, Veronica

your dear mother Veronica's dear parents & brother Frici, JoR, and Ivan Weiss

Congratulations and Mazol Tov Phill Best Wishes to You and Your classmates for a successful and meaningful future.

Mr. and Mrs. Sol Soloman & Family

Mazol Tov and Best Wishes to Kenneth Stein upon his graduation.

Mr. and Mrs. David Stein

COKCRATULATIDMS and BEST WISHES TO OUR DEAR SON RER^ARD r^.r. and ^rs. A. Skydall

CREST OLDSmOBILE CORP. BRONX, N.Y.

Complete Stock of Jerusalem Wines 177th St. Wines and Liquors 702 West 177th St.

IN HONOR OF ZVI WEISS

in memory of our beloved ikereth hahaylth sonla kurland o"h robert and son nathan j. kurland

Best Wishes to

JEFFREY FEINSTEIN

r^om, Dad & Sharon Uncle Abe and, Aunt Anita Cousin Kevin Grandma & Ghana

PAVEY

envelope 4 tag corp.

Jersey City, N.J.

N.Y. Tel. 962-0440 N.J. Tel. 434-2100

buy direct from mfr.

CONGRATULATIONS

to ARNOLD YAGODA upon his graduation from his family

Hatzlacha Raba in everything you do

to our beloved son A brother

ZVI I. WEISS

Abba, Imma, Chanie, Uarda, Aryeh,