meet the madrichim print book limited edition

7/22/2019 Meet the Madrichim Print Book Limited Edition

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M e e t t h e M a d r i c h i m

T h e L e a d e r s o f I n f o r m a lJ e w i s h E d u c a t i o n

E l i G a v e n t a


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M e e t t h e M a d r i c h i mT h e L e a d e r s o f I n f o r m a l

J e w i s h E d u c a t i o n

B y E l i G a v e n t a

Copyright 2014 by Eli G aventa

All rights reserved.

Design by Eli Gaventa.

Photography by Eli Gaventa.

First Edition.


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Do not train a child to learn by orce or harshness; but direct them to it by what amuses theirminds, so that you may be better able to discover with accuracy the peculiar bent o the genius

o each.

Plato

C o n t e n t s

6 - 9

10 - 30

31 - 36

36 - 44

45 - 49

49 - 53

54 - 57

57 - 63

64 - 83

Introduction

Portraits

How the Cactus Became - Gavriel Rosen

Portraits

Experiental Education - Shmuel Ebert

Portraits

Letter to a New Madrich - JJ Kimche

Portraits

Documentray Images and Interviews


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Introduction

A ew years ago a university proessor sent a variety o

Christmas cards to a sample o strangers. Te responsethat he received surpassed his wildest expectations andholiday cards in response came pouring back. Te majorityo people who returned a card never inquired into theidentity o the unknown proessor. Tey simply receivedhis greeting card and sent one in return.

Tis small study nicely illustrates a vital component ohuman interaction: the rule o reciprocity. Reciprocity isthe principle that we should try to repay in kind whateveranother person has provided or us. By virtue o this rulewe areobligated in the uture repayment o avours, gifs,invitations and the like. So typical is it or indebtedness toaccompany the receipt o such things that a term like muchobliged has become a synonym or thank you.

Tis idea has been a guiding principle and inspiration ora lot o the work that I have undertaken over the past ew

years, and is at the core o the Meet the Madrichim project.Te give-and-take o a community is the undisputedoundation o my work, both photographically and in myrole as youth movement leader. Te ollowing will providean insight into and an explanation o the project and itsoverarching theme.

Informal Jewish Education

Inormal Jewish education differs rom general inormaleducation in that it is inherently about affecting the liestyleand identity o Jews. Whereas general inormal education is

and a caring riend. At the same time they must also act ascounsellor to their child or teenage charges, navigating thethin line between riend and guide. Tese contradictoryroles and the concomitant contradictions o psyche thata madrich must contend with are no small task, and areperhaps much more than what is required rom our generaleducators.

Tis is only compounded when we consider the mostpowerul ramework or inormal Jewish education theyouth movement. All o the madrichim (plural o madrich)in the project are active members o a youth movement.Broken down to its most simple elements, a youth movement

is an organization that has a strong ideology, and ocusesits activities and educational content towards that ideology.Every decision made in the movement, rom programmingto recruitment policies, publications to catering plans, firstand oremost must centre on the ideology o t he movement

An alternative Hebrew phrase sometimes used to describea madrich expresses this ideological bent. Te phrase isMoreh Derech and it has two alternate translations: one isthat o a teacher o the path and the other is that o mastero the path. Te first articulates the idea that a madrichhas a specific goal in mind, a way o living, and educatestowards it. Te second expresses the idea that a madrich issomebody with an element o mastery over that path, bothin his own religious practice and as a gatekeeper or others.

Te youth movements vehicle or this education usuallycomes in the ollowing orms:

1. Local group meetings usually weekly and sortedinto age groups. Activities include games, discussionssessions, play-acting etc.

2. Weekend retreats a shortened orm o residentialcamps. Activities are similar to group meetings butinclude mealtimes, recreational time and moreadvanced games. Madrichim ofen do not have anybreaks over the weekend and spend their whole timewith their chanichim (chanich = student, apprentice,ward. Chanichim = plural).

ofen about learning a skill or improving ones skills, Jewishinormal education ocuses on identity and charactereducation. In addition the inormal Jewish educatorsthemselves are seen as shapers o Jewish experience androle models o a Jewish liestyle, in contrast to a goodgeneral inormal educator who is there ocused on helpingto develop skills.

Chazan succinctly defines inormal Jewish education as:

Informal Jewish education is aimed at the personalgrowth of Jews of all ages. It happens through theindividuals actively experiencing a diversity of Jewishmoments and values that are regarded as worthwhile.It works by creating venues, by developing a totaleducational culture, and by co-opting the socialcontext. It is based on a curriculum of Jewish valuesand experiences that is presented in a dynamic andflexible manner. As an activity, it does not call for anyone venue but may happen in a variety of settings. It

evokes pleasurable feelings and memories. It requiresJewishly literate educators with a teaching style thatis highly interactive and participatory, who are willingto make maximal use of self and personal lifestyle intheir educational work.1

With this definition in mind t he term Madrich begins tohave an expanded meaning. Te word itsel is a Hebrew termthat translates as guide or counsellor but to the madrichimthemselves it is an identity that means so much more thanthat. A madrich is regarded as and required to be not justan educator, but a personal role model, a charismatic leader

3. Residential camps in the UK these are usually one totwo weeks long and orm the bulk o the educationalopportunities or the madrichim. Activities run thewhole gamut o inormal education.

4. Israel our - a sub-group o residential camps. Treeto our weeks touring and learning about the State oIsrael at age sixteen. (Tis was not ocused on as parto this project.)

Each event and program is designed to maximise un andsocial opportunities, as well as the provision o educationin an experiential context and mode.

Aims of the ProjectFor the past five years I have been an active member omy local youth movement. I started as a junior madrichand steadily worked my way up to a senior position. Tededication and capability that I have seen in madrichimthroughout this time has always astounded me. rue tothe above some o my own key moments o personal andreligious inspiration have come rom my madrichim. othis day my role-models have been people that I haveencountered in the world o inormal Jewish education.As I moved up the chain o command and became moreexposed to other models o inormal education I reachedthe ollowing three conclusions that spurred the inspirationor this project.

Te first is that I was intrigued by the huge variety opersonas that a madrich embodies. Te complex range

o emotions and skills required o a Madrich constantlyand rapidly change in all interactions with Chanichim.Discipline, humour, wisdom, intuition, energy, compassionand leadership are just some o the masks worn by theMadrich as he perorms the one-man-show o Hadracha.Tis internal struggle is both the curse and blessing obeing a Madrich; it is both exhausting and invigorating andit presents the greatest challenge in the day to day work o aMadrich. Te second conclusion is that I ofen ound thatthe work the madrichim were doing was under-appreciatedby the community and concurrently by the madrichim

I n t r o d u c t i o nBy Eli Gaventa


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themselves. I was determined to find a way to rectiythat situation. Te third is that I realised how financiallydependent youth movements are on contributions andexternal unding, despite the act the most madrichim areun-paid volunteers. Most youth movements do not havethe capital to h ire proessional photographers to documentand advertise their activities.

Out o these three realisations I developed the ollowingour aims:

1. A photographic investigation into the personas omadrichim.

2. A campaign to express to the communities and tothe madrichim the importance o inormal Jewisheducation and their role in it.

3. o build image resources or youth movementscommercial use, or ree.

4. o develop the conversation around educationaltheory and how inormal Jewish education ispracticed in our communities.

Results of the Project

Over fify madrichim have taken part in the project todate, combining three youth movements and resulting injust ewer than 2500 images. Te aims o the project wererealised well beyond what I hoped or at the start and I amlooking orward to continuing the campaign.

In order to ulfil the first three aims, I visited youthmovements across London and portraits were taken oeach madrich. During the shoot t hey were asked to createexpressions that best summed up the roles that they playas a madrich. Tese personas were then captured oncamera and they were asked to contemplate, in the ormo a questionnaire, their roles and motivations or beinga madrich. Te novelty and glamour o a photo-shootcombined with the opportunity or ocused introspectionserved to show them the importance o their roles. Manycomments were heard that expressed the un they hadduring the shoot and the appreciation that only madrichim

got this special treatment.

A selection o portraits can be ound throughout theollowing pages and in the accompanying exhibition. Alsoincluded in this book is a selection o the documentaryimages created at various youth movement events.

Te questionnaires were combined with essays written bysenior youth movement leaders as a vehicle or developingthe conversation around how we practice inormaleducation. Tese are published here and will exist online ina orum space dedicated to the project.

All images were provided to youth movements and

madrichim or their commercial use in advertising anddeveloping the movement.

Te two quotes on the acing page have been at the oreronto my mind throughout this project and I will leave youwith them to contemplate as you read through this book.

---

No madrich has been identified throughout these pages asmany o the madrichim are under-18.

For urther details o the project and more resources visit:http://meetthemadrichim.wordpress.com/.

Works Cited:

1. Rose D. (2005) Te world o the Jewish youth movement,the encyclopaedia o inormal education

Te revelation, i it comes at all, will come in a small raction o a second with an unconsciousgesture, a gleam o the eye, a brie lifing o the mask that all humans wear to conceal theirinnermost selves rom the world. In that fleeting interval o opportunity the photographer must

act or lose his prize.

Yousu Karsh

I have come to accept the eeling o not knowing where I am going. And I have trained mysel

to love it. Because it is only when we are suspended in mid-air with no landing in sight, that weorce our wings to unravel and alas begin our flight. And as we fly, we still may not know wherewe are going to. But the miracle is in the unolding o the wings. You may not know where youre

going, but you know that so long as you spread your wings, the winds will carry you.

C. JoyBell C.


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Beore commencing his amous book series TeChronicles o Narnia, C.S. Lewis writes a short yetproound dedication to his goddaughter :

My Dear Lucy,

I wrote this story or you, but when Ibegan it I had not realized that g irls growquicker than books. As a result you arealready too old or airy tales, and by thetime it is printed and bound you will beolder still. But some day you will be oldenough to start reading airy tales again.You can then take it down rom someupper shel, dust it, and tell me what youthink o it. I shall probably be too dea tohear, and too old to understand a word

you say, but I shall still be

your affectionate Godather,

C. S. Lewis

I quote this letter, because I too intend to tell astory. I intend to tell a story, as fictional tales ofencontain more truth within them, than measured andempirical accounts o things do. I just hope that we

as leaders are old enough to start reading airy talesagain, and can understand the messages therein.Maybe, we can also share it our young charges,who can enjoy it, as youngsters who escape intothe magical and serene world o another good, oldstory. Ten when they are older, they can revisit thesame story, and realise how it is even more magicalbut even more real, than they realised. Hopeully,i we are successul leaders, the gap between thosetwo ages, will not be very long. Anyway, I haveprocrastinated or ar too long. L ets once again settleinto a airy tale, and realise as C.S. Lewis did, thatthe greatest o stories are the ones we find ourselvesin.

***

Te cactus tree. Te prickly tree. Te ugly tree. Te

only tree in the desert. Te tree with the bristly ruit.We all know what the cactus is, and regard it ratherless ondly, than say, the orange or the mango tree.In act, it must be the most unriendly o all the trees.However, none o us k now how the cactus, becamesuch an unsociable ellow. o find this out, we musttravel back to the very beginning, to the day whenthe trees first spread out all over the world

---

H o w t h e C a c t u s B e c a m eBy Gavriel Rosen


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Tere was a cacophony o noise, a flurry o colour,and a renzy o movement as a hundred or sotress bustled through the narrow doors into themagnificent officewithin. Te heavyscent o oliage wafedaround the room, andthe buzz o excitementand chatter, made itquite clear that todaywas no ordinary dayor the trees. Tey hadbeen summoned there,by their Creator, whotoday would instruct them o their role in this brandnew world that He had created. All the ruit treeswere there the Peach, the Apple, the Pomegranate,and all were shuffling around (this, being at the timewhere trees could still move), gossiping with eachother, and comparing their ruit, leaves and flowers.

Amongst this conglomeration o shrubbery,trunk and lea, was our riend, the Cactus ree.He too, stood there in Gods office, with the samenervousness and enthusiasm as all the other trees,anticipating their interaction with the beautiulworld outside. However, he looked different then,

than he looks now. Tere were no spikes andthorns, and his thick, stumpy bearing had not yetdeveloped. He looked like many o the other trees- he had braches, ruit and the occasional flower. Inact, he looked rather handsome. He was intelligent,kind, yet slightly nave. I wonder what today willbring he thought, as he looked round the room andshared a brie, anxious smile with the Pear ree,who he had met at the reception outside.

A hush spread across the room, as the gathering wasbought to order, God had entered and now began toaddress the crowd. I have given you ruit, beauty and

longevity He began,I now also intend,to give you reedom.You may travel aroundthe world, revel inits splendour andshare you ruit withwhoever you please.However, there is onecondition At thispoint the Cactus ree

shifed his branches slightly, so he could get abetter view o the platorm, and redoubled hisconcentration. Tis condition, upon which I havecreated all o you, must never be broken i your kindare allowed to exist God said peering around at allthe assembled trees in the hall, Is that you mustserve man. Wherever Mankind may be, you treesmust be there to serve him and cater or his needs.Assure he is ed. Tere are plenty o you, and ewero them, so the task should not be that difficult.From the industrious Man o Europe, to the tribesin the rainorest o Brazil, to the lonely wayarer in

the desert, each and every man must be taken careo. For you trees to be all owed to survive, you mustensure between you, that every person, no matterhow small and insignificant is provided or. Tis isthe charge that you are given. With that, God madea swif exist rom the room.

Te office erupted into a clamour o movement onceagain. Te Cactus, tried to engineer himsel into acomortable position, or what he was sure would be

a long, boring meeting discussing the distribution othe trees around the world, ensuring that every Manwas provided or. All around, the other trees weremoving in a panicked rush towards the doorway,where a bottleneck caused by the rontrunners hadappeared. Tere was a sudden surge o energy, andit broke, and trees began to surge out o the room.Te Mango was ahead, with the Lychee and theRaspberry close behind. I wonder, where Ill get togo mused the Cactus, settiling down away rom thetumult o the jostling trees, Maybe I c an go and eedthe people o Greecethey might be interesting. Herowned as an unexpected eerie quiet settled uponthe room. He looked up inquisitively, and ound, tohis surprise, that the entire room was empty.

Wait a second! the Cactus called towards the emptydoorway, dont we have to work out how weregoing to do this! he voice echoed around the emptychamber. We have to make sure everyone is lookedafer, but there was no answer, the other trees werealready miles away. Te Mango had already reachedIndia, where he was delighting the locals with hissucculent ruit, and the Pineapple had almostarrived in Paraguay.

Te Cactus, bemused by his predicament, sat down

to think. He figured that most o the trees wouldhave spread out equally around the world afer all,all a tree wants is to have people who delight in andenjoy their ruits, and i too many trees gather in thesame place, there will be insufficient people or allo them. Tis, coupled, with the small conversationshe had overheard in the oyer, made the Cactusconfident that Mankind would be well catered or.Ten suddenly, he recalled Gods words and they

reverberated in his head, the lonely wayarerin the desert, each and every man must be takencare o. Te Cactus realised, that in their rush toparade their ruits around the world, the other treeshad not considered the odd waylaid traveller whomight be travelling through the desert struggling tosurvive. Well, i we dont manage to take care o thistraveller the Cactus thought, we would breakour agreement, and lose our right to exist. Id betterhead off to the desert and take the first watch. Andso the Cactus lef the office and calmly trundled offtowards the desert.

Te Sun beat down on the Cactuss trunk, as hestruggled to remain alert in the stifling desertheat. He looked out at the bleak and monotonouslandscape around him. Just sand, as ar as the eyecould see. He sighed, thinking that it wasnt thatbad: Within a couple o weeks one o the othertrees will come and swap with me. Ten Ill headoff to Greecemaybe Australia, apparently theyhave great weather there he explained to nobody inparticular.

A week passed, and the Cactus had encounterednobody, but two Arabian merchants who had beenabandoned by their caravan. Tey stumbled upon

the Cactus, groping away at its branches, as i toconfirm that it wasnt a mirage. Tey easted on thecactus ruit, praised the tree, calling it a liesaver,but bemoaned the lack o water. Once they hadtravelled on, the Cactus ree decided to developwithin himsel a water repository, so he could offera more complete service, to the occasional thirstyperson who chanced upon him. As he juggled hisruit in the Sun, he wondered who it would be who

Te Sun beat down on the Cactusstrunk, as he struggled to remain alert in

the stifling desert heat. He looked outat the bleak and monotonous landscapearound him. Just sand, as ar as the eye

could see.


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would take the shif afer him. Maybe theyll sendthe Pear ree, he thought, anticipating o quickreunion, or maybe the Strawberry ree willcome, he seemed like a decent ellow. He stirredslightly, trying to shake off the itchy sand, whichthe mornings sandstorm had covered him with.He wondered how something so small could beso irritating. He also wondered how he would staywarm that night.

A couple o months past, and the Cactus started toget rustrated. How long can these shifs be? At one

point he had even decided to leave the desert, tofind out where the other trees were and who wouldbe coming to replace him. But, just as he was aboutto depart, he realised, that i a traveller came pastin the ew moments that he would be away or, thetraveller might perish. Ten the trees would havebroken their pact, and all the Cactuss hard work in

the past ew months would be in vain. So he stayed,and waited or his replacement to come. However,conditions in the desert were harsh; heat, wildanimals, cold, and sandstorms. Te Cactus realisedthat i he was to survive, to save those ew people othe desert, he would have to adapt. So he g rew spikesto protect himsel and his water, his bearing grewthicker and stockier. Tis was a particularly painulprocess or him, as every spike had two ends. One

which stuck out to ward off danger, and one whichwent right back into the flesh o the Cactus itsel,ensuring that it wouldnt all out. Oh well, good-looks dont last orever thought the Cactus aferone particularly transorming day, where he hadshed eight o his flowers.

Years passed. Tere were many more people, andmany more trees in the world. So much time hadpassed that memories o their first day in Godsoffice, had long been assigned to tree olklore. But,the Cactus ree is still where he always was, pricklier

and stockier than ever, in the desert. With nothingbut the occasional, starved and sun be aten man orcompany. He has been there or so long, that he evenstarted to grow roots anchoring him to the ground.Likewise, all the other trees around the world, nolonger move, but remain rooted to the places theychose and inhabited or so long. However, the treespact is kept, with the Cactus looking out at theaustere desert around him, making sure that eventhe lonely wayarer, is catered or.

---

And so, the Cactus was. Te prickly and hostile tree,became so, because it was the one who cared themost, the one who looked afer the abandoned and

the lost, and the one who kept the pact - allowing alltrees to remain.

***

o write an analysis o this story and all the messagesit contains, would be both incomprehensive andinaccurate. For the messages will differ dependenton the reader, and will differ within the reader asthe reader themselves change. Nonetheless, due to

the natural, yet slightly irrational ear o authorsthat some o their work will not be ully noticedor appreciated by their audience, I have decidedto briefly draw attention to a ew themes that arerelevant to us.

Ofen, as leaders and Madrichim, we have the sameexperience that the Cactus had in Gods office. Webegin a new project, excited and enthused, but ofenlook up a e w minutes later, to find an empty roombeore us. Te mantle o leadership is primarily putupon us, because nobody else is prepared to do it.

Tey have fled the room, too intent on enjoyingthemselves to care or what must be done; somerely on others to do the work, and some never evennoticed what needed to be done. Consequently,we must trudge off to the desert, to do the work,however challenging and arduous it is. We must doit, because i we dont it simply will not get done.Ofen, in the desert in our laborious roles wewait or someone to relieve us o our duties, moreofen than not, it is to no avail.

Sometimes, we look at our Madrichim and leaders,and see them as harsh, strict and uncompromisingfigures. We must always remember, that they mighthave also been young, beautiul cactuses in the

past, but adapted and changed to ulfil a role whichwas thrust upon them. Without them, the systemwould collapse. And although ofen, other peopleseem more kind and riendly, the truth can be thatthe leader is harsh because they c are the most. Likeour Cactus. I you compare a mango tree to a cactustree, it is quite clear who seems more hospitable andcaring. However, think back to the very beginning.Te Mango was the first one out the door, whereas

the Cactus waited to see i everyone was lookedafer. Te Cactus was the only one who e nsured thatthe agreement was kept to; without the Cactus, theMango wouldnt have existed to flourish.

Te mango tree makes people happy, the cactus treesaves lives. Most trees have their seasons, the cactushas no break or i he did the traveller may die.Te cactus may be covered in spikes, but remembereach spike which the cactus produces, has twoends one to ward off aggressors, and one which iscontinually embedded in the flesh o the tree itsel.

As Madrichim there are a number o different

roles that we are required to practise. We must beentertaining, organized, authoritative, creative,strict, inspiring and engaging all at the same time.Tough, more ofen than not, these roles are splitamong different Madrichim, with some assumingcertain characteristics and others employing othertraits. We must be careul not to selfishly grabthe enjoyable roles, and leave others to do theunpleasant ones. Tis is not because it is easy, but

Te mantle o leadership is primarilyput upon us, because nobody else isprepared to do it. Tey have fled the

room, too intent on enjoying themselvesto care or what must be done; some

rely on others to do the work, and somenever even noticed what needed to be

done.

Te Cactus realised that i he was tosurvive, to save those ew people o the

desert, he would have to adapt.

b it i i ht A id b i i it h ld


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because it is right. Aside rom being unair, it shouldbe noted that the very be st leaders and Madrichim,have not selected certain roles or themselves, buthave embraced the entire package. A true leader,is all-rounded. Please note, that it was not only theCactus ree who was lost out due to the other treessel-centredness, the other trees were also hinderedby it. Tey too grew roots and became fixed to thelocations they had inhabited or so long. I we arereluctant to change and vary skill-sets, we will limitthem.

Tis is a story about the world. It may not be sucha happy story, but it is a very true one. As leaderswe must aspire to change the world, but we mustalso contend with it as it is. Remember this story,and when you are little older, pull it out and read itagain.


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Experiential Education


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No printed word, nor spoken plea can teachyoung minds what they should be.

Not all the books on all the shelves but what the

teachers are themselves.Rudyard Kipling

Te Observation:

A typical Hadracha experiment involves all o themadrichim changing something about themselvesslightly; the one that I first heard about was turningover the corner o the kippa (religious head covering),and then seeing how many o the chanichimgradually adopt that same change over the courseo the day. Personally on camp, I have ofen seenhow Chanichim repeat jokes which were made intheir vicinity between madrichim, despite the actthat there was no way or them to have grasped thehumorous nature o those statements. What then isthe nature o this behaviour? And what insight canit give us into the power o inormal education aswe look to the uture?

Formal Compliance and a Living Experience:

Rav Joseph B. Soloveitchik, one o the outstanding

leaders o the modern orthodox community in thesecond hal o 20thcentury America, came rom arenowned paternal lineage which was known or its

breadth o knowledge and analytical methodology.And yet it was his mother who managed to givehim a whole added dimension, beyond the narrowconfines o raw data and inormation. In a movingpassage he describes the impact o the education hereceived rom his mother:

I learned rom her very much. Mosto all I learned that Judaism expressesitsel not only in ormal compliance withthe law but also in a living experienceWithout her teachings, which quite ofenwere transmitted to me in silence, I wouldhave grown up a soulless being, dry andinsensitive. (Soloveitchik, 1977)

Te description is o a very different type oeducation than that o the ormal setting o theclassroom and indeed its effects are quite different.As Rav Soloveitchik goes on to describe in moregeneral terms, the very nature o the education othe mother differs rom that o the ather:

Experiential EducationThe Power of the Youth leader

By Shmuel Ebert

Te laws o Shabbat (Sabbath), orinstance were passed on to me by my

the role o the home alongside that o the classroom.Perhaps we can also point to the role o the youth

uncanny knack o seeing straight through insincerepreaching and they are more likely to be impressed

Tere are two possible ways to counteract this claim.One would be to respond to the question rom a


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instance, were passed on to me by myatherTe Shabbat as a living entity,as a queen, was revealed to me by mymotherTe athers knew much aboutthe Shabbat; the mothers lived the Shabbat,experienced her presence, and perceivedher beauty and splendour. Te atherstaught generations how to observe theShabbat; mothers taught generations howto greet the Shabbat and how to enjoy hertwenty our hour presence.

Te regular goals o education how tocomprehend, how to analyse, how to conceptualise,how to classiy, how to iner, how to apply etc., wereindeed thought to belong to the domain o ormalsettings. But education is not and should not bemerely an intellectual experience. No society and noteacher have ever hoped to create a group o humancomputers, o robotic machines. Tere is recognitionthat there is something more to transmit than justknowledge, inormation and data. Tere is a needor the pupil to know how to utilise that knowledgein the right way, when to speak up and when to stayquiet, when to accept and when to rebuke, when to

compromise and when to stand up or an opinion.Tere is quite simply a need to know how to live. Andhere there are no magic ormulas, no charts and notimes tables which can be repeated monotonouslyuntil they become ingrained second nature. It couldbe that they are a product o common sense butthe ironic thing about common sense is that it isntvery common (Voltaire, 1764). How then can thesevalues be taught? Rav Soloveitchik above pointed to

Perhaps we can also point to the role o the youthmovement.

Te Role of the Youth Leader:

Children, especially young children, areimpressionable. In 2008, the CNN published anarticle about the possible links between aggressiveand violent children and the amount o time theywere exposed to gruesome and bloody video games.Research conducted by Dr. Craig A. Anderson o

Iowa State University in Ames ound pretty goodevidence that violent video games do indeed causeaggressive behaviour. (Harding, 2008). No onewould presumably classiy video gaming as aneducational pursuit and yet the findings were thatit has a substantial effect on the child. While theheadlines and other newspaper articles regularlypoint to such negative side effects, there are alsomany positive influences which children can absorbvia osmosis. It is this ability, the ability to be a rolemodel in the lie o a child, which is the ultimateopportunity and thus challenge or the youth leader.

Rose noted that role-model education was one o

the major educational eatures o youth movements,where the sometimes charismatic educationalyouth leader embodies the values that he or sheis espousing, and thereore provides a rame oreerence or the children. (Rose, 2004) Tis iswhy dugma ishit (personal example) is such animportant part o the youth leaders job and whypersonal conduct will always be heavily scrutinisedin an interview or such a role. Children have an

preaching and they are more likely to be impressedby quiet, genuine behaviour. Rav Ahron S oloveitchikclaimed that in the effectuation o the right characterormation o the children, consistency in behaviouron the part o parent and teacher is the most potentactor. (Soloveitchik, 1991) Over the duration o atwo week sleep-away camp a madrich or madrichacannot take on a alse persona. Te children willsoon grasp the real essence o the person and onlythe true role model will be able to apply consistentinspiration. But i done successully, it is very ofen

these values which the child will take with them,ar beyond any little point o inormation that theiryouth leader may have taught them.

A Critique of Role-Model Education:

It wouldnt be intellectually honest to only show oneside o the story and pretend there are no drawbackso role-model education and indeed there have beenmany amous people who criticise such an approach.One apocryphal story is told about Bertrand Russellwho supposedly carried out an adulterous affairwhen Proessor o Ethics and was censured. WhenRussell protested that his private lie had nothing to

do with the perormance o his proessional duties,one o the Board members exclaimed but you area Proessor o Ethics! Russell sharply replied, Iwas a proessor o Geometry at Cambridge but theBoard o Governors never asked me why I was nota triangle. Why then, should there be this proposedconnection between personal conduct and thespouting o values rom a youth leader?

One would be to respond to the question rom atechnical plane. As we showed above, even i thereare no justified reasons why ethics proessors are heldup to a higher moral standard than mathematicalteachers, the absorption o the knowledge doesdepend upon that consistency between speech and

action since they are automatically connected bythe child. I the child will not take seriously anymessages the youth leader imparts so long as theyouth leader doesnt embody those messages, thenas a orm o education it will ail miserably i thisdivide between speech and action exists. O coursethis perceived psychological connection o the childcould be contested but seeing at it is an empiricalclaim, it could be tested to see whether childrenrespect leaders o integrity more.

Furthermore, one could also argue on a normativebasis. Tat is to say, not just that role-model educationis the most successul orm o education but alsothat it ought to be the model o education or youthmovements. Tere is a strange verse which appearsin the book o Genesis which seems to contain asuperfluous phrase: and the pit was empty, therewas no water in it (Genesis 37: 24). Te Sages in the

Te children will soon grasp the realessence o the person and only the

true role model will be able to applyconsistent inspiration.

Babylonian almud (Sabbath, 22a) were botheredby the need or the second phrase; afer all i the pit

not just or those who are deemed intellectual.New strategies have been thought up to help those

parents to ensure that we dont look upon camps asa babysitting service to get some time away rom


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by the need or the second phrase; afer all i the pitwas empty then doesnt that imply that there was nowater in it? Tey answer that it was specifically waterwhich was not in the pit but there were scorpionsand serpents in it. Soloveitchik explained that thiscomment was basedupon the scientificprinciple that natureabhors a vacuum.Hence it was impossibleor the pit to be empty

o everything and i itdidnt contain waterthen it must have contained scorpions. Moreover,what is true on the scientific plane is also true on thepsychological plane, he maintains. I a child has nopositive influence in his lie, i a vacuum is lef in hisormative years, then it will quickly become filledwith the scorpions o this world, be those violence,crime or addictions. Te task o the youth leaderthen is to fill that vacuum and provide a parentalimage to the child or al l spiritual, moral and ethicalendeavours.

A Look to the Future Where Next for Informal

Education?

Ellen Key, a Swedish author dedicated to the welareo children, predicted that the 20th century would bethe century o the child where nations realised thatthe lie o the world depended upon the breath ochildren. (Key, 1909) With the benefit o hindsightwe can reflect that her prediction has come true.Education is now compulsory or all children and

New strategies have been thought up to help thosechildren who dont show a natural affinity ormathematics and science and who ormerly wouldhave been sent off to work in the field. Educationhas become proessionalised and regulated like any

other sector.

What then will the21st century be? Howcan we as a societybuild upon the huge

advances which havebeen made in child

education? Perhaps, it could be done in the realmo inormal education. Admittedly, here too therehave been tremendous advances since the turno the 21st century and as we speak an inormaleducation department in a secondary school isquite commonplace with enrichment programmesand overseas trips. Arguably however it is the youthmovements who can achieve the most, via therole-model o the youth leader. Children eel morerelaxed, comortable and less intimidated around ateenager who is regarded as one o their own. Teteenager isnt that well known enemy - the teacher.

Youth leaders are modern, cool and unny. Teytalk the slang, are un and energetic and best o allthey dont set any homework. A head teacher onceremarked wistully when picking up his child at theend o camp, You can achieve more in two weekso camp than I can in a whole academic year oschool. It is up to us as a society to ensure thatwe dont look upon education as being limited tothe classroom or even to the home. It is up to us as

a babysitting service to get some time away romthe kids. And it is up to us as youth leaders to ensurethat we dont view youth movements as just anothersummer job. Let us boldly usher in the century othe youth leader.

Works Cited:

Harding, A. (2008). Retrieved rom CNN: http://edition.cnn.com/2008/HEALH/amily/11/03/healthmag.

violent.video.kids/index.html?ire=nextin

Key, E. (1909). Te century o the child. GP PutnamsSons.

Rose, D. (2004). Te potential o role-model education.Retrieved rom the encyclopedia o inormal education:[http://ined.org/mobi/the-potential-o-role-model-education/.

Soloveitchik, A. (1991). Logic o the heart, Logic o themind. Genesis Jerusalem Press.

Soloveitchik, Joseph B. (1977). A ribute to theRebbetzin o alne. radition, 76-77.

Voltaire. (1764). Dictionnaire Philosophique.

Children eel more relaxed, comortableand less intimidated around a teenagerwho is regarded as one o their own.


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and occasionally irreversible, and thus unceasingneed to remind yoursel o the undamentals. oh d I h j d d b i i h

your approval. Tis leaves them wide open andvulnerable: a simple, undeserved, disparaging

l d i h ff h i d h


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Dear New Colleague o Mine,

Firstly, I believe, congratulations are in order.Wittingly or unwittingly, youve joined the mostancient, enduring and elite o clubs. Tis clubhas ensured the not only the basic survival andperpetuity o our people, but also her vibrancyand stridency as well. Tis club o ours has beenresponsible or nurturing those o all ages, duringevery twist and turn o history; or enlightening anddemystiying the most hopelessly perplexed; orshining an eternal light, the emanations o whichilluminate a path through a sometimes dark andbaffling world. Empires may rise and all, culturesmay zenith and crumble, the very earth may shifrom under our eet, yet this club o ours thrustsrelentlessly on, unswerving in the knowledge o ourabsolutely essential role in the unique and historic

destiny o our people. Congratulations, in short, onbecoming an educator.

Yet this congratulatory note must, o course,be tempered with an appropriately solemn andcomprehensive understanding o the natureand o the task placed in ront o you, and all thepotential pitalls that lie ahead. Te principalrealisation which, admittedly, must be allowedtime to intellectually congeal, is that the substance,

the raw materials, that you will be working with isneither some rough mineral hewn rom the earth,nor some skilully designed artificial machine.

Te substances you are working with are the mostdifficult, unpredictable and ultimately preciousmaterial that exists: Our children, our very uture.

Tus it is crucial to impress upon you, rom the veryopening, what an immense privilege and awesomeresponsibility you have borne upon your shoulders.

Tese words are stated neither to discourage norintimidate you, nor to cause you to imagine, even orthe brieest o moments, that the role o a madrichcannot be executed with a tremendous amounto creativity, spontaneity and amusement. Not so.Rather one must appreciate that when working inclose proximity with our children, the margin orerror is very slim indeed; that mistakes are costly

Let te r to a New Madr ichBy JJ Kimche

that end, I have jotted down a ew basic points haveto be kept in mind at all times.

Firstly, children (and this includes youngerteenagers) are exceptionally vulnerable. Let meexplain what I mean by this. I do not, or a moment,mean to suggest that chanichim are not, or cannotbe, physically, mentally and emotionally robust.I have witnessed a thirteen year old jump roman unthinkable height and positively bounce offthe ground, shake himsel off, and dash off to doattempt a repeat. I have personally led eighty boysand girls, all at the tender age o eleven, on a hal anhour hike on a narrow path in a thick orest in thedead o night, with only a ew b are torches to guideour way, in six inches o wet mud, in startlingly icytemperatures. Yet not one complaint was heard, andnot one child didnt soldier their way back to thecampsite. Chanichim can sometimes even standup or themselves in ront o their peers, deendingthemselves and each other rom bullying, name-calling, and social segregation.

Yet in one respect, they will always remain vulnerable:Vulnerable to you. As a madrich, i you do yourjob correctly, you will represent to them a certain

paradigm o an older, cooler, more confident, adult,responsible and trustworthy version o themselves.In short, you are most o the things they aspireto be, but rustratingly have to wait a ew yearsto arrive there. Under such circumstances, youwill find, as an almost unshakable rule, that theywill all, consciously or subconsciously, overtly orsubtly, be attempting to reach out to you, to seek

glance rom a madrich can affect their mood or thewhole day. A single nasty remark in their direction,especially in public, could be devastating. A alse orexaggerated accusation levelled at them could sour arelationship permanently. Because o this, you haveto be extremely cautious. Never tell a child off, ina serious manner, in public, in ront o his riends.Allow him to save ace when possible. Never accusehim without giving him all the time he needs toexplain his side o the story. Never, or the brieest

o moments, allow him to eel that his value to you or anyone else or that matter, is contingenton his behaviour. Compliment where you can,and when you have to discipline, ensure that youdifferentiate between the value o this chanich, andthe bad behaviour that is ruining his wonderulcharacter. Be warm, humourous, encouraging andsel-deprecating whenever possible. When working

closely with children, as much as there is tremendouspotential or a deep and lasting connection, onecannot overestimate the potential or damage toyour relationship, sometimes deep and l asting,

Tus we arrive at the biggest secret o discipline. Te

Te substances you are working withare the most difficult, unpredictable andultimately precious material that exists:

Our children, our very uture.

Compliment where you can, and whenyou have to discipline, ensure that youdifferentiate between the value o thischanich, and the bad behaviour that is

ruining his wonderul character.

secret is that discipline starts NO when the childdoes something wrong. It starts rom the momentyou first come into contact with the child it starts

Tere is another basic axiom that you must beconstantly aware o. You must be aware, unswervinglyso oby ar themost important powerul enduring

on camp, is to be a Frum Mentsch. Not only must younot be guilty o any o the transgressions listed above,you must be above suspicion altogether How do

as your Northern and Southern stars, by whichyou will be able to navigate the most tortuous anduncharted o territories


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you first come into contact with the child, it startsrom the first smile, the first Hello, What be yourname, then?. When one establishes a genuine,warm, close connection with the children in your

care, then you will never have to actually tell themoff. A simple look will suffice. Te short statementI expected better rom you will be enough orthe child to haul themselves, o their own accord,back in the right direction. Te need to shout, toyell, to threaten dire consequences all point to ashortcoming in the madrich-chanich relationship,which is the sole responsibility o the madrich torepair. When a child eels that their educators arewith as opposed to against them, when they eelsecure and confident about the coming hours, dayand weeks, when they know that their educatorswill go to the end o the earth and back in orderto give them whatever help they need, Tis is achild that can be educated properly. As a madrich,your primary mission both chronologically andaxiologically is to provide the children with thissecurity, thus allowing them to open up their heartsand minds to what you have to say.

so, o by ar the most important, powerul, enduring,and visible weapon in your arsenal: Yoursel. Tis isthe cardinal principle, the golden rule, the very firsto the ten commandments o Hadracha: PersonalExample. One can spend months working oneducational programs, spent unlimited unds andresources on procuring materials and constructingscintillatingly creative and meaningul activities:all this is worth absolutely nothing without theorce o personal example. I the madrichim do not

act or dress appropriately, do not treat each otherand the children with the appropriate respect, donot daven and learn with appropriate gravity, usecoarse language or display an unsuitable amiliaritywith the opposite gender, then all other endeavoursare or naught. Te equation o the success o anyeducational endeavour could be displayed thus:

Success = Personal Example x(Preparation x Execution x Luck/

unoreseen actors).

Te act o education is essentially the giving overo two separate things; inormation and values.Inormation, the poorer, weaker and ar moreshort-lived o the two, can be given over almost in

a vacuum. Anyone can put together an impressiveWikipedia page. Values, however, are promotedand imbibed almost exclusively through osmosis.Otherwise put, actions speak ar louder than words.What chanichim observe as practice among themadrichim, they deem as legitimate and desirablepractices or themselves. Tis being the case, yourprimary responsibility in all situations, but especially

you must be above suspicion altogether. How doyou achieve this? Simple. Be someone who is proudo and happy with their religious commitments andliestyle, someone who prays with seriousness anddances with exuberance, who displays respect orothers and demands it in return, who all the timedisplays an awareness that they are accountableboth horizontally and vertically (to both God andother people). Do this publically and honourably,and you will have succeeded in your mission. All

other ancy educational activities and tricks comein as a distant second in terms o importance andeffectiveness.

Tus, my dear madrich, you have your prioritiesand your mission statement. It matters not whichorganization you work or, nor precisely whichideology (within reason) you wish to imbue withinthe young mind beore you. Te cardinal principlesremain the same. Show the children what it meansto be a good person and that being religious can andought to be synonymous with all the positive aspectso lie. Create a warm, caring, un, mutually trustingatmosphere, and everyone will both thrive andstrive. Tis is everything, all the rest is commentary.

Now go and learn. Get out there and practice.Here is where I leave you, my dear young colleague.Now it is your turn to go out and conquer. As longas you keeps in mind the vital importance o boththe big picture your overall educational goals, thegreat principles o Hadracha and the small picture the most intimate minutiae o each childs welareand happiness these two fixed points will serve

uncharted o territories.

We are honoured to welcome you to this mostimportant o clubs. On behal o everything we holdGood and rue and Holy and Important, I wish youthe best o luck.

J. J.Te need to shout, to yell, to

threaten dire consequences all pointto a shortcoming in the madrich-

chanich relationship, which is the sole

responsibility o the madrich to repair.


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Name:Gidon

School Year:11 Age:16

What does being a madrich mean to you? What do youthink the role of a madrich is?

Name: Moishie

School Year:11 Age: 15



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think the role of a madrich is?

I think the role o a madrich is to inspire the next generationo madrichim, to enable them to grow up into good peoplewho can then inspire their own chanichim. I think it isimportant to give them a love o Judaism which can staywith them throughout their lives. A madrich should alsoinspire the chanichim to have sel confidence in what theychoose to do in lie and in their decisions.

What word or words best characterizes the type of

madrich that you are:

Tinker

What does that mean to you?

I preer to have the time to think about what I want to dobeore I do it, rather than being orced to do things whichhavent been properly thought through. However I realisethat as a madrich I must also improvise and there couldbe occasions when I must be able to reach quickly to asituation which could not have been expected.

What have you learnt about yourself and others whilst

you have been a madrich?

I have learnt that when put in situations I have not been inbeore, I react better than how I thought I wouldve beorebeing thrust into that situation. Also, I have learnt thatsometimes when I have been certain that I was right onsomething, other people have actually had other positionsand opinions about it which were better than mine. I havethereore learnt the importance o listening to everyonebeore coming to a final decision.

Why are you a madrich?

I eel that I can Inspire the chanichim and I have the abilitiesto be a good role model.

think the role of a madrich is?

Being a madrich means to me someone who is viewed asa leader and as someone who people look up to or adviceand guidance and is looked upon as a role model. Being amadrich also has to be someone who can give love and careover to their chanichim.

What word or words best characterizes the type ofmadrich that you are:

Carer


It means being able to give love, care and guidance to mychanichim and to establish a connection to them. Being acarer is important as it means you are a person who yourchanichim can turn to in times o need.



I have learnt several thing about mysel and others whilst Ihave been a madrich: I have learnt that you have to acceptothers or how they are. I have also learnt that at differenttimes you have to act in different ways, or examplesometimes you have to act on instinct whilst at other timesyou have to discipline and other times be the carer.


I am a madrich because I want to give back to the communityand I want to replicate and give back the love, care, adviceand guidance that was given to me in my teenage years.I also want to help change and influence the youngermembers o our society.

Name:Sruli



Name:Kovi




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Being a madrich means being someone to help provide aplace where young children can have a good time; whilstenriching their lives in an emotional, physical and spiritualway. Its a way to give back to a community that Ive benefitedgreatly rom over the years.


Carer


Im not the one to make the most noise or to lead the chill.I think I try to make the chanichs experience the bestone it can be. Tis makes caring or the chanichim a vitalcomponent. o make sure they are ok emotionally andphysically whilst still having lots o un.

What have you learnt about yourself and others whilstyou have been a madrich?

Ive learnt that you have to choose when to employ thecertain characteristics you have. Ive learnt about differentsituations where I need to think about how to act, asopposed to acting on the spur o the moment. Ive alsolearnt that people who you didnt expect to make a goodmadrich can be very successul.


Firstly I am a madrich to provide a situation where childrencan flourish in every aspect o themselves in a un andrelaxed environment. Secondly I am a madrich to give backto an amazing community that benefited me greatly.

Te role o a madrich is to hep and guide children youngerthan mysel in a un and sae environment. A madrichhas to be a responsible person who is able to care or eachindividual chanich. A madrich must be able to show andteach his chanichim that yiddishkeit (ed.Judaism) and unare not mutually exclusive. A good madrich needs to trulylove and respect his chanichim. And to be able to give overto them the ethos and belies o the youth movement in anexciting way.


Carer/Organizational.


Being a carer means looking out or each chanich andmaking sure they are having the best possible experiencerom the tochnit. A carer must be able to relate to hischanichim and genuinely empathise and believe in them,giving them a sof and caring word i they are eelingdown and encouragement or positive eedback wheneverpossible. An organisational madrich must be clear with t heway they want the activity to run and must recognise theobjectives o the tochnit. He must be able to see the bigpicture whilst ocusing on minute details in order to create

the best possible experience rom the chanichim.Why are you a madrich?

Being madrich allows me to give o mysel to others andhelp make a positive difference to boys younger than me. Ihave had an amazing experience as a chanich and I want togive my chanichim what I have learnt rom my madrichim.Personally, being a madrich is an amazing stepping stoneand experience that will help me in so many differentsituations in the uture.

Name:Moishie



Name:Aaron




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Being a madrich is no simple role; although you maynot realize it you are actually hugely influential and thechanichim really do look up to you despite the act that itdoesnt always seem that way. Being a madrich means youcan affect the way that your chanichim lead their lives, andthat is an extremely satisying role.


Improvisational


Being improvisational means that I am able to think onmy eet; although it is best to have a plan, it is not alwaysclever to ollow it to the letter. Doing so would create avery monotonous and boring lie. When you become a rolemodel or these young children; it is important to keep theminterested and thereore to be able to deviate responsiblyrom the plan.



I have learnt that people are not always as they seem. Onceyou really get to know chanichim, the personalities seemtotally different to how you picture them rom meetings inthe street.


o be able to give back! For years I have been on the receivingend o endless care and kindness o my madrichim and itis only right that I return that avour and give o mysel tothe next generation.

o me being a madrich allows me to help the chanichimand give them all the things I was taught as a chanich.A madrich should be a mix o riend and role model. Amadrich should be someone who can guide you, someoneyou are able to confide in. Being a madrich means guidingyour chanichim and inormally educating them in a orahway.

What word or words best characterizes the type of

madrich that you are:Carer/Improvisational/Chiller


o me being a carer means begin someone the chanichimcan relate to, it means being sensitive and trustworthy, aperson they will eel that they can tell things to and theywill know that you will lookout or them give them the bestadvice I can. I am also able to look afer them and I am ableto have a good time, as well as not always to be serious, butto also have a good time.


I have learnt that I am caring and sensitive as well assomeone who people eel they can trust. I have learnt thatdifferent people react in different ways, and each personhas a unique way they need to approached and they relatedifferently to people depending on the way they are beingspoken to.


I am a madrich because I eel it is important to give back aswell as the act I am able to guide and advise my chanichimthrough the experiences I have had and t he lessons I havelearnt.

Name:Sarah



Name: Abi




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Becoming a madrich means a lot to me. Tere is the firstbit, giving back what the older ones gave to me. Probablythe main reason Im still involved in my youth movement istheir consistency. Since year 3 Ive been attending groups.Why not pay back to the uture, by making more o us orthe uture. Being a madrich means how I can entertain andgive kids things they dont learn in school. o have un withriends while teaching basic amounts o orah is what itshould be all about.


Speaker/Carer/Improvisational/Counsellor/Chiller


I eel that I am most o these types. I eel capable o sortingout things i anything goes wrong. As a requent babysitterand an uncle o many, I have a lot o experience in dealingwith children. I eel I can discipline without hurtinganyone. I can lead a programme and speak in a serious orull comedy manner.


Its all about the manner in which you display yoursel to thekids. I started off in a more harsh method, thinking thesekids are going to ruin my afernoon. Now I have learnt tobe more approachable, more un and that there is a timeand place to behave and have un.


I am a madrich to have and give un. I enjoy planning withmy riends and perorming to groups. It gives me enjoymentwhen a child runs up to his mother saying it was so muchun.

Te nature o a madrich has changed over the course ohistory. In the days o yore, this title was reserved or theleaders o the whole generation! o guide both physicallyand spiritually was the main purpose o this leader. Howeverin recent times, this title has been passed over to the masses,even being placed on mere mortals such as us! Tereore,it is with ear and trepidation that we have acquired thistitle. With it comes a vast amount o responsibility. A wholeaspect o a childs lie, namely the social part, is handed over

to our care.


Speaker


Communication is what separates us rom the lower specieso this world. One can have the most lofy dreams; themost amazing ideas and the most ascinating reasoningsbut without sufficient communication, they are worthless.Tus, being a good speaker means to be able to set themood, to be able to relate ideas efficiently. Whether its ora humorous activity or to set a calm, tranquil mood, a goodspeaker is a vital component in achieving this and in thebigger picture, succeeding in an activity.


I have learnt that the way you treat people, people treat you.Te perception o society all depends on ones own outlookon lie. Respect o other would likewise gain respect oonesel. Tus, through being a madrich I have realised thisand confirmed that lie is a two-way street.

Continued on ollowing page.

Continued rom previous page.


I find it an honour and a privilege to be able to guide andaffect the uture lives o the chanichim. Being a madrichis an amazing experience and places us in a pivotal part


Because I love my youth movement, and I have seen first-hand the difference that a good madrich can make, andwanted to be a part o that. Madrichim have the role oinspiring kids, but also just to have un along the way. Tat


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is an amazing experience and places us in a pivotal parto society. Trough it we are able to play our own part inhistory and ensure the continuation o this amazing aith.

Name: alya

School Year: 11 Age:16

What does being a madrich mean to you? What do you

think the role of a madrich is?Being a madrich means being a role model, but equallybeing relatable and un. It is the duty o a madrich to makesure that all the kids attending have un in a positive Jewishenvironment, and will want to come back.


Chiller


Being a chiller means being able to relate to the chanichimin a laid back and enjoyable way. Kids dont want to bedisciplined, but I understand that they sometimes need tobe. I love being a chiller as it means that my chanichim canrelate to me (and ideally I can be one o their avouritemadrichim.



I have learnt to be able to communicate within a group othose with equal, or more authority than I, and as much as Itried to avoid it, I have learnt how to improvise surprisinglywell. I have also learnt to let go and have un.

p g j g yis what I aspire to do.

Name:amara

School Year: 12 Age:17


Being a madrich means a lot to me. I eel that I have theopportunity to influence the lie o many chanichim in apositive way so they have the chance to grow in a healthyand good environment. Tis also allows me the abilityto create a relationship with the chanichim so that I canimprove their outlook on lie and be more willing to give ita ull attempt.


Chiller


As a more chiller type o madrich, I eel that I have thepersonality that can go with the flow and adapt to thesituation to make the best with the resources, specificallyeager chanichim.


I have learnt that I have the ability to play a major role inthe lives o many chanichim and that I can be a positiverole model/older brother figure to the chanichim.


I like the act that I am having an input into society and thecommunity in a positive way.


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