Page 43 - issue
P. 43
Journey to Bnei Brak 35
ing it, her kids were satisfied and did not ask their parents
for additional movies.
◆◆◆
Another challenge was dealing with the school system. All
the schools in Bnei Brak are chareidi except for one or two
that are dati leumi. The chasidish, Litvish, and Sefardi com-
munities run separate school systems, although the Litvish
schools take some Sefardi students. The best chareidi
chadarim are hard to get into unless you have “protexia,”
influence. The children with working fathers and those from
modern chareidi families generally go to Chinuch Atzmai
schools. These are partially controlled by the government
and therefore receive funding and provide secular studies.
The Friedmans’ eldest son began learning in a cheder
and initially had a great experience. His rebbe saw that he
was very intelligent and actually looked the other way when
he would walk around the room, finding it hard to stay in his
seat. In fifth grade, however, things changed. He had nega-
tive experiences with his new rebbi and switched to a
Chinuch Atzmai school the next year. The Friedmans sent
their other sons to the Chinuch Atzmai school as well and
were in general happy about the change, although they did
have some reservations about the many students in the
Chinuch Atzmai system who come from “modern chareidi”
families. The Friedmans consider themselves to be American
chareidim, who it seems are more yeshivish than modern
chareidim, while also being generally more accepting of dif-
ferences.
Because all the Litvish girls schools in Bnei Brak are
Chinuch Atzmai, they have stricter religious standards than
the boys Chinuch Atzmai schools. But here, too, Sheryl did
not see eye to eye with all the educational methods her girls
experienced. Now, however, her daughter is having a very
positive experience in her high school. There are three
Litvish high schools in Bnei Brak, and the one her daughter
attends has a smaller student body. She is also very happy
with the special ed system that her two youngest boys are in.
According to Sheryl, the special ed teachers are trained well
and have learned modern positive methodology in educating
and disciplining students.
◆◆◆
As for her own adjustment, Sheryl looked at her move to
Israel as “coming home” and was therefore able to view the
challenges as being par for the course. Alon and Sheryl dealt
with the challenges their children experienced by making
their family and home into a place where their children
would want to be, so they wouldn’t feel the need to go else-
where. “Our children were very happy within the family,”
Sheryl says, while also appreciating the role of the Bnei Brak
environment. “The community holds its members within cer-
tain boundaries, and we balanced those restrictions by giving
the kids a little bit more freedom and openness at home so
they would not rebel.”
u 410 358 8509 u
ing it, her kids were satisfied and did not ask their parents
for additional movies.
◆◆◆
Another challenge was dealing with the school system. All
the schools in Bnei Brak are chareidi except for one or two
that are dati leumi. The chasidish, Litvish, and Sefardi com-
munities run separate school systems, although the Litvish
schools take some Sefardi students. The best chareidi
chadarim are hard to get into unless you have “protexia,”
influence. The children with working fathers and those from
modern chareidi families generally go to Chinuch Atzmai
schools. These are partially controlled by the government
and therefore receive funding and provide secular studies.
The Friedmans’ eldest son began learning in a cheder
and initially had a great experience. His rebbe saw that he
was very intelligent and actually looked the other way when
he would walk around the room, finding it hard to stay in his
seat. In fifth grade, however, things changed. He had nega-
tive experiences with his new rebbi and switched to a
Chinuch Atzmai school the next year. The Friedmans sent
their other sons to the Chinuch Atzmai school as well and
were in general happy about the change, although they did
have some reservations about the many students in the
Chinuch Atzmai system who come from “modern chareidi”
families. The Friedmans consider themselves to be American
chareidim, who it seems are more yeshivish than modern
chareidim, while also being generally more accepting of dif-
ferences.
Because all the Litvish girls schools in Bnei Brak are
Chinuch Atzmai, they have stricter religious standards than
the boys Chinuch Atzmai schools. But here, too, Sheryl did
not see eye to eye with all the educational methods her girls
experienced. Now, however, her daughter is having a very
positive experience in her high school. There are three
Litvish high schools in Bnei Brak, and the one her daughter
attends has a smaller student body. She is also very happy
with the special ed system that her two youngest boys are in.
According to Sheryl, the special ed teachers are trained well
and have learned modern positive methodology in educating
and disciplining students.
◆◆◆
As for her own adjustment, Sheryl looked at her move to
Israel as “coming home” and was therefore able to view the
challenges as being par for the course. Alon and Sheryl dealt
with the challenges their children experienced by making
their family and home into a place where their children
would want to be, so they wouldn’t feel the need to go else-
where. “Our children were very happy within the family,”
Sheryl says, while also appreciating the role of the Bnei Brak
environment. “The community holds its members within cer-
tain boundaries, and we balanced those restrictions by giving
the kids a little bit more freedom and openness at home so
they would not rebel.”
u 410 358 8509 u
