Association of Jewish Libraries Publishing

Berman, Margot S.

Reading Motivation Ideas for Synagogue Libraries, Introduction

Schwartz, Lillian

placed in display holders. This makes the 
covers clearly visible (see photo). 
Since most of today's juvenile books have 
attractive covers, we shelve all juvenile 
books in eight custom-built, wooden picture-
book bins arranged along both sides of a 
cabinet. By placing books sideways in these 
units, young patrons view the front cover of 
each book- instead of only the spine as in 
traditional shelving. The bin arrangement 
also facilitates quicker shelving and pro-
vides for a neater, as well as a more attrac-
tive library environment. The bins are on 
wheels and can be easily relocated for col-
lection rearrangement. In short, a high de-
gree of flexibility has been achieved by 
using picture-book shelving for older chil-
dren's books, as well as for picture-books. 
Storytelling for Younger Children 
To acquaint youngsters with Jewish chil-
dren's literature and to directly involve them, 
a creative storytelling technique is used. As 
an example, we have always given children 
a small piece of challah at the conclusion 
of the reading of Bembleman's Bakery. We 
try to find stories with repetitive words or 
phrases. These are particularly well suited 
for storytelling use, as youngsters can be 
"prompted" to repeat the phrase at a spe-
cific point. This is a technique that en-
courages attentiveness, and helps children 
to "enter" the story. 
Challenging Older Children 
This past year, the staff of the local Jewish 
Community Center let it be known that they 
would be running a city-wide Academic 
Challenge for Jewish Book Month. Our idea 
was to start the Academic Challenge ear-
lier in our own school-at the very start of 
the school year, to be exact. Our goal was 
to pique student reading interest for a period 
longer than just the few weeks prior to Jew-
ish Book Month, when the event was to cul-
minate. Each student in our religious school 
received information about the Academic 
Challenge, and the reading-list of about 
twenty books from which the questions in 
the Challenge were drawn. During class 
visits, the idea of the Academic Challenge 
was reinforced by providing brief highlights 
of the books on the list. This encouraged 
the students to achieve the six-book mini-
mum reading requirement necessary for 
participation in the JCC city-wide Academic 
Challenge. 
The actual JCC Academic Challenge event 
involved teams of eight students. Each team 
was grade-related, but team members were 
drawn from several congregations. Ques-
tions were sufficiently specific that one had 
to have read the book to respond correctly. 
Prizes were given to all members of the win-
ning team. Students on the remaining 
teams were given certificates of partici-
pation. 
The JCC Challenge attracted a large num-
ber of students. All twenty titles were read 
by some of the children. The contest served 
to familiarize youngsters who themselves 
may have read only six books with a broad 
cross-section of Jewish literature. Even 
those youngsters who did not participate in 
the contest had a chance to be exposed to 
Jewish literature and to experience the ex-
citement generated by Jewish literature. 
Dr. Ralph R. Simon is the Librarian of the Sin-
del/ Library, Temple Emanu El, University 
Heights, Ohio. He is also Vice President for 
Publications of the Association of Jewish 
Libraries. 
Editor's Note: 
Comparing a "Hot" with a 
"Cool" Medium 
Marcia W. Posner 
It would be interesting to have the older chil-
dren compare the same fiction title in two 
media, using Berman's outline for writing 
a book report for a work of fiction (see 
below). 
The book is a "hot" medium because it de-
mands reader involvement and understand-
ing in order to reach the reader-in other 
words, in order to exist for that reader. A film, 
filmstrip, or videotape that is played is there, 
whether or not the viewer participates (un-
less the viewer shuts his eyes and stuffs his 
ears); thus it is a "cool" medium. 
Books and films treat stories and charac-
ters differently. Students might list what a 
book does better than film medium, and 
what film does better than the printed page. 
Dr. Marcia W Posner, co-editor of Judaica 
Librarianship, did her doctoral studies at 
New York University in the field of Commu-
nication Technology in Education. 
100 Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 
Read a Book; Do a Mitzvah 
Lillian N. Schwartz 
Temple Emanu-EI 
Providence, RI 
The Temple Emanu-EI Library, in conjunc-
tion with its religious school, created a read-
ing incentive program for Jewish Book 
Month called "Climb the Double Mitzvah 
Ladder!' The "double mitzvah" consists of 
(1) reading a Jewish book, and (2) contribut-
ing to another's welfare through the Jewish 
Braille Institute. 
An oversized poster of a ladder was drawn 
and hung in the library. As each student 
presented a written report of a book read 
from our library, his/her name was added 
to a step, beginning from the bottom step. 
At step three, a donation was made in honor 
of that student to the Jewish Braille Insti-
tute of America. At the top of the ladder, step 
seven, another gift was made to the Braille 
Institute, and a bookplate (figure 1) was 
placed in a book in our children's collection 
honoring that student. (Donations to the 
Jewish Braille Institute in honor of students 
were made through the Temple's Men's 
Club.) 
~~~~~~~~~~~~~~~ 
; TEMPLE EMANU-EL ~ 
~ LIBRARY ~ 
i ..JEWISH BOOK MONTH ; 
~ S746 
~ ~ i:m:H3 ~ i ill]l]ill ~ TIID tTifil ,..._ 
~ .JEWISH BRAILLE ..--.. 
; · . INSTITUTE 
~ rm ~ Cill' 
~ 
; MID) CfilIBillIID) 'j]fil 
~ IBffi!Iilll] ~
i ~ )JR?  
~ [Jlffi~ 
~ -
~~~~~~~~~~~~~~~~ 
Figure 1. Bookplate honoring stu-
dents who have read seven books. 
From the outset, we tried to help the chil-
dren understand that one can live produc-
tively without sight. Classes in the library 
discussed blindness, and a demonstration 
was conducted on a Braille typewriter with 
the assistance of an adult volunteer. She 
presented each student with his/her name 
in Braille on a book mark. The Braille Insti-
tute supplied us with a page from Genesis 
in Braille, and we read together from our Bi-
bles, tracing the letters as a blind person 
would do. 
At the Hanukkah assembly, seven students 
were presented laminated certificates-
enlarged duplicates of the bookplates es-
pecially designed for this program by Minna 
Ellison, a teacher. Thirteen more students 
who had climbed to the third step were ap-
plauded for their worthy accomplishment. 
Half of our student body was involved in at 
least a part of the program, and the step-
ladder was filled with names. 
In past years, the Temple library had created 
other reading incentive programs for Jew-
ish Book Month with fine practical, tangi-
ble gifts for the students' reading accom-
plishments. This year, School Director 
Evelyn Brier and I tried to accent the spe-
cial sensitivity and caring of Tzedakah as 
its own reward. "Climb the Double Mitzvah 
Ladder" inspired our students to participate 
on several levels; it involved the wider Tem-
ple adult community; and it rekindled our 
Jewish values. 
This program was subsequently awarded 
a prize-the Goldberg Award-through the 
Bureau of Jewish Education's (of Rhode Is-
land} program for creative projects. In ad-
dition, Shofar Magazine, in its March 1986 
issue printed two of the book reports from 
a sampling that was sent to them (see box); 
these were later reprinted in the Rhode ls-
land Herald (March 28, 1986) in an article 
entitled "Essay Winners Applauded;' along 
with photos of the young Jewish essayists. 
Lillian N. Schwartz is Librarian of Temple 
Emanu-EI in Providence, Rhode Island and 
administrator of AJL.:s Sydney Taylor Manu-
script Competition. 
Sample book reports written by par-
ticipants in Temple Emanu-El's 
"Climb the Double Mitzvah Ladder" 
reading incentive program. 
Eric Parness 
Grade 5, Age 10 
Temple Emanu-el 
Providence, Rhode Island 
The Chanukah of Great 
Uncle Otto 
by Myron Levoy 
Jewish Publication Society 
This is a story about a boy named Joshua 
and his Great Uncle Otto. It is near Chanu-
kah. Josh's Great Uncle tells him stories 
about his Chanukah memories. One is 
about how he dropped the menorah and 
bent it but his father bent it back. 
One day, Otto decides to make a present 
for Josh's parents. He tries to make the me-
norah of his parents with Josh's help. (Otto 
has arthritis.) When they are finished, Otto 
doesn't think it looks like his parents' meno-
rah. So Josh has an idea. He drops the me-
norah and bends it back into place. Otto 
says Josh's love fixed it. Josh's parents were 
very proud of Josh and Great Uncle Otto. 
Sonja Shield 
Grade 5, Age 10½ 
Temple Emanu-el 
Seekonk, Massachusetts 
More All-of-a-Kind Family 
by Sydney Taylor 
Fol/et Publishing Company 
This is the second of a series by Sydney 
Taylor. It takes place in the early 1900's in 
New York City. It's a family of five girls, a 
baby brother, and the parents. The story 
revolves around the girls and their brother, 
Charlie, 6. The sisters are: Gertie, 8; Char-
lotte, 10; Sarah, 12; Henny, 14, and Ella, 16. 
A "steps and stairs" family, everyone called 
them. 
As in her first book, the author keeps up her 
superb writing. It starts out with Charlie be-
ing saved from being trampled underfoot 
by horses. They bring the woman who 
saved him to their home to introduce her 
to their parents\ and they become close 
friends with her. 
I 
Many other thing/$ happen to them. Then, 
infantile paralysis\strikes the city. All the 
mothers put camphor bags around the chil-
dren's necks to keep them from getting it. 
Disaster! Lena had gotten it. Impossible! It 
was a child's disease! But no. She had it. 
So the family left for Rockaway Beach to get 
away from it all. 
Finally, Lena came out of the hospital. Soon 
after, she was married to Uncle Hyman, 
Mama's brother. It was a joyous, beautiful 
occasion for all. This was my favorite part 
in the whole book. And then, for a perfect 
ending, they moved to the Bronx. 
Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 101 


English

Read a Book, Do a Mitzvah

Kuperman, Aaron Wolfe

Hebrew Word Processing: A Review of Available Products

Levy Ratkin, Annette

, 
I 
ARCHIVES 
Establishing Archives in Synagogue or Center Libraries 
Annette Levy Ratkin 
Scope of the Archives 
Your library is full of stories and history. Your 
community is full of stories and history. Each 
individual, family, organization, and busi-
ness is a book waiting to be written. An ar-
chives of your community will make these 
stories a part of history to be written. As a 
librarian, you can begin to develop an ar-
chives, and will soon find it to be one of the 
most interesting aspects of your work. 
Once you and your institution have decided 
to begin an archives, you will need to de-
cide on the scope of the collection. If you 
are a synagogue or center librarian, you 
may choose to collect only the records of 
your particular institution: yearbooks, bulle-
tins, minute books, correspondence, pub-
licity, photographs, skits, deeds, charters of 
incorporation, financial records, cemetery 
records, rabbis' books of marriages, circum-
cisions, deaths, membership records, etc. 
You might want to expand the scope to in-
clude documents pertaining to your mem-
bers, such as diaries; scrapbooks; birth, 
death, marriage, and immigration certifi-
cates; genealogies and family trees; oral 
histories; and photographs. You must set up 
a records management program with the 
staff and lay leadership of your institution. 
The archives should be on its distribution 
list to receive all current mailings. ''All that 
paper;' you might say, but reserve the right 
to throw away notices for meetings already 
reported in the bulletin or minutes. Save in-
formation, but only once. Remember, what 
happens today w.ill be history tomorrow. 
Budget and Supplies 
After you have compiled a written collection 
policy, you need to get a commitment from 
your institution to maintain the archives as 
an ongoing part of your library. This will pre-
vent your successor from deciding that 
more space is needed for books and toss-
ing out the archives. Along with the com-
mitment to continue the archives, you 
should request a small budget. If you are 
to be the staff person (in addition to your 
Jewish Federation of Nashville 
and Middle Tennessee 
other duties), the main budgetary needs will 
be supplies, after the initial capital expen-
diture for physical site. $500 should cover 
the initial supplies suggested below. 
Now that you have a collection policy and 
a commitment from your agency combined 
with a budget, you will need an area to be 
used as a repository. The archives may be 
housed in the library, preferably in a secure 
area such as a closet or workroom. It should 
be used only under supervision. The follow-
ing specifications are suggested: 
1. Metal shelving (wood is acidic, but can 
be lined with mylar), with each shelf 
12" deep and 13" high to accommo-
date boxes. A shelf unit 18" deep will 
hold oversize boxes. 
2. Controlled lighting-away from sun-
light and with ultraviolet shields on flu-
orescent fixtures. 
3. Constant temperature of 65 degrees 
or less. 
4. Constant humidity (unfluctuating) of 
40/50%. You may need a humidifier 
or dehumidifier (Walch, 1977). 
5. A vermin-free area. 
Certain basic supplies can be ordered dur-
ing the start-up phase. Most library supply 
houses have archival products, but The Hol-
linger Corporation is an especially good 
source (3810 South Four Mile Run Drive, 
P.O. Box 6185, Arlington, Virginia 22206). 
An initial order of archival supplies might 
include: 
1. 60 clam shell file boxes (acid-free, le-
gal size, 15¼" x 10¼" x 5'1-
2. 2 flat drop-front oversize print boxes 
(24½" x 20½" x 3'1 for large items. 
3. 500 legal-size archival file folders. 
4. Multi-use envelopes for photographs 
and negatives: 100 4½" x 5½'~ 100 
6" X 9'~ 100 9" X 12'~ 
5. 8" x 12" acid-free paper for interleav-
ing fading documents. 
6. 2 boxes of #1 pencils, 1 box of plastic 
paper clips. 
Encouraging Contributions 
Now you are ready to start collecting. An-
nouncements in the local Jewish press, your 
institution's house organs, and word of 
mouth will tell the community of your en-
deavors. An archives committee, made up 
of representatives of the various committees 
of your agency, or-if you have a broader 
collection policy (the total Jewish commu-
nity)- representatives of all the organiza-
tions in the community, will help publicize 
the archives and can also help bring in 
documents. Organize a photo exhibit, ask-
ing members to bring old photographs of 
synagogue or center activities. This exhibit 
can act as a kickoff for the ar-chives. En-
courage contributors to deposit these pho-
tographs in the archives, or at least to have 
them copied for your archives. Be sure each 
visitor to the exhibit receives a simple let-
ter or brochure introducing the archives and 
listing types of materials to be collected. 
Processing 
Now that the documents are pouring in, how 
do you arrange them? Archives, unlike 
libraries, do not arrange materials by sub-
ject, but rather by provenance, i.e., their ori-
gin or source, e.g., the organization that 
created them. 
First, you need to set up some sort of sys-
tem to identify the large groups. If you are 
a synagogue archives, designate the natu-
ral divisions of the congregation as record 
groups, e.g., RG 1 (Board of Directors), RG 
2 (Religious School), RG 3 (Sisterhood). 
These categories can be expanded to in-
clude rabbis, families, or whatever suggests 
itself as a logical grouping. For a Federa-
tion archives, the following divisions might 
be used: RG 1 (Jewish Federation); RG 2 
(Jewish Community Center); RG 3 (Jewish 
Family Services). Then, for the rest of the 
community, you might use codes for manu-
script collections; e.g., MS 1 (Sherith Israel 
Synagogue); small collections (folder size, 
several to a box), can be coded SC 1 
(George Cohen family), etc. 
Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 29 
r 
! 
As each group of records is delivered to you, 
accession it (see Fig. 1). The accession 
book lists in sequential order the number 
of a collection, the name of the donor, a brief 
synopsis of the contents, and the date re-
ceived. This record serves the same func-
tion as a library accession book. The ac-
cession number is then marked on the 
collection box or folder, and later, when the 
collection is being processed, on each item 
in the collection. 
The collection should be transferred to a 
clean container: either a file storage box (10" 
x 12" x 15'') for large collections, or, in the 
case of small collections, several can be put 
in one file storage box until you are able to 
process them. Remove the items from the 
box, shopping or grocery bag, plastic bag, 
or whatever the collection arrived in. This 
will cut down on the possibility of vermin 
such as silverfish, roaches, etc. 
Send the donor a thank-you letter. A form 
letter can be run off minus address and 
salutation (Fig. 2). Note in the accession 
book that a thank-you letter has been sent. 
The basis of arrangement of the collection 
can vary. The original order is preferred, but 
if it obviously has been random, chronolog-
ical arrangement is one alternative; alpha-
betical, another. Assign the documents to 
the proper collection numbering series (RG, 
MS, or SC). Discard duplicates or national 
publications, unless they mention local in-
dividuals. Photographs may be kept with the 
collection, although some archives keep 
ACC. 
Number Donor 
photographs together in a separate col-
lection. 
Remove all rubber bands, metal paper clips 
(substitute plastic clips), staples (a staple 
remover is destructive; a simple metal spat-
ula or fingernail is safer), and any tape 
which can safely be lifted. Put items in acid-
free file folders (labeled with collection title 
and accession number). Stamp items with 
acid-free ink (available from the Library of 
Congress Preservation Department). Un-
fold all papers, unless brittle. Put photo-
graphs and negatives in acid-free enve-
lopes. Label and date (be sure to write only 
with #1 pencil; the only time ink can be used 
is on the slick surface of the back of a pho-
tograph which will not take pencil). Pho-
tocopying newsprint will make the paper 
size uniform and preserve the articles. Put 
the items in an acid-free clamshell box. La-
bel. These are basic processing sugges-
tions. For more information, consult the SAA 
Manual Archives and Manuscripts: Conser-
vation (see Bibliography). 
Access to the Collection 
Additional internal finding aids-beyond the 
accession book-include accession cards 
(filed numerically) and donor cards (filed al-
phabetically by donor's last name) (see 
Figures 3 and 4). Gift agreements (Fig. 5) 
are important if your archives collects out-
side of your institution, or collects oral his-
tories (Fig. 6). For reference service, an al-
phabetical card file (index) of collection titles 
Description and Restrictions 
614 Sig Held Israel bond co-chairs, Joe Kraft Israel Bond 
presentation, 1986: proof sheets and negatives 
615 Sylvia Ruskin Snapshot of Michael & Kitty Schweizer at Holocaust 
Day 1986 
616 Rae Levine Photos of 1984 Ralph Shepard awards banquet 
(main entries for persons or organizations) 
is essential. Key names other than collec-
tion titles may be included. Detailed descrip-
tions of collections are provided in inven-
tories. 
For more sophisticated finding aids, a sim-
ple computer program can be developed, 
or a database management system may be 
purchased. Figure 7 suggests some fields 
for such a program. 
Archives are not browsing collections, and 
should be used only under staff supervision. 
Photocopying may be permitted under cer-
tain conditions. A user log and user card 
should be prepared (Fig. 8). The amount of 
time you can spend assisting patrons de-
pends on your local situation. 
Grants for starting an archives are available 
from such agencies as the National Histor-
ical Publications and Records Commission 
(National Archives Building, Washington, 
DC 20408); Nashville's Jewish Archives 
benefited from such a grant (Marcus, 1983). 
It is possible to begin very simply, however, 
and to develop your own finding aids, as 
long as they make information in the col-
lection retrievable. 
Consultants are available, and the Council 
of Archives and Research Libraries in Jew-
ish Studies (330 Seventh A~enue, 21st Floor, 
New York, NY 10001) can help. The main 
thing you need is a strong commitment from 
your agency. Your contribution to Jewish 
learning will live on in your library if you suc-
ceed in establishing archives of your insti-
tution and community. 
Gift Gift 
Date Agreement Agreement 
Access. Sent Returned 
10/86 1/30/87 2/12/87 
11/86 2/2/87 2/6/87 
11/3/86 - -
617 Wayne Renardson Tape and transcript, clippings of Walburga Von Rattler- 12/11/86 2/12/87 2/17/87 
Engel's Holocaust experiences 
618 Sigmund Held Photographic negatives of Rabbis Glazer, Falk, Posner, 12/30/86 2/10/87 2/20/87 
1983 
619 Mrs. Louis Binstock Letters re Lefkowitz-Atlas families 1984-86 - -
620 Ed Stolman 1915 clipping of article about West End Synagogue 11/11/86 - -
(Gay St.) 
621 Sarah Orr Copy of Beatrice Haas Lack's birth certificate, 1/12/87 - -
11/16/1898 
Figure 1. Page from Archives Accession Book. 
30 Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 
References 
Marcus, Richard W. "Nashville Jewish Archives:· 
Judaica Librarianship, Vol. 1, No. 1 (Fall 1983), 
p. 16. 
Walch, Timothy. Archives & Manuscripts: Secu-
rity. Chicago: Society of American Archivists, 
1977. (Basic Manual Series.) 
Bibliography 
Preservation Leaflets. no. 1- , 1975- . 
Washington, DC. Irregular. A National Preser-
vation Program Publication, each leaflet in this 
series addresses a specific topic in the pres-
ervation of library and archival materials. Pub-
lished irregularly and available free of charge 
from the Preservation Office, Library of Con- ~ 
gress, Washington, DC 20540. 
Society of American Archivists. Basic Manual Se-
ries: '~pproval and Accessioning;' ·~rrange-
ment and Description;' "Reference and Access;' 
"Security;' "Surveys;' "Conservation;' and Re-
ligious Archives: An Introduction. Qrder from: 
Society of American Archivists, 600 South Fed-
eral Street, Suite 504, Chicago, Illinois 60605. 
JEWISH FEDERATION 
OF NASHVILLE & 
MIDDLE TENNESSEE 
801 PERCY WARNER BOULEVARD• NASHVILLE, 
TENNESSEE 37205 • PHONE (615) 356-3242 
The material you presented to the 
Archives of the Jewish Federation of 
Nashville has been received with 
gratitude. Your addition to our collection 
enhances the importance of the Archives 
as documentation of the long and colorful 
history of the Nashville Jewish community. 
We hope you will visit the Archives often, 
and will continue to deposit organizational 
and business records, personal papers, 
and photographs. 
Sincerely, 
Figure 2. Acknowledgment 
Form Letter. 
NASHVILLE JEWISH FEDERATION 
- -Archive Record- -
Main Entry 
Primary collection (can include box 
number) 
Accession numbers. 
Secondary collections. 
Number of collection containing a 
photograph. 
Does main entry pertain to the following 
organizations/institutions? If so, a "V" 
for YES is entered: 
CJW = Council of Jewish Women 
HAD = Hadassah 
TEM = The Temple 
WES = West End Synagogue 
SIS = Sherith Israel Synagogue 
FED = Jewish Federation 
JCC = Jewish Community Center 
AKI = Akiva School 
JFS = Jewish Family Service 
wee = Woodmont Country Club 
Figure 7. Sample Fields for an 
Archives Database Management 
Program. 
Figures 3, 4, 5, 6 and 8 are on the following pages. 
On the Cover 
Center: A cartoon from the Nashville Y.M.H.A. News, September, 1933, which summarizes (inaccurately) some key Jewish events 
in Nashville. The three congregations pictured in the bottom row are still in existence. 
Upper Left: Abe Tohrner came to New York from Poland in 1883. He planned to go to Meridian, Mississippi, but stayed in Nashville 
because of yellow fever in Mississippi. He opened a store in Franklin, Tennessee. His son Martin (born in 1889 in Frank-
lin) and daughter Anna are in the wagon. 
Upper Right: The first Reform congregation in Nashville was B'nai Yeshurun, founded in 1864. Its first Confirmation class, in 1869, 
included Hannah Spitz, Emma Feldman, Hattie Shyer, and Samuel Weil, with Rabbi Judah Wechsler officiating. The 
congregation ceased to exist in the middle of the 1870s. 
Lower Right: Married in 1838 in Germany, Nathan Hirsch and his wife and large family were brought to Nashville by their son Joseph 
in the late 1860s. Nathan's grandson and great-grandson are still active in the Nashville Jewish community. 
Lower Left: Wedding portrait of Mary Levy and Philip Marks (Markson), August 3, 1884, in Nashville, Tennessee. They were both 
newly arrived immigrants from Lithuania. At first, they peddled merchandise in West Tennessee. Soon they moved to 
Jackson, Tennessee, where he became a successful retail merchant. 
Reproduced with the permission of the Archives of the Jewish Federation of Nashville. 
Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 31 
r 
(Front) 
Title: __________________________________ _ Acc. #: ____ _ 
Donor:-------------------------------------------
Received Physical Description Location 
(Back) 
PROCESSING RECORD 
Date Initials Remarks 
LOCATION AND RESTRICTIONS: 
SIZE: 
Figure 3. Accession Card for a Collection. 
DONOR CARD 
Name: __________________________________ _ Acc. #: ____ _ 
Address: __________________________________ _ Date: ____ _ 
Material: 
Disposition: 
Restrictions: 
Figure 4. Donor Card. 
32 Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 
Acc.# __ _ 
JEWISH FEDERATION OF NASHVILLE AND MIDDLE TENNESSEE 
Gift Agreement 
I, the owner, or the agent with full authority, give the papers of _____________________ _ 
and all rights and interest therein to the Archives of the Jewish Federation of Nashville and Middle Tennessee. I agree that these 
papers should be made available for scholarly research, and that photocopies may be made for individuals, libraries, and other institutions. 
Accepted for the Archives 
Acknowledgment: 
Notes: 
Disposition: 
Description: 
Signature of Donor 
Signature of Agent . 
Address: 
Date: 
Figure 5. Gift Agreement Form. 
JEWISH FEDERATION OF NASHVILLE AND MIDDLE TENNESSEE 
Release Form 
I, _________________________ , knowingly and voluntarily give the tape recording(s), 
the contents, and all rights and interest therein to the Archives of the Jewish Federation of Nashville and Middle Tennessee for whatever 
purposes it determines. I agree that the tape(s) and transcripts thereof should be made available for scholarly research, and that 
copies may be made for individuals, libraries, and other institutions. 
Accepted for Archives 
Signature of interviewer Signature of narrator 
Address of interviewer Address of narrator 
Disposition: Date: 
Description: 
Figure 6. Oral History Release Form. 
Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 33 
, 
I 
(Front) 
ARCHIVES 
JEWISH FEDERATION OF NASHVILLE & MIDDLE TENNESSEE 
Name: ______________________________ _ 
Address: _____________________________ _ 
Statement of Rules: 
Anyone may use unrestricted materials if an Archives staff 
member is present. Researchers may make one photo-
copy of unrestricted materials for scholarly purposes. 
Arc.hival materials may not be removed for reproduction or 
exhibits without permission of the Archives staff. 
For use of Archives and Manuscripts, please complete the other side. 
(Back) 
ARCHIVES AND MANUSCRIPT USE 
Phone: _______ _ 
I.D. #: _______ _ 
Name & number of collection:-----------------------------------
Register number:----------------------------------------
Box number: _______ _ File: _____________________________ _ 
Subject of Research:--------------------------------------
Purpose of research (paper, thesis, article, book, other ... ) please specify: 
I have read the rules and restrictions of the Archives of 
the Jewish Federation of Nashville and Middle Tennessee 
and agree to abide by them. 
Signature: _____________________________ _ 
Figure 8. Archives User Card. 
Annette Levy Ratkin is Director of 
Libraries/Archives at the Jewish Federation 
of Nashville and Middle Tennessee. 
34 Judaica Librarianship Vol. 4_ No. 1 Fall 1987-Winter 1988 
Date: _______ _ 


Establishing Archives in Synagogue or Center Libraries

Association of Jewish Libraries

Vol. 4:1 Table of Contents

Helping Synagogue and Day School Students Write Book Reports 
Margot S. Berman 
So many Jewish Book Month reading moti-
vation projects include book reports, but un-
less the librarian gives the student some in-
struction, the book report will probably be 
a rehash of the plot and a quick critique on 
the order of: "It was a very good book:' Fol-
lowing is an outline that has worked well 
with students of Beth Am Day School using 
the Temple library. 
Writing a Book Report for 
a Work of Fiction 
Elements of the Report 
A book report tells what a book is about and 
what you think of it. Elements that should 
be included in a report on a work of fiction 
are: (1) plot or main story; (2) characters; (3) 
setting; (4) point of view; and (5) style and 
tone. Your discussion and evaluation of the 
book concludes the report. Tips on each of 
these elements follow. 
Plot 
When discussing the plot, you must decide 
on a focus-what it is you plan to empha-
size. You cannot describe everything that 
happens in the book. Some plots appear 
natural; others are contrived-filled with un-
likely coincidences. Some books do not 
have much of a plot. They are mainly about 
one individual's challenge or conflict, and 
how he or she resolves it. In that case, you 
will be writing mostly about one character 
in the book. 
Characters 
Are the characters memorable? Do they 
seem to be real people or are they symbols 
for "good;' "bad;' "religious;' or "non-
believer?" Are they always the same? Are 
they little more than puppets? Do they de-
velop within the story? Does anyone's per-
sonality change within the course of the 
book? How do the characters relate to qne 
another? Is the dialogue believable? Do 
they remind you of anyone you know? 
Temple Beth Am 
Miami, FL 
Would you remember them next week? 
Next year? 
Setting 
Is the setting important to the story or could 
the story happen anyplace, anytime? If the 
~etting is important, could you draw it on 
paper or in your mind from the author's 
description or the character's reaction to his 
surroundings? 
Point of View 
The point of view (who is narrating the story) 
should be discussed if it is not the usual, 
objective view-that is, the author as nar-
rator. If a character is the narrator, it's called 
a subjective view, and this fact should be 
part of your report. Also mention if you no-
tice that the point of view shifts from one 
to the other in the story. 
Style, Tone, and Form 
Style relates to the texture of the language 
and its use-formal, old-fashioned, or slang. 
Is there a rhythm in the language that re-
minds you, for example, of the Bible, of Yid-
dish? Does the author use picture-making 
descriptions.....!'The river Vistula foamed, its 
waters muddied by sacrifice"; or "there was 
nothing wrong with the sky that some strong 
soap wouldn't cure, and still our pilot took 
off"? Tone relates to whether the narrator is 
telling the story with anger, amusement, or 
sympathy. Form deals with whether the story 
is told through a diary, letters, or a retelling 
of another story, such as a prose version 
of a poem or play. Does the author tell the 
story straightforwardly or does he employ 
flashbacks? 
Discussion of the Theme 
What does the book communicate to y9u, 
apart from the plot? For instance: Have you 
learned about growing up with a handicap? 
Of having to compete with a' new step-
brother? That courage means spiritual 
strength as well as muscle and daring? Why 
Jews will struggle to observe a religious holi-
day even when it could mean their life? That 
humility and piety are valued more than 
prideful knowledge? That wealth, alone, 
does not bring happiness, but compassion 
toward others often does? What the book 
(or the author) says to you between the lines 
is called the theme. Different books with 
different plots may still have the same 
theme. 
Writing the Report 
Write your fiction book report in the pres-
ent tense. The form and language should 
not be casual. 
Do not begin your report with "This book is 
about .. . :• or you will be obliged to tell the 
whole story in one sentence. Here is a bet-
ter way to begin: Describe the main plot, the 
setting, and the main characters in the most 
specific way possible. Do not write: ''A boy 
and his family are immigrants, and the book 
begins as they look for a place to live:' This 
is too vague. Be specific. Tell where the fam-
ily came from; why they left; where they are 
now; who the family members are and how 
many; what their names are; the type of 
home they are searching for .... Ask your-
self questions about the book, as above, 
and then write out the answers. Your an-
swers will form the outline of your review. 
They will also help you support your con-
clusions and your final statement about the 
book. You will have the facts on which to 
base your viewpoint. You have to support 
your conclusions, not just say that "it was 
interesting;' but that "it was interesting, be-
cause., .. :• 
In your evaluation, quotations can be in-
formative. Comparing one book to another 
or a new character with a familiar one is an-
other useful technique for an effective book 
report. 
Margot Berman is the Librarian of Temple 
Beth Am and the author of How to Organize 
a Jewish Library (New York: Jewish Book 
Council, 1982). 
Judaica Librarianship Vol. 4 t:Jo. 1 Fall 1987-Winter 1988 107 


Helping Synagogue and Day School Students Write Book Reports

Solowey, Elaine M.

Cohen, Sara

,-. 
AJL Sydney Taylor Manuscript Award Competition 
Introduction by 
Lillian Schwartz 
Temple Emanu-el 
Providence, RI 
The AJL Sydney Taylor Manuscript Com-
petition offers an unpublished writer the 
unique opportunity to submit a work of fic-
tion geared to the 8 to 12-year-old reader. 
It is my great pleasure to officially inform 
this body tonight that the 1988 award win-
ner, Frances Weissenberg, will have The 
Streets Are Paved With Gold on the Spring 
1990 list of Harbinger House. So watch for 
it! [For a description of this book, see 
Judaica Librarianship vol. 4 no. 2 (Spring 
1988-Winter 1989), pp. 174-175.-Ed.] 
As a synagogue librarian for the past 17 
years, I like to think that I have learned a 
few things. I hope I have gleaned a feel for 
the material that will appeal to a particular 
reader. Sometimes I am even right. There 
are few rules in this area; one of the few is 
the predictable reaction I would get from a 
fifth grader if I suggest he try a Bible story. 
(Need I remind you how sophisticated a 
fifth grader likes to think he is?) 
But that predictability is now history. The 
story that has won the Sydney Taylor 
Manuscript Competition this year is-of all 
things-based on a Biblical event. This 
work is cast in an entirely new mold. It is a 
mystery, it has warm, engaging characters, 
sibling rivalry, flowing literary style, and a 
gripping story. One of our reviewers wrote 
me that she could not leave it to go to 
sleep, and was compelled to read until 
after 1 a.m. to finish the manuscript that 
night. 
There was stiff competition this year. It is a 
measure of the quality of the writing that 
this work is the winner. The 30-page first 
draft of this manuscript won the 1985 New 
Jersey State Arts Council Award for a 
work-in-progress. 
The author is Suzi Wizowaty, the Outreach 
Librarian in the Fletcher Free Library in 
Burlington, Vermont. She grew up in 
Houston, Texas, went to Princeton Univer-
sity, and has a Masters Degree in Jewish 
Feminist Studies and Creative Writing, via 
an independent study program at Goddard 
College, in Vermont. She is currently the 
President of the Children's and Young 
Adults' section of the Vermont Library As-
sociation. 
I am very pleased to present the 1989 As-
sociation of Jewish Libraries Sydney Tay-
lor Manuscript Competition Award to Suzi 
Wizowaty for her historical novel, Borders. 
Remarks by Suzi Wizowaty 
I am thrilled and honored to be here. I love 
librarians ... and I'm proud as can be to 
appear in this company. 
Two weeks ago I spoke to my temple sis-. 
terhood, at our annual dinner, about one of 
my favorite subjects, which is Jewish 
books. I ended up talking about children's 
books-as I always do with adults-be-
cause Llike to encourage adults to read 
children's books for themselves, and not 
just for their children. 
I read children's books because I like what 
they say. But I didn't set out to write one. I 
set out, rather, to explore some ideas I'd 
touched on in a new feminist Haggadah I 
was putting together. The Exodus story is a 
terrific adventure, but there is a lot missing. 
Where, I wondered, were the women? 
What were the women doing in Egypt while 
the men were slaves? There is a midrash 
that says bondage in Egypt meant women 
had to do men's work, and men had to do 
women's work-but this seems unlikely. 
But what, then? 
I wondered what it would have been like for 
an Israelite girl who knew only her own ex-
tended family, and maybe a few others, to 
suddenly meet an Egyptian girl her age. 
What if they became secret friends? How 
would she experience all the strange and 
terrible things that happened, like water 
turning to blood or frogs appearing every-
where? How would she feel when they 
happened at first to both her family and her 
friend's, but then only to her friend's fam-
ily? 
I wrote and wrote ... and suddenly I had a 
story that eventually became a book. Actu-
ally I'm slow, and it took three years. 
Lillian Schwartz, Librarian of Temple 
Emanu-EI in Providence, Rhode Island, 
has been Coordinator of the AJL Sydney 
Taylor Manuscript Competition since its in-
ception in 1985. 
Of course, I want my book to bring the Ex-
odus story alive for kids in a new way. But 
what I really hope is that it will give girls a 
way into what is our people's most crucial, 
foundational event, so that they, too, can 
be personally involved. On Passover we 
say that in every generation a man should 
look upon himself as if he personally had 
gone out of Egypt. I want girls to know and 
to be able to feel that they, too, were 
there-that they count and are important 
as Jews. 
I'm now in the middle of my second novel 
for children, and thus seem to be on a path 
I didn't anticipate even five years ago, 
when I was a staff writer for a newspaper. I 
am pleased to be here for many reasons-
not the least of which has to do with a feel-
ing expressed by a woman at the sis-
terhood dinner two weeks ago. 
When adults talk about an adult book 
they've enjoyed, they're likely to say some-
thing like, "Yes, that was a _great book. A 
brilliant novel." But what kids-and 
adults-say about a children's book that 
has meant a lot to them is more like, as this 
woman said: "I loved that book. That was 
my favorite book." 
This is music to a librarian's ears-and 
certainly to a writer's. I hope that some 
day, kids will say that about my books. 
To Ralph Taylor, Lillian Schwartz, the Asso-
ciation of Jewish Libraries, and the judges 
who chose my book for the Sydney Taylor 
Manuscript Award, thank you so much for 
your vote of confidence and for helping me 
on my way. 
54 Judaica Librarianship Vol. 5 No. 1 Spring 1989-Winter 1990 


The Sydney Taylor Manuscript Award

Derevensky, Jeffrey L.

, 
i 
Introducing Children to Holocaust Liter~ture: A Developmental-Psychological Approach* 
Jeffrey L. Derevensky 
Holocaust and Remembrance 
Librarians, along with teachers, parents, 
grandparents, and psychologists are edu-
cators. As educators, we often ask whether 
we should teach our children about the Ho-
locaust, and if so, when? Introduction of the 
factual evidence of the Holocaust to young 
Jewish children serves a multitude of 
purposes-some cathartic, most historical, 
educational, religious, and cultural. 
How can we translate to our naive, innocent 
children the inconceivable, the atrocities, 
and the depth of mankind's inhumanity? A 
walk through Yad Vashem, the ultimate re-
source on the Holocaust, leaves many 
adults with a deep sense of loss and feel-
ing of disbelief. This institution serves to re-
mind us of the realities which we so often 
try to deny or forget subconsciously. 
Elie Wiesel, Nobel Prize Laureate, has writ-
ten extensively about the Holocaust in or-
der to ensure that humanity will never for-
get, that younger generations will never fail 
to remember. For Friedlander, the Israeli 
historian, 'Judaism is in part the constant 
retelling of a story, so memory is part of the 
essence of Jewish tradition" (quoted in 
Miller, 1986). 
The Psychological Approach 
While the ideals, religious beliefs, collective 
memory, and collective history of the Jew-
ish people must be transmitted, at the same 
time, we must consider the child's psycho-
logical structures and his capacity to absorb 
information. 
It is not very difficult to get verbal children 
to repeat a given piece of information in a 
rote fashion, but it is often much more diffi-
*This paper is based on the author's presen-
tation at the Association of Jewish Libraries 
Convention held in Montreal, June 17, 1986. 
A related paper by Rachel Meir was 
presented at the same session and pub-
lished in Judaica Librarianship Vol. 3 no. 1-2 
(1986-1987), p. 65-67. 
McGill University 
Montreal, Quebec, Canada 
cult to have them truly assimilate and con-
ceptualize this information. A thorough un-
derstanding of the principles of intellectual 
and cognitive development is therefore im-
perative before providing youngsters with 
Holocaust literature. 
In taking this developmental-psychological 
approach, it is of critical importance to 
remember that: (1) children progress 
through the various stages of cognitive de-
velopment at different rates; (2) their think-
ing processes are very different from adults'; 
and (3) behind every "intellectual human be-
ing" is a child with feelings, emotions, and 
perceptions. Whether these perceptions are 
accurate is inconsequential; the introspec-
tive world of the child-the world as the in-
dividual child sees it-must be the point of 
departure for the educational process. 
Developmental Stages in Children 
It is useful to understand Piaget's (1952; 1970; 
1985) conceptualization of the child's intellec-
tual stages and cognitive developmental 
changes. According to Piaget, cognitive un-
derstanding and development are based 
upon successive, qualitative changes in the 
child's cognitive structures and framework. 
Cognitive development occurs in an orderly 
progression and is cross-cultural. 
During the sensorimotor stage (birth to ap-
proximately age two) of development, cog-
nitive understanding is extremely primtive 
and related to actions upon the environ-
ment. The young child's actions gradually 
become more intentional and integrated into 
cognitive patterns. 
From this early perceptual level, the child 
progresses into the preoperational level (of-
ten referred to as the preoperational and in-
tuitive stages) (age two through seven), 
where the child readily develops language, 
the beginnings of conceptual thought, and 
reasoning. The beginnings of thought pro-
cesses are marked by a lack of ability to clas-
sify things in the environment and a gradual 
awareness of conservation, i.e., that objects 
do not change in terms of the properties of 
mass, weight, and volume even when the 
shape is modified. 
This stage of development is followed by the 
concrete operational stage (age seven to 
eleven), when children begin to develop log-
ical thinking processes-the ability to "think" 
iOUt problems previously "worked" out. 
These logical thought processes are, how-
ever, highly dependent upon concrete prob-
lems and immediate experiences. 
In the final stage, formal operations (from 
approximately age eleven), the child ac-
quires the ability to apply hypothetical, log-
ical solutions to a variety of problems. This 
shift in the thinking process is particularly 
crucial for conceptualization, the attainment 
of logical rational strategies, and the com-
prehension of theoretical or ideological prin-
ciples. 
Concomitant with formal operational thought 
is the use of metacognitive thought. There 
is an important shift in the older child and 
adolescent's ability to think about their own 
thinking and the thought of others. Egocen-
tric thinking-the inability to take another 
perspective-disappears. Internal subvocal 
dialogue allows the adolescent to acquire 
new insights without the necessity to test 
each solution in a concrete fashion (Sprin-
thall & Sprinthall, 1987). 
This represents a brief overview of Piaget's 
developmental framework; the interested 
reader can explore these ideas in greater 
depth (e.g., Ginsburg & Opper, 1969; Piaget, 
1983). Other developmental theories on 
children's thinking and behavior can also be 
applied, e.g., S-R (stimulus-response) The-
ory (Skinner, 1953), Social Learning The-
ory (Bandura, 1977) and Psychoanalytic 
Theory (Freud, 1935; 1947). 
Conceptualization of Death 
Until fairly recently, books designed for chil-
dren dealing honestly and realistically with 
the topic of death were relatively rare (Rud-
man, 1976). While considerably more ma-
terial is available today, most education 
professionals, as well as parents, still ex-
perience great difficulty in dealing with this 
topic. We attempt to deal with the concept 
of death in an abstract manner-the most 
concrete example generally being grand-
Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 53 
, 
I 
parents-but when a parent or peer dies, 
it is a traumatic experience for school per-
sonnel. This results in either inappropriate 
actions being taken or subconscious denial 
with nothing done. While death in a general 
framework is much easier to deal with than 
personal loss, the magnitude and implica-
tions of the Holocaust are threatening, and 
often require defense mechanisms. 
Given the developmental framework, unless 
we concretize war and death, it is extremely 
difficult for children to truly understand and 
conceptualize the issues until they reach 
the stage of concrete operations (approxi-
mately age seven). Children will certainly 
grasp the enormity of the act of the Holo-
caust, given the fact that pre-concrete oper-
ational thought is more concerned with the 
gravity of the act than the conceptualization 
of the deliberate elimination of a race. But 
the greater issues of man's inhumanity to 
man, an attempt to destroy a people be-
cause of their religious beliefs and cultural 
heritage, the countless slaughter of millions 
who virtually refused to resist, the attitudes 
and conditions that led to the most horrific 
conflict in world history, and the disbelief 
that the entire world stood by for so long be-
fore acknowledging the realities of the Ho-
locaust is well beyond a young child's con-
ceptual framework. Basic acknowledgment 
of the events is a precursor to conceptual 
understanding; but formal operational 
thought processes, found only in children 
approximately eleven years of age, are 
prerequisites for complete understanding. 
Because of the enormity of the act and its 
inconceivability in a free democratic soci-
ety, the child will require multiple exposures, 
books with concrete referents, numerous 
pictures, and much discussion. 
Special consideration should be given to 
books which take a child's perspective in tell-
ing the story of the Holocaust. A child can 
readily relate to another child's/adolescent's 
predicaments. This accounts for the enor-
mous appeal to children and adolescents 
of the Diary of Anne Frank as opposed to 
the lack of popularity of Holocaust material 
which takes a documentary approach. 
Books, films, and other literary media pro-
vide concrete points of departure for discus-
sion. Rather than producing a single ideo-
logical perspective, books can provide a 
variety of perspectives. 
It is essential that librarians actively listen 
(Ginott, 1969) to the questions children ask. 
When children come with special problems, 
concerns, and interests, the response 
should not merely be directing them to a 
particular section of the library or handing 
them several books, but rather to provide 
the child with some overview of the mate-
rial and be readily available for questions 
and discussions. In reading about a child 
or family who lived through the Holocaust, 
young children will have numerous ques-
tions which most often remain unanswered. 
The central theme of a Holocaust book may 
be easily overlooked and missed without ap-
propriate discussion. Additional questions 
may arise days, weeks, or even months af-, 
ter the book has been read or discussed. 
The Emotional Aspect 
As educators, we must go beyond the mere 
transmission of information and the iden-
tification of the appropriate resource mate-
rial. How can one discuss the Holocaust in 
the same matter-of-fact manner as other 
school subjects? In a particularly poignant 
, note, Ginott (1972) quotes the contents of 
a letter sent by an administrator addressed 
to all the teachers of a private school on the 
first day of the school year: 
Dear Teacher: 
I am the survivor of a concentration camp. 
My eyes saw what no man should witness. 
Gas chambers built by learned engineers, 
children poisoned by educated physi-
cians, infants killed by trained nurses, 
women and babies shot and burned by 
high school and college graduates. So I 
am suspicious of education. My request 
is: Help these students become human. 
Your efforts must never produce monsters, 
skilled psychopaths, educated Eich-
manns. 
(Ginott, 1972, p. 245) 
Reading and writing are important only if 
they serve to make our children more hu-
mane. A mere discussion of the factual evi-
dence of the Holocaust loses its place in our 
history and part of our collective uncon-
scious. Our role is not merely the transmis-
sion of information, but the sharing of our 
feelings, emotions, thoughts, and behavior. 
While a better understanding of the child's 
54 Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 
cognitive processes provides a good frame-
work for helping young people learn about 
the Holocaust, it is only adults who can com-
prehend its true gravity and significance for 
a people, for mankind. 
References 
Bandura, A. Social Learning Theory. New Jersey: 
Prentice Hall, 1977. 
Freud, S. A General Introduction to Psychoanal-
ysis. New York: Liveright, 1935 (originally pub-
lished, 1916). 
Freud, S. The Ego and the Id. London: Hogarth, 
1947 (originally published, 1923). 
Ginott, H. Between Parent and Child. New York: 
Macmillan, 1969. 
Ginott, H. Teacher and Child. New York: Macmil-
lan, 1972. 
Ginsburg, H.; Opper, S. Piaget's Theory of Intellec-
tual Development: An Introduction. New Jersey: 
Prentice Hall, 1969. 
Miller, J. Erasing the Past: Europe's Amnesia 
about the Holocaust. New York Times Maga-
zine, Nov. 16, 1986, p. 30-36, 40, 109-110. 
Piaget, J. The Origins of Intelligence in Children. 
New York: International U,niversities Press, 
1952. 
Piaget, J. "Piaget's theory:' In P Mussen (Ed.), 
Carmichael's Manual of Child Psychology, 4th 
Edition. New York: John Wiley, 1983. 
Piaget, J. To Understand is to Invent. New York: 
Grossman, 1973. 
Rudman, M.K. Children's Literature: An Issues Ap-
proach. Mass.: D.C. Heath, 1976. 
Skinner, B.F. Science and Human Behavior. New 
York: Macmillan, 1953. 
Sprinthall, N.; Sprinthall, R. Educational Psychol-
ogy: A Developmental Approach. 4th Edition. 
New York: Random House, 1987. 
Dr. Jeffrey L. Derevensky is an Associate 
Professor in the Department of Educational 
Psychology & Counselling, Faculty of Edu-
cation, and in the Department of Psychiatry, 
McGill University. He is also Executive Direc-
tor of the Ready-Set-Go Parent Education 
and Child Enrichment Program. 
r 
HOLOCAUST STUDIES 
DIE EXPATRIATION JEWISH INTER-
TAGEBUCHER LISTS 1933-1945 IMMIGRANTS NATIONAL 
VON JOSEPH As Published in the OF THE NAZI BIOGRAPHICAL 
GOEBBELS: Reichsanzeiger PERIOD IN DICTIONARY 
SAMTLICHE Volume 1: Lists in THE USA OFCENTRAL Chronological Order 
FRAGMENTS Volume 2: Name Index Edited by EUROPEAN 
(THE DIARIES Volume 3: Place of Birth HERBERf A. STRAUSS EMIGRES 
OF JOSEPH Index "It would be impossible to ex- 1933-1945 
Edited by 
aggerate the worth of this con-
GOEBBELS) tributwn . .. anyone doing any Volume 1: Politik, MICHAEL HEPP work on the subject will have Wirtschaft, Offentliches Teil I: die Hand- Introductions by to make these volumes his very Leben schriftlichen Tagebiicher HANS-GEORG LEHMAN first source of informatwn." 
Volume 2: Arts, Sciences Juli 1924-Juli 1941 and MICHAEL HEPP East Central Europe 
(Part I: Notes 1924-41) ''A reference work of great in- For individual volume prices, and Literature 
Edited by .. terest to all students of Nazi please inquire. Volume 3: Index 
ELKE FROHLICH Germany . .. will enable many, Volume 1: Archival Edited by 
"The voluminous diaries of 
students to comprehend the Resources HERBERf A. STRAUSS 
scale, as well as the chro-
one of modem history s most nology, of Hitlers campaign Volume 2: Classified and and WERNER ROEDER 
diabolical figures . .. sheds new against Jews, intellectuals, Annotated Bibliography of " ... highly recommended for 
light on Hitlers inner circle." and other opponents of his Books and Articles on the all collectwns on the Halo-TIME Magazine !'~gime." Shofar Immigration and caust and modem Jewish 
Joseph Goebbels, as This volume provides the Acculturation of Jews from history." Choice "Gauleiter" (District Chief) complete and otherwise Europe to the USA since " ... vital publicatwn for those of Berlin and later as Hitler's unavailable chronology of 1933 interested in the period, in Propaganda Minister, was German emigrants denied Volume 3: Part 1; Guide to 
Central European history, or 
instrumental in establishing citizenship between 1933 and American intellectual history." and maintaining the image of 1945. Over 40,000 indi- the Oral History American Reference Books 
the Nazi regime. His diaries, victuals- among them Ein- Collection of the Research Annual 
which run from 1924 to the stein and Thomas Mann - Foundation for Jewish These landmark volumes 
day of his suicide in 1945 and lost their citizenship, had Immigration, New York provide the most complete in-
until now largely inaccessible, their possessions confiscated Volume 3: Part 2; temational documentation of reflect in intricate detail the and their academic titles Classified List of Articles the lives and works of 8, 700 strategy behind the trans- revoked. This series is accom- Concerning Emigration in outstanding men and women mutation of news into power panied by an index of names forced to flee Nazi persecu-
by the Third Reich. and places as well as an German Jewish Periodicals, tion. The unprecedented 
The outstanding historical appendix which reproduces January 30, 1933 to transfer of Central-European 
significance of this source lies the most important laws November 9, 1938 scholarship is chronicled in 
in the fact that few pre-1945 and decrees on the loss of Volume 4: The Expulsion these volumes as are assess-
personal documents from the citizenship. and Migration of German ments of the social and cul-
narrow circle of NS lead- Volume 1 Jews 1933-1945; tural consequences of this ership have survived and, of 1985/3-598-10538-X/LVIII, Annotated Sources historic migration. those that have survived, 724 pp./$124 Volume 5: The Individual Volume 1 none can compete in scope or Volume 2 1980/3-598-10088-4/LVII, content with the Goebbels di-
1985/3-598-10539-8/VII, 
and Collective Experience 875 pp./$125 
aries. The diaries are also in-
356 pp./$92 of German-} ewish Volume 2 valuable as a source of Party 
Volume 3 Immigrants 1933-45; 1983/3-598-10089-2/ history, the internal workings 
1987 /3-598-10540-1/ An Oral History Record Part 1, XCIV, 677 pp.; of the Nazi movement and 
regime, and Goebbels's close ca. 2000 pp./$92 Volume 6: Essays on the Part 2,627 pp./$185 
relationship with Hitler. Complete set History, Persecution, and Volume 3 
(Part II: Dictated Diaries 3-598-10537-1 /$285 Emigration of German Jews 1983/3-598-10090-6/XX, 
1941 c45; available 1988/ 89.) 28lpp./$85 
1987 /3-598-21915-6/ 4 vols.; 
Complete set 
. 283lpp./$200 3-598-10087-6/$375 
N•G•Saur lnc•l75 Fif1h Awenue•New York, N.Y. 10010•212 •■2-1102 
Judaica Librarianship Vol. 4 No. 1 Fall 1987-Winter 1988 55 


Introducing Children to Holocaust Literature: A Developmental-Psychological Approach

Friedman, Mark

Encyclopaedia Judaica Year Book, 1983-1985, ed. by Geoffrey Wigoder

Berman Frischer, Rita

The Central Cataloging Service of the Sinai Temple Blumenthal Library

Not a member yet