Denver
native becomes TV producer
By CHRIS LEPPEK IJN
Assistant Editor
* A cartoon of Wolfgang Amadeus Mozart, wigged head atop a diapered baby's body and looking like a cutout escapee from Monty Python's Flying Circus, sits before a piano, preparing to demonstrate the sheer brilliance of his composition; * An assortment of feet, in various modes of shoes, socks and sandals, tap to an engaging beat, demonstrating the physical dimensions of something called tempo; * An outrageous bird, whose hairdo bears a striking resemblance to a certain Mr. Beethoven, lays an egg which hatches a moment later, revealing a tuba. No, these are not the deranged dreams of a musicologist, but the images of a visual and auditory phantasmagoria for children which its creators hope will soon become the vanguard of a revolution in musical education. The goals of "Symphony Sam," a projected 30-minute television show and educational video, are ambitious but simple -- to create in young children a basic understanding of, appreciation for and, perhaps, the desire to create, classical music. Chief among those who are putting finishing touches on the show's pilot segment is the producer, a name familiar to many Denverites: Carole Katchen. Katchen, a Denver native and former resident, has been highly regarded for her eclectic artistic endeavors since she was a teenager. For decades, her many Denver friends, patrons and clients have watched her progress from writing to painting to sculpture to dance to film -- and find success virtually every step of the way. Next on her agenda -- "Symphony Sam" -- the pilot episode of which is expected to premier this autumn on Arkansas public television. Katchen has high hopes for the show, envisioning regional or even national PBS distribution. She is also planning for grant and donation funding to enable the show, in video or DVD, to become part of elementary schools' music curricula. Now a resident of Hot Springs, Ark., Katchen currently runs a film production company, Basset Hound Productions, which she co-founded with close friends and fellow Arkansans, Richard and Laura Rosenberg, conductor and executive director respectively of the Hot Springs Music Festival. Although there are "a great many ideas" waiting in the wings for Basset Hound Productions, Katchen told the Intermountain Jewish News during a recent visit to Denver, its efforts are presently given over to the "Symphony Sam" project. Its philosophical premise --"Classical music is the birthright of every child" -- says a great deal about why a team of talented and accomplished people are contributing to the show, Katchen says. "I guess the philosophy of the show is that we want to put something that is so fun and so exciting that kids will want to watch it just because it's entertaining, but while they're watching it, they will have a door opened for them to an entirely new world," she says. She cites studies indicating that learning musical basics helps kids develop teamwork skills, and do better at mathematics, science and language. "The skills that you learn as part of a musical ensemble are absolutely invaluable. You have to learn to cooperate, to communicate, to listen not only to all the instruments in your group but to what each musician says about their ideas. It's an opportunity to create something with other people. You're creating something that didn't exist before. What an awesome thing for a child." Other reasons are perhaps less tangible but no less profound. "Besides personal satisfaction, classical music represents maybe 400 years of the finest cultural and artistic development of Western civilization," Katchen says. "Kids who are growing up in the slums or in rural Arkansas or Mississippi, who never encounter any classical music, don't have an entree into all of that wonderful accomplishment of humanity." Interestingly, and perhaps ironically, music is just about the only art that Katchen has never practiced herself. "I am not a musician," she admits with a momentary blush, "I don't play an instrument and I've never studied music. I just love it." Her lack of musical acumen notwithstanding, Katchen says the convergence of skills and talents necessary to make a television show form an exhilarating nexus for her. "What I like about doing this," she says, "is that it calls on everything I have learned in half a century of artistic endeavors. Everything I have learned as a writer, a painter, a ballroom dancer, all of it, has come together." The show is hosted and was co-conceived by Katchen's friend Kabin Thomas who teaches music at the University of Arkansas, Fayetteville. Thomas, who portrays the "Sam" of the title, is a tuba player who grew up in the slums of Detroit. He "found music when a young teenager and it changed his life," Katchen says, providing personal testimony for precisely what she hopes the show will achieve. The show is being produced in a "modular" fashion, with segments of animated or live action footage of no more than three minutes, to stay within the anticipated attention span of its intended kindergarten to third-grade audience. In addition to Thomas, Katchen is bringing to the project Richard Rosenberg as music director, well-known Denver photographer (and Katchen's friend since high school) Nicholas DeSciose as cinematographer; and 11-year-old Annie Xu of Hot Springs, the daughter of Chinese immigrants, who narrates segments. Nationally recognized artists, including Katchen herself, are doing the art and animation. After several intensive weeks of shooting individual musicians and a full symphony orchestra at the Hot Springs Music Festival, Katchen was back home in Denver in July to confer with DeSciose and to edit the film. Final editing for the pilot show will be completed in August, after which it will be passed on to the Arkansas Educational Television Network for public broadcast. Once funding is obtained, further episodes will be produced. Basset Hound Productions hopes to have the entire first season -- seven episodes, with one hour-long segment -- finished by June, 2004. Katchen recently got good news on the project, the announcement that the prestigious Hot Springs Documentary Film Festival will feature two one-hour documentary films about "Symphony Sam" in October. She hopes the showcase this provides will help carry the word to important people in television. Revenue from the project is a down-the-line proposition, Katchen says. PBS distribution would essential raise visibility for eventual video and DVD sales. These, in turn, will hopefully be facilitated by donors interested in giving the program to schools at no cost. "The bottom line is we want to get classical music to kids," Katchen says. "Classical music has always been important, but right now, with all of the schools being forced to cut back, budgets decreasing and people scrambling for money for anything, we can offer a classical music curriculum for them that will either be free or low charge. This is an opportunity for every child in that school district to be exposed to classical music at no extra expense to the school. And it's a very easy format for the teachers to use." The focus is exclusively on classical, and not popular, music because "we want to bring something to kids they don't already have," Katchen says. "They get popular music everywhere. Turn on the TV, Britney Spears; turn on the radio, the Beatles. It's everywhere around them. People are talking about it, it's part of our broader culture. They don't even know what classical music is." Breaking that barrier, and debunking the widely-held perception that classical music has an elitist edge, are among the goals for "Symphony Sam." "We don't think classical music is just for the wealthy or just for the well-educated or just for the upper middle class," Katchen says. "We think it's for everyone and so we're creating a show that is so fun and so funny." The artistic and perhaps spiritual power of the musical arts is among this artist's strongest motivations for doing the show. "I've always felt that musicians are the most blessed of artists, that there is such power in music and it so easily crosses borders, languages, cultures. What an incredibly powerful thing it is. "I have been a painter forever, for 40 years probably, and early in my career I was allowed to take my pastels and paper into rehearsals of the Denver Symphony Orchestra. I would sit in the middle of the bass section and I'd sketch while the musicians were playing. When I got done and looked at the work, I saw how much the very lines I was making were affected by the music." That's just one snapshot from a lifetime that has been devoted to art for its own sake.
Katchen was just seven years old when she was first published -- a poem that appeared in a local Red Cross publication. She began to emphasize her writing, over visual arts, as a girl, largely because of a seventh-grade art teacher "who told my mother that I would never be an artist, so I just stopped thinking about being an artist," she says. "So I wrote." Not that it wasn't a good decision in itself. In 1965, at the age of 19, her first book was published. Picked up by Scholastic Book Services, I Was A Lonely Teenager, written and illustrated by Katchen, sold over 700,000 copies. More books followed. "Eventually I decided that I liked visual arts better because they are so direct," she says. "In writing I found myself constantly thinking, what is the right word, how to I put the words together. But in drawing and painting, there are moments where my arm goes and my mind disconnects and I found that very attractive." She was a good enough writer to support herself while she developed a career as a painter and sculptor. She studied art in California then returned to Denver, quickly earning a following for her work, carried in those days by the prestigious Saks Gallery. Katchen, however, had further ambitions. During the 1970s disco craze, she studied ballroom dancing as a "bar skill," she says with a laugh. When she moved to California to escape Denver's oil recession, and its impact on the arts market, she became obsessed with dancing. "It just sort of took over my life," she says. Characteristically, she became so good at it that she ended up winning a national championship. In Los Angeles, she then became a successful artists' publicist, and began exploring the world of cinema. She did a children's talk show for public access television and wrote the screenplay for a horror film, "Scream Play," which, more than a decade later, remains mired in the limbo of post-production. "I don't know if this was even a B movie," Katchen says with a laugh, "but it was fabulous to work on and I learned so much. It was the most fun thing I ever did, up to 'Symphony Sam.'" The movie experience was an excellent training ground for what she's doing now, says Katchen, who recently moved to Hot Springs, a once-thriving resort that went through a long decline and is now experiencing a renaissance as a fine arts center. "I have done so many interesting, exotic and strange things in my life," the artist admits, "and every one of them has been such an incredible opportunity." As a creator of art, Katchen says she has always been driven by "a raging curiosity -- I always want to know what is out there," and a strong aversion to boredom and inactiviity. "The other thing that really drives me is the need to communicate," she says. "Words are what a writer does and my paintings are always about communicating -- something about relationships, about people. Each painting I do is like a conversation -- people saying things, people doing things, but a little ambiguous, so that people can enter the painting and complete it. To me, the painting is not done until somebody sees it and relates to it." Dancing is the communication of partners, she adds, and her current passion, television, "is the ultimate form of communication in our world today." "I think it all works." In the end, one simply cannot resist asking Katchen this supposedly unanswerable question: What is art? "I don't know if I could tell you what art is but I can tell you some of the things I think are necessary to have art," she replies after a moment's thought. "There has to be a human touch; there has to be a thought or an emotion being expressed; there has to be a structure. There are elements of design that have to be in a piece of art in order for it to be a valid piece of art, in order for it to be something I would hang on my wall. "And whether it be a painting, a sculpture, a piece of music, a book -- there has to be rhythm, there has to be movement, there has to be balance, there has to be tension. Otherwise, why bother?" RETURN TO
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Changes
in the area's Jewish schools
By BRIAN LOEB IJN
Intern
Two major day schools -- DAT and Herzl -- have new heads of school, and HIllel has a new assistant principal. The Boulder Jewish Day School has a new director and Yeshiva Toras Chaim's secular department has a new principal. Other major changes include a faculty-rebuilding effort at the Denver Community Kollel. There is much turnover in teaching staff at many schools. Denver Campus for
Jewish Education The Denver Campus for Jewish Education has a new controller, Patricia Disney. Dr. Barbara Levin is the new head of Herzl [story, p. 11]. Suzanne Betts will teach kindergarten, Eti Betzaleli will teach first grade and Julie Akins will teach second grade. Both Mary Fergusen and Nicole Dawson will teach third grade. Mikkel Allen-Roper will be a teachers' assistant for firth grade and Rufina Feld will teach music. Rocky Mountain Hebrew Academy will have a new math teacher, Lane Andrews, and a new English teacher for eighth and tenth grades, Frank McGill. Michelle Kaye will teach drama and Mark Boscoe will teach social studies. Sara Kornfeld and David Adelstein will teach sixth grade Hebrew and Bible, respectively. CAJE CAJE's Denver Hebrew High is relocating from Cherry Creek High School to the Denver Campus for Jewish Education. Hebrew High will have one new teacher, IJN staff writer Andrea Jacobs. DAT Rabbi Dr. Herbert Cohen is the new head of school [see story, p. 10]. Toby Gurney will teach kindergarden and first grade, Lindsay Shaw will teach fifth grade secular studies and sixth through eighth grade writing. Hyiam Reiffman will teach fourth grade Judaic studies and sixth through eighth grade science. DIJS Linda Siegel-Richman is now the executive director of the Denver Institute for Jewish Studies. Hillel Academy Wendy Koceski is the new general studies coordinator for Hillel Academy [see story, p. 7]. BMH-BJ Preschool Ellen Rievman and Mindy Hecht are the new directors of BMH-BJ preschool. Denver Community Kollel The Denver Community Kollel is recruiting a new group of full-time community scholars. Rabbis Yechiel Erlanger and Yehuda Amsel are the new directors of the kollel's Torah Learning Center. Rabbi Erlanger will also be direct of the Kollel's executive learning division. Rabbi Amsel wil be the director of community education. Rabbis Yissochar Seinharter, Elchonon Joseph and Shlomo Rosenberg are stepping down as full-time fellows to be associate fellows. Rabbi Shlomo Abraham is starting a new tutoring division at the Kollel. Temple Sinai Kara Lampe will teach two-year-olds at Temple Sinai preschool. Jan Fisher will be an assistant teacher for two-year-olds. Stephanie Woody will teach the parent-tot class. Helen Lefnoy will be an assistant teacher. Denver JCC Preschool The Denver JCC preschool hired Emilie Brockman as assistant director and Debbi Schwartz as program coordinator. Community Talmud Torah CTT, the religious school of BMH-BJ and Rodef Shalom has a new director, Sheila Silverman. Shalom School Shalom School of Aish-Ahavas Yisroel has expanded to serve ages 4-11. WCRJ The Western Center for Russian Jewry has opened a preschool in its new building at 295 S. Locust. Yeshiva Toras Chaim Daniel Peckman is the new general studies principal at Yeshiva Toras Chaim. Boulder Myrna Cooper is the new director of the Boulder Jewish Day School. Lisa Stein will teach kindergarten and first grade, Leah Rubin will teach Judaics, and Elowyn Rich and Courtney Bickish will teach preschool. The Boulder JCC Preschool hired Meredith Bladen to teach pre-kindergarten and Matthew Vogel, Bradley Cohen and Suzie Valdez to teach three-year-olds. Intermountain Soloman Schecter Day School in Albuquerque hired Susan Bapty to teach social studies and language arts, Lana Sutton to teach math and science, and Tali Glina to teach Hebrew and Judaic studies. Ahavath Beth Israel, Boise, Idaho, hired Esther Zach to teach first grade, Tanya Weiss to teach second grade and Sharon Abramson to teach sixth grade. RETURN TO
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'He was
just my grandfather'
By SHOSHANA HEBSHI Jewish
Bulletin of Northern California
SAN FRANCISCO -- As a child and young woman, Bella Meyer would sit easel-side to her grandfather, Marc Chagall, as he created whimsical paintings at his home in the south of France.
"He'd talk and show me things, and he'd paint," Meyer recalled during a recent phone interview from New York. "He'd ask me questions. It was very important to him that I would find the ideal in life. That I would find the right path. He asked what I believed in, if I understood his paintings. I said I hoped I did." Evidently, Meyer, now 48, understands her grandfather's paintings pretty well, as she spends her time with the help of her twin sister who lives in Paris cultivating and maintaining Chagall's legacy. Meyer, in town for San Francisco Museum of Modern Art's major retrospective of Chagall's work, grew up in Switzerland in a home fortified by art. Her mother, Chagall's daughter, Ida, was also a painter who indoctrinated her children with artistic sensibilities. Her father, who was Swiss, was a museum director. And Meyer herself continues to paint, though she says in her French-accented voice that her paintings aren't "interesting." The family in Switzerland was very close to the painter Chagall. They would visit often as a family, and later, when she moved to Paris, Meyer would regularly see her grandfather on solo visits. Ida, who taught Meyer to paint, was very involved in helping with her father's exhibitions, Meyer says. "They talked on the phone every day." But speaking of her mother as an artist, Meyer says it may have been too great a responsibility to be related to such an illustrious painter. "She was a wonderful painter; she painted until after the Second World War," Meyer says. "But then at one point she stopped, and I don't really know why, but I think it was just too hard for her to be an artist in her own right, next to her father. And also, somehow it was easier to take care of his work. She very much believed in his work and did everything for it." Chagall's stature as a celebrated artist did not impede Meyer's relationship with her grandfather. She knew him, of course, on different levels that reached beyond his paintings. And she adored him. She recalls this extremely familiar man as a "very cute little person who had this incredible amount of energy coming out of his hands. "He was just my grandfather," she says. "I knew him to be this extremely insecure, humble person. All that he wanted in life was to paint, and that's what he did all the time. I felt that in a way, he was a very lucky person in that he always had known what to do since he was a child." His paintings became an intimate patchwork in her life. "They were like my best friends, as if I was part of it." Now, when she sees a painting of his unexpectedly, she says, "it's strange to come across such an intimate encounter in a public space." Like his art, Chagall and his family remained "inherently Jewish," Meyer says. Although he is known for his vignettes of Russian shetl life, Chagall did not raise his family in the Orthodox path in which he had been brought up. He and his wife, Bella Rosenfeld, stopped practicing Judaism after they left their childhood homes, his granddaughter says. Although she began to increasingly relate to Judaism later in life, Meyer says she and her sister were imbued with a more universal kind of spirituality. "Even though my grandfather is very important for the Jewish community, and certainly is very Jewish, my mother is very Jewish, but they didn't celebrate Jewish holidays anymore." After Meyer finished high school, however, she lived in Jerusalem for several months in 1973, and she continues to visit the holy city from time to time. "I had a dream, like many people there, that there could be peace. I wanted Jews and Arabs to be able to have peace," she says. "The mixture of religions and probably my Judaism also drew me to Jerusalem. I was always very sensitive to it." She also was drawn to Jerusalem because she wanted to become an archaeologist, but her artistic upbringing proved to be a more powerful force. She moved to New York in 1981, drawn to its academic intellectual opportunities, but the move came much to her grandfather's dismay. Chagall had spent the years during WW II in New York and developed mixed feelings about the city, Meyer says. "He was invited to come here, but he hated the idea to leave France. Finally he did, and he was quite impressed with New York." Nonetheless, "he called New York 'Babylon.'" While the Russian Jewish community in New York lent a good deal of support to the artist during those years, Chagall went through a difficult period. In 1944, his beloved wife, Bella, the subject of many of his paintings, died, and Chagall did not work for nine months. "He was very unhappy when I decided to come to America. I don't want to say what he said. It wouldn't be too nice," she says. But with this major retrospective at the SFMOMA, Chagall is coming back stateside. "He would say thank you," Meyer says. The local exhibit is sponsored in part by the Helen Diller Family Supporting Foundation of the Jewish Community Endowment Fund. With a PhD in medieval art history, Meyer, along with her sister, Meret Meyer, has picked up where their mother left off as they continue to carry on their grandfather's legacy and his deep yearning for people especially for children to know and understand love. "The only wish he had is that young people would look at his art and learn more about love and hope." Meyer was 30 and had just been married when Chagall died in 1985. "I miss him," she says. Based in Manhattan with her two adolescent children, Meyer gives talks about her grandfather and tries to teach her kids (though they also teach her) the lessons he taught her: "to respect humanity and life and what it's about. That's what his work is about.'' RETURN TO
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Jewish libraries
in Colorado
By JUSTIN KUTNER IJN Intern
Aish-Ahavas Yisroel (303) 220-7200 9550 E. Belleview Ave. The Henry and Hanna Sperber Family Tape Library The library covers Jewish philosophy, family issues, Torah portions of the week, and Jewish questions and answers. There are approximately 1,500 tapes. Allied Jewish Apartments (303) 399-1146 22 S Adams St. The library is evenly divided between Russian and English books, and includes some large print books. Open to the public. BMH- BJ (303) 388-4203 560 S. Monaco Pkwy. The BMH-BJ library is currently in a transition from an outdated collection to an updated library of books and non-book materials. A strong kernel of basic, traditional Hebrew texts has been gathered into a new bet midrdash. Beth Shalom (303) 794-6643 2280 E. Nobles Pl., Centennial B'nai Havurah (303) 388-4441 6445 E. Ohio Ave. The library is comprised of more than 1,000 books ranging in topic from cookbooks to contemporary works by Jewish authors. The library specializes in Reconstructionist Jewish books. B'nai Torah (303) 692-5234 3990 W. 74th Ave. The Glenn Lippman Library of Judaica The library is open on the second and fourth Fridays of the month during services. The library contains 250-300 books. Boulder JCC (303) 998-1900 ext. 5 3800 Kalmia, Boulder Member of the Assn. of Jewish Libraries. More than 3,000 books catalogued. On Oct, 16, 2003, the Reb Zalman annex will open; containing 1,000 titles from the personal collection of Rabbi Zalman Schachter-Shalomi. The library has the Jewish Heritage video collection Hours: Monday 9:30 a.m. 12:30 p.m. and 6 p.m.-8 p.m. Tuesday through Thursday from 9:30 a.m. -3:30 p.m. Center for Judaic Studies (303) 871-3020 ext. 3021 Sturm Hall #157, DU, 2000 E. Asbury Ave. The library collection consists of 600 books, including the British version of the Nuremburg Trials and videos about early Jewish pioneers, grocers and lawyers. The library's videos can be found online at www.du.edu/cjs. Hours 8:30 a.m.-4:30 p.m. Colorado Agency for Jewish Education (CAJE) (303) 321-3191 300 S. Dahlia St. Suite 101 The catalogue can be accessed online at: www.library.caje-co.org The library contains more than 30,000 books, periodicals, pamphlets, videos and educational CD ROMs, including the Jewish Heritage Video collection. The library is open to the public. The library has reference services and laminating and binding facilities. The library provides programs for the community such as the S.T.A.R. program (Sitting Together And Reading) and a family reading program. There is also a children's library and a teacher center Hours: Monday Thursday 8:30 a.m. 5 p.m., and Friday 8:30 a.m. to closing. CU Boulder (303) 492-8705 18th St. and Colorado Ave. in Boulder The library has an extensive Judaic collection, which includes periodicals and books, though there is no specific Jewish section in the library. Congregation Emanuel (303) 388-4013 Librarian Susan Berson 51 Grape St. Member of the Assn. of Jewish Libraries The library contains 10,000 volumes, and approximately 500 videos, including the Jewish Heritage Video Collection and numerous children's videos. The library has strong collections of children's literature, adult fiction, cookbooks, Holocaust books, biographies, and general references. The library has an automated catalogue. Hours during the school year: Monday Thursday 9 a.m.-4 p.m., Sundays 9 a.m.-1 p.m. Open to the public Denver Community Kollel (303) 820-2855 1516 Xavier EDOS (303) 322-7943 198 S. Holly St. Approximately 2,000 books in English and Hebrew; excellent collection of fundamental Judaic Hebrew works such as Talmudic and Biblical commentaries. Har Shalom 970-385 -7146 2537 County Rd.,Durango Member of the Assn. of Jewish Libraries. The library collection is comprised of approximately 500 books. Har Shalom 970-223-5191 Judy Petersen 725 W. Drake St,Ft. Collins Member of the Assn. of Jewish Libraries The library contains approximately 7,000-10,000 books specializing in general Judaica and children's books. Hours: 9 a.m. to 4 p.m.. Hebrew Educational Alliance (303) 758-9400 600 S. Ivanhoe St. Member of the Assn. of Jewish Libraries. The library at the HEA consists of about 3,000 books and includes a number of reference books. The library is open to the public from Monday-Thursday, from 9 a.m.-5 p.m. and on Friday,9 a.m.-noon. Temple Micah (303) 388-4239 2600 Leyden St. Member of the Assn. of Jewish Libraries. The library consists of approximately 2,000 books about women in Judaism, Kabbalah, Jewish history, the Holocaust, and a small Jewish video collection. Temple Saini (303) 759-1827 ext. 319 3509 S. Glencoe, Denver CO Member of the Assn. of Jewish Libraries. The library consists of about 4,000 to 5,000 Jewish books, which include a reference section, adult, young adult, and children's fiction and non-fiction books, a periodicals section which includes the Intermountain Jewish News and the Jerusalem Post, and six others. Hours: Wednesday 10 a.m. to noon, and 7 p.m. to 9 p.m., Saturday 8:30 a.m. to noon. University of Denver (303) 871-2007 2150 E. Evans The Penrose library in DU contains 24,000 books about Hebrew and a large Judaic studies section. Yeshiva Toras Chaim (303) 629-8200 1555 Stuart St. The most extensive library of Hebraic halachic books in the intermountain regtion, including Talmudic commentaries and Responsa, Biblical commentaries and philosophical works. Zera Abraham (303) 825-7517 1560 Winona Ct. An extensive collection of tradtional Hebrew halachic works and commentaries, many new or almost new. RETURN TO
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Wendy Koceski new
assistant principal
Wendy K. Koceski, M.Ed, is Hillel Academy's assistant principal and director of curriculum and instruction. She joined Hillel in June, 2003. Koceski received her bachelor's degree in education with a double minor in science and social science from Eastern Michigan University in Ypsilanti, Mich. She took her masters degree in educational administration and curriculum development from CU Denver Koceski has spent the last 16 years in education. She began her career as the program director of a private K-8 school in Ann Arbor, Michigan, in 1987. After beginning her family she entered the field of adult education and GED preparation, teaching science, math and social science for six years. During this time, Koceski began to offer workshops and formal presentations to other GED teachers throughout Michigan. Her passion for standard-based reform in education and her ability to design curricula aligned with performance standards made her presentation popular. In 1993, she moved to Colorado and began teaching math at Arapahoe Community College. In 1996 she began her masters program and taught at the elementary level for Elbert County schools. After completing an administrative internship in Douglas County she remained a science teacher there until 1999. Since 1999, Mrs. Koceski has been a consultant to education while working as a recruiter for the IT industry. She brings a well-rounded background in sales, marketing, consulting and education to her administrative position at Hillel Academy, says Rabbi Chagie Rubin, principal. "Her continued dedication to standards based education will be her focus. Providing staff and students with a matriculated plan for meeting and exceeding state expectations will be her first task. Building upon the strengths of the Hillel commitment to excellence in education is her goal." Mrs. Koceski will be providing staff development initiatives focused on aligning curriculum with both state standards and performance-based learning that is tied to CSAP as well.
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Guidelines
for teacher-pupil contact
The rabbinical board of Torah Umesorah has issued new standards to ensure that relationships between teachers and students at Orthodox Jewish day schools avoid any suggestion of physical, sexual or verbal abuse. Even hugging is discouraged under the new guidelines. The standards were discussed at the Torah Umesorah convention in May. The guidelines state that: * Teachers and staff may not be alone with a child in a locked room or in any area that can't be seen or observed by other faculty members or adults; * Teachers and staff must avoid contact with students which is of a sexually motivated or physically abusive nature, such as fondling, inappropriate touching or physical assault; * Teachers and staff may never forbid students from sharing any conversations or information with parents or administration, or instruct students to "keep secrets" from their parents; and * Teachers and staff must refrain from any sexually immodest behavior or speech, especially from exhibiting sexual interest in students and from inappropriate jokes or innuendoes. According to statement, while the overwhelming majority of interactions between staff and students "fall well within the range of normal healthy relationships, certain behaviors are incompatible with the goals and standards of a yeshiva and Jewish upbringing and, therefore, are always prohibited." Hillel Academy Principal Rabbi Chagie Rubin, who attended the convention in May, met with his staff in early June to elucidate and implement the new guidelines. "Teachers should not even hug their students," he said. "Before, hugs were encouraged. But due to all the abuse going on in the churches, we have to create more safeguards." Teachers at Hillel are forbidden to get physical with students "in any way, whether positive or negative," he said, "and there will be no physical disciplining of students." Rabbi Rubin said speakers at the convention stressed the importance of informing the authorities in cases of sexual abuse. "If we don't, they'll keep doing it for 30 years. Lives are destroyed. Also, victims of sexual abuse, frequently become predators themselves."
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A
master of theater for children
By ANDREA JACOBS IJN Staff
Writer
In 1974, when Douglas Love was eight, his grandmother gave him Marlo Thomas' newly released children's book, Free to Be You and Me for Chanukah.
A radical redefinition of childhood for boys and girls, the book quickly became the manifesto of an entire generation and launched Love on a creative journey that still quickens his breath. Free to Be "resounded so strongly in my heart at that time," Love tells the Intermountain Jewish News. "In fact, every choice I've made in my life is based on what that book told me to do -- and it told us kids that we could do anything." An unexpected moment of delightful serendipity descended on Love in 1987 when Thomas endorsed the talented 20-year-old's adaptation of Free to Be for the Broadway stage. "Marlo Thomas said, 'Yes, your stage version of my book is the official version,'" he recalls, an echo of disbelief catching in his throat. He knew he was on the right path. Now 36, Love has authored 20 children's books, written, produced and directed several plays, and is the executive producer of the Disney Channel's daily children's TV series "Out of the Box" and HBO Family's "Jammin' Animals." He's also the creative director of the Walden Family Playhouse in Lakewood. About to enter its second season, the playhouse epitomizes Love's personal mission of empowering, educating, and entertaining children by introducing them to live theater. About 2 1/2 years ago, the William Morris Agency approached the busy New York producer and asked whether he was interested in returning to his live-theater roots -- in Denver, of all places. "My agent said there was a new company, Walden Media, that shared my mission of combining education and entertainment. We would incorporate all the elements that make theater so incredible, build a beautiful playhouse just for kids and expose them to theater for the first time." In its 2003 debut season, the Walden Family Playhouse premiered four children's musicals and attracted 50,000 young audience members. The 2003-2004 playhouse season kicks off Sept. 16 with the Colorado premiere of "Holes," an adaptation of Louis Sachar's Newbery Award-winning novel and subsequent film. "Holes" concludes Nov. 2, to be followed by the musical "Heidi" from Nov. 18-Jan. 4, 2004. "Nautilus: 20,000 Leagues Under the Sea" and "Kittyhawk: The Wright Brothers" conclude this year's theatrical offerings. Love says he initially experienced theater's educational component as a child actor in Milwaukee. "I was performing professionally in shows at night and going to school during the day. School didn't really click for me. But while I was doing the musical 'Camelot,' the medieval legends and myths came alive. I understood how live theater can inspire academic interest." Love meets monthly with Colorado educators and school administrators to receive their input on what shows they'd like to see Walden produce and discuss related curriculum. "The playhouse is becoming a valid resource for educators," he says. Although lessons and learning are crucial to Love's vision of children's theater, joy remains the Walden's most impressionable legacy. With dazzling sets, elaborate costumes, solid scripts and memorable songs, young minds soar far beyond the stage toward an intense, imaginative realm. All who enter there are never quite the same. "It's about encouraging self-expression, self-confidence and empowering children to think -- let me borrow the name of my TV show -- 'out of the box.' We want to celebrate the creativity in every child. Children so often lose touch with that as they get older. Our goal is to inspire kids to stay in touch with their creativity, hold on to it, incorporate it into their lives and pursuits." Douglas Love was born in 1967 in Milwaukee. Blessed with prodigious talent and an intellect to match, he was 13 when he told his family that he was going to become a theatrical producer. "My family was very close, very supportive. They backed every non-traditional move I wanted to make." Love graduated high school at 15 and enrolled at the University of Wisconsin-Milwaukee the following year. While in college, the Milwaukee JCC hired him as assistant family program director. "I was performing and producing," he laughs. "It was a busy time." He says his personality "is steeped in my Jewish heritage. Certainly the humor of our culture shows through in my writing. Let's put it this way: I don't know what it's like not to grow up Jewish, and I consider myself lucky." While Love doesn't have children of his own, he appreciates their hearts, minds and sense of wonder. "Perhaps I'm just in touch with the kid I was," he offers. Circumstances have evolved dramatically since the consciousness-expanding days of Free to Be You and Me. "Our biggest problem was whether girls could actually grow up and be doctors," Love laughs. "That's a given now. Today there's terrorism and the Twin Towers." New nightmares for a new generation of children. Love hopes the immutable magic of theater will engage not only the child's imagination but also the parents. "Sometimes I stand in the lobby of our theater and listen to a kid say to his mom, 'When does the movie start?' And Mom will say, 'No honey, it's not a movie, it's real people on stage performing a story.' Occasionally, a mom or dad will admit they've never seen live theater before. "We're doing shows that are as captivating for adults as they are for children," Love says. "This is anti-Barney entertainment, definitely not something an adult will cringe through. I guarantee they'll reconnect with their inner child, too." As an adult, Love's inner sense of mission has always involved children. Nothing pleases him more than unlocking the windows of possibility that Marlo Thomas opened for him nearly 30 years ago. "I was lucky. I achieved so many things early on. I felt I had something important to do with my life, and doing things for kids is the most rewarding thing I know. "I have a shot at changing the world this way. And children have a shot at the future being a better place."
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'Every
day I'm making a difference'
By CHRIS LEPPEK IJN Assistant
Editor
Rabbi Herbert Cohen has come to Denver with a mission, one that both encompasses and transcends his new responsibilities as principal of Denver Academy of Torah. "In life we all want to think about what is our mission," the rabbi said in a recent interview, conducted over the hustle-bustle sounds of movers in the background. "One of the great joys of my profession is that every day I go to work and I feel that I'm making a difference. Every day I have the potential to make a difference in the state of the world. I can make the world a better place." Rabbi Cohen has worked both as a pulpit rabbi and an educator, with a strong emphasis on the latter. He has been involved in day school education for the past 27 years, most recently serving as head of the Columbus Torah Academy. The rabbi, a graduate of Yeshiva University and Hunter College with a PhD in English literature from Georgia State, spent 22 years as principal of Yeshiva High School in Atlanta before taking over the reins in Columbus in 1998. Rabbi Cohen assumed his new responsibilities at DAT -- Denver's 10-year-old K-8 day school -- on Aug. 1. He views the latest move as a logical progression in a career that has always focused on Jewish education. "I'm involved with children, with parents, and I'm involved with them at a critical time in their lives, when they're defining themselves as people," Rabbi Cohen says. "It starts with elementary school kids because the impressions that really affect one's adult life begin taking shape when a kid is very young." DAT, which moved into at attractive new facility at Lowry in 1999, was a powerful attraction in itself, the rabbi asserts. "Simply put, I took the job because I feel there was a unique opportunity to make a difference. DAT is a young school. The people I met seemed focused, they seemed poised for growth, and for trying to make DAT a place of excitement for learning for young people and their families. And they want to make a difference, not only in their own life but in the quality of Jewish life in Denver. For me that was an exciting prospect." When asked, the rabbi adds that there was an additional, very significant, personal draw. His son, Rabbi Daniel Cohen, daughter-in-law Diane and five granddaughters, are also recent immigrants to Denver, where the younger Rabbi Cohen is now serving as spiritual leader of BMH-BJ. "That was obviously an influential factor," Rabbi Cohen agrees. "I think the fact that my son is in Denver means that I wasn't going to a place where I would be disconnected from family. It's a family network that I'm connecting with, so that made the whole decision easier for me." As for the prospect that he will be leading a school where his own grandchildren will be among the student body, the rabbi has the perfect answer. "From my own perspective, all the kids in the school are my children." In religious terms, Rabbi Cohen describes himself as "modern or centrist Orthodox . . . with a little leaning toward the right."
He describes the school he is about to lead as a good match: "Clearly modern Orthodox, which means they have a great regard for Torah and also for the value and legitimacy of general studies. They also have a major emphasis on the centrality of the State of Israel in their entire curriculum and in Hebrew language as well." Beyond that broad context, he says, he is aware of the school's inherent diversity. "Within that range it's not monolithic. Everybody has their own emphasis, some a little more, some a little less. There are different streams within that central stream." Asked to issue a report card for DAT itself, Rabbi Cohen says, "It's too early for me to comment on that in a thoughtful way, but my sense of things is that like any school there are challenges it faces in terms of striving toward excellence. That will take some effort and focus." The rabbi has learned, he says, not to prejudge an institution as complex as a school without considerable hands-on experience. He limits his observations at this point to the general. "I know some general challenges that they face, one of which is enrollment," he says. "The school has to grow. The other challenge is the quality of its academic program. I think everybody wants it not just to be good, but to be superior, to be excellent. "The focus of my attention is to work on the issue of enrollment and recruitment and retention and also to do what I can to approve the educational program. I function as the educational leader so at the end of the day it's my job to make it excellent. There are a lot of ways to do that, not just curriculum, including assembling a staff that will deliver the kind of education that parents will be happy about. It's a complex process. I think I need to understand the institution and the people and that will take a little time." While Rabbi Cohen is clear that his leadership style is not to "walk in and say, 'This and this has to go, this and this has to go on,' he admits that he will bring an interesting idea or two into the school. One of them is William Shakespeare. "I have an interest in renaissance literature generally," understates the rabbi, whose doctoral thesis was on this very topic. He hopes to introduce Shakespearean studies at DAT "as soon as possible." In Columbus, with seventh-graders, he devoted a week or two of study exclusively to Shakespeare, at the end of which the students produced an entire play, a few scenes or a conglomeration of scenes from different plays. The works of Shakespeare, Rabbi Cohen acknowledges, can only marginally be considered an area of Jewish study, but as an intellectual exercise he finds its value unparalleled. "Understanding the poetry and the drama and the humanity of Shakespeare, teaches kids to function intellectually at a pretty sophisticated level," he says. "In Columbus, I learned that once kids go through this they lose their fear of Shakespeare. In high school when I was a kid, Shakespeare to me was something I wanted to stay away from." That attitude, he insists, is self-defeating. "In Columbus I saw that once kids got familiar with the plays and the style and the costumes and the staging, and they had an opportunity to do it themselves, it augured well for their high school careers. Shakespeare was not something to be avoided. It was something to be enjoyed and savored and something that brought a lot of excitement." The rabbi says he has never been called to task for emphasizing Shakespeare in an Orthodox day school. His colleagues have consistently found his reasoning sound. "We want to develop thinking students, people who are able to wrestle with big issues, and to give them the tools to make wise decisions when they get older," he says, speaking both of Shakespeare and his educational philosophy in general. "From my perspective, the way we do that is . . . to expose them to the touchstones of great literature. Once you develop a certain appreciation and familiarity for great works, whether it be Shakespeare or Chaucer or Milton, then you've developed a discriminating ability to deal with all sorts of secular learning. Otherwise, you don't have any criteria by which to measure what is truly great." He speaks fondly of one of his own Talmud instructors who informed Rabbi Cohen that he never read the works of Herzog or Bellow or, for that matter, any writer whose work was less than a century old. He didn't consider such "new" work to have yet passed the test of time. "He wanted to make sure it was worth the effort," the rabbi recalls. "He understood that the themes and messages of this literature give us the tools to deal with all of life. And from a Jewish perspective, all of life is potentially sacred." The concept of "excellence" has long been a cornerstone of Rabbi Cohen's approach to learning. In the 1980s, when he was leading Atlanta's Yeshiva High School, the school received a coveted national honor, the US Dept. of Education's Exemplary School Award. "You have to be doing something different, something special," he replies when asked for the ingredients of such an honor. "You have to overcome challenges. You can't just be doing what everybody else does. "We were a small school, less than 100 kids at the time, and we also were operating in makeshift facility -- it wasn't our own building. They [USDE evaluators] were really impressed with the fact that with a small number of kids, we had an excellent faculty. We had people who really enjoyed teaching our kids and it was an exciting educational environment. And it was done on a shoestring, as it were." The Dept. of Education was also impressed with the school's moral compass, an element Rabbi Cohen fully intends to maintain at DAT. "We had a strong moral dimension to our program," he says. "We weren't just interested in teaching material, we were interested in developing character and we did it in a non-judgmental way. Through a sweet and gentle approach gave kids a certain direction in life without being preachy about it." It is "a sad story," he says, that much of public education seems to have veered away from ethical or moral instruction. This only places a greater responsibility on parochial education, including Jewish day schools. Day schools, he add, have an even greater role than this. Rabbi Cohen is firm in describing the Jewish day school as a linchpin to American Jewish survival. He is cautiously optimistic that the day school movement is beginning to receive the kind of support it needs and deserves. "At the end of the day it takes money to make it all happen," he says. "Some communities are more forward thinking than others. In a sense, the community really has to shift its paradigm and realize that the way to really guarantee Jewish survival and Jewish identity into the future is to heavily support day school education. According to the statistics, it is one of the only predictable measures of Jewish continuity." During his more than two decades in Atlanta, Rabbi Cohen says, he saw his day school enrollment rise from 36 students to more than 200. "It took a long time for that to happen," he says, but the barometer seems to be pointing toward accelerated growth in the day school movement. "Atlanta really has made some amazing strides in recent years to support Jewish education. And Columbus, based on my experience there, is moving in that direction. I don't know where Denver is, but it's an issue that Denver has to look at carefully." He is hopeful that day schools -- "this critical instrument," as he calls them -- are finally coming into their own. "It's happening, but it's happening slowly," the rabbi says. "There is a trend, but there's still a long way to go."
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'It's
a whole different world -- rejuvenating'
By ANDREA JACOBS IJN Staff
Writer
Despite the inherent stresses of being the new head of school at Denver Campus of Jewish Education's Herzl Lower School, Dr. Barbara K. Levin seems remarkably at ease.
Dressed in capris and an animal-print shirt, Dr. Levin's face lacks the mildest trace of tension. Her voice is soothing. And her smile frequently yields uncensored laughter. Dr. Levin's confidence is secured by 20 years experience as an educator and school administrator in the public school system, most recently as principle of Mitchell Elementary in Jefferson County. During her eight-year tenure there she improved students' academic competence and won colleagues' praises. Herzl, a Jewish day school for students K-5, will present her with certain situations outside her public school purview, but Dr. Levin isn't nervous. "I've done the work so long that I don't get nervous. What I am is excited." Dr. Levin had decided to retire from full-time school adminstration when an e-mail announcing an opening for a head of school at a Denver Jewish day school appeared on her computer screen. "I thought, hmmm, this is interesting," she says of the e-mail that altered the course of her life. "I even wondered whether they just sent the e-mail to people with Jewish last last names or to everyone," she laughs. Still intent on retiring, Dr. Levin says the e-mail kept "popping up. I had no intention of working full time, but I continued exploring" the Herzl opportunity "because something was drawing me to it. "I guess I'm old enough to have learned that you just don't ignore things when they're in your face." Dr. Levin finally answered the e-mail and spoke to Isabel Griffith, who supervised Herzl's search to replace head of school Dr. Lorry Getz. Dr. Levin agreed to send Griffith a resume but candidly admitted that she wasn't looking for a full-time adminstrative position. "The next thing I knew I was meeting with a committee," Dr. Levin says. "I thought I'd just keep pursuing the opportunity until things don't feel right anymore, and then I'll say no." She smiles across the desk. "But there was nothing about this job that didn't feel right. It's a whole different world for me, and I find that rejuvinating. I realize I'm at a place in my life where I have too much energy not to be doing anything. Besides, I'm not ready to be knitting booties for grandchildren I don't have yet." Since July 1, when her appointment became effective, Dr. Levin has been meeting with Denver Campus President and CEO Phil Kalin, Herzl teachers, department chairs, the development group, and parents. Dr. Levin, who advocates an engaged team approach to learning, describes her administrative style as collaborative. "I do my best work when I'm involved with other people, when we're a team and ideas are flying around the room. Someone will have a great idea and then somebody else will build on that idea." Her hand gestures in a circle, demonstrating the symmetry of this kind of intellectual exchange. Aware of her reputation as an expert, she's the first to qualify that her methods are atypical. "When I started out in adminstration, it was more authoritative," she says, "and that's not who I am." Two years after taking a job as assistant principal at a Colorado junior high, she felt compelled to take a personal and professional stand. "I knew the principal was expecting something different of me, but I realized I either had to get out of this field or do it the way it works for me," she says. "That's when I fully became myself as an administrator." In her meetings with Herzl teachers, Dr. Levin has already discussed developing a professional learning community and providing differentiated instruction for students who need additional challenges. She plans to implement change at a rate consistent with teachers' comfort levels, yet quickly enough to satisfy parents' expectations for their children. Dr. Levin says she can dispense with forging a strong bond between teachers and parents at Herzl "because the feeling is natural here. You can feel the deep connection between parents and teachers the minute you walk in the school." She grew up in Scarsdale, NY, a wealthy community where the majority of residents lived in mansions on enviable acres of land.
Always the exception rather than the rule, she lived with her family in an apartment -- and was very happy. Her father, a pharmacist, owned his own drug store. Barbara would invite her friends to the shop so they could enjoy a milkshake or sundae and watch her dad work. "That was back in the days when pharmacists worked behind the counter, mixing ingredients together and then stuffing the mixture into each capsule." At her 20th year high school reunion, a former classmate came up to Dr. Levin and said, "You had the only father whose work I understood." "She was paying me a terrific compliment," Dr. Levin explains. "Everybody else's father got on the train and went into New York City. They were doctors and lawyers, and their children never had the chance to see what they did for a living. But all the kids knew my dad." She left Scarsdale to attend Case Western Reserve University in Cleveland. Following the death of her father, she returned home after graduation and lived at home with her mother for six months. Her first teaching job was at a junior high school in Yonkers, NY. "I came in the classroom and the kids told me their last teacher left because he had a nervous breakdown." Asked whether the students were being serious or just having some fun, she laughs. "Looking back on it, I'm quite sure they were serious." Dr. Levin received both her master's in education and doctorate in educational administration and multicultural education from CU. Her Colorado teaching and administrative credentials include positions in the St. Vrain Valley and Jeffco School Districts. Prior to her most recent job as principal at Mitchell, she spent 12 years as assistant principal and principal in the Boulder area. Now divorced, Dr. Levin has two grown sons that make her beam with unbridled pride. Her 30-year-old is an associate director for Turner Broadcasting in Atlanta. Her youngest son, who is 28, is an air traffic controller in San Francisco. "It's nice to have adult children who are your friends," she says. When Dr. Levin lived in Boulder, she belonged to Har Hashem, but she's been unaffliated for the past eight years. She acknowledges that "there's a lot I don't know" about Judaism. "I'm Jewish. I was raised Jewish, but not in a very religious family. "Luckily I have this wonderful teammate," Dr. Levin says of Marcie Calm, Herzl's assistant principal and the school's Judaic studies coordinator. "I express my ignorance and she is very willing to share her knowledge with me." Faithful to her own adminstrative construct, Dr. Levin envisions the two women working in tandem. "I bring my background and what I've learned over the years to Herzl. Marcie has the Judaic piece. And I'm sure she'll learn the administrative piece from me. She's a natural at it. I don't see myself as being head of school and Marcie being the assistant. We're going to overlap." During the interview process at Herzl, Dr. Levin was asked how she would feel in a religious educational setting after 20 years in public education. "I suddenly realized that I'd been a minority in the public school system my entire life, whether as a student, teacher or administrator. It feels like there's some reason I'm at Herzl. Maybe part of it is so I can reconnect to my background." She reflects a minute, then smiles again. "I'm probably not what a lot of people at Herzl expect," she says candidly. "When I started out in this business, people thought there was this line between your work personae and your personal life. Those lines have always been fuzzy for me. I don't change who I am at work. "I'm a pretty up-front, natural person. If that's not what you're looking for, then I'm probably the wrong person for the job. But I think I'm going to be a good fit for Herzl."
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Dark
humor, Denver history
Reviewed By CHRIS LEPPEK IJN
Assistant Editor
The Jewish epiphany to which the first-person protagonist aspires in this novel -- and which he does attain, if only momentarily -- is far from easily reached, a struggle which provides the personal, ethnic and religious fuel on which The English Disease strangely but effectively runs. The disease of the title is actually chronic depression, which provides Joseph Skibell's fictional alter ego with one of his main challenges on the bumpy road toward contentment, or at least tolerable satisfaction. A powerful assimilatory impulse, uniquely Jewish anti-Semitism, social maladjustment, deep cynicism and a taste for corrosive sarcasm are among his other self-based obstacles. Like real people bearing such a hit parade of negative traits, Skibell's character can be pretty hard to like, especially near the beginning of the story when his detriments are emphasized and on full display. But as the story follows a plot-line that most resembles a meandering alley from pre-war Warsaw (one of the book's several settings, in fact) we find that our character does have some likable traits after all. He is, for one thing, keenly smart, with an amazing penchant for largely unknown, but potentially significant, factoids about European and European Jewish history. Some of these are so amazing -- the claim that Theodor Herzl once advocated mass conversion to Catholicism for all European Jews, for example -- that readers might want to keep an encyclopedia or history book handy in order to check the author's facts. He is also extremely funny, a trait which ultimately saves the book from becoming the exercise in bitter self-recrimination we initially think it might be. Skibell's wit is sharp and fluid, ranging easily from intellectual irony to silly slapstick, and a strata of variations in between. One amazing passage seeks to draw metaphorical parallels between the eccentric characters portrayed by the Marx Brothers and the history of the Jewish people. Although the premise seems absurd in its very essence, Skibell pulls off the thesis with an effective blend of chutzpah and intellect. That humor -- well-demonstrated but in a considerably darker way in Skibell's brilliant first novel A Blessing on the Moon -- ultimately carries The English Disease to a culmination that is both glorious and anti-climatic. And that's no mean feat. It would be wrong and an injustice to the author to say that Phil Goodstein has mellowed. "Mellow" implies a weakening, a mildness, an over the hill status.
Goodstein, Denver's irrepressible alternative historian, is none of these. Still he has matured, in the sense that implies a tempering of passions in favor of logic and persuasion. Which only makes this book, the first of a projected two volumes in a set called Denver From the Bottom Up, more effective than its predecessors. While Goodstein's most recent effort before this, the two-volume Denver In Our Time: A People's History of the Mile High City, was an excellent and thorough partisan history, its intended punch was weakened by Goodstein's acerbic, often embittered, approach. A slightly cooler head prevails this time. While the author's hard-to-the-left political orientation remains intact, this approach is, if not more tolerant of the city's establishment, considerably more thoughtful. The book's subtitle bookends two incidents usually viewed as disparate occurrences in the state's history -- the 1864 massacre of Native Americans at Sand Creek and the 1914 massacre of labor strikers at Ludlow. Here they are framed as part of a detectable whole. Both atrocities -- committed by essentially the same state militia -- are cited by Goodstein as examples of the "establishment violence" that dominated the state's early period and which, he feels, forged the foundation for the basic power alignment that remains in force in Denver to this day. Denver From the Bottom Up hovers around this central theme from several angles, including oppression of the Indians, rampant political corruption, industrial (especially rail and utility) economic domination, the temperance movement, populism and the development of Denver's labor movements. At times, this material can come on pretty strong, a bit like one imagines the relentless screeds of Mother Jones (whose Denver connections are well covered here) might have sounded to anyone standing to the right of Karl Marx. But not everything here is a political manifesto. Those who have read Goodstein's previous works, or joined him on his fascinating history tours of Denver, know that he is a virtual vacuum cleaner for rare and fascinating historical detritus. He collects colorful anecdotes, obscure lore and telling detail and uses it to put flesh on the skeletons of otherwise dusty old stories. This skill is in full force here. And even between the lines of Goodstein's lectern-pounding rhetoric, undeniable, if uncomfortable, truths emerge. In many ways, Denver was indeed founded upon the blood of Native Americans who were here before the white man. And the city's early corruption was much more than the bemusing anecdote many current historians like to portray it as, but an effective, and often brutal, tool of oppression that politicians, judges and policemen were only too happy to wield. These themes have emerged again and again in Goodstein's work over the years, but he is a good enough historian to constantly find new ways of expressing them, as well as new examples to back them up. As a result, his work, here as elsewhere, is consistently interesting and thought provoking, even to those readers who don't wear firebrand ideologies on their sleeves. The author earns points not only for entertaining us, but for making us think. Former New York journalist Harry Goldschlag, now retired in Denver, is one of those guys who likes telling stories for their own sake -- a raconteur's raconteur, if you will. He relishes the telling, and one cannot imagine a better companion at a mountain campfire or over an evening beer. Not that the author is necessarily averse to some of the higher tricks of the literary trade. Whether speaking dead seriously or strictly tongue-in-cheek -- and Goldschlag likes to do both -- he employs irony, metaphor and suspense skillfully. He does even better with his offbeat brand of not-quite-dry humor. The Good Old Days is a self-published collection of Goldschlag's sketches, most of them less than 200 words in length. He is a writer who works in the very short form, in snapshot glimpses of life. As the title suggests, much of the subject matter is reminiscence, with Goldschlag's New York boyhood in the 1920s and 1930s obviously inspiring much of the material. There is an unmistakable nostalgic flavor to these pieces, but not of the rose-colored glass variety. There are things about the past that Goldschlag misses, other things that he doesn't, and still others that he recognizes don't change much with time. After reading several of his sketches, it becomes clear that Goldschlag's "good old days" are really not a theme in and of themselves, but a picturesque stage on which he is free to wax philosophical, or humorous, or ironic, or whatever whim moves him. Readers enjoy the same freedom. They can peer into Goldschlag's reflecting pool as deeply, or as shallowly, as they like. The little stories are the product of a good raconteur telling good stories, and are therefore quite suitable for either purpose.
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Recent
grad devoted to teaching, learning
By BRIAN LOEB IJN Intern
Lisa Guthery seems to personify teaching.
Fluent in Hebrew, she worked as an assistant teacher and co-teacher her junior and senior years of high school at Temple Sinai religious school. For the five previous years -- since age 11 -- she volunteered as a Hebrew tutor at Sinai, helping struggling students. At RMHA, Guthery co-founded the peer counseling program, which gave students in any grade the opportunity to talk about their problems with seniors. Through the Team Time program, she spent 15 minutes each week with a group of seventh graders discussing peer pressure, alcohol, drugs and other issues. "From learning how to do conflict resolution with kids, it really taught me how to deal with things in my own life," she says. "You shouldn't be telling them what they should do, they should solve it. Let them figure it out." After CAJE's IST program was cancelled in 2002, Guthery joined the NFTY trip. With nine other high school juniors from around the country, she spent one week in Poland and Prague and five weeks in Israel. On the trip, the group spent time cleaning the Jewish National Fund forest. Lisa, the daughter of Peter and Jean Guthery, earned a 4.0 grade-point average at RMHA, and she will attend Bowdoin, in Maine, to major in either biology or psychology. Going from RMHA to Bowdoin, which is only 10% Jewish, she says, will not be an easy transition at first. "Now I have to figure out how to keep my Judaism up on my own," she says. Since graduating high school, Guthery has realized "how much Iíve learned [at
RMHA] in terms of my Judaism and how confident I feel now going to Maine."
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