What is purpose of a Jewish education? with Rabbi Mendel Blau, With Clappy and Frank, Episode three

All right, good to go. >> Hey guys, welcome to the third edition of Clappy and Frank. Um, thanks for your patience. I was traveling last week. Um, today it's our back to school edition. Welcome everybody to Clappy and Frank. It's back to school. We've all been busy the last couple of days getting our kids school supplies, clothing, haircuts, getting them back on a uh schedule of going to sleep on time. And uh we're very very excited to have with us a huge guest tonight uh Rabbi Mendy Blau. I believe he's like the head principal of the entire Alra Alim school system which has way over 2,000 students from 2 to 20. And recently I heard there's actually 21 year old students in a a grade above base message people that want to stay an extra year. That's correct. >> It's correct. That's not >> that's not the focus of the school. It actually you're hearing about it. They closed down already. Okay. It was not It didn't close. It's temp >> pause. On a pause. >> It's on a pause. The kids are in short because school started out, right? >> Because school started, we thought it would be very amazing to have somebody on the show that's one of the directors of one of the largest private Jewish schools in the entire New York City with over 2,000 students who I grew up with. Rabbi Blau, >> your neighbor. >> And my neighbor now. So whatever you say is, you know, you're going to have to see him every day. So >> 100%. >> So what is the point of school? I thought that would be the opening question. What's the point? And what's the goals? What are we trying to accomplish? And what's considered a successful product? >> Okay, that's a loaded question. >> That's why I said we'll open with that one. Then we'll work in in and out. >> Okay. the point the point of education and I'm I'm sure that you're referring specifically to Jewish education and then we'll go to but the point of education is so we want to pass on Yiddish to the next generation so that Yiddisheskite has continuity and it's here it's here to stay from direct direct chain. That's how we're here today and that's how we're going to make sure that our our children are going to stay connected. So the point of Yiddish of Jewish education is continuity. Part of that continuity is continuity of what? Continuity of what? It's a continuity of Yiddish kite. Yiddish kite is that a person loves Hashem loves and equally important loves another another yidas. If we can imbue and we can inspire our children with these three loves that's Jewish continuity. >> So that's the point. Do you is there a ranking system how well each one is doing these three? Because I haven't seen in the report card either of the three. So the truth is there is >> there is because when you other know if he my kid passed the test or not >> right whatever >> you say the three main things I haven't seen in the report card. So >> whatever gets measured right is what gets done. So really if you look at a report card you have a report card that talks about how well he's doing with learning. Now I think that most report cards should also include not just how much knowledge he has and how much skill and you know test marks but his his passion his investment his interest in learning that's a key part because that's nerds that's our responsibility as educators to inspire that a child should want to learn how much he's going to be able to learn that's a lot dependent on how they created each one of these children but our but to inspire them that's in our hands That's one part of the report card. The other part of the report card talks about davening which is part of a hashem. And then there's another big part of the report card that talks about. Those are all metrics that that are that are that are displaying where is he doing in his social development which is a key foundation for obvious let me ask you a question. I'm maybe a year younger than you. I'm about to be 39 years old. The yeshiva system the the yeshiva system that I grew up with to the yeshiva system that there is today is the difference between purim and yum kipper. You know when I was going 5 years old or six years old going to yeshiva >> you know which one is pur and which one is kipper. >> Let me let let me let me refine my question. I passed by two of the yeshivas today going to the train in the morning. Bubble machines blow up balloons candies welcoming. There was like mascots of yeshivas actually, you know, the competing yeshiva had big 10-foot mascots. The kids are all running in. They're giving them toys just in the early 90s. They were blowing whistles and chasing you off the bus. And it was like a not terrifying. I had a great experience, but I see that the yeshiva took a complete 180. The yeshiva system, even in our community, took a complete 180, which is amazing. And it's so much more exciting. Tell me a little bit being that you're the top administrator, what what changed so drastically >> or was it just first day show and tell? >> No, no, no. I I don't know. >> Whenever whenever I go to the kids Yeshivas in the community today, everything is always like prizes and excitement and motivating to them. Tell me a little bit about the vision of the yeshivas today and what changed over the last 30 years. >> Okay, it's a great question, but I think first of all, I think this change is universal in a lot of schools. I don't know that it was ever kipper. So that's, you know, I don't know if I'm gonna subscribe to that sentiment exactly, but it was definitely >> above every day. So I could I could >> Okay. But but there's certainly truth. You're touching on you're touching on a sentiment which is true and it should be there like many things. I'm going to start with Labavage then we can go. The Reb spoke about this many many years ago. It took us some time to register that there's a shift that needs to take place in but if if I may for a minute go back I'm going to go back to something an interesting observation to make someone once said that by the freed when he was running his office so there were some spectators because there was drinking and there was and always there's always those spectators that come for the show for the party for the for whatever it is. Anyways, the gave a very very serious dash that if someone is not here for and part of that is shabas out of the show. >> This was in Russia or America >> in Russia. >> Russia station where we leave >> they should leave. >> Did you see the video that went on the last day? The guy said, "If you're not on time to sh stay out of our show, we don't need you." Uh uh uh uh. So listen to this. He got it from the Listen to this. Then let's fast forward the Reb took over took over the reb was so connected son-in-law and the Reb uplifting to everyone uplifting to everyone and even who was there on the stage some Yidden that didn't have beards some Yidden that didn't necessarily keep Shabas sobb they were they're from the second days right so they were allowed so it wasn't a problem >> Israeli ambassadors >> Israeli ambassador s and the Reb is talking to them and giving them an honor and interest 50 years apart. What a contrast. What happened? So I once heard and he brought it out so beautiful. He says the and the had one intention and one goal in mind continuity. Jewish continuity. That's they were focused on the same identical goal. The difference is who are we talking to and what is the language they respond to. So the which was in Russia talking to a generation that was absolutely committed to feel part of something. He was able to tell them that if you're not committed, at least for Shabas, if there isn't that threshold, don't be here. For that generation, telling them that if you got to commit something, a threshold, it's going to work. 50 years later, what's going to happen? If you make the announcement, if you don't keep it, okay, >> Friday night college meals go to the bars after. >> So, so the lang the mat is identical. The language changes according to generation. We're living in a generation. Of course, there has to be real standards and there has to be real expectations. But in the language the language of of of our generation, our children respond to a language of to language of acceptance to a language of love, right? We're holding what's when the mel goes upon smile. So when they every for every year that it it warms their heart to be smiled at the children need a devil. >> So what's considered a successful? You said you three things and >> if you see the product on the street and I like to look at products long term. So you see a 30-year-old guy married with kids. Where's the s symbol of success? H we made an impact because during the process you're in school your parents pressure your teacher pressure and like my old mash my mom used to say goody good doesn't mean you're religious it just means you're following the rules how do you say okay this is we've done well with this product this student we're proud of this is what we intended when we now operate the school you know how do you say this and how do how much could you blame to school for success for his parents, personal environment, if you don't mind addressing that. And and I want to talk about the 30-year-old person who's well into his life and he doesn't the show and tell is long over >> and good >> opening up a Gamarra at 30. There's no show and tell. It's like either he's interested or he's not. There's no he doesn't get a break on tuition if he learns more or less. >> Not yet. >> Okay. >> So, >> so actually I want I want to talk about 30-y old, right? I want to go back to one one piece like you mentioned I don't remember the exact words that you used but something like did you intend that for him is that what you intended I think a big premise for understanding how works is that we don't impose and project onto someone how he has to be what what really is to allow a person to really prosper for who he is. Right? It doesn't say it's so the first the first talent of a good mechanic. Read who's in front of you. Read what read what this boy is is is is capable of. Help him discover it. Help him reach it. So in in the premise of like looking at someone and saying is that what we had in mind for him one time is he living his full life well that's great it's not about projecting did right is is is he walking around in a straight jacket is he so now let's take it a step deeper when we say hashemas that doesn't mean doesn't mean a person that dins all day long and only wants to do mitzvah and has physical worldly interest to be successful financially right etc does not mean a person that's sitting in the tent of toyra day and night and has no other interest and obvious doesn't mean someone that's an askin day and night making there are such yidden in other words there are yidden that exemplify to an extreme of one thing and they you see them they're the embodiment they represent you know you have yidden And you're going to have one on your show tonight, right? He's the embodiment. He's the embodiment of obviously soul >> of more things. But he's >> he just embodies it. Look at him. Every part of him. It's what it's what keeps them, you know, gets them ticking from the morning to the night. Everything. If someone's not that way, it doesn't mean they're not they're not living with a I really believe that many many of the boys walking out of any good walks out with a strong foundation in a strong foundation ineg and living with a consciousness that is here and for one person now why there aren't enough people that are doing their own learning if you want to go there I I think we can discuss that >> well that will reflect if you've been successful with the product of people enjoying what they're doing right >> 100% so I think the piece where some people >> and this is what I said is it the school is it the parents is it the student like that's why if we put a pie chart you know everyone you know there's different extremes some say the school or the parents and then there's a person themselves their own their own personality and they either fit or doesn't fit or their experience was one way based on their whatever it is so that's why I'm not I'm just I'm I'm make it's an open question discussion >> right so really be belongs and is relevant to every single Yid what type of Tyra and how much is where you're going to see the differences. In other words, there shouldn't be a Yid that doesn't have a piece of Tyra that talks to him, right? And and when that's going on, so it means he didn't fully discover his own self or there's some blockage. Maybe there's some there's some pain around sitting and learning. It could be from from something as simple as learning came with certain learning disabilities and challenges. So therefore there's an association with pain. So he needs to discover that there are pieces of that he can really enjoy. He can listen to today you have you know on YouTube the most amazing mad and and suddenly a person rediscovers and says hey I don't feel the pain that I used to feel. >> It's funny I was speaking to a guy from some business person. He said I used to have one reb now every few months I find a new rabbi. I who was he said one day it was Ya Jacobson he was my rabbit for a few months >> probably Stfansky now >> I switched I forgot who he was saying meaning to say there's there's someone out there there's some terra that you could experience >> style that resonates >> exactly >> I I want to ask you another question tomorrow morning you probably have 200 rabbies in classrooms >> also I just want to interject yeah >> the fact that he agreed to our podcast on probably the busiest day of the entire year >> but if the some of the are busy my perspective I'm not really sure if they're really busy, but one day the year they could say they're busy is probably today. >> Izzy is a neighbor. Moi is a parent and I I don't say no to any of them. >> So, here's the pressing issue. And my father used to always ask us to rebies when they ate in our houses growing up my entire life. Tomorrow morning, you're going to have 200 Rebies in classrooms from kindergarten through Shiraladal. Every classroom, you're not at like a uh small private boutique school of 10 kids per class. We're talking about classes of 25 children. Some children they hear 20 lines of rashi tyfist they cop it in two seconds they probably know it as good as the there's kids that are prodigies they know like you when you were a kid you were very smart you always had the reputation of being a genius you were probably on par with some of the rabbies some kids up the cups maybe they watch too many YouTube videos at night next topic you could say it over 45 times >> you're not as entertaining as YouTube >> and then there's kids in the middle that if they where are the rebies focusing What do you tell them? Where do you tell them to focus? Because if you say the same thing over 40 times, the smart kids are already on the next boat. If you say it over once or twice, this kid's falling behind. That's question number two. That's question number one. Question number two, I'll already give you the follow-up. You could start thinking is when do you guys make a decision and tell the child or the parent in a professional way that you're not going to survive in a class of 28 kids and you need to go to a small a school with 10 kids in a class. I've seen many children that maybe the maybe the yeshiva hinted it but the parents didn't cap it and kids are suffering. Okay. You have any easy questions tonight? Um okay. So first of all I think you look around I was there was always incredible but that when you talk about the progression the development of yeshivas we're not talking about administration. We're not just we're not talking about buildings. The biggest place where you see a world of a difference is the talent that you're seeing in in the mechanic in the classroom. There were always good people in the classroom, but the amount of talented people today that are able to reach the knowledge, the skill to be able to reach the diversity that exists in a classroom. That skill is a tremendous skill of a good mechanic. >> Who takes who takes credit for this? Foundation. >> You're going to have to take that off the record. >> Okay. >> Do you feel that you're saying that >> so talented people >> they're more than >> our class are taking the path of >> very diverse. Our classes are very diverse. And you have the talent of a good mechanic that is able to broadcast and project on multiple levels, multiple channels at once. So sometimes it is tiring and I can hear from a mechanic and says that says I feel like I'm a juggler. I feel like I always have a ball in the ear that I've got to catch because if I go a little too deep, right, if the shear is a little too cerebral, then I'm losing that child. And if it's not challenging enough, then I'm losing the more advanced child. So it is sometimes difficult and we can talk on a practical level. There is a lot of value to creating levels in learning. The classes don't need to be so diverse and so mixed. Especially larger schools should and could entertain different levels. It's a loaded uh subject. how to do levels in a way that doesn't hurt a child, in a way that helps a child develop, in a way that helps a child, you know, propel higher instead of the child saying, "Oh, okay. I've I've been, you know, relegated to the simplest class. Done. They gave up on me." Right? And that's that's a big mistake. And and and there there are real ways how to do it that don't have that outcome and and ways that trigger that outcome. So in short when the classes no matter how much you're going to divide it when you have a grade of 150 tomid you have 150 different types of tomid. So even if you divided classes with some levels you still need a a mechanic that knows how to reach the full gamut in front of him >> ideally. >> Yeah. In the people did 12 years old, 13 years old >> depends which in other words which are you going >> in general know the gimar talks about that in originally there was no schools and it was if your father knew how to teach you Tyra he taught you Tyra and otherwise was not fulfilled. So started yeshiv >> everyone homeschooled >> started yeshiv started with a older age but then he brought it down to a younger age six and seven until today that's the age right pre1a is a lot of children going on six five going on six so fromla is is where we have a system called yeshivad matra and it's holding in one development from from there >> so 100 years ago in Russia wherever Europe people went to school theoretically would you say 5 to 13 and then they started working in their shoe repair or whatever >> you're talking about the child that didn't feel like was able to well is in the 100 years ago you had many children that continued past 13 >> they did >> sure in many yeshivas that went past 13 >> 50%. percentage wise. So percentage wise a good question and it may have been even less than 50%. >> 20% >> may have even been less than 50% depending on the era and depending on the on the place. >> So let's say 30% >> but it was more the child that was more advanced stayed in to continue learning and the child that was less interested you know he learned his basic foundations how to read how to be aid and then yes he he he went to work helped his parents in the field helped his parents in the shoe repair. So based on that premise, why do we feel compelled to keep a kid into school yeshiva till they're 15, 20, 25, whatever the age is? Is that make sense? Is that just a herd mentality? Is there uh method to the madness? And because I have family members that left school, you know, that when they're 13, 14, and now they do, you know, built businesses and they're doing great. School wasn't meant for them. So based on the premise that 100 years ago people 30% went to further high school or college yeshiva education versus today why do people feel they need to keep their kid into the system is it social pressure just like in the secular world people have to go to college what's your feelings about that with that historical >> okay so I have a few it's a good like everything it's a good question and I think that there's a few points to to make number one we have gotten much better in terms of creating different options. So yes, many more children are continuing yeshiva past 13, but there are many more options that open. When we look at msas today, right? >> You you you come to how many khad does crown heights have? >> Five, >> seven, if you're going to count everything from the bigger ones, >> two big ones and three four boutiques, >> right? Okay. When it comes to massifus, any child from any can say, "I want to go to this type of massa or that type." >> As long as you have $25,000. >> Okay, that's that. Are we going to go there? >> No, we're not going there. >> Okay, >> you get you don't have to you could you don't have to be. >> But the point though is that there there really is that's a beauty today that there are a lot of options. So actually when it comes to massifa we became much more developed not to have one uni set of expectations for every single child on this I'll add though is that parents do feel and and really it's a result of children do feel certain social pressures so you will have a child that says well I want to be in the mainstream I can't learn so well but I want to be in the mainstream and and and we need to recognize that because not giving him an option to be part of mainstream right is while he may not fit everything certain accommodations need to be made to allow someone to have there but let's add another another >> are you saying that because there's more options people should stick around education system longer >> so yes I wanted to get to two pieces number one there are more options so therefore there is really a path for everyone to find themselves but number Two, I think the isolation, one of the biggest challenges that we have in our generation today is people living in isolation, loners. >> So you advise against homeschool. >> So we'll come to there because it might be, you know, at that age when they feel they they're part of their mother, maybe they don't need it as much. So I can't comment about homeschooling. There's a lot of beautiful people that are doing homeschooling, especially in other communities. But at a certain point, yes, every person needs to have a very good surround a community needs to belong to somewhere being in isolation. So >> does that have to be in a school or it could be after they study? They could be playing in the playground. >> Exactly. So we don't have enough options that exist to create a sense of community and a really strong safe and productive space for someone that's not going to belong. Our streets have become that much more dangerous. Right? And the reason why I say this so strong is I'm not I'm not just talking Yeah. >> spiritually. Not just spiritually. I mean physically, right? When when a when a child doesn't belong, >> it's not just that he is okay. He's not learning. So maybe he's spending time on YouTube or or or or or on some blogs or or or or social media. >> But that that's toxic also for his own development. It's toxic for his own development. It's harmful for his own devel. He starts working packing bags in a grocery store. >> Okay. the theoretically, right? >> Yeah. >> Or practically. >> So, but let me let me first just bring out a thought. The reason why I say that so passionately is I'm not just talking to parents about like I think parents know how much the street is dangerous. I'm more talking to oursel inwards as educators. Even sometimes when a child doesn't belong when we realize that sending him out of his where are you sending him to? Right. The street is not an option today. It doesn't matter that yes, there are a select few that the way they're wired, they can go to work at 15 years old. Most people cannot do well going to work at 15 years old. They start it, they get excited in the beginning because they made a couple dollars and then they start feeling an emptiness. One of the most beautiful things that I've experienced a few times as an educator is when I used to work in ter and we had bakim that have left good boys, amazing boys. They were just discouraged. Learning didn't go easy. Some of them went, one boy went to culinary school. One boy went to work for a year. But then the parent would say, parent would call me and say he wants to go back to yeshiva. He wants to go back to yeshiva. And he would come back with such a connection because he actually tasted what it feels like to be in isolation. It's not all that glamorous. >> Abakar and Zal one time left and Abakar in my class, I'm not going to say his I'm not going to make that mistake. He comes to Zal one day and he says he's working in the dry cleaners. That means if a guy leaves Yeshiva and he's taking a computer programming course or he's going to school, it's one thing, but if a guy's leaving Yeshiva to work in a dry cleaners, you know, like what's there's nothing wrong with working great entry level again. Again, but it's it's it's it's a $20 an hour job that's not getting you anywhere. There's you're not learning any skill how to take how to run a business. You're taking the shirt off the rack if he's my is that there's a difference between a guy leaving. Would you agree that if a guy leaves Yeshiva because he has an amazing brain but learning is not going for him and he takes a computer boot program and he becomes a programmer making $300,000 a year potentially or takes an internship to become an electrician and apprentice thing. That's one thing especially if you ask and stuff. I'm gonna >> so I'm going to push back on that even though it maybe in other words I really think that we have to be careful. I think any type of work is dignified. In other words, that type of notion of like okay he's going to be a bus driver. Actually think a bus driver is a very dignified to me. Now 15-year-old doesn't need a supportive family. >> Was a baler a bus driver. >> Yeah. Yeah. Yeah. But a a 15-year-old doesn't need a supportive family. But if a 15-year-old is going to choose anything to keep himself busy and productive, I've had once a student that told me he was a very, very brilliant boy. He's really a brilliant, brilliant boy. But things were going on and he really felt that when he sits down to learn, he has all his his self-awareness was really bothering him. Things going on at home, things going on internally, and he felt like he's tries to sit down to learn, he can't concentrate. He's overwhelmed with all different feelings and I won't elaborate right now. There was you know guilt, depressions, >> psychological stuff surface. >> So he told me and it was it was an eye openening thing to me. >> He told me when I go to he had a he had a a relative that was doing uh boxes he says when I pack the boxes he said I feel good. I did something. I took the box and the first time I heard it I was like surprised. I was like one second. He's such a brilliant boy. I mean he entire he can do he can do anything in in in learning any knowledge he can do anything but he actually felt good he wanted to feel productive >> and he felt productive now obviously because he's a very very smart person >> at some point he's probably going to feel like hey I can do something more than just this but honestly if any if anyone's doing anything to feel productive and they're living a a better life this is what's going to help them be in a schedule I've had people tell I'll take any job being Shiva. I want it to be in the morning. Why? I want to get up. I want to get up early. That's it. To me, that's beautiful. In other words, we have to we have to not get in a spa from the details. Be a dry if dry cleaners is going to help you live a structure day. Go ahead. There's nothing there's nothing there's nothing more holy than dry cleaners. >> I personally love retail. So, I take offense that you have issues on working at dry cleaners. So you're you're you're you're insult if I may say that today there's so many options that if we were in the 100 years ago with these old yeshiva options a lot more people would be enrolled in yes. Is that what you're saying? >> Yes. >> They should be. And the fact that >> the alternative doesn't allow for us to take those chances. People aren't just going to live simple lives, hang around and help their mother cut tomatoes in the kitchen. It's not what the average child is going to do if he's out of yes and he's not in a program. So he's got to belong there. The the need to be part of a sense of community >> spiritual or emotional >> both. >> Both. >> I have a very important question and we had this conversation come up in my family by every shabas table and it's a double question. Number one is is the job of the yeshiva to teach the kid how to learn another blat and another or to become the top shak or is it to make them feel good about themselves and boost their self-esteem that they could be healthy individuals and the reason why it comes up is because I have a lot of people that I know that they were not topim sai in the girls school s in the boy school girls and they feel that they were always secondass citizens >> and today academically and today they get so triggered I'm going to have to say the word. They get so triggered when there's like hidones and the kids that excel go on trips and get prizes and coats and sweatshirts and scarves and they feel like the children that don't do well are being damaged in the school system last time. >> We I want to hear what the We have to hear what the educators have to say about this. What are we doing to make >> lose our views? >> What are we What are the Yeshivas doing for the kids that are not doing amazing academically to feel like rock stars? >> Amazing. So I I like that question and like every answer it's a little bit loaded and I see that when I give a comp try to give a complete answer I see you know my is getting worried right but here's here's here's here's the point both extreme we need to be able to reach everyone okay now but to say that we're going to create like you know communism where everything is come on we can't just aim for mediocracy we have to be ble to the same way for a child that isn't academically advanced. The same way for a child that isn't academically advanced. When you're trying to push him too hard, he feels, you know, like a loser, >> right? >> When a child is very academically gifted, if you're not going to give him something high level, he's going to he's going to fizzle >> 100%. >> He everyone needs a challenge, but the challenge, right? Something can't be too simple and it can't be too hard. So it has to be just you know hit this hit the stretch point where a person feels accomplished good and it was attainable. So like everything you need something you can't make it if you either you do this or you're a nobody but if you don't have something to push and aspire and and you know aspire for higher aspire for some greatness >> for higher I like >> so what do we so what do we right 100%. That's a very good answer. >> Um, Ra, what what representation does school success have to do with real life? That means you have a great student and the real world comes. How does it translate and does it translate enough? It has everything or nothing to do >> and does the education system need to adjust saying you know because this what really counts in the world should we reward or almost to what I'm a followup but >> should the schools award things that really count in the real world right they say everything you need to know you don't learn in school file taxes fix your car whatever it is you know how to talk to people >> so I think you can some people get very fixated about like, well, let's teach the boys how to follow it. Let's teach the boys computer skills because they're going to need to know computer skills. School is like doing, you ever saw a building goes up? A building goes up and what what the average observer that doesn't understand the construction is like, okay, when the facade when the person comes and does the stucco, that's like, okay, now the building went up because it's actually shining, right? And the windows went in. Where's the real art of building a building? >> Foundation, >> right? >> You're gonna do the foundation and the structure and the design and the intention. >> School is really and this is not this is not about, you know, making it too broad to pinpoint. School is really about giving a person foundational skills of being a person. So being an honest person, being a productive person, living with >> make it honest. I mean if you have to cheat to pass the test. That's where the first time you learn how to >> 100% it's all when the rebi walks out during the test everybody's helping. It's opposite throw. >> So I don't know. Okay. But how do you >> a school especially a Yisha school. What are we focusing? We focus so much. It's not it's not about the blot. There's a lesson in every piece of gimar and a good teacher is able to unpack it. Right. Every single curriculum. You said a good teacher part of the curriculum said a good teacher could package it >> right. So first of all many times the curriculum will emphasize to give a teacher examples you know how to hold a discussion but I think to a good teacher it almost like don't take don't limit it don't take away the creativity something we can learn together any piece of Torah and you might take one takeaway but that main point is are we take is it a living Tory is it talking to us with some lesson that's giving us to walk out and be inspired with something a good teacher is giving that to his students. The Reb taught us in every can talk the pill the but then there's got to be something relatable and a takeaway. Let me ask you a question. Yeah, >> I'm I'm sorry. We're new at this, so I apologize. We're at the So, you're saying teaching them computer software or teaching how to file taxes and that they learn to learn on their own their own. >> Person is going to go through yeshiva. >> Yeah, >> they can learn anything. They can learn anything. They really can. Some people will pick it up by themselves. Some people will actually go to a course. But it's like if you built a person, right? Take How long does it take you to do the facade? Once you create Google search, >> once you created a strong foundation, a strong structure, how long does it take to do the stuckco? 1 2 3. Now, do you need it? You need to make that finishing touch. So, a person once they need to once they know what they needed to do to support their family, there may be a skill that they need to learn professionally and they should. But if you built a good person, that person is going to be able to learn anything, going to be able to apply himself. When we start taking children at six years old and we say, "Okay, let me teach them how to be a fireman." build him the person and he'll be able to be a fireman, policeman and and and and everything and everything else. >> And the proof is in the pudding. You look at the firm community, the people, you know, >> 100% >> beautiful, wonderful families >> somehow making it living, >> right? And you'll talk to some people, some people had to work harder to learn something and they'll tell you there was a learning curve and there was something you know it took a little bit of pain and some people like very easy and obviously that's that's all normal but absolutely we're not it's like any any profession exists in any type of lifestyle >> today with AI more and more people are a lot of the academia style jobs they are projecting will soon disappear because it just, you know, it's not it's it's going to be less and less needed. So, I would say that leans to more to the fact that Jewish education focusing on the spiritual spiritual side is really what's what's left because once you have everything >> once everything else is commoditized, >> right? I would say it's deeper than just leaning on the spiritual side. One of the things that they say is that like the people that have learned a single skill, anything that's like a single skill, that's going to be it's only a question of time before the computer learns how to do that skill a little bit better. But if who who's going to have the best uh shot at really riding the wave? The person that's able to be adaptable, right? who's able to be adaptable and you're strong at your core and you're you have confidence and you have purpose these are these are critical skills if you have confidence and you have purpose and you have connection connection with the aisher connection you can do anything >> I would I would say in the academic setting it's very structured and it's very you know you can memorize information you get test disciplines there are >> so there it is really it's one skilled as well they're not teaching you how to sell they're not teaching you how to you know deal with the world. >> We're going to be we're going to we're going to be limited on time. A very important question. Rabbi Rosenfeld Olam I think he was like one of the administrator for like 50 years 60 years. He used to always say the one of the founding fathers of the he said we're tidy >> right >> correct I remember him saying this is the yes is yeshiva where we're raising the boys to be ofb now if you ask me the said everybody's a so if a balab like the saysab that goes out at work and he's able to serve hashem and bring people closer to the yishkites so technically you know the beautiful answer everybody's a but the children going through the doors today practic ically speaking, not every one of them is going to be a sh. So what's the focus? What's the emphasis and the focus on the child between 2 and 20 that when they finish at when they finish the yeshiva system, what are they supposed to do it? Where do you want what do you want them to do? What's the mat of as an example? Where should the kid's focus be when he's 25 years old? the Reb used in some of the letters to right means honest but ins honest and like a yid with integrity a y with integrity what is the word mean yes we have the that's out there >> integrity is also not in the reporter I'm just so all the most important things I just a full disclosure that I don't think they're covered so I don't know if we're going to added but anyway >> okay we'll take it under consideration so I don't know you know >> social skills ethics more >> you need we need we need we need to think deeply if we can measure another ye's integrity but but um >> you can't measure either really >> be it as it may the point is what does a mean a means a person that's on a mission and purpose and if you if you realize before I was using those words using the word. There should be those those that could go on and can dedicate themsel to saving and and and expanding. Absolutely. But by no measure should we ever limit oursel to say either you're a or you're like not a you're a yid with a mission and purpose. Isn't that the same? >> You have mission and purpose. You're on your own. There's different types of there's classical established by the which was meant to broaden >> on that point. Raf Clappy has a lot more than the world today than many or most or no comments if I may say. >> So, >> but it is just on that topic. I think that topic was more 20 years ago >> to introduce himself. He's a proud tire boy >> only where you have to say >> confidence you you have to say that >> no because I actually I'm not in the business of taking credits for other people but actually hear this from him all the time at the end of the day what's part of the product of >> what are you saying your kids >> they just taught you how to be they just taught you how to be our classmates at the end of they said we're going to be successful because we learned how to be how to be clappy there we go clampy clapp isn't Isn't today the tren am I wrong that the trending of or nothing is not so strong when I I remember leaving like going at least in my bubble world today I see business >> I think we became more more balanced and more nuanced right so when things are when we speak in extremes I think it always existed there were always one example he wanted to go only inus and the reba told him about going into business. The rebba spoke about other pe to other people to be a doctor. It's not something new that started today. The rebba also spoke to some people go out and go on right. So it always existed by the reb. The rebba always had the complexity and the nuance for each person to do what his is. Today we became a little bit better at not thinking in the black and white terms and trying to appreciate the nuances. I >> mean as a interesting example Kron Heights became a restaurant destination. Imagine 30 40 years ago that Crown Heights gosh meas food I mean I remember growing up in Crown Heights I thought about but you know yeshiva more than 50% of the stores did not have signs. You just knew where the story of that store and according to a big entrepreneur on Kronite I can't say his name when he moved to Crown Heights not a single store had an automatic gate. He was the first person who had an automatic gate. You push it instead of like cricketing up and like automatic gate. So Crown Heights obviously it evolved it changed and the I guess we're more divers. I'm not sure. I don't want to use the wrong words because obviously we still have a strong focus on and you know all beautiful things but it seems like Cran Heights became more diverse or evolved. I mean it's not a given that you're going on anymore like I felt finishing yeshiva system when I when I when I was there I was like oh you're not going maybe because we're with the you know it just seems a lot different a lot more diverse. It's not nothing's a given anymore. Yeah. I mean, >> and which I guess refle I don't know what that's a loaded observation about the restaurant. I don't know if that's a milo that we became. >> I'm not saying I'm saying food curls, whatever it is. I still remember I still remember my father's reaction when he saw for the first time inadabad allowed an insert for Strauss ice cream and he had like a he couldn't believe it. He's like and my father ate ice cream. He wasn't he wasn't not in touch with himself but like to celebrate an ad for ice cream with with the way you celebrate ice cream right Tom Ganaden or whatnot he he he felt it was like so whether Crown Heights you know it's a beauty of Crown Heights that we have all these restaurants certainly not a problem it's everything has a mila you can always see it in Mila from a very simple perspective you like the working class and so do I and I think a lot of people it's the simplest thing that Amazon has not yet figured out how to compete with right so Kines used to have electronic stores and Kinesis used to have many other service stores which today you know it's hard to compete with the with with the giants but a kosher good restaurant Deva Jeff Bezos left for other people let me ask you another question there's a thousand mothers right now going through the yeshiva listists this grade gray pants blue shirts white shirts a picture got released today from Jem of aid today he's like going on a big escarroll with a dark blue shirt in 770 with the collar the size of the the huge collar standing right next to the MA. We got a little bit like caught up in like gray pants, blue pants, only black shoes, sneakers can't have a Velcro and the kids have been focusing on this the last few days. Did it get a little bit out of control or it's better that way that the strict rules, white shirts and blue shirts and only this color shoe like is this it? It's getting worse every year. It gets stricter and stricter. >> It's a good question. It's a good question. sounds daddy to be fixated on on on on these themes when that's you know that's not really what we're building and that's not really reflective of who a person is and at the same time >> at the same time there is a certain beauty to it and you'll actually see I mean we can explain it from a perspective that are mash on a person right when a person wears big day shabas it reminds him of Shabas talks about it it reminds reminds him that he's not supposed to be carrying. Right? So when a person wears a certain way, it theim have a hashbah on a person. But there's also another point. Many CEOs today, big CEOs, one of the things that they do is they wear every day the same t-shirt and pants. Why? Because they say a person has we're all finite beings. As much as we think we're infinite, we could do everything, >> right? So we're we're but we're finite people. We're finite people. was do I want to spend good energy and good time thinking how I'm going to fit in and but I wore this yesterday but I plan on going on the set tomorrow keep it simple children children benefit from things being kept very simple very very very plain I don't think it's locking out a person's expression it's actually it's sad if the only place a person can find expression is within the clothing in other words find expression in so many ways where a person's character >> he's a fashionable little guy. So he >> you're talking about but actually I don't think anyone thinks of him >> because he dresses >> on the comments on the videos we do. Everyone talks about >> I think his personality >> the Ferragama belt >> I think his personality is what >> his Burberry scarf he gets a lot of comments. We're getting we're getting a little caught up on this but does a guy like Zuckerberg that wears jeans and te and and Hannes undershirts every day. A lot of people say it's degrading the business class. He should be wearing fancy suits and ties dressed like a CEO. Trump just told the prime minister of of Ukraine, "Don't you dare come back into the White House without a suit and tie." Guess what? He was here last week with a suit and tie. He's stepping up his game. There is a certain level of class of not always being the same. Class class and not always. >> You can wear classy things every day. >> Wearing a hat and jacket is one of the most classical looks. >> Blow. You still have a smart car or no? >> Is it yes or no? >> He's driving an Acura these days. Acura. >> I just remember >> Acura for the record. >> Oh, it's a Honda. Oh, it was an old Acura for a newer Honda. >> He had that Smarter. That was the best. If his personality came out in the fact that he drove a smart car, you come and your clothing. He did a much better deal. He told me why it made sense. Parking and this. >> Let's talk about parking at Crown Heights and the bike lane. The bike things took away the bike racks an hour block. It took away 7. >> Last thing I I I told you before a successful product. Did you say a successful student you can only see when they're 30 years old or not? >> Yes or no? Without any >> No. >> Runons. >> No. No. You can see success early on. And I think a good educator is able to see a lot of early signs of success and helps push the child in those directions. >> I always know one thing about school and education. People always remember that one teacher that did this for them, that one teacher did that for them. and for their whole life they're grateful and they remember that one teacher that pushed them farther that believed in them. You hear all these big guys and this guy remember my third grade, my eighth grade, my 12th grade who believes me. No one believes me. So I just one thing that I always see carry through that school shines is in that one teacher that really made a difference in someone's life >> 100%. >> Thanks so much Ry Blau. >> Thank you so much Ry Blau for coming on time on the busiest day of school. Would you say Rao? >> Every day is busy. Ah, thanks so much. And thank you, Josh, on the soundboard. Great job. >> Thank our corporate sponsor. >> Corporate sponsor, >> Crown Heights Butcher on Albony Avenue and the restaurant on Troy Avenue. >> The meat, >> amazing food, great customer service, fresh. >> Thank you so much, Robert Blau. >> My pleasure >> for taking the risk on coming with us. >> How long was that?