09 Sep Book Review: Teacha, Stories from a Yeshiva
One of my favorite books that describe contemporary Hasidic life — and probably one of the least known — is Teacha; Storeis from a Yeshiva. The book only gives us a sliver of a glimpse into the community, through the eyes of Gerry Albarelli, a non-Jew who was hired to be a teacher in the Satmar boy’s school. Albarelli writes with candor and an eye for detail about the chaotic, rough, all-male bubble of education inside the Hasidic community. It is clear from his writing that he is neither intimidated nor awestruck by the wild and unusual yeshiva he finds. What we get instead is subtle warms, an occasional shoulder shrug, and a good sense of humor. Albarelli is able to show us how wild and untamed these boys are, a “factory” running into the evening, while it is also clear that he gets through to the children, grows on them as they grow on him. What I like about his stories is that he does not belabor any of these feelings. He just says it as he experienced it, and lets the readers feel the range of experiences through his.
It is told in short essays, but all of the essays together follow him through one school years, from when he was hired as he becomes more comfortable in the yeshiva, until he leaves at the end of the year. His first efforts to earn the boys respect:
“They (the Hasidic boys) were outside the classroom, six or seven boys, waiting, hopping in place, talking excitedly behind their hands. When they saw me coming, they ran inside, “Teacha! The teacha!” The tables and benches were shoved out of their usual arrangement and boys were running around them. Books and papers were all over the floor.
When the boys saw me walk in, they stopped what they were doing – chasing each other, walking on the tables, screaming, laughing, only long enough to let me know they were not going to stop.
Then I was the boy up near the ceiling.
He was on top of the wardrobe that contained their jackets and bookbags.
“Get down!” I said.
Everyone looked up.
“Teacha,” he said, smiling now that everyone was watching. “Look! I’m a janitor fixing the pipes.”
Later, Albarelli adapts and learns to navigate this challenging teaching post, but we know that this is not a situation where he ever completely wins the staff or student’s trust. He is only more successful and teaches more than the other English teachers, but that doesn’t say much, as many of the teachers are terrified of their own students and are just there to get out. Albarelli educates by putting on performances with the boys, or as the boys call it “makhen plays”, something everyone loved.
“The play began with one boy whistling and sweeping the floor of his store in the morning. It was easy to see the broom would have been taller than he was; it was probably even in the way he held the imaginary broom. Whistling, sweeping, and then he had a customer. All the other boys were watching; they were all sitting on the floor, on their tables, quietly listening.
There he was, with his peyahs, and white shirt tucked into his pants, whistling, and the other boys, looking exactly the same, were watching…
All of a sudden another boy entered the store, grabbed a chicken and ran out. When the store owner realized what had happened he was in a panic. He called the police. He was on a first-name basis with the policeman who answered the phone; he even told him to get right over there. The policeman arrived, took a description of the thief, went out, searched for and found him. Then he arrested him and put him in jail, which was the closet at the back of the room.”
We also get a little feel for how the children feel about this outsider, this teacher, who they call a goy, or a “half Jew, half goy” doomed for gehenna. There is an obvious chasm between the Yiddish speaking students and their “English” teacher.
“Every day they teach me a few new words but they seem to have no faith in my capacity to absorb and remember because every time I throw a Yiddish word into a story, they look up, astonished. “This is a story about an old woman who sweeps with the besom, with the broom.” “Teacha,” a boy says, “you can Yiddish?”
A central character in the boys’ lives is Rabbi Katz, the man who carries the stick and the carrot and shoves around the boys and teachers with the same rough manners. He has a trademark “scariness” that is supposed to put everything in to order, yet his pushing and shoving means he’s not really taken seriously. We all know the bad guy in schools; from whom all the students run. And sometimes thhis bad guy is even the good guy.
“Sorry for my English,” Rabbi Katz says as though he weren’t sorry at all. “I’m born in Israel.”
Then, all of a sudden he switches gears.
“Eleven years I am a teacher. Not only a teacher!” Shouts Rabbi Katz. “I’m director from the boys’ choir. I’m running the kitchen. I run a summer camp. You ask any boy – any boy – who having the best camp! I work mit details!”
Rabbi Katz is explaining himself to us. He goes on and on. There’s a lot to say. He’s explaining himself to the teachers more or less the way he explains himself to the boys.”
Albarelli ends this way-too-short little book with the closing of the school year, when the boys are suddenly informed that they will no longer have English and they can leave early. As Albarelli leaves, there are no obvious expressions of affection to mark their parting, but it is clear that he does not leave the boys easily.
“Walking away, I was thinking about the boys. It was as if they lived on a rope stretched between a lake of fire, Gehenna, and the fires of ecstasy. The boys never saw themselves as individuals but as boys who were wild and in need of a smack. It was as if in the ruin of a classroom – all classrooms were ruined all the time as if ever day were the last day of the year – it was as if the ruin of a classroom was wild ecstasy – chairs broken, overturned, paper, strips of paper balled up, paper all over the floor, candy, plastic bags with the remains of potato chips and pretzels, orange peels, overflowing trash, books spilling out of the class; all the wildness and destruction of the room – also ecstatsy.
I was walking away from the yeshiva, the rabbis and the boys, but leaving, it was as if I was still there. Even half a block away, I could hear the joyous screaming behind me.”