Faces of Pardes: Meet Hayim Leiter

By Suzi Brozman

If you’ve spent any time in the Beit Midrash (and what Pardes student hasn’t?), you’ve at least seen the tall, lanky man seated in the corner, earbuds in his ears, study volume open.  And chances are good that he’s approached your table and asked, “Is everything good?  Any questions?”  If, like me, you’re just beginning to test the deep waters of Torah, Tanakh, Rambam, Ramban, Rashi et al, Hayim Leiter’s presence is as good as a life preserver on a boat.  He’s always there, always available to help or just to provide reassurance that you’re staying on course.  And if he doesn’t have the answer to your question, he’ll be back with it before you know it.  He’s Pardes’ own Shoel Umeishiv—our question and answer man.

But who is he?  Super surfer dude?  Mohel in the making?  Yes on both counts.  And what’s he doing here, away from beaches and babies?  Leiter answers—“I needed a place to learn, working on Hilchot Milah to prepare for certification as a Mohel from the Rabbanut.  So I trade.  For a place to keep my books and study, I lend a helping hand at Pardes, doing night Seder, answering questions for students during the day.  I do some substitute teaching and have a number of chevrutot, people working on parsha, Gemara, Halakha, how to use various texts, a lot of reading and grammar to help students move ahead.”

Away from Pardes, knives are Hayim’s main obsession, as he’s learning to use them skillfully in that most Jewish of professions, being a Mohel.  “What made you decide to do that?”  I asked him recently.  He responded, “In the beginning, it was a great source of side income if you have a pulpit in the States.  I started watching.  I was in the front row of every bris I went to, getting used to the sight, learning, speaking to Mohelim.  I had thought a baby was not Jewish until he had the bris. I learned that this is wrong but that change at the moment of joining the covenant is a very inspiring process to be part of.  My family has always been very child-centered.  This wasn’t the angle I thought I’d take to have children in my life, but it’s great for me.  I felt with my experience, I could do it well, better than many others, with a more sensitive, better touch.”

He has the same confident attitude toward teaching.  “It’s clear to me,” he said, “as I ask students if they have questions, that students are all over the spectrum of their classes.  Many need to make up in specific areas.  I work with them so they can function in the classes they need or want to be in, especially the educators’ classes.  There is no doubt in my mind that this is what I’m best at.  I work well with beginners, approaching a text as a beginner would, understanding the issues they face as they enter a text.  Sitting down with students who don’t, for instance, know how to use a Shulchan Aruch…I understand where they are.  I relate to them and their approach.  That gives me an edge helping students.”

I can vouch for the efficacy of his approach personally.  Ever since I arrived at Pardes in September, barely able to sound out a Hebrew word, much less understand text, and without even a casual acquaintance with many of our classical texts, Hayim has been there, always ready to offer suggestions, to sit down and guide me through troublesome passages, explain concepts and difficult words.  He seems to watch out for those of us who are still stumbling, and especially figures out how each student can best be helped.  Whether obstacles are intellectual or physical, he finds a way to ease us along the path of learning.

Okay, that’s the scholar.  What about the surfer?  His love of waves began at a hang gliding camp in North Carolina, right on the beach.  Already a good swimmer and an accomplished board athlete—skate boarding, snow boarding and even scuba diving (no board needed for that one),  “I saw these guys surfing.  I thought they were floating on air!  It was so cool.”  Later that summer, at Cape May, his parents told him there were surfboards for rent.  “I went out, got up on my first wave, and that was it.  I did not set foot on the beach until they forced me!”  Later, he surfed up and down the east coast and taught surfing on the west coast.

He says it’s lucky that Israel has the Mediterranean Sea.  “Otherwise I don’t know if I could have made aliyah.”

R. Hayim Leiter

He visits Tel Aviv and Caesaria beaches whenever there are waves (except on Shabbat of course), and goes as often as once or twice a week.  Except when there are “dry spells”—no wind, not any water!

Originally from Philadelphia, Hayim studied at the University of Rhode Island (near the beaches and not more than 5 hours from home), learned at the Jewish Theological Seminary and Yeshivat Chovei Torah before receiving smicha from Yeshivat HaMivtar in Efrat.  He  made aliyah two years ago, his wife Lea came 9 years ago.  They have a 16-month-old daughter, Maytal Batya, and are expecting another child in April.  If the baby is a boy, one student asked in a multi-part class on brit milah, will Leiter do the brit?  His answer was a resounding Of Course!!!

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Panel of Rabbinical Students at Pardes

Happening RIGHT NOW: Panel of rabbinical students currently studying at Pardes. From Right to Left:

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[Student Profile] Kara & David “Bookie” Bookbinder

Although they both hail from Los Angeles, Kara and David only met in college at UC Santa Barbara.

As a child, Kara attended Christian Science church every week with her mother, but she became skeptical about religion as a teenager, and came to identify herself as culturally Jewish. David was raised in the Conservative Jewish movement, attending Hebrew school in the afternoons and Camp Ramah during the summers.

Before they met one another on their first date, their friends “forgot” to tell Kara that David was an aspiring rabbi. The following week, Kara found herself at Hillel for the first time, and then decided to study Hebrew so that she could fully participate in the Jewish prayer service. Kara soon became one of Hillel’s most active students on campus.

In college, David worked for the Conservative Movement through KOACH College Outreach, but he gradually found himself being drawn towards non-denominational Judaism, and eventually to Modern Orthodoxy. After college, David contacted Yeshivat Chovevei Torah to inquire about their rabbinic program, and they encouraged him to spend a year at Pardes before beginning his studies.

The young couple are now very active members of the Pardes community, and of course, both have their favorite courses! Kara greatly enjoys the Pardes “Foundations of Judaism” class, as Rabbi David Levin-Kruss designed the curriculum around the students’ own questions; while Rabbi Elisha Ancselovits’ “Thinking Like a Halakhic Sage” class continues to shape the way David has come to understand halakha, Judaism, and the universe… David says that this class impacts all of his other studies.

At Pardes “we study Jewish texts for themselves,” says David with a smile, “it’s not a denominational approach to Jewish study - we’re learning from all of our classmates’ diverse perspectives!”

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[PEP Student] Pay it Forward!

As part of our pedagogic training in the Pardes Educators Program (PEP), we are required to teach a 35-minute lesson to our colleagues. We can choose to imagine them as a group of potential day school students or as they are, i.e. as adult learners in Pardes.
 
A few weeks ago, it was my turn to teach one of these sessions. I decided that I wanted to try teaching my peers some knowledge and skills that I had acquired during my year-and-a-bit studying Talmud at Pardes and from a text-study program I had attended this summer in New York at Yeshivat Chovevei Torah (YCT).
 
After speaking with my teaching coach, I thought it would be worthwhile to spend the session exploring and modeling some techniques for studying Talmud, ones that have been especially helpful for me in my own learning. For me, studying Talmud is one of the most humbling experiences, but it need not be frustrating and agonizing. And so, just as my teachers at Pardes and in YCT had demonstrated strategies that would later decrease my initial feelings of detachment from and peculiarity regarding the discussions of the Talmud, I felt excited and in some sense responsible to share these ‘access tools’ with my colleagues. 
 
Reflecting on this session a few weeks later, I am struck by the significance of this teaching experience. This lesson seems, in some way, to sum up my (and likely PEP’s) overarching mission: PAY IT FORWARD. 
 
What do I mean by that? To my mind, Jewish Education is not simply about transmitting knowledge, values and/or skills to our students. Rather, in this ‘sacred work’ we are striving to transmit knowledge and tools so that members of our community can not only access the teachings of our Sages but also be in dialogue with them. Looking to the future, I hope that in some way I am able to be a conduit of our Mesora (Jewish Tradition), enabling my students to see themselves as both informed and involved ‘links in the chain’ of our heritage, grasping unto their predecessors and yet reaching out to their successors.

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