ABSTRACT
For most of the last century, the great majority of liberal Jews in North America, if they chose to provide their children with a formal Jewish education, opted to send them to religious supplementary schools. As Sarna (1998) argued, this educational model provided a satisfactory solution to “the most fundamental problem of Jewish life: how to live in two worlds at once, how to be both American and Jewish, part of the larger society and apart from it” (p. 9). During the day children attended public schools along with their fellow citizens and during evenings and weekends they sat alongside co-religionists in synagogue classrooms so as to be exposed to Jewish culture and tradition.
