Rabbi Patricia Karlin-Neumann
Stanford University
University Public Worship
19 July 2009/27 Tammuz 5769
Summer Sermon Series
(Ex. 19:16-25; Deuteronomy 5:6-19)
I have been rapt this past week, watching the confirmation hearing of Supreme Court nominee Sonia Sotomayor. I have been fascinated not only by the dance on display between two of our branches of government or by the partisan sparring dressed in smiles. It is the nominee herself I find magnetic– her calm demeanor when she is confronted by hostile questions about her temperament or her patient tone as she untangles the political and legal barbs thrown her way. She seems, you’ll pardon the pun, supremely comfortable with the battle being fought with words, with the challenges being thrown at her, an unflappable and capable choice worthy of the cool-as-a-cucumber president who nominated her.
In watching Judge Sotomayor, so at ease in the hallowed halls of government, it is easy to forget her origins, the oft-repeated story of her rise from the projects to the Ivy League. But hers is a hard fought accomplishment. As commentator Keli Goff has written, “Unlike many of her white classmates, and colleagues, Sotomayor has had to be fluent in multiple languages to make her way in the world. The languages I am referring to are not English and Spanish. I am referring to the additional cultural languages that those of us who are minorities learn to speak at our Ivy-league universities, or in the workplace or at a cocktail reception or on the golf course or at the country club. For some minorities making the transition from their ethnically, racially and economically segregated communities at home, into their predominantly white, predominantly middle and upper class colleges and universities, can feel a lot like heading to a foreign country. (I can imagine that going from a Bronx housing project to Princeton like Judge Sotomayor did, would be enough of a culture shock that one might feel the need for a Frommer’s travel guide),” Goff says.
A journey, much like Judge Sotomayor’s, is movingly described in A Hope in Things Unseen: An American Odyssey from the Inner City to the Ivy League. In 1994, Wall Street Journal reporter Ron Suskind met a top student in a blighted D.C public school, where the principal told the journalist that this young man was “too proud” for his own good. Wanting to understand what this could mean, for three years, Suskind shadowed Cedric Jennings, a smart black kid from the projects, the son of a heroin-addicted, incarcerated father, and a religious, single mother. His mother worked tirelessly to protect Cedric from the surrounding drugs, bullets and despair, to make a home for him in the church and to instill in him, “a hope in things unseen.” That hope was to excel and to aim high. Cedric strove to attend MIT.
The book describes Cedric’s junior and senior years in high school, the taunts he absorbed for being studious, and the isolation he felt holding fast to his dreams while the other smart kids chose instant gratification over long term accomplishment. He did get accepted into and attended a summer math program at MIT designed for gifted minority students. But Cedric’s excitement turned to confusion when he realized that nobody in the program came from the inner city–all of his classmates were from middle class communities with considerably more resources and better preparation at their disposal. There he struggled; eventually, the teacher who ran the summer program, informed Cedric that he wasn’t “MIT material”, and he need not apply. Realizing how inferior his school was, how far behind he was, even with considerable talent and single-minded determination, Cedric hopes were dashed. He was forced to reassess his plans and to search again for new hope in things unseen. Literally. Sight unseen, he applied early decision to Brown University and he was accepted. Cedric’s first year at Brown, chronicled in the book, was filled with culture shock at every turn. He and his wealthy white roommate warily occupied the same space—but they lived in radically different realities. He bonded with just one friend over a mutual love of music—the son of the now doubly famous Bill Ayers and fellow radical, Bernadine Dohrn.
While academic life was what had drawn him to Brown, he was no more at home in the classroom than in the dorm. This proud and accomplished high school student took all his first semester college classes pass-fail out of fear that he couldn’t make the grade. But even in the midst of a struggling and difficult first year, an education class he casually added to his schedule set him on an unanticipated path. Sitting in the back of a junior high school classroom for a field education seminar, Cedric identified with the poor kids in the crowded, underfunded Providence school. Their teachers, the neighborhood and the state had forsaken them, but Cedric recognized their unacknowledged gifts. His empathy led him to learn more, to write passionately on their behalf, and ultimately to careful, thoughtful analysis and advocacy. Cedric Jennings ended up majoring in education at Brown, and then getting a Masters in Education at Harvard. He has since earned a second Masters in social work from Michigan, and returned to D.C. to serve as a social worker and a youth minister, and to give others a hope in things unseen.
“Make your house a gathering place for the wise. Sit attentively at their feet and with thirst, drink in their words,” the Talmud teaches. How tenacious and eager, yet how solitary Cedric was in his efforts to find a gathering place for the wise, to attain an education; yet, having done so, he has reached out his arms, working to open the doors to others, using his learning and wisdom to better the lives of those still suffering the poverty and deprivation he left behind. His time in a gathering place for the wise taught him how to straddle two worlds, two cultures, to learn two languages and then to translate from one to the other. He models the value of bringing into the educational house, people who had previously had their faces pressed up against the windowpane. What is striking about Cedric’s experience is how hard won it was for him to be not just admitted, but actually welcomed, into that gathering place for the wise. What is the responsibility of the of the educational institution, of the scholars that fill its rooms with wisdom?
The rabbinic commentary, Avot d’ Rabbi Natan likens a gathering place for the wise to a religious enterprise. “When a renowned scholar comes to the city you shall not say: “I need him not,” but go to him; and do not sit before him on the bed, chair, or bench, but on the floor; and every word that comes from his lips, receive with awe, terror, fear, and trembling, for so our ancestors received the Torah from Mount Sinai… ‘Drink their words as a thirsty man drinks water,’ says Rabbi Akiva.”
Those whose path to learning is not one of ease, but one of struggle, those who metaphorically sit on the hard, cold floor, rather than in comfort, understand how precious is learning. Such students know the cost of acquiring wisdom, of traversing worlds, of leaving the accepted familiar for the elusive, but beckoning dream.
This week, when President Obama spoke at the Centennial of the NAACP, he referenced those struggles—and the unending potential of education. He said, “There’s a reason the story of the civil rights movement was written in our schools. There’s a reason Thurgood Marshall took up the cause of Linda Brown. There’s a reason why the Little Rock Nine defied a governor and a mob. It’s because there is no stronger weapon against inequality and no better path to opportunity than an education that can unlock a child’s God-given potential.”
Our colleges and universities are our culture’s gathering places for the wise. The best scholarly minds in the country are found in their midst. The most intellectually curious students fill their classrooms. Those who shape educational institutions, those who create houses of learning, must remember that students come with all manner of thirsts. Some who are thirsty may be like Judge Sotomayor and Cedric Jennings, whose initial experiences of being overwhelmed in the Ivy League led them not to abject despair, but to fierce determination—their thirst caused them to work hard, to prove themselves and to excel. Others who are thirsty may be like the only daughter of two academics, who had been waiting all of her young life to go to college and find peers as enthusiastic about ideas as she is. Still others who are thirsty may be like the college president who, after having survived cancer, went back to a liberal arts college as a freshman, wanting to learn not facts and techniques, but the meaning of life. Or some who are thirsty may be like the students we see all too often here at Stanford who have, in the words of Duke President and former Dean of Yale College, Richard Brodhead, “a habit of chronic high achievement, an incorrigible addiction to success.” Their thirst is for greater and greater accomplishment, and their nightmare is the ever-present threat of failure. They live in terror of disappointing those who have faith in them, sometimes the very people with outsized expectations of them. It is the responsibility of those shaping those gathering places for the wise not only to provide drink, but also to honor a vast array of thirsts.
Isaiah (55:1) teaches, “ Hoi kol tzamei lechu lamayim–All who are thirsty, come for water.” The rabbis explain, mayim chayim–living water– is a metaphor for the teachings of Torah, for teaching. And Amos (8:11) prophesies, “Behold there will come a time when God will send a famine into the land. Not a hunger for bread, or a thirst for water, but rather to hear the words of the Eternal.”
A house that is a gathering place for the wise honors the thirsts of those who enter it, and within its walls, scholars slake that thirst with teachings of truth, with learning that enters the heart, and with understanding that nurtures the soul.
My friend Lee Shulman, past President of the Carnegie Foundation for the Advancement of Teaching, describes how he came to recognize such thirsts. In his contribution to the NPR series, “This I Believe” Lee began by saying that he believes in pastrami. Or at least, the quality of pastrami that is marbled– mixed together, rather than layered– a metaphor for both life and teaching, a metaphor that came to Lee from his days working in his father’s appetizing store in Chicago. He says, “When I started teaching college, my mentors warned me against having any interest in my students’ lives outside the classroom. In my first month on the job, I taught a 500-student class. One day a young woman came to my office to tell me she wouldn’t be able to complete all the course requirements. It turned out her husband had been killed in a car accident the month before. She was a 19-year-old widow. I then began to wonder about the other 499 students. Their stories may not have been as extreme, but I would have been a fool to think their lives wouldn’t have an impact on the classroom. Learning and living were marbled in my students’ lives, not layered. To teach, advise and mentor them, I needed to be sensitive and aware of their tragedies and celebrations, their ambitions and their anxieties.”
I have been exceedingly fortunate in that I studied with teachers who, like Lee Shulman, were sensitive and aware of the tragedies and celebrations, ambitions and anxieties of their students. One of my fondest memories of the undergraduate professor to whom I am most indebted took place at his house, a house that was, indeed, a gathering place for the wise. His study was filled, floor to ceiling with books. In his living room, countless students had laughed and celebrated at festive end-of-class parties and argued passionately in enthusiastic and animated seminars. When he retired, he invited several generations of his students to a large and lavish dinner in that living room. At the end of the dinner, he spoke about each one of us, what we meant to him individually, and he gave to each of us a carefully selected book from his library, reflecting our unique intellectual and emotional connection with him. I treasure that book. I am an educator because of this man. I am a rabbi because he had confidence in me.
Gathering places for the wise, by their very nature, are at once intimate and communal. Such houses are not empty vessels. They are filled with students and teachers, with friends and seekers, with experimenters and adventurers. Gathering places for the wise are where we might experience awe, terror, fear and trembling, like those who felt the thunder and heard the lightening when they gathered together upon receiving the Torah on Mount Sinai. But they are also the places where, like at Sinai, we can hear again the lofty words that elevate us into believing in the unseen. They are places where the unique relationship of teacher who is friend and friend who is teacher can be affirmed. They are places where vistas can be broadened and new possibilities can be made real. They are the places where a learner’s aspirations for becoming more than she could have imagined on her own are inculcated. They are the places where those hungering for learning and thirsting for understanding can find sustenance and bounty. In those places, the wise, who unite head and heart, nurture not only individuals, but also the very soul of a community, and even, as President Obama reminds us, the soul of a nation.
Aseh lecha rav. Kneh lecha chaver. Yehi beitcha beit vaad lachachamim. “Make for yourself a teacher. Acquire for yourself a friend. Make your house a gathering place for the wise.” May each of our lives be enriched by teachers and friends. May we make our houses and our schools places where the wise are at home. May we be thirsty for their words and sustained by their wisdom, so that we, too may find hope in things unseen. Amen.