| MODERN _ | HEBREW __ | PROSE and __ | POETRY _| BEHRMAN HOUSEn the thirty-five years of my teaching I have never encountered a Hebrew literature text which met the demands of the student: an anthology which would be sophisticated yet engaging, one which would help the student make the transition from a controlled textbook vocabulary to the sophistication of literary passages. My constant annoyance at the lack of such a book prompted my wife’s suggestion that I should write the book myself. Well aware of the time, energy, and commitment that would be involved in the creation of such a book, I defensively countered that perhaps she, the author of a successful Hebrew language series, should do it herself. After all, she had been teaching at precisely that level with great success for many years and had developed both the proper guiding concepts and specific materials for her classes. Taking up the challenge, she assembled, refined and repeatedly tested her teaching materials in the classroom. The result is the reader at hand. READER: Modern Hebrew Prose and Poetry fills a crucial lacuna in teaching modern Hebrew. Able to be introduced in any second or third-year class of college-level Hebrew, the Reader provides selections at an intermediate level of linguistic proficiency whose content speaks to the adult mind. The Reader is arranged around a number of general topics: love, loneliness, the Holocaust, childhood, parents and children, Israel, and humor. Selections include verse by some of Israel’s finest poets—Yehudah Amichai, Leah Goldberg, Dan Pagis, Nathan Zach, and others—and a wide variety of prose selections including stories by S.Y. Agnon, Meged, and Efraim Kishon. Also included are selections from Pirke Avot and Buber's Hidden Light. Thought provoking questions are presented after every selection as well as a vocabulary list of unfamiliar words, terms, and cultural expressions. The book also includes, in English, brief biographical sketches of the authors and a comprehensive dictionary covering all the vocabulary listed after each selection. With the creation of the Reader, a new generation of Hebrew students will be welcomed into the world of Hebrew literature with an ease and excitement previously unattainable from one book. Arnold J. Band University of California, Los Angelesmay napa ny? Benrman Housemay nnapa nN READER: MODERN HEBREW PROSE AND POETRY ndVy 712 NTN Edited by Ora Band Behrman House, Publishersee __ 29 32 Dea 1H 9 — m>UNA RIAD D’N1i2 Den? 14 ‘pay » — 189 oa 17 ayy ae — "NBD OP” 20 yng .o — 777Y99 prngnA niia8A 24° (yp) 9’ AT 26 ann 7 24 DIT Wy yan? oN pa 28 SRT oy 7 naitg? apex x — DWN AN nvrn 380 pwn ja 77? 2Y DPD pai nian ‘ay o — Naw awa WY 2 — TDN wn NIN 77? Project Coordinator Priscilla Fishman Designer Pini, Jerusalem Photo Researcher Yael Maman © Ora Band Published by Behrman House, Inc., 235 Watchung Avenue, West Orange, New Jersey 07052 Library of Congress Cataloging-in-Publication Data Reader : modern Hebrew prose and poetry | Ora Band, editor = Mikra ‘ah prozah ye-shirah modernit / Orah Band, ‘orekhet. p. cm. English and Hebrew. ISBN 0-87441-480-6 4. Hebrew literature, Modern Translations into English. 2. Hebrew literature, Modern, 3. English literature— Translations from Hebrew. 4. Hebrew language—Readers. |. Band, Ora. Ul, Title: Mikra ‘ah. PJ5059.E1R4 1990 1892.4'08006 —-dc20 en cPAnno” 118 "pam mw” nn — WN I oN 29 121 "Danis Py” jing — WINX bin 30 12400 "Dam PY” ND ANP RK — WY AY a7 127° oopay » — NPR MY POA 32K 1280 ay » — ...79) ton 33 129° om » — JIPINTwWA Ow, 34% 1300 opay » — PY WA WENN “mw AYN 35 132 yaa x — nv! 36 133 pvata papy ob by — ATYN 37 ANIA nin 138 opag «7 — DANN pw. Weva ana 36> 140 pyr, 2p — . VPP? 1977 NBN) NAN 39 142 JON Dipa? m2? AM AMEN 40 qinan 148 yw? we — NDSD D) 47 152 wry x — PaPvA 42" Vay ADir DNInD 156 tn nwyn 43 163 nyonwa 2p 44 168 = aN T2945 175 yon 194 Authors 199 Acknowledgments and Photo Credits 46 omy 2 — 2. OY DON wan 7? 48 opay 2 — ..2In-MIa T7212 50 pay» — .. 17 ANON AN 52 > =. MA AN 54 opay © — AN nin 55 pp a — vp) TNNDP ATM) yr? NIWA MIT? 63 MR x - DID 78 rain x2 — wp) 98D OT 87 amin x2 — nD) Deena napa 90 ama. — (yy) TA TIN nan 94 = on’n «a — 9020 WN} 97 natn 5 — DW N92 yoA 99° maya > — ADIT dz 1066 7m ~ Te 108 m3 oa 110 ja — ain new Fp AvP AN ov nPNYNI? Tian WY invxy nN 11 a APPIN IY PT ANA 11200 Wa — Tima FINW yAvY 114 pag 7 — DRTAnD 20 21 22 23% 24 25% 26 27 28Introduction The passage from a graded foreign language text to a reader with complete stories and poems is an occasion for celebration. It marks a significant language achievement after an investment of much time and energy; it heralds a new period of mature cultural understanding. Like any passage in life which we celebrate, it often evokes apprehension: What will this new experience be like? Have we been adequately prepared for the attempt? Will we find assis- tance in meeting the challenge? This Reader was designed to acquaint the student with the fascinating world of Hebrew literature. It can be introduced in any second- or third-year class of college-level Hebrew; all the prose and a selection of the poetry can be covered in two semesters. More specifically, the Reader was designed to follow the 1°22¥ series and was prepared with the goals of that program in mind. There is, of course, a certain leap from a carefully controlled text like the three 0°25W volumes to sophisticated modern Hebrew literature; this Reader has anticipated the usual problems which arise in such a transition - notably the increased vocabulary and the absence of vocalization. The range of the average story or poem in this collection is usually somewhat beyond the limited vocabulary of approximately 1000 Hebrew lexical items acquired at the end of ’4 27. In the 0°27 series the reading material was first vocalized, then presented again unvocalized; this practice could not - and should not - be carried into a Reader. However, experience has shown that these difficulties can be overcome when they are anticipated and the solutions are built into the text. We begin with the premise that the readings should be engaging and not insulting to the intelligence of the students despite the gap between their intellectual level and the limits of their linguistic achievement in Hebrew. The content of each item must be sufficiently interesting to motivate the reader to struggle with the linguistic peculiarities of the text. The topics addressed in the stories and poems were selected with an English-speaking college student in mind, and introduce the reader to aspects of Jewish and Israeli culture that are of universal interest: childhood and maturity, generational conflicts, war and peace, love, loneliness, the struggle for faith, and the confrontation with oneself, with others, with God. Even specifically Jewish themes such as the Holocaust, Russian Jewry, and Jewish holidays have more universal impli- cations which enrich their meanings. * Primer, Levels 1, 2, 3, HEBREW: A Language Course, Behrman House, 235 Watchung ‘Avenue, West Orange, N.J. 07052.takes on meaning as the response of articulate human beings to interesting and often trying experiences. If the student and teacher rise to the challenge of the texts, | am confident that the student will go on to read even more sophisticated Hebrew literature — hopefully, by himself - after he finishes this Reader. noe ® | want to express my great appreciation to Priscilla Fishman, my editor and friend, who during the past eight years has been supportive and helpful in the development of the Shelabim series and its Reader. Her insights have contrib- uted significantly to the quality of these books. Despite the thousands of miles which separate us, we have been able to work successfully together. Closer to home, | would like to thank my husband, Arnold J. Band, for his gracious assistance and his invaluable advice. | owe much to his patience and guidance in developing my own skills in teaching and in choosing appropriate and challenging material for my courses. Finally, | want to thank my many students who, over the years, have reacted to and commented upon the stories and poems | taught. 11 The orientation toward challenging and provocative issues is reflected in the thought-provoking questions presented after every selection. Among these are: What is in a name; how does it signify continuity with the past, or its rejection? How does a young Israeli confront the moral questions he faced during the Six Day War - or any war? How would a non-Israeli student react today to these moral questions? Are the issues which Amichai raised in his poem “Yom Kippur’, written immediately after the Six Day War, meaningful to readers today? Are the questions a Russian Jewish youth asks himself similar to those a young Western Jew asks? How does one respond to the Holocaust in fiction or in poetry? After careful consideration and years of classroom experience, | have found that the selections included in the Reader elicit a positive response among a wide range of undergraduate and graduate students. | have attempted to choose samples of writing by the best and most representative Israeli authors and poets. Many of them have received the prestigious Israel Prize for Literature; Agnon was twice awarded that prize, and was also a Nobel Prize laureate. Some of the prose selections, particularly at the beginning of the Reader, appeared in the "Gesher’ series in somewhat simplified and shorter versions. The Agnon stories, however, are in the original. | have found that students are charmed by the Agnon tales, and are willing to struggle with their language in order to understand them. Poems are always presented in their original form; they are short and can easily be taught in one lesson. The Reader is arranged around a number of general topics: The Days of ‘Awe, Childhood, Parents and children, Love, Loneliness, Between man and himself, Between man and God, Eretz Israel, War, the Holocaust, Humor. After each selection there is a vocabulary list of unfamiliar words, terms, and cultural expressions. This is followed by reading comprehension questions which lead the student step by step to comprehend the text. These questions may be used individually by the student when studying the text, in conjunction with the instructor in the classroom, or as a review. The questions deal with both the story line and the ideational content of the text. The questions and answers. afford a wonderful opportunity for students to express themselves orally or in writing. The book also includes brief biographical sketches of the authors, and a comprehensive dictionary covering all the vocabulary listed after each selection. This dictionary assumes previous mastery of the 1000 words learned in the first three volumes of the 027W series; its 1180 new lexical items can be mastered in a year's study In order to teach Hebrew literature on a mature level, the teacher must be an active participant in the learning process. The student must be prepared before the actual confrontation with the text. It is suggested that the student read the short biographical sketch of the author found at the back of the Reader; in some cases it is advisable for the instructor to enlarge upon it. The story or poem should be presented in a historical and cultural context, so that the text 10T a B 2 5 a RF Cc Zz ral aevent burnt buried to bury completed to complete lowered ‘shutter locked ‘on Yom Kippur 5 ™mpa ne aap nap DD DD? 7m pn bya apy) dark bright ancient niche gate buttons spool thread precious, dear | explained cause m2 vn pny 7 we mting3 > vm m omen oma A visit to the Old City on Yom Kippur, after the reunification of Jerusalem in 1967. omay aT 99 Opa mv3? n’2vn mwa nap oa DEwIPA ANY Py? onI27M OND an a Pry 7 inn P2197 37 yr NTA min BY ww Pin] Nr Dyin D1 mfr, m7inaa Ban n¥iynby vay 722 SNE WIP WY wd DI Dyay 7? TWN .AN? DAW 7273 17 oMIDN -PTIM9D) DVN PY MND DVN AMD Dw Nhwy 99 Fy raza 12 omaDA 7a WI ANY DO APAN DAT 7a VAP? NIN) DY AINY °IN NUM andes ) PY) Nyy AMD *ADDwd Www NY YyN DANA ON Prin NM ma Aan O??anan 72 oY NIM WN? 10 ta‘An encounter between a beautiful Israeli singer and a young Russian Jew in Moscow. DPR 7M ™nszop” D2. AMD AAPoINA PAY Yar? 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NTs yn 7m 9 rPyyN Wvrgsn 79D By aIPAa ANNwny ops MAYA NW IN TWIN? 1o2a TANIA 1D TAN enannwn AWN WA TD YY NMA onwa .DYNIT anna 73A TY Jw aM A”wN nan ana WA WANNA pwA RaNNA? onNgyA TD WTA TW NW] NY WN aya maw pyn FY NA TN? AZYNA NT Naya avannzyn2 AWN Fw mM979N ANN AiD-AID ANNA WRI ,1944 Nw? ° DN .D7I8n Ty2 NANI] ,WYNIA TANI? -nRY Iw iN YNDW yar INNA OPIN ,|YNIN yO WIN Maly YN NY oN OAa7 namvn DxyNIa AANZANwW wT ,or7IEn DY ninawnn 73 NN FANN FAN no? OAdIEN DANA NIK BP AyNNAA .17197 AIR DWN? Y-NNA IITA Ow? Nia7 NIPIN oAP YA IWRd yNTID PAY DIY WN WN NN onINA DTI ON DINNS TT Pw TN OIE WII NTI ANN TA WANT sna? isan WA Jia yan ONHMsTroPwy OTA nnn MN “Tm dyannd? 9DN Tn 77793" Nan? wyIinn NAN TNR YW umMm?2ya WaDNNT gran pais map ow oO NNR OMY ,DIN|AN wNa TAK mA NF WPA VAX 1D Oda OTA MN NMNAN nPaN2 10 5 amoxwn 7p ayn mapn nx apa ayia pa np nna 2 pnonn n1900 rpyyn yon mar 3 Jedirietemomsrseriry pMANA oA Tapa TA ABN N+ npyren ma WA TRS pbyan Tian Yn 6 pn pp onan 7 ony) mp na nypax me? 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WIN F9n ame Dw 471) OY ADIN aX FY YPNZMA MA NIN 77n AYN? WIN TM NPA NN “JHiIn OP TY JoXva paNn 2X} NayYD 7 wWran FX ADIN 970 AMAA Vy TY OPIVD OIAT AVY Vy ADIN A PND TyAW TOMI na FY) NTiavA FY1 2D so? DvD OAT AWW dy ADIN AwWoNIIA THAW 727 WwIY oY vawM NX” ANI DWN IY PID 71 NXA ATO 7 PID) “OI WwAa leave, withdraw = when try, attempt = STnwA community “"a¥ bel = ma to believe yarn? to chase qm law pt creatures na. to bring near 1197 pen ma YW AyYaD? rN DD mM? AIA AY DAW INI? 79 wn yw ; 7A NIA Mana oy" anya inaw Tara an pn ke ae 72 791) NIN .oYDNA i bes AN DY oN inyy wan 0M ee AN) YT Ke ca 1772 WR PY NFAT N/A” -DPNvAN WIA POY AN NIA ITN ws 7m al erate lan becomes aware of his Jewish identity. i 5 ww nhym 7m oe oo ee mM my 937 nw? hi T iit Anva Aan ANA MDMA AYIApA a: o AN? PT NIWA 9D NN NPS IM arent Te 1 DINK OY WwW NH a a nw Mw» TR yw ypnay IX AWA awn ,”Myva prtnn oi ir nw wmwn ‘pn / i i al ee” TORD) /PAININD WP parr me ae 8 ;DAYA Iya wsarw Tix now? 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PW AA ATM ,7a7 ANY A Rd oad Bi APRIPINA NIA yy Fy nHpA jaw TNA Wenn NN ova AMP WAV. .oMMIA on; by oT “Dw OMX ww 7 7 o ne mnie 71 qa9 TINA WNW? AN NID - WA — "MINN TBR Na — PVI E.... ie mipan MR waa np Nav AA ANP? TO cnyp THD ad ADAP ANN pIp IT DW .nr>d NWI Nd AT DDD" 237 DW WTA TA PR AO TNR Mm AND? NO DTD aR feared small bag rotresiae iS moved 7? 72P to conduct 927 {si nevertheless Fomine household tied am furniture = DYN kettle — DI7RIP bundle, package eo abroad pots OPP birthplace pleasure to sell dishes MIN? was destroyed to touch to hand over thick Ta understand 8 by no means hanging «OR community tried cleans stopped mom coe cooks behind Ing eee will serve (honor) beard = 12 25™mOoRwA dy 7201 P At AD 7™Y7 NA 77T NM 2277 NA m2TD A ug 2018 NID 9p TYPO NAD FW (family tree) DINYA IPN NRX yan 77am 92 NADA IIT AN Sy PTY 29 TN HDWw DYTY OR PR panam mr opm 93 na pAW PVT TP wx WA PANN pon ha 9 PA na A abt 173) AVDA NAAN NN Tw? (amy? AANA Nx ARIA WANT yp nennmaa pam Ww rN? px a2 7a MVyNNN pV yoxy? wn .NZET7 7 nin” wanipna mann nx ov nv any) ”..ap nn? oPNVIMpNPA Jor pw” NN) MIN? VA ome way Taw ATM Mp? ATTN Sy mmp anya aN aw omy anv. 72T mY wan xo oma onya aT ppix a 7y on? WDA PN mmpny nzann nx yn maw) by NPT 7712 NIP qrad won TD 2717 A aK ND PR” #99 an on oT 37 4} nan ynx ov atm> pan ANT WPT NN ATP bx pi yrata ana 77 NAD mx myn vw ovaan Sy navy aAnynw am amK vp aay in mTPY TMA pA WR? 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Yaw? mA Pw OY MOS PRD TAN NF IN} viazan TD ND description Nn wey? exact 77D DON? cure maa} .mNa7 ny around = 30 2]apn 77ND WIN 7D monvan 77ND PHY qpnvA NIN PVD qpnwa NIN 1 voR"n van 7 yN"n wan yr TIM RYID NI Search ‘gave up ‘TN 2a narrator plays ‘hide-and-seek’ with God. pe 1 mxiana Dywa mpny WHI AN? NIA ANY NAN PPP Pwd van "THD pw ram 52 JINN NYDN NY ON 7D IN WN¥_ID RY 10 ORpIY AYN THN hide-and-seek = NaN yard = WN rear = Tiny covered oD hid xanna in front of me 11477371272 p2 PR) adiw AK .7ina 22v1 pINA YY WAXY NX np .) Divam AXIDY DDIvA? TINA ANK .NANNA? AHN Din 290. NAN IRD NT wy APN AMR .ARANA Myy? 9127 IPR ANN NY? Fnn NIN PANN DNA TA PWR WY AY AINA ANNI Aion Mw. their experiences f soldiers met to talk about i tne Six-Day War, a gfoup Of Sout by Avraham Shapiro and published MR DI ANN -PYYA AVY NIN yr 9D PYAIM WWD | \tpughts. The discussions were ede ty A eer cel ibbutz, npn? PIN PP. 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TST IAN TD Ams .NNT DANZA 79 NX WIN ON .2IRA wy ONNId mMvy AIBYY NX IN WNT NX WW AWN ON oMId TNX A TB ATR 98 PN) VPW ViaNw ANT NANA TIN? WNAIA Ww WRI Tina wwannaw O77 Aw nM Mw) NW WYN TD OINN 77 -DTyn CAN? aN PR HD OTM OVW .N ‘Dann 960 Fw nian OX OXNNA wy yMNWA Tina TRAN ypa Ap 99 77M mo a heroism = aaa tar omar " free an boiling = nnn Im, liberty wan succeeded awm>xn hunger wr to destroy pa? agreed = W200 was destroyed prin tpann ov 7 TXAM TW WTA wy antyn NR was? ONAN ws rorinin | ontn ov Tc Was killed mm to set afire mw fate >71n swore aw) anywy> mA DAMsA wenn TD $0 cast lots Sq Hand oath = yD DRA IPRVA OTA DAMAW yA AMT ' determine va7? slave Ty * wmyna ww? 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WP 1d DN M722 WD NX NapR YwIY) NNN 7137972 DN ANA NIN) .PR TW MIP TN .pyA yo od MAN 9 TN 7D WAV) VEY DYNA MIWA WT WT Awa aw Ty wn NZ he was not content slaughterer stripped skin, hide deprived repaid jump (n) hidden will flourish old age fertile fresh tranquil AYT ANN? beats his brow vow wails van where are you? Ww in your place na? mourns he was surely devoured refuses to be comforted mourning Sheol, grave as long as exiled trouble mvs PA MPVvN AN yA MwN AD ry? DYN On nD moap2 naw nvap WRN wn mow? yan NAW2 JAN AMY AD VAN? andn AMI NN AN? 7aN? Jan am> ANThe heroine of the story is a goat who serves the family in a unique man As in many of Agnon's stories the seemingly simple folk tale embodies me meanings. yay apr nena mm ND) DIM? RI mA Ady A? MIN NN Aya 7 mpinnw nywa op op 9221 .na7in w NIK ONDA? OF yond minixy dn vi ony Mann oAX AAA? n377 OT min Tindd man nD DI> WM NIN Minzipn 997 nD Nw %n } mm Sow” waa OM NI Wa wiIPA Fw FPpana T ,99 "JOR" TM OTD AY AWNTA On? 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