1970 —הוספת חסד ומיעוט קפדנות לתלמידים ממרוקו בישיבה

B"H, Eve of Rosh Chodesh Teves, 5713.

Brooklyn.

Haraha"ch vavac"h iy"a nu"n oseik b'tzt"z etc. Moharnan Neminov

Shalom u'Vrachah!

Although I have already generally acknowledged receipt of your letters, I am specifying again that your letters about which you inquire were received in their time: 22 Elul with the notes, 30 Tishrei, 9 Marcheshvan, Rosh Chodesh Kislev, and 3 and 13 Kislev with their enclosures. The notes and pidyon nefesh were read at the resting place of my revered father-in-law, the Rebbe zatzal nishmaso Eden. Surely you received the telegram regarding the distribution of Chanukah gelt as last year.

2) I enjoyed your detailed letter about the students—their progress in studies and fear of Heaven—as well as their knowledge of Tanya by heart and review of Chassidus. There is no need to elaborate on the necessity for the students to review Chassidus publicly, especially discourses that listeners can understand on their own level. This not only fulfills other goals but also increases the number of listeners since "a friend has a friend." It may be worthwhile for the older students to share stories from our Rebbeim's lives so listeners can later retell them at home to their children—just as my revered father-in-law explained about the benefit of such talks.

3) Regarding your note about learning Yoreh Deah in yeshiva: From your letter it seems this has become a required subject for all entering the senior class, who study mainly Yoreh Deah with only two hours Gemara per week. If all are destined to be rabbis and already have a solid foundation in Gemara study, perhaps this arrangement is correct; but if either condition is lacking, it may be worthwhile to increase Gemara study hours—choosing tractates more relevant to practical halachah—even though knowledge of tractates studied elsewhere is also important.

8) In your list about knowing Tanya by heart, you write that some knew it but forgot. Surely you can find words to motivate them to seek ways to recover their learning. Although "old is harder than new," this matter is treated seriously in many places: "one who forgets even one thing..." Even though that Mishnah does not refer specifically to them, certainly for these students it applies as explained in Hilchos Talmud Torah by Rabbeinu HaZaken chapter 2 section 7 onward.

9) For your list of those reviewing Chassidus publicly: It would be worthwhile from now on to note which maamar or part was reviewed. As above, I think these should be discourses understandable by listeners.

11) Regarding your question about exam arrangements: It may be worthwhile that once or twice a year exams are held with participation from outsiders—not just mashgichim or roshei yeshiva but also city rabbis or refugee rabbis (of course these must be politically appropriate; consult Haraha"g Haraha"ch nu"n iy"a oseik b'tzt"z etc. Harav A.B. Gardetsky). This benefits publicity for the yeshiva and likely helps fundraising and publicity abroad.

13) Concerning your question about studying Chassidus independently in class: It is difficult to give a clear answer from afar; local administration should decide based on most students' abilities after estimating how dividing subjects between Nigleh and Chassidus will affect them. May it be G‑d's will that they decide successfully.

14) On your question about reviewing Tanya by heart: You do not state why there has been a decline. If it is due to laziness because it is easier this way—obviously one must combat this! The deficiency of laziness in general—and especially regarding learning Chassidus—is well known. If instead time spent reviewing inside (in Chassidus or Nigleh) is being taken away from memorization—not all are alike; some have only this reason while others may also lack fear of Heaven. Accordingly, speak with each student individually according to his situation.

15) On your question about studying Shulchan Aruch Yoreh Deah: As I wrote above generally—one seeking semichah must also know at least some sugyos in Shas beyond basic familiarity with various topics; regarding Yoreh Deah itself—you surely know that due to limited study time compared with previous generations less time can be devoted to details in Pri Megadim etc.

19) Regarding... as well as boys who came from Morocco—it is known from our Sages that "a child..." (and thus also a child in Torah knowledge generally and especially Chassidus), "the left hand pushes away while the right draws close." Especially here one must increase drawing close with the right hand and minimize pushing away with the left hand—since their presence in yeshiva paves the way for more like them either within this yeshiva or elsewhere; nowadays this literally saves them from worldly darkness by bringing them "the light within Torah," i.e., its inner dimension—which unites with human intellect so that Chabad fills one's mind (and "the body follows the head"). Therefore at least initially they should be given extra time for both Nigleh and Chassidus studies; inspire them during farbrengens (generally—not discussing individuals), emphasizing how vital learning Chassidus—the soul of Torah—is since it brings vitality even into Nigleh—the body of Torah. Most likely these Moroccan students correspond with friends elsewhere; their satisfaction will influence those friends too.

20) Regarding Moroccan students—it is well known how much they are affected by stories of tzaddikim; this is an effective way to influence them in other areas too.

21) As I have written before—and write again now—if my response to letters is delayed it is usually only due to overwhelming responsibilities; "from Torah law we follow majority," so do not interpret any other reasons unless you hear otherwise directly from me.

Summary

The Rebbe teaches that when educating Moroccan students—or any newcomers—it is crucial to emphasize kindness over strictness so their presence leads others positively. Tailoring encouragement and inspiration fosters growth both for individuals and communities.