4055 —משמעת לתלמידים מאחרים ופתרונות כיתה מותאמים

B"H, 25 Teves, 5716.

Brooklyn.

Haraha"ch iy"a nu"n oseik b'tzt"z Yehoshua Shneor Zalman Serbranski

Shalom u'Vrachah!

...d) It is surprising that you did not mention anything regarding the farbrengen of Yud-Tes Kislev, which surely you also utilized for matters concerning the yeshiva.

e) Regarding what you wrote about the pros and cons of being strict about students arriving late: It is understood that this depends on the nature of the students and not all are alike in this matter, for there are those who do so due to circumstances beyond their control and there are those who do so intentionally, as well as those who fall between these two extremes. There are two general points here: it is necessary to maintain discipline and order, but on the other hand one must strive not to distance students from the yeshiva. Therefore, surely there are cases where if it is impossible to correct matters otherwise, one should incorporate these issues into an organized system—for example, having a class specifically for those who arrive at a certain time because they live at a considerable distance, etc.

f) In your question regarding a class where students have varying abilities, but it is difficult to split the class because it is not large in number: In every educational institution this problem exists, as it is impossible to standardize or equalize the abilities of all students in each class. The local administration must find a balanced approach so that classes do not become too small and so that no student loses out. It is impossible to set fixed rules here since this itself changes from time to time in addition to changes in local conditions, etc.

g) I was pleased with the reasoning of vavac"h iy"a etc. Moshe Kantor, who will enroll his son to study for a year at Oholei Yosef Yitzchak Lubavitch. The benefit in this is much greater than he estimates; this is evident even by human logic and especially when considering that my revered father-in-law, the Rebbe zatzal (of blessed memory), whose name the institution bears, brings blessing and success to all its affairs. Anyone who contemplates the history of Oholei Yosef Yitzchak Lubavitch in Melbourne does not need further proof—even considering only this short period which was just a beginning (and all beginnings are difficult), how much more so going forward. Fortunate is the portion of everyone involved in this and all those educated in this holy institution. It is clear and obvious that you may convey all of the above to R.M. Kantor; out of Ahavas Yisrael perhaps not only may you do so but you should do so—and may R.M.K. serve as a guide for other parents so they will see and follow his example...

h) As requested, [the Rebbe] will mention ... at the holy resting place of my revered father-in-law, the Rebbe zatzal (of blessed memory), for a complete recovery—both physically and spiritually—and that his parents should raise him for Torah, marriage under the chuppah, and good deeds. Appropriately it should be clarified whether the parents observed all laws of family purity; if G‑d forbid there was any lapse in this matter then they should immediately accept upon themselves to observe these laws from now on and influence their surroundings as well—this constitutes a certain measure of teshuvah regarding past shortcomings.

Blessings for good news in all of the above and regards to all Anash.

P.S. In your previous letter about Anash's efforts regarding yeshiva matters you mentioned only those living in Melbourne; it would have been appropriate also to encourage those in Sydney and possibly others elsewhere—that Oholei Yosef Yitzchak Lubavitch in Melbourne shines throughout the entire country. All connected or even merely associated with Lubavitch have both an obligation and privilege to support its maintenance and development as needed; certainly my revered father-in-law, the Rebbe zatzal (of blessed memory), will arouse abundant blessings for them and their families both materially and spiritually.

Summary

The Rebbe teaches that discipline must be balanced with compassion—while order is essential in education, each student's circumstances require sensitivity so no one is pushed away from Torah learning or community growth.