8842 —מסירות כ"ק מו"ח אדמו"ר לחינוך ולימודים לימינו

B"H, Eve of Rosh Chodesh Tammuz, 5724.

Brooklyn, NY.

[Mar Shalom Levin]

Shalom u'Vrachah!

Your letter from Wednesday, Sivan 4th, was just received; it seems it was delayed due to the strike. I was saddened to see from your letter that you did not receive my response written several months ago.

As we stand on the eve of the month of redemption of the Frierdiker Rebbe, I wish to emphasize a timely matter connected with his imprisonment and liberation: his activism in the field of education, which he engaged in for fifty-five years of his life. He was eighteen when his father appointed him as active director of Yeshivas Tomchei Temimim Lubavitch, but even before then he was involved in education. In every country he wandered to, immediately upon arrival he devoted himself first and foremost to educational work above all other endeavors. This was also true in the United States—his first efforts here were to establish a network of educational institutions, from activities for children who did not even know Alef-Beis up through advanced Torah study in both revealed Torah and the inner dimension—Chassidus and Penimiyus HaTorah. This was his life's work, for which he literally risked his life during the Yevsektzia period; but it was precisely the merit of these actions that enabled him to go free with an uplifted hand.

Certainly my intention is not simply to recount the story of the day of redemption for its own sake—as "the more one tells, the better"—but rather as explained by the Baal HaSimchah himself regarding this day's story: The events of those days must serve as a guiding light for each and every one of us—to illuminate our path in utilizing every opportunity and at every stage in educating Jewish boys and girls according to Torah and tradition and our people's eternal values.

If there are matters that hinder or delay this work, one must overcome them—even if it requires self-sacrifice. Especially since for us, thank G‑d, actual self-sacrifice is not required—only dedication of will—and ultimately truth prevails. As with all Jews who are known for their special endearment as a "stiff-necked people," I return again to the point we discussed when we met and which I repeated in my letters—and now once more.

Please forgive me if I must express my reservation regarding your position that protocol defines your scope of activity and everything else does not pertain to you etc. This is not what we have received from our Rebbeim—as explained above regarding learning from the redemption story of 12–13 Tammuz.

And if you argue that your position does not fit with our Sages' broad concept—which they expressed succinctly: "A person is obligated to say: 'For me the world was created,'" whose foundation is each Jew's duty to actualize unity throughout creation and find commonality even among its most diverse aspects—that is, all matters in creation relate to every Jew, who can rule over them as one acts within one's own domain.

If this applies everywhere, how much more so in education—especially nowadays—when even where there are doubts upon doubts upon many uncertainties, a Jew must do everything possible wherever he can reach; may Hashem bring him success.

I hope you will mark Yud-Beis–Yud-Gimmel Tammuz—the days of redemption—in an appropriate manner.

With blessings for a good month and good news.

Certainly it goes without saying that I would be pleased to receive your response on all the above—as long as it is candid.

Summary

The Rebbe highlights how true dedication to Jewish education—modeled by the Frierdiker Rebbe—requires perseverance despite obstacles. Every Jew has a role in uplifting others spiritually; sincere effort brings success even when challenges arise.