BOOK

To Be a Jew:  A Guide to Jewish Observance in Contemporary Life

 

Donin, Hayim Halevy.  To Be a Jew:  A Guide to Jewish Observance in Contemporary Life. USA:  Basic Books.  1972.  316 Pages.  ISBN: 0465086322.

 

REVIEW

 

As a teacher of the causes, events, and results of the Shoah, one of the most common questions I face is, “Why the Jews?”  Students are always distraught as to why this one group was (in some opinions) singled out for destruction by the Nazis in the 1930’s-‘40’s.  Several years ago, as a budding instructor of this material, I felt that to do the entire scope of the Holocaust justice, I should inform myself of not only Jewish history, but of Jewish practices as well.  As a Protestant, my eyes were opened to an almost-entirely different world of belief and ritual that my Christian experience had largely ignored.

 

For the Christian teacher, knowledge of Judaism might begin somewhere in the background of Jesus and His disciples partaking of the Passover meal just prior to His arrest.  For the man on the street, his vision of Passover might be the scene from Cecil B. DeMille’s “The Ten Commandments” with Charlton Heston.  But to discuss this topic with high school students, I needed more than just ethnocentric views or pop culture – I had to educate myself and be in a position to give hard facts on just what it was/is about Jewish culture that has seemingly separated them from the parties that have politically and socially dominated them throughout the past two millennia (or longer).  And what’s more, I needed to discuss how life for the observant Jews marks them (in some cases) or allows them to blend into Western culture (in other cases).  A course I took at Spertus College in Chicago, Jewish Practices, has helped me to achieve my goals in this regard.  The main text for the course, Rabbi Hayim Halevy Donin’s To Be a Jew:  A Guide to Jewish Observance in Contemporary Life, is an invaluable resource promoting the non-Jew’s (or even non-observant Jew’s) understanding of observant Jewish culture.

 

Rabbi Donin writes with a comfort and ease that is not the least bit intimidating.  There is no “in-crowd” feeling when reading this text.  Rabbi Donin is brilliant in the presentation of his manuscript in that it is effortlessly approachable, not too technical, and digestible for the novice.  From the back cover:

 

This unique treasury of practical information and daily inspiration has long been acknowledged as the classic guide to the ageless heritage of Judaism – Jewish attitudes, Jewish philosophy, and Jewish law.

 

“For a general discussion of Jewish living, To Be a Jew is unexcelled.  It is comprehensive and clear.”

--Ruth Frank and William Wollheim, The Book of Jewish Books 

 

Donin breaks his message into four categories:  The Underlying Creed, where he addresses the history and basic composition of Jewish thought/belief; The Daily Way of Life, in which issues of relationships between people and God (Sabbath, kosher eating) as well as interpersonal relationships (kindness, family life, love, the synagogue) are addressed; The Special Occasions of the Year (major festivals and other days of observance/historical significance); and The Special Occasions of Life (birth, bar- and bat-mitzvah, marriage, death and mourning).  Each of these four major sections is broken down into several short chapters and each chapter has several sections or points of emphasis – the structure of the text is such that anyone can easily look up a particular item of inquiry and get a quick and concise answer.    For example (from the Table of Contents, p. viii) –

 

Chapter 7:  Family Life:  A Key to Happiness                                        121

 

Honoring Parents                                                                                              128 The Education and Upbringing of Children                                                  129

Relationship of Husband and Wife                                                                     133

Divorce                                                                                                            135

Sexual Discipline in Marriage                                                                136

Modesty                                                                                                           139

Abortion and Birth Control                                                                               140

            Abortion                                                                                               140

            Birth Control                                                                                        141

 

As you can see, Donin covers issues in great detail, yet his discussion is comprehensive without watering down his message.  That is why I feel this to be an invaluable resource for the classroom teacher.  But for those seeking more detail, one may read entire chapters and can pursue Donin’s references to either the Hebrew Bible (aka the Old Testament for those possessing a Christian Bible) or Talmud (the oral or rabbinical tradition in Judaism).

 

Cultural appreciation of particular Jewish rituals and ethics is attainable from this text, as well.  Where pertinent, Donin includes illustrations for the reader to fully grasp, for example, the correct positioning for tefillin worn either on the arm or on the head.  The reader should note, too, that there is some amount of Hebrew text included, but it is often followed by an English writing of the Hebrew characters (this is an excellent way to “see” the sounds made by the Hebrew characters) and always by an English translation of the Hebrew text.  As mentioned above, Donin’s in-text referencing of the sacred sources immediately lends not only an historical relevance to the tradition, but a spiritual appreciation as well.  Donin gives his readers the gift of Jewish knowledge packaged in a credible, useful, can’t-wait-to-return package.  This book is a resource the Holocaust teacher should have, and will undoubtedly make use of time and again.

 

PASSAGE/QUOTE FOR CLASSROOM USAGE

 

During some semesters, if I look to have a bit more time for detail, I will use Chapter 1 (The Cornerstones of Judaism), pages 7-27, for student reading/discussion.  This chapter contains the foundation of Judaism in any sect – concepts of peoplehood, of Israel and the right to the Land, of God, and of the Torah.  See below for a study guide for this material.

 

If I had to use one quote, perhaps as a class introduction or lesson closer, I would write this on the chalkboard or an overhead transparency:

 

The first words of any introduction to the Jewish daily way of life must speak of kindness, because we believe that Jewish religious faith and ritual observance aim, above all, to achieve a perfection of the human relationship and to create a better society (41).

 

Given the state of Jewish history as you have probably discussed in your class, ask students to reflect on the statement overnight, and come back with ideas about how this has often been disregarded by other groups/faiths.  Ask this question:  Should the ideals of one religion/society be respected/honored by all societies?  Why or why not?

 

In addition, students are also very interested in the blood libel charges that have been levied against the Jews from the Middle Ages forward.  Donin has a chapter on kashrut (kosher eating), which has subsections that have proven to me to be very helpful.  On pages 106-07 he writes of the requirement of Shehitah (ritual slaughter).  Students might be interested to see the care that is taken in the killing of an animal so as not to cause it undue suffering.  This would contradict Middle Age depictions of the demonized Jew.  The following section, found on pages 107-11, has information on two methods for koshering meat.  More importantly for your discussion, though, is the beginning of that section where Donin writes about the prohibition against blood.  He supports many of his ideas with scriptural references.  Students will begin to see, depending on how deeply you want to get into it, that Jewish law forbids the Jew from entering into the events with which they were generally charged in blood libel cases (charges which, when made, were almost always brought against observant Jews).  Of course, you may run into a student who wants to stir the pot, so to speak, who might ask if a non-observant Jew follows all of the tenets of kashrut – if they don’t observe, then they could participate in a blood libel-type of crime.  You can choose to follow that potential discussion as far as you want to – it can get into an exchange worthy of a television lawyer show if you let it!  But, if it’s what gets the students thinking and interested, it can be worth the time spent on the diversion.

 

I might caution about the use of the conclusion of this chapter (which is Chapter 6, on the dietary laws), which includes the topics of meat and milk mixtures and eating out – kosher food in non-kosher vessels.  Gauge your audience – if you are like me and teach in a setting that is 90+% Christian Caucasian with little religious diversity, going into these areas may do more harm than good.  While you will certainly have some students who are able to appreciate and accept these tenets of the Jewish faith, I would suggest that as soon as someone says, “You mean I couldn’t have a cheeseburger??” their minds will be closed.  If you teach a course on world religions, go for it; but if you are only coming to these topics as a background for the Holocaust, I’d probably stay away.

 

RATIONALE FOR USAGE/UNIT RELEVANCE

 

As stated in my introduction to the review of this book, it has proven to be an invaluable resource to begin a discussion of why the Jews have been separated politically, culturally, and socially by just about every group that has taken dominion over them.  In addition, for the teacher who might be using Gary Grobman’s The Holocaust – A Guide For Teachers (reviewed elsewhere), Donin’s book serves as a fantastic supplement for details on Grobman’s second chapter, Who Are the Jews?

 

CLASSROOM METHOD OF USAGE

 

As mentioned previously, I use parts of this text to supplement my own notes as well as the Grobman text, which is my primary source for student readings and homework.  However, from time to time we will enter into longer discussions on Jewish holidays, on kashrut (kosher eating), on Jewish beliefs of the afterlife, etc.  At those times, I never fail to make my way to the bookcase and pull out this book.  It is truly a lifesaver for the non-Jewish teacher when even moderately detailed answers are required for a student inquiry.  I might mention as well, that an instructor of world history or comparative religions would benefit greatly from use of this text.  It makes a wonderful side-by-side when looking at ethics or practices of other religions

 

STUDY QUESTIONS/DISCUSSION GUIDE

 

Donin’s first chapter, entitled The Cornerstones of Judaism, is a fantastic survey of the basic building blocks of Jewish belief.  In an easy-to-read style, he gives the reader the essentials of Jewish belief, whether Orthodox or Reform – what he writes about in this chapter is certainly open to interpretation by the various Jewish denominations, but it is central to them all nonetheless.  What follows is a student study guide for pages 7-27 of the book.  For the teacher, a key to the study guide concludes this review material.

 

 

 

 

Name ________________________________

 

To Be a Jew

Chapter 1 – The Cornerstones of Judaism reading study guide

 

People

1.      What is the derivation of the following terms?

a.       Hebrew _______________________________________________________ ______________________________________________________________

b.      Israelite _______________________________________________________ ______________________________________________________________

c.       Jew __________________________________________________________ ______________________________________________________________

d.      Yiddish _______________________________________________________ ______________________________________________________________

2.      True or false – Judaism was an “evangelistic” religion at its outset.  ______________

a.       Extra Credit:  What can you find out about this notion as it applies today, say to Jews in America?  Please list resources you used to answer this question. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Resources: _____________________________________________________ ______________________________________________________________ ______________________________________________________________

3.      What characteristics made the Hebrews a nation? ____________________________ ____________________________________________________________________ ____________________________________________________________________

4.      Concerning Donin's material, is Judaism a matriarchal or patriarchal condition of birth? __________ ____________________________________________________________________

5.      Is a Jewish convert of equal status to a “born” Jew? __________________________

a.       Extra Credit:  Substitute another religion, and answer the question again.  Give details concerning differences, and a resource list. _________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Resources: _____________________________________________________ ______________________________________________________________ ______________________________________________________________

6.      Describe the universal “kinship” of Jews. __________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

7.      What happened to Jewish thought and historical significance after the Biblical period? _____________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

8.      The Jew effects social justice through _____________________________________.

9.      Give three ways the devout Jew serves the Lord.

a.       ______________________________________________________________

b.      ______________________________________________________________

c.       ______________________________________________________________

10.  In regard to the above question/answers, do you think the average American, regardless of their religious background, follows such a view? ____________  Why or why not (support your answer)? ________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

11.   What is the purpose of Judaism, or what is not the purpose of Judaism? __________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

a.       You have heard before the Jews described as the “Chosen People”.  How does this interpretation of their purpose differ from your understanding of the meaning you had prior to reading this?  Give details. ___________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Land

12.  What was the land of Israel called before God gave it to the Hebrews? ___________

a.       Why is it known as “The Promised Land”? ___________________________ ______________________________________________________________ ______________________________________________________________

13.  What is the historical event that “began” Israel? _____________________________ ____________________________________________________________________

a.       What is significant about the commandments of God in relation to the Land? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

b.      What did the Israelites have to “purge from the soil”? ___________________ ______________________________________________________________

14.  In the past 3200 years, approximately how many years have there been few Jews in the Land? ____________________________________________________________

15.  List several other civilizations who conquered the land of Israel, the year in which they did so, and for approximately how long (you may need to do additional research for dates):

a.       ______________________________________________________________

b.      ______________________________________________________________

c.       ______________________________________________________________

d.      ______________________________________________________________

e.       ______________________________________________________________

f.        ______________________________________________________________

g.       ______________________________________________________________

h.       ______________________________________________________________

16.  What was the condition of the Land when the Zionists began to arrive in the latter part of the 19^th century? ________________________________________________ ____________________________________________________________________ ____________________________________________________________________

17.  What type of Jew could be considered a Zionist? ____________________________

18.  What is the meaning of the term Messiah? __________________________________ ____________________________________________________________________ ____________________________________________________________________

a.       How does Jewish understanding of this term differ from the Christian interpretation of the term?    __________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

b.      What is the messianic period? _____________________________________ ______________________________________________________________

19.  Give three examples of how modern Jews mourn the past destruction of Jerusalem:

a.       ______________________________________________________________

b.      ______________________________________________________________

c.       ______________________________________________________________

20.  Give three reasons why Jews today are still moving to the state of Israel:

a.       ______________________________________________________________

b.      ______________________________________________________________

c.       ______________________________________________________________

21.  Given the above answers, compare Jewish immigration to the land of Israel with the immigration to the United States in the late 19^th and early 20^th centuries of peoples from around the world.  Were motivations of the immigrants similar or different, and how so? _________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

a.       Is Israel today a “melting pot”? ____________________________________ ______________________________________________________________

22.  Give four examples of how other nations or institutions declined the opportunity to save Jews during the Holocaust.

a.       ______________________________________________________________ ______________________________________________________________

b.      ______________________________________________________________ ______________________________________________________________

c.       ______________________________________________________________ ______________________________________________________________

d.      ______________________________________________________________ ______________________________________________________________

God

23.  What was different about Abraham’s faith, as compared to people living at the same time? _______________________________________________________________ ____________________________________________________________________

a.       Was he the first monotheist? _______________________________________

24.  After Abraham, was Israel always monotheistic?  If not, give examples of how the Israelites strayed? _____________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

25.  According to the author, why is man not qualified to state whether or not God exists? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

26.  Explain the difference between ideas above reason and against reason. ___________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

27.  Describe the Jewish conception of God:

a.       ______________________________________________________________

b.      ______________________________________________________________

c.       ______________________________________________________________

d.      ______________________________________________________________

e.       ______________________________________________________________

f.        ______________________________________________________________

g.       ______________________________________________________________

28.  What is generally the highest being for one who denies the existence of God? ______

Torah

29.  According to the author, what is the “very essence of Judaism”? ________________ ____________________________________________________________________ ____________________________________________________________________

30.   What is the “written Torah”? ____________________________________________ ____________________________________________________________________

31.  What separates traditionalists from non-traditionalists regarding the Torah? _______ ____________________________________________________________________ ____________________________________________________________________

32.  What is the “oral Torah”? _______________________________________________ ____________________________________________________________________ ____________________________________________________________________

33.  What purpose does the oral Torah mainly serve? _____________________________ ____________________________________________________________________ ____________________________________________________________________

34.  Do Jews view the Torah as relevant to non-Jews?  Why or why not? _____________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

35.  How is the latter part of the Hebrew Bible divided? __________________________ ____________________________________________________________________ ____________________________________________________________________

36.  Is the term “Old Testament” offensive to Jews?  Why or why not? _______________ ____________________________________________________________________ ____________________________________________________________________

37.  What is the ultimate purpose of the Torah to a Jew? __________________________ ____________________________________________________________________

 

 

 

Name               Key

 

To Be a Jew

Chapter 1 – The Cornerstones of Judaism reading study guide

 

People

1. What is the derivation of the following terms?
1. Hebrew It means Ibri, or other side.  Abraham came from the other side of the Euphrates River
2. Israelite Refers to Jacob, the grandson of Abraham, who was called Israel
3. Jew Refers to Judah, the son of Israel and the most prominent of the 12 tribes of Israel
4. Yiddish The language of European Jews, a mixture of German and Hebrew.  Written with Hebrew characters
2. True or false – Judaism was an “evangelistic” religion at its outset.          True
1. Extra Credit:  What can you find out about this notion as it applies today, say to Jews in America?  Please list resources you used to answer this question. Students will probably find resources that say that today some sects are, particularly messianic sects, such as Jews for Jesus.
2. Resources: _____________________________________________________ ______________________________________________________________ ______________________________________________________________
3. What characteristics made the Hebrews a nation? The people spoke a common language, lived in a specific area, shared a common history and destiny, and enjoyed national sovereignty
4. Concerning Judaism, is it a matriarchal or patriarchal condition of birth? It is a condition of the mother, so matriarchal
5. Is a Jewish convert of equal status to a “born” Jew?      Yes, equal
1. Extra Credit:  Substitute another religion, and answer the question again.  Give details concerning differences, and a resource list. Students may come across the Muslim concept of dhimmis, or read about “born again” Christians.  Acceptance by “born” members of any faith will differ by circumstance.
2. Resources: _____________________________________________________ ______________________________________________________________ ______________________________________________________________
6. Describe the universal “kinship” of Jews. Jews are bound by their faith, their shared history, and their vision to hold the Land.  Redemption will come about when all Jews are observant.  Some say this is a mystical kinship.
7. What happened to Jewish thought and historical significance after the Biblical period? Nothing happened to it in the sense that it ceased to occur; however, Christian and Muslim writers tended to downplay Jewish scholarship, if not outrightly ignore it.
8. The Jew effects social justice through social action.
9. Give three ways the devout Jew serves the Lord.
1. Spending one’s life studying Torah
2. Faithfully observing the ritual and ethical commandments
3. Struggling for justice and righteousness in society
10. In regard to the above question/answers, do you think the average American, regardless of their religious background, follows such a view? ____________  Why or why not (support your answer)? Answers will vary on this question.
11. What is the purpose of Judaism, or what is not the purpose of Judaism? Not to make Jews of all the world, but to bring the peoples of the world to an acknowledgement of the sovereignty of God and to an acceptance of the basic values revealed to us by that God.
1. You have heard before the Jews described as the “Chosen People”.  How does this interpretation of their purpose differ from suppositions of the meaning you had prior to reading this?  Give details.       Answers will vary.

Land

12. What was the land of Israel called before God gave it to the Hebrews? Canaan
1. Why is it known as “The Promised Land”? God promised it to Abraham and his descendents, who would be a “great nation”.
13. What is the historical event that “began” Israel? The exodus from Egypt and the possession of the land
1. What is significant about the commandments of God in relation to the Land? It is only on the soil of Israel that God’s promises to Israel and His blessings would take on reality.
2. What did the Israelites have to “purge from the soil”? Pagan rites and idolatries
14. In the past 3200 years, approximately how many years have there been no Jews in the Land?    Zero
15. List several other civilizations who conquered the Jewish land, the year in which they did so, and for approximately how long (you may need to do additional research for dates):
1. Babylonians, 586-538 BCE
2. Persians, 538-333 B.C.E.
3. Rome, 230 BCE - ~400 CE
4. For the remaining lines, students may find multiple answers.  In fact, even for
5. the above lines, there could be different answers.  This should be somewhat of
6. an open-ended response, with research encouraged.  A very good resource is
7. the timeline of Jewish history found on the Internet at
8. http://www.jewishvirtuallibrary.org/jsource/History/timeline.html
16. What was the condition of the Land when the Zionists began to arrive in the latter part of the 19^th century? It was a land of swamps and diseases, barren – rock, sand, and desert.  There were only a few centralized Jewish communities.
17. What type of Jew could be considered a Zionist? Every devout, believing Jew
18. What is the meaning of the term Messiah? It is derived from the Hebrew word mashiach (anointed).  The Jewish Messiah is not divine.  He is chosen by God, but is human.  His mission will be to return Jerusalem to its spiritual and moral glory.
1. How does this meaning differ from the Christian interpretation of the term?    Answers will vary.  Some students might comment of the Christian belief of Jesus as the Son of God or as God Himself.  Others may add that Jesus restores Jerusalem’s glory in a more figurative way. 
2. What is the messianic period? It is the period of Israel’s redemption and the bringing of peace not only to Jerusalem but also to the entire world.
19. Give three examples of how modern Jews mourn the passing of the traditional Jerusalem:
1. The Amidah prayer, recited 3x daily, and other prayers
2. The fast of Tisha b’Av and other minor fast days
3. Breaking a glass at weddings
20. Give three reasons why Jews today are still moving to Israel:
1. To find the fulfillment of their religious or national aspirations
2. To avoid assimilation or other loss of Jewish identity
3. To escape Jewish oppression in other nations
21. Given the above answers, compare with the immigration to the United States in the late 19^th and early 20^th centuries of peoples from around the world.  Were their rationales similar or different, and how so? Answers will vary.
1. Is Israel today a “melting pot”? Answers will vary, but students should comment on the blend of Muslims and Christians in Israel/Palestine.  Students should also be aware that members of these three religions come from many different countries and/or ethnicities. 
22. Give four examples of how other nations or institutions declined the opportunity to save Jews during the Holocaust.
1. The refugee ship Struma was turned away from Palestine by the British in 1942.  It was later turned away by the Turks and was towed out to see where it sank.  Of the 750 passengers, only 2 survived.
2. A deal between the Nazis and the British for release of 100,000 Jews was nixed, as the British Foreign Secretary wondered what to do with that many Jews?
3. The American government declined to bomb the rail lines running to major concentration camps, particularly to Auschwitz.
4. The Catholic and Protestant churches of Europe and America remained institutionally inactive on the issue of saving the Jews of Europe.

God

23. What was different about Abraham’s faith, as compared to people living at the same time? He was the first to give effective expression to his monotheistic faith.
1. Was he the first monotheist?      No – Noah, for example, preceded him.
24. After Abraham, was Israel always monotheistic?  If not, give examples of how they strayed? Answers will vary.  The Hebrew Bible is full of examples of the Israelites straying.  Even students whose knowledge is limited to such films as The Ten Commandments might cite the example of Aaron fashioning the Golden Calf.
25. According to the author, why is man not qualified to state whether or not God exists? Man is finite while God is infinite.  That alone should mean that Man is not cognizant of all that God is.  In addition, it is perhaps easier to have faith in God and miracles than to put one’s faith in the randomness or chance that science purports.
26. Explain the difference between ideas above reason and against reason. Issues above reason are beyond man’s comprehension and are accepted on faith.  Ideas that are against reason cannot in any way be argued as true.  The historical references of Israel’s life and tradition place it in the above, not against, category.
27. Describe the Jewish conception of God:
1. Universal – everywhere and at all times.
2. Moral – demanding of moral and ethical living.
3. Special – The God of Israel, however, is Lord of all.  Special is to Israel alone.
4. No physical qualities at all, no anthropomorphism.
5. Rejects any compromise with the spirituality of God – incorporeal.
6. God cannot be portrayed by any graven image.
7. Progress is a gift from God, not against Him.
28. What is generally the highest being for one who denies the existence of God? Man

Torah

29. According to the author, what is the “very essence of Judaism”? The acceptance of a spiritual-historical event in which our ancestors participated as a group, as well as upon acceptance of subsequent spiritual revelations to the Prophets.
30. What is the “written Torah”?     The word of God written down by Moses as the Pentateuch – the first five books of the Bible.
31. What separates traditionalists from non-traditionalists regarding the Torah? Traditionalists believe Moses wrote the first five books, and all named authors of other books in the Bible wrote those; all authors were divinely inspired.  Non-traditionalists believe in more human authorship, and that many authors contributed to the writing and editing of the Bible.
32. What is the “oral Torah”? The oral Torah is what Moses received at Sinai, then transmitted to Joshua, and then on down the line.  It is the commandments, and commentary on the commandments.
33. What purpose does the oral Torah mainly serve? It is discussion and practical implications for the written commandments.  It is detail.
34. Do Jews view the Torah as relevant to non-Jews?  Why or why not? Yes, as it contains guidelines for all of human behavior and interaction.
35. How is the latter part of the Hebrew Bible divided?       It is divided into two sections, the Prophets (Neviim) and the Sacred Writings (Ketuvim).
36. Is the term “Old Testament” offensive to Jews?  Why or why not?         Yes – to them it is a living document with nothing that has come after.  It is their only testament.
37. What is the ultimate purpose of the Torah to a Jew?      It is the embodiment of the Jewish faith, containing the terms of Man’s covenant with God.  It is what makes a Jew a Jew.