Growth is being able to look at a position you once took and be willing to revisit, rethink, and revise.

Here is some of my seder thinking – personal growth in progress, because as you can see, I’m still vacillating:

A few years ago, I wrote a blog post where I spoke about what can be lost when we gear our seders only towards the children in the room. You can read it here: (https://cantorneff.com/2010/03/21/by-gearing-the-seder-towards-the-kids-are-we-cheating-them-out-of-the-best-experience/) Basically, I suggested that our kids are losing out because they don’t have the experience of learning the old melodies and traditions. I felt that in changing the seder culture to make it all about fun, that we aren’t actually succeeding in making it fun (for most people), that our children aren’t learning, aren’t finding it worthwhile, and that we are losing (for both kids and adults) the family and community memory of the melodies and traditions of seders past.

Since I wrote that post, I’ve had to struggle with my words. My own family members whine bitterly about being at our seder. This is a seder that is done almost entirely in English and with finger puppets and masks, but which otherwise sticks to liturgy and music that are traditional for our family. I am not sure that my insistence on sticking to that liturgy has helped the younger generation of my family to learn the tunes and the traditions. I fear that it might actually be the opposite – that I am the old fuddy duddy in the corner, singing the Chad Gadya from the beginning to the end, pretty much by myself.

I had a conversation with my sixth grade class about the issue and listened while they argued both sides, each contradicting themselves in their subsequent comments. In the end, they said it has to be both, but they don’t want a six-hour seder…

Every year we are commanded to see ourselves as if we personally had come out of Egypt. If I had been there, I would want my children to know the story, remember the ancient songs and melodies, but I would also want them to want to pass the stories on to their children. For groups where no children are present, the goals are different. But in families with children, “v’shinantam l’vanecha” – you shall teach it to your children is the most important thing. We can’t teach it to them, if we lost them in the first five minutes. On the other hand, what are we teaching them when we allow the old melodies and traditions to be lost? In this, my growth must be ongoing. I am willing to revise and revisit, but I am not willing to lose the essence and meaning of the seder in the process…

A postscript.

I read this really interesting article last night: http://www.challahcrumbs.com/what-disney-world-taught-me-about-seder/. In gearing our seders towards the kids present, we should remember that our kids are still the same kids they were yesterday, even when they are sitting at the table.  So the only way to make the seder engaging for them is to keep them in mind as we create it. We should take a lesson from the four children of the haggadah: the wise, the naughty, the one who does not yet know, and the one who doesn’t know how to ask. Our seder should contain elements that stimulate the wise child, invite good questions and give them an opportunity to show off what they know. The seder should also meet the needs of the “naughty” child – the one who perhaps has trouble sitting still and paying attention – this child is usually not naughty on purpose. The seder should teach the traditions, the melodies, and the history of Passover to the child who doesn’t learn these things in Hebrew school or at home (even if it means playing them off a CD, as I suggested in my original article). And it should be engaging to the special needs child – stimulating, but not overstimulating in whatever way that child needs. We have to look at who is going to be at OUR seder and then make it work.