Shayles un Tshuves in “Hilkhes Libe”

“Forverts” – 12/5-11/08

(Questions and Answers in the Matter of Love)

[transliterated and annotated by Goldie Adler Gold]


 


Tayere khaznte,

 

Vos tut men oyb m’hot moyre aroyftsugeyn oyf der bime [platform…Torah reading]? Ikh darf leyenen di Toyre bay mayn zuns barmitsve in Yanuar; ikh darf nor leyenen 5 psukim [verses]. Biz ikh hob zikh tsugegreyt iz geven a gantse mayse; dokh, hob ikh es ober oysgelernt un ken es ton. Ober ikh ver zeyer ibergeshrokn, ven ikh trakht nor fun aroyfgeyn oyf der bime farn gantsn oylem [audience] in shil. Ikh hob moyre az zey veln lakhn ven zey hern vi shlekht mayn kol iz, oder vi ikh ver nervez un makh a toes. Mayn zun zorgt zikh in gantsn nisht, ober ikh bin oyser zikh fun pakhed [anxiety].

 

Moyre far der bime

 

Tayerer m-f-d-b,

 

Ikh zog on mayne talmidim az tsu bakemfn [conquer] nervezkeyt iz der bester mitl tsu praktitsirn; 10 minut yedn tog khazert iber [repeat] ayer teyl fun der parshe [section…], un azoy vet ir zikh filn beser un shtarker mit ayer teyl. Efsher ven ayer zun geyt oyf zayn barmitsve lektsye, kent ir mitgeyn un forleyenen [read aloud] farn khazn. Meynt ir take az mentshn tsvishn oylem veln lakhn fun aykh? Ikh shtel zikh for [imagine], az ayer mishpokhe un fraynd veln trakhtn, vos far a vunderlekhe zakh dos iz, az ir hot bashlosn tsu leyenen fun der Toyre lekoved ayer zuns barmitsve. Hot hanoe!

 

++++++++++

 

Tayere khaznte,

 

Mayne tate-mame farshemen [embarrass] mikh mit zeyer barimen [boast] zikh mit mir keseyder. Ikh veys nisht vos ikh zol ton mit zey. Koydem-kol vil ikh aykh shraybn, az ikh bin a gute tokhter. Ikh hob lib mayne tate-mame un hob derekherets [respect] far zey un tu alts vos me heyst mir ton. Ikh bin geboyrn gevorn ven zey zenen shoyn geven elter un ikh bin an eyntsik kind. Zey haltn fun alts vos ikh tu. Ikh arbet shver tsu bakumen gute tseykhns, ober zey zogn alemen az ikh bin di kligste. Ikh shpil fidl nishkoshedik [so-so], ober keyn Perlman bin ikh nisht. Ikh red yidish, ober nisht gut. A klal [in short] – mayne tate-mame haltn az ikh bin der bester in alts vos ikh tu, ober ikh farreytl zikh [blush] ven zey barimen zikh mit mir far [before] der gantser velt, vayl s’iz nisht emes. Ikh bin tsufridn mit zikh, vi ikh shtey un gey [as I am], ober ikh vil visn vi azoy ikh ken zey klor onvayzn dem emesn “ikh”?

 

Gute Tokhter

 

Es klingt, vi ir zent a fayn un rayf [mature] meydl un ikh bin zikher, az tsum teyl [partly}, iz dos a dank ayere tate-mame. Mir dakht zikh, az ir zent mistame a gants kluge, talantirte, yidish-redndike yunge froy. Ikh farshtey az ir filt az ayere tate-mame farshteyen aykh nisht, ober dem emes gezogt, vet ir dos nisht kenen keyn sakh baytn [change]. Vi ir shraybt, zent ir a basyekhide [only daughter], vet alts vos ir tut zayn dos beste. Ir kent zikh avekzetsn mit zey un zey betn nisht tsu barimen zikh [boast] azoy fil mit aykh. Zogt zey az ir shemt zikh dermit un ir vilt nisht, az andere zoln aykh mekane zayn [envy]. Zoln zey vayter aykh aroyszogn zeyere gefiln, ober zikh aynhaltn [restrain] es tsu ton far andere. Mitn rekhtn fus!

 

Editor’s note: Goldie Adler Gold’s booklet, A Touch of Mameloshn was republished by the Workmen’s Circle and distributed to the IAYC member clubs.

 

In 1993 the Penn South Center for Seniors invited Goldie to read and interpret Yiddish stories to a class they named, "A Touch of Mameloshn." The comprehension of Yiddish among the participants ranged from veynik, to a bisl, to nishkoshe. The response to these stories led her to prepare them for others to enjoy. She transliterated them from the original Yiddish, and she annotated and adapted them for the class.

 

When her Mama, an immigrant from Poland, was a young mother on the Lower East Side in New York, she was determined that her children learn Yiddish. She wanted to speak with them in her mameloshn, the language of most Jewish East European families. But she was too oysgematert to master English well enough to speak with her children. So they were sent to shules (secular Yiddish schools) every day after school.

 

These shules were frequently conducted in neighborhood storefronts, where they were taught to read and write Yiddish, to learn Jewish history, holiday customs, folksongs, and related activities. They graduated from mitlshul, which they attended on weekends.