Selected Texts on Slavery
Deuteronomy 10:18-19

עֹשֶׂה מִשְׁפַּט יָתוֹם וְאַלְמָנָה וְאֹהֵב גֵּר לָתֶת לוֹ לֶחֶם וְשִׂמְלָה: וַאֲהַבְתֶּם אֶת הַגֵּר כִּי גֵרִים הֱיִיתֶם בְּאֶרֶץ מִצְרָיִם:

[God] upholds the cause of the orphan and the widow, and befriends the stranger, providing him/her with food and clothing. -- You too must befriend the stranger, for you were strangers in the land of Egypt. [JPS translation edited for gender-neutrality]
Suggested Discussion Questions

1. In what ways does this text suggest that we mimic God?
2. What is God's responsibility to us and what is our responsibility to others? What are the different sources of these responsibilities?
3. This text reminds the reader of Israelite slavery. In what ways is a history of slavery connected to doing justice and loving the stranger?

Deuteronomy 15:12-18
כִּי יִמָּכֵר לְךָ אָחִיךָ הָעִבְרִי אוֹ הָעִבְרִיָּה וַעֲבָדְךָ שֵׁשׁ שָׁנִים וּבַשָּׁנָה הַשְּׁבִיעִת תְּשַׁלְּחֶנּוּ חָפְשִׁי מֵעִמָּךְ: וְכִי תְשַׁלְּחֶנּוּ חָפְשִׁי מֵעִמָּךְ לֹא תְשַׁלְּחֶנּוּ רֵיקָם: הַעֲנֵיק תַּעֲנִיק לוֹ מִצֹּאנְךָ וּמִגָּרְנְךָ וּמִיִּקְבֶךָ אֲשֶׁר בֵּרַכְךָ ה' אֱלֹהֶיךָ תִּתֶּן לוֹ: וְזָכַרְתָּ כִּי עֶבֶד הָיִיתָ בְּאֶרֶץ מִצְרַיִם וַיִּפְדְּךָ ה' אֱלֹהֶיךָ עַל כֵּן אָנֹכִי מְצַוְּךָ אֶת הַדָּבָר הַזֶּה הַיּוֹם: וְהָיָה כִּי יֹאמַר אֵלֶיךָ לֹא אֵצֵא מֵעִמָּךְ כִּי אֲהֵבְךָ וְאֶת בֵּיתֶךָ כִּי טוֹב לוֹ עִמָּךְ: וְלָקַחְתָּ אֶת הַמַּרְצֵעַ וְנָתַתָּה בְאָזְנוֹ וּבַדֶּלֶת וְהָיָה לְךָ עֶבֶד עוֹלָם וְאַף לַאֲמָתְךָ תַּעֲשֶׂה כֵּן: לֹא יִקְשֶׁה בְעֵינֶךָ בְּשַׁלֵּחֲךָ אֹתוֹ חָפְשִׁי מֵעִמָּךְ כִּי מִשְׁנֶה שְׂכַר שָׂכִיר עֲבָדְךָ שֵׁשׁ שָׁנִים וּבֵרַכְךָ ה' אֱלֹהֶיךָ בְּכֹל אֲשֶׁר תַּעֲשֶׂה:
If a fellow Hebrew, man or woman, is sold to you, s/he shall serve you six years, and in the seventh year you shall set him/her free. When you set him/her free, do not let her/him go empty-handed: Furnish her/him out of the flock, threshing floor, and vat, with which Adonai your God has blessed you. Bear in mind that you were slaves in the land of Egypt and Adonai your God redeemed you; therefore I enjoin this commandment upon you today. But should he say to you, "I do not want to leave you" --for he loves your household and is happy with you -- you shall take an awl and put it through his ear into the door, and he shall become your slave in perpetuity. Do the same with your female slave. When you do set him free, do not feel aggrieved; for in the six years he has given you double the service of a hired slave. Moreover, Adonai your God will bless you in all you do. [JPS translation edited for gender-neutrality]
Suggested Discussion Questions

1. In what ways are slaves portrayed as property in this text? In what ways are they portrayed as people? Does gender make a difference?
2. What do you think this text says about slavery in general? How might this text inform our notions of person-hood today?

Rambam, Guide for the Perplexed, Section 3, Chapter 32
Translation Original
It is not in the nature of humans, reared in slavery, in bricks and straw and the like, to wash their hands of their dirt and suddenly rise up and fight with the giants of Canaan. God in His wisdom contrived that they wander in the wilderness until they had become schooled in courage, since it is well known that physical hardships toughen and the converse produce faintheartedness. A new generation was born which had not been accustomed to slavery and degradation. [Hebrew translated from Judeo-Arabic]
כי כמו שאין בטבע האדם שיגדל על מלאכת עבדות בחמר ובלבנים והדומה להם ואחר כן ירחץ ידיו לשעתו מלכלוכם וילחם עם ילידי הענק פתאום, כי אין בטבעו שיגדל על מינים רבים מן העבודות ומעשים מורגלים, שכבר נטו אליהם הנפשות עד ששבו כמושכל ראשון, ויניחם כלם פתאום, וכמו שהיה מחכמת השם להסב אותם במדבר עד שילמדו גבורה, כמו שנודע שההליכה במדבר ומיעוט הנאות הגוף מרחיצה וכיוצא בהם יולידו הגבורה והפכם יולידו רך לבב, ונולדו גם כן אנשים שלא הרגילו בשפלות ובעבדות
Suggested Discussion Questions

1. What does this philosophy imply about oppression and the will of the oppressed to liberate themselves?
2. Need people be "schooled in courage," as the Children of Israel were in the desert, or should the oppressed be assisted by others? How do you interpret this anecdote?
3. How does this text understand generational divides? Need one have exposure to liberation in order to seek one's own liberation or do human's inherently believe that they deserve freedom? Give examples.

PAULINE NEWMAN'S UNPUBLISHED MEMOIR - 1909 GARMENT WORKERS' STRIKE
Original
DESCRIPTION: An excerpt from Pauline Newman’s unpublished memoir in which she recalls the beginning of the 1909 garment workers’ strike. MEMOIR EXCERPT: Despite these inhuman working conditions the workers – including myself – continued to work for this firm. What good would it do to change jobs since similar conditions existed in all garment factories of that era? There were other reasons why we did not change jobs – call them psychological, if you will. One gets used to a place even if it is only a work shop. One gets to know the people you work with. You are no longer a stranger and alone. You have a feeling of belonging which helps to make life in a factory a bit easier to endure. Very often friendships are formed and a common understanding established. These, among other factors made us stay put, as it were… During the early part of November an unknown (to me) source provided the money for calling a mass meeting of the shirt waist makers in the historic Cooper Union hall. The place was packed. There were many prominent speakers among them the President of the American Federation of Labor – Samuel Gompers, and Mary Dreier of the Women’s Trade Union League. The workers were urged to join the union and put an end to their exploitation. In the midst of all the admirable speeches a girl worker – Clara Lemlich by name, got up and shouted “Mr. Chairman, we are tired of listening to speeches. I move that we go on strike now!” and other workers got up and said “We are starving while we work, we may as well starve while we strike.” Pendimonium [sic] broke lose [sic] in the hall. Shouts, cheering, applause, confusion and shouting of “strike, strike” was heard not only in the hall but outside as well. There were many workers who could not get into the hall. There were no loud-speakers in those days, but word was carried to them and they joined in the cry for a strike. As one of them said, “Why not, we have nothing to lose and we may have something to gain.” It was the 22nd of November when the strike was called. I remember the day – a grey sky, chilly winds and the winter just around the corner. However, neither the cold wind nor the cloudy sky prevented the strikers from cheering their own courage and daring as they left shop after shop to join their co-workers on the streets of New York. Despair turned to hope – marching from virtual slavery to the promise of freedom and decency. Five thousand, ten thousand, twenty thousand filled every hall available. That day was indeed a red letter day for the strikers and for the union. On this day young women laid the foundation for the powerful, constructive and influential union in the American Labor Movement, the ILGWU. As women they never did get the credit for what they contributed to the building of the present structure known all over the world as the most progressive labor organization in existence. That, however, did not prevent them from proving (and in those days to prove was essential) that women without experience can and did rise from their slumber to fight for a happier existence with determination and without fear. During the weeks and months of the strike most of them would go hungry. Many of them would find themselves without a roof above their heads. All of them would be cold and lonely. But all of them also knew and understood that their own courage would warm them; that hope for a better life would feed them; that fortitude would shelter them; that their fight for a better life would lift their spirit. They were ready and willing to endure hardship of any kind until victory was in sight. And fight they did. RIGHTS: Pauline Newman, Pauline Newman Papers, Box 1, folder 3, pages 17, 23-24. Arthur and Elizabeth Schlesinger Library on the History of Women in America, Radcliffe Institute for Advanced Study at Harvard University
Suggested Discussion Questions

For discussion and related lesson plan, see http://jwa.org/teach/livingthelegacy/labor/from-suffering-to-action-from-individual-to-collective

The Guiding Principles of Reform Judaism, The Columbus Platform - 1937
Original
(Number Seven from Pillar B: Ethics) Social Justice. Judaism seeks the attainment of a just society by the application of its teachings to the economic order, to industry and commerce, and to national and international affairs. It aims at the elimination of man-made misery and suffering, of poverty and degradation, of tyranny and slavery, of social inequality and prejudice, of ill-will and strife. It advocates the promotion of harmonious relations between warring classes on the basis of equity and justice, and the creation of conditions under which human personality may flourish. It pleads for the safeguarding of childhood against exploitation. It champions the cause of all who work and of their right to an adequate standard of living, as prior to the rights of property. Judaism emphasizes the duty of charity, and strives for a social order which will protect men against the material disabilities of old age, sickness and unemployment.
Suggested Discussion Questions

1. To what extent does this Platform advocate social change? What is innovative about this platform's understanding of Jewish social justice, as embodied by the Reform movement?
2. Is this Platform excluding other categories of social justice? Would you add anything?
3. What is specifically Jewish about the Columbus Platform's understanding of social justice? Would this pillar hold true for any community?

Transcript of speech by Rabbi Joachim Prinz at the March on Washington, August 28, 1963
Original
Transcript: I speak to you as an American Jew. As Americans we share the profound concern of millions of people about the shame and disgrace of inequality and injustice which make a mockery of the great American idea. As Jews we bring to this great demonstration, in which thousands of us proudly participate, a two-fold experience -- one of the spirit and one of our history. In the realm of the spirit, our fathers taught us thousands of years ago that when God created man, he created him as everybody's neighbor. Neighbor is not a geographic term. It is a moral concept. It means our collective responsibility for the preservation of man's dignity and integrity. From our Jewish historic experience of three and a half thousand years we say: Our ancient history began with slavery and the yearning for freedom. During the Middle Ages my people lived for a thousand years in the ghettos of Europe. Our modern history begins with a proclamation of emancipation. It is for these reasons that it is not merely sympathy and compassion for the black people of America that motivates us. It is above all and beyond all such sympathies and emotions a sense of complete identification and solidarity born of our own painful historic experience. When I was the rabbi of the Jewish community in Berlin under the Hitler regime, I learned many things. The most important thing that I learned under those tragic circumstances was that bigotry and hatred are not the most urgent problem. The most urgent, the most disgraceful, the most shameful and the most tragic problem is silence. A great people which had created a great civilization had become a nation of silent onlookers. They remained silent in the face of hate, in the face of brutality and in the face of mass murder. America must not become a nation of onlookers. America must not remain silent. Not merely black America, but all of America. It must speak up and act, from the President down to the humblest of us, and not for the sake of the Negro, not for the sake of the black community but for the sake of the image, the idea and the aspiration of America itself. Our children, yours and mine in every school across the land, each morning pledge allegiance to the flag of the United States and to the republic for which it stands. They, the children, speak fervently and innocently of this land as the land of "liberty and justice for all." The time, I believe, has come to work together - for it is not enough to hope together, and it is not enough to pray together, to work together that this children's oath, pronounced every morning from Maine to California, from North to South, may become a glorious, unshakeable reality in a morally renewed and united America. Rights Owner: Prinz, Jonathan J. Description: Rabbi Joachim Prinz, a refugee from Germany, was a leading Jewish social justice figure in the mid-20th century. Prinz delivered the previous speech at the March on Washington. In it Prinz describes the oppression of Jews through out history as a reason many participated in Civil Rights Movement, and his belief that the greatest problem to be solved in the fight against oppression was that of silence amongst the onlookers.
Suggested Discussion Questions

For discussion questions and related lesson plan, see http://jwa.org/teach/livingthelegacy/civilrights/march-on-washington-for-jobs-and-freedom

Rabbi Sid Schwarz, Judasim and Justice: The Jewish Passion to Repair the World (Jewish Lights, 2006), pp. 17-19
Original
From Political to Moral Consciousness (pps. 17-19) The Jewish people’s narrative has several possible starting points. While Abraham is the first Jew for bringing the idea of monotheism into the world, it is the Exodus story that represents the beginning of Jewish national consciousness. A group of slaves that might not have had much in the way of ethnic homogeneity shared a common predicament (slavery) and a common oppressor (the Egyptians). What shapes the national consciousness of the people that the Bible calls “the children of Israel” (b’nai yisrael) is the pairing of that enslavement experience with the Israelites’ escape to freedom. Their consciousness was forged not only by an experience of common suffering, but, more importantly, by a shared experience of redemption… With the Exodus story, all the elements of political consciousness were now in place: a common history (Egyptian slavery), a founding myth (being redeemed from the Egyptians by a God more powerful than any other), and a leader (Moses). The Exodus dimension of Jewish existence would continue to be central to the Jewish people throughout their long history. For a time, it would play itself out in the form of political sovereignty, as it did with the ancient kingdoms of Israel and Judea. In the twentieth century, the Exodus dimension would manifest again with the creation of the modern state of Israel. But the Exodus consciousness described here transcended conventional political arrangements. The Jewish people manifested this consciousness during their wandering in the desert, in their early settlement in the land of Israel arranged by tribal affiliation, and during the two millennia that Jews existed in the diaspora. Exodus consciousness caused Jews to identify with each other regardless of the fact that they might be living thousands of miles apart, under different political regimes, speaking different languages, and developing variations on Judaism that often synthesized elements of traditional Jewish practice with the specific gentile culture in which they lived. This consciousness also meant that Jews took care of one another, not only when they lived in close proximity, but even when they became aware of Jews in distress in other locales. During the time that Jews lacked political sovereignty, they became a community of shared historical memory and shared destiny. They believed that the fate of the Jewish people, regardless of temporal domicile, was linked. This is what explains the success of the Zionist movement, the historically unprecedented resurrection of national identity and political sovereignty after 2,000 years of dispersion. The Exodus consciousness of the Jewish people was the glue that held the Jewish people together. It was the secret to Jewish survival. For the children of Israel, however, there was a dimension of national identity that transcended political consciousness—an encounter with sacred purpose that would create a direct connection between the slaves who experienced the Exodus from Egypt and the vision that drove the patriarch, Abraham.
Suggested Discussion Questions

1. With what part of Judaism do you identify most strongly? Religion? History? Ethnicity? Something else?
2. Religions challenge its adherents to consider their “sacred purpose” in life. Have you considered yours? Is it in any way connected to Judaism? Are there values in Judaism that might provide inspiration or support for your own life purpose?
3. Do you think that all nations have a sense of “sacred purpose”? Does America have a counterpart teaching?