Community Involvement and Leadership
With the start of World War II and the Holocaust, Sarna expanded the scope of his activities: he was among the founders of the Vaad Yeshivos, and was also active in the Vaad Hatzalah. After the founding of the State of Israel, Sarna served as one of the leaders of the Chinuch Atzmai Torah School Network. Although he shunned direct political involvement, Rabbi Sarna had a strong affinity for Agudas Yisroel, and he was an active member of its Council of Torah Sages.
Despite the involvement in community and Jewish projects, the Hebron yeshiva and its students remained his lifework. He delivered shiurim in halacha and musar every week at the yeshiva and in his own home. For seven years, he also delivered discourses on the laws and meaning of Shabbat. In 1936, with the passing of the yeshiva's mashgiach, Rabbi Yehuda Leib Chasman, Sarna assumed that role himself.
As rosh yeshiva and mashgiach, he acted warmly toward his students. This attitude is apparent in one of his letters, in which he wrote, "Yesterday, I entered the yeshiva close to midnight, and found thirty students studying with exceptional fervor. At that time, I thought, 'Fortunate is the generation which has merited such young people. May Hashem protect them and bless them.'"
Over time, his brothers-in-law, Rabbis Aaron Cohen and Moshe Chevroni, were appointed roshei yeshiva of Hebron, while Rabbi Meir Chadash was appointed mashgiach. Later, Rabbis Hillel Paley, Simcha Zissel Broide and Avrohom Farbstein were also invited to become roshei yeshiva there.
Read more about this topic: Yechezkel Sarna
Famous quotes containing the words community, involvement and/or leadership:
“What I wanted was to create thoughtful citizens—people who believed they could live interesting lives and be productive and socially useful. So I tried to create a community of children and adults where the adults shared and respected the children’s lives.”
—Deborah Meier (b. 1931)
“What causes adolescents to rebel is not the assertion of authority but the arbitrary use of power, with little explanation of the rules and no involvement in decision-making. . . . Involving the adolescent in decisions doesn’t mean that you are giving up your authority. It means acknowledging that the teenager is growing up and has the right to participate in decisions that affect his or her life.”
—Laurence Steinberg (20th century)
“Nature, we are starting to realize, is every bit as important as nurture. Genetic influences, brain chemistry, and neurological development contribute strongly to who we are as children and what we become as adults. For example, tendencies to excessive worrying or timidity, leadership qualities, risk taking, obedience to authority, all appear to have a constitutional aspect.”
—Stanley Turecki (20th century)