[This week's Haveil Havalim is here]
I spent Shabbos in the beautiful and warm community of Hamilton, Ontario. It was Italian Shabbat, with a lunch featuring Italian foods, so I tailored my shiurim for Italian topics: The Badge, the Ghetto and the Printing Press: Jewish Life in Medieval Italy, Rabbeinu Meshulam ben Klonymus, Tosafot Rid and Rav Ovadia Sforno: The Torah of Middle Ages Italy, and Esav = Edom = Rome: Jews and the Catholic Church [we looked at Yosi ben Yosi's אהללה אלקי, as a theological polemic].
The trend of those topics toward Jewish History led several people to ask whether I was a History major in college, or, in the words of one, “Isn’t history an unusual topic for a kollel man?” The answer to the former is that I was an English major at first, and I concluded as a Computer Science major. The answer to the latter is Yes. And the answer to the unspoken question of, “Is this really within the Torah sphere of shiurim?” is, in my opinion, Maybe.
Certainly, learning חכמי אשכנז הראשונים or מסורת הפיוט or בעלי התוספות or Cecil Roth doesn’t impress the way that learning תקפו כהן does. And I wouldn’t consider Jewish History an appropriate topic for seder time. But at the same time, I think knowing history adds authenticity to any Torah study which relates to human beings – teshuvos (responsa), minhagim, tefillah (prayer) and more.
That’s how I first got into learning and teaching history – it was a matter of authenticity. During my rabbinic internship in Englewood, New Jersey (under the great Rabbi Shmuel Goldin) I taught a series on Science and Halachah, and I found that I was interested in getting the science right and teaching it as part of the shiur’s Torah. This made me more confident in my knowledge of the broader topic, and I think it also helped listeners feel more confident (correctly or incorrectly!) that I knew what I was talking about.
That practice of filling in the broader background carried over into other classes. For example, when I taught about halachic practices and minhagim of certain locations I also learned about the Jewish communities of those locations. When I taught classes about particular halachic themes – Jewish dress, for example – I also learned the relevant background.
As a second motivation, in my shul rabbinate I found that history was מושך את הלב, it drew people’s hearts. See Rashi to Shemot 13:5 - We are supposed to help people learn by starting with topics that draw their hearts. History does that; unlike during my student career, in which history was deemed dull, as an adult I found that people wanted to know the background of Jewish communities and their leaders. Not as gossip, but as fascinating information.
Certain people wouldn’t necessarily turn out for a class on the different approaches of biblical commentators, but they would absolutely come out to classes on the lives of those commentators, which would then lead to study about their styles as well. Many people would not necessarily come out for a series on The Laws of Shabbos, but they would turn out in real numbers for shiurim on Shabbat in 13th Century France, for example, and learn the relevant halachic debates along the way. So although I needed to spend considerable hours learning the history accurately and completely, the payoff was that it brought people in.
So I learn and teach History because I consider it a crucial part of authentically understanding and explaining Torah, and because it attracts people to shiurim.
There are lots of other, minor reasons, but those are the big two. And there’s one popular motivation I don’t share: I don’t believe that learning the lessons of history will keep us from repeating the errors of the past. Those who fail to learn the lessons of the past are doomed to repeat them, but so are the rest of us. It’s just human nature.