Jake's College Recommendation
December 14, 2007
Office of Admissions
University of Vermont
194 South Prospect Street
Burlington VT 05401
Dear Office of Admissions,
When Howard Gardner of Harvard first conceived of and began his study of what he would term the Seven Intelligences, he and his assistants probably encountered that unique individual who, when in high school, demonstrated multiple intelligences by being a member of the orchestra, the captain of the math team, the football team, and the debating team. Had Gardner’s researches come to the Midrasha in Cherry Hill, New Jersey, and observed Jacob Wetchler who certainly demonstrates skills in several of the “Intelligences,” Gardner’s researches would have had to have concluded that a new intelligence, namely, Philosophic/Theological Intelligence needed to be added to their list. Jake’s skill at philosophical abstraction demands another category.
Any good teacher recognizes those rare occasions when a particular student walks into a classroom and demonstrates such an interest in learning that whatever frustrations the classroom generates, disappear and the teacher is bolstered again in his belief that his choice of profession was the right one. For me, Jacob Wetchler was and continues to be, one of those students, and for the past four years, he has chosen to attend an evening school that is neither mandated by law nor by parents. The school’s expectation was that students attend for two or three years. Jake has chosen to attend for four. He has also chosen to take just about every course I have offered over the years, and this year I had to create a new course so I could have him in class again.
The school in which Jake and I encounter one another weekly, is a community Judaica school where students who have already been confirmed attend two to three additional years beyond parental expectations. Jake has attended for four years and he is one of the very few students in the history of the school to do this. If this isn’t a clear indication of the value Jake places on education, I don’t know what is.
And so it is without the slightest hesitation that I commend to you Jacob Wetchler, a young man who is capable of academic success, and who has a moral sensitivity that is refreshing. In our interactions, I discovered that Jake has a remarkable facility for conceptualizing information and clearly stating abstractions at a level beyond his peers. In addition to his cognitive skills, his affective component reveals a young man who is a decent human being. My praise for him is founded upon hours of discussion regarding human behavior and moral development.
Jake has an excellent mind and a clear and focused voice. I have taken great pleasure as Mr. Wetchler has expanded his expectations for his own academic growth and successfully met the increasing intellectual challenges placed before him by this part-time teacher. I also enjoy the intellectual challenges his questions raise because they are pointed and reveal a logical and inquisitive mind. His alternative perceptions to mine are always a bonus.
My classes are more seminars than traditional classes and my method of teaching is to ask questions and to reveal ideas through an extended dialogue rather than through lecture. It is the give and take that delights and informs Mr. Wetchler. You can see the delight in his eyes. In class, Jake involves himself totally in his work and approaches each discussion with a level of interest that is genuine and quite mature for his age. Other students actually listen to what he is saying, and this reflects their admiration for the depth of his insight and his ability to articulate abstract concepts. He also has a distinctive voice and people seem to like listening to him speak.
I think Jacob has taken every course I have offered: “The Jews and Western Civilization,” “Law, Values and Morality,” “Comparative Religion,” “Genesis Seminar,” “The History of Anti-Semitism,” “God Stuff,” and finally, “Religion, Science, and Science Fiction.” These were year long courses.
“Law, Values, and Morality” especially focused on the meaning of ethical laws which are expounded in the first five books of the Bible and how these apply to our lives today. The behaviors of governments, groups, and individuals were considered weekly with these Biblical laws as the standard by which we might judge our own actions and those of others. In our discussions, Jacob revealed a sensitivity to the human condition that was admirable. He truly reveres the sanctity of life. From the conversations we continue to have, I have come to understand that he approaches human problems with the compassion and integrity that comes from a firm, personal ethical foundation. In addition, he is also unique in that he can actually cite and discuss the ethical principals which support his moral judgments.
But it was in “God Stuff” that one can see his skill at abstraction and conceptualization at work. In this class we explored at least ten different concepts of God posited by Jews over the centuries. Jake’s ability to take these abstractions and synthesize them into ideas that enabled him to articulate his own belief system and his unique understanding of life, the universe, and everything was both impressive and encouraging. His is an ongoing discovery process and he revels in it.
Jake has a well developed sense of what is good, and combining this affective component of his personality with his considerable cognitive skills, his judgments and behaviors, as he looks at and experiences the world, seem to me to be those of a decent human being in the process of growth. For me, decency is measured against a person’s ability to empathize with another. That quality defines “character.” Jacob Wetchler has character.
Mr. Wetchler is enthusiastic about learning and especially enthusiastic about philosophical discourse . He has convictions and acts on them. He is positive in his outlook. I have no doubt that he will continue retain such attitudes and qualities throughout his academic career. He is bright, personable, attentive, and respectful. He has demonstrated to me that he has purpose and maturity and when he assumes responsibility, he holds nothing back. When you interview Jake, you will see a young man who will probably be wearing neatly pressed slacks and a jacket. But know that if he were in a tee shirt, ragged jeans and baseball cap, you would still be interviewing excellence. He will be a credit to your school.
Sincerely yours,
Leonard H. Berman, Ed.D
Office of Admissions
University of Vermont
194 South Prospect Street
Burlington VT 05401
Dear Office of Admissions,
When Howard Gardner of Harvard first conceived of and began his study of what he would term the Seven Intelligences, he and his assistants probably encountered that unique individual who, when in high school, demonstrated multiple intelligences by being a member of the orchestra, the captain of the math team, the football team, and the debating team. Had Gardner’s researches come to the Midrasha in Cherry Hill, New Jersey, and observed Jacob Wetchler who certainly demonstrates skills in several of the “Intelligences,” Gardner’s researches would have had to have concluded that a new intelligence, namely, Philosophic/Theological Intelligence needed to be added to their list. Jake’s skill at philosophical abstraction demands another category.
Any good teacher recognizes those rare occasions when a particular student walks into a classroom and demonstrates such an interest in learning that whatever frustrations the classroom generates, disappear and the teacher is bolstered again in his belief that his choice of profession was the right one. For me, Jacob Wetchler was and continues to be, one of those students, and for the past four years, he has chosen to attend an evening school that is neither mandated by law nor by parents. The school’s expectation was that students attend for two or three years. Jake has chosen to attend for four. He has also chosen to take just about every course I have offered over the years, and this year I had to create a new course so I could have him in class again.
The school in which Jake and I encounter one another weekly, is a community Judaica school where students who have already been confirmed attend two to three additional years beyond parental expectations. Jake has attended for four years and he is one of the very few students in the history of the school to do this. If this isn’t a clear indication of the value Jake places on education, I don’t know what is.
And so it is without the slightest hesitation that I commend to you Jacob Wetchler, a young man who is capable of academic success, and who has a moral sensitivity that is refreshing. In our interactions, I discovered that Jake has a remarkable facility for conceptualizing information and clearly stating abstractions at a level beyond his peers. In addition to his cognitive skills, his affective component reveals a young man who is a decent human being. My praise for him is founded upon hours of discussion regarding human behavior and moral development.
Jake has an excellent mind and a clear and focused voice. I have taken great pleasure as Mr. Wetchler has expanded his expectations for his own academic growth and successfully met the increasing intellectual challenges placed before him by this part-time teacher. I also enjoy the intellectual challenges his questions raise because they are pointed and reveal a logical and inquisitive mind. His alternative perceptions to mine are always a bonus.
My classes are more seminars than traditional classes and my method of teaching is to ask questions and to reveal ideas through an extended dialogue rather than through lecture. It is the give and take that delights and informs Mr. Wetchler. You can see the delight in his eyes. In class, Jake involves himself totally in his work and approaches each discussion with a level of interest that is genuine and quite mature for his age. Other students actually listen to what he is saying, and this reflects their admiration for the depth of his insight and his ability to articulate abstract concepts. He also has a distinctive voice and people seem to like listening to him speak.
I think Jacob has taken every course I have offered: “The Jews and Western Civilization,” “Law, Values and Morality,” “Comparative Religion,” “Genesis Seminar,” “The History of Anti-Semitism,” “God Stuff,” and finally, “Religion, Science, and Science Fiction.” These were year long courses.
“Law, Values, and Morality” especially focused on the meaning of ethical laws which are expounded in the first five books of the Bible and how these apply to our lives today. The behaviors of governments, groups, and individuals were considered weekly with these Biblical laws as the standard by which we might judge our own actions and those of others. In our discussions, Jacob revealed a sensitivity to the human condition that was admirable. He truly reveres the sanctity of life. From the conversations we continue to have, I have come to understand that he approaches human problems with the compassion and integrity that comes from a firm, personal ethical foundation. In addition, he is also unique in that he can actually cite and discuss the ethical principals which support his moral judgments.
But it was in “God Stuff” that one can see his skill at abstraction and conceptualization at work. In this class we explored at least ten different concepts of God posited by Jews over the centuries. Jake’s ability to take these abstractions and synthesize them into ideas that enabled him to articulate his own belief system and his unique understanding of life, the universe, and everything was both impressive and encouraging. His is an ongoing discovery process and he revels in it.
Jake has a well developed sense of what is good, and combining this affective component of his personality with his considerable cognitive skills, his judgments and behaviors, as he looks at and experiences the world, seem to me to be those of a decent human being in the process of growth. For me, decency is measured against a person’s ability to empathize with another. That quality defines “character.” Jacob Wetchler has character.
Mr. Wetchler is enthusiastic about learning and especially enthusiastic about philosophical discourse . He has convictions and acts on them. He is positive in his outlook. I have no doubt that he will continue retain such attitudes and qualities throughout his academic career. He is bright, personable, attentive, and respectful. He has demonstrated to me that he has purpose and maturity and when he assumes responsibility, he holds nothing back. When you interview Jake, you will see a young man who will probably be wearing neatly pressed slacks and a jacket. But know that if he were in a tee shirt, ragged jeans and baseball cap, you would still be interviewing excellence. He will be a credit to your school.
Sincerely yours,
Leonard H. Berman, Ed.D