2) The Gemara is divided into two parts: (a) halachic, which analytically discusses the laws and opinions mentioned in the Mishnah (this is the part many students have difficulty with), and (b) aggadic, the non-halachic parts of the Gemara that consist of homiletic expositions of the Chumash, stories, and maxims (whose depths are brought out by various commentaries).
Aggadah is not only accessible and interesting to most students, it draws their hearts as well. With a well-planned, sequential curriculum, it becomes an immensely valuable tool of learning. A great many basic principles of Torah hashkafa are discussed in these passages – and what a difference it would make in terms of the attitude and warmth toward Torah the student develops as a result. This, in stark contrast to the negative attitude that can be generated in students who aimlessly shift from school to school in the hopeless search for a place where they will feel a sense of accomplishment in their Torah studies.
3) This track should also include halachic parts of the Gemara as presented by Rabbeinu Yitzchak Alfasi (known as the RIF), who culled all the final halachic decisions using the text of the Gemara but deleting all the differences of opinion and rigorous analytical reasoning and discussions behind these rulings. He was the very first codifier of Jewish law and is one of the three pillars on whom the author of the Shulchan Aruch based his halachic rulings. This would also familiarize students on this track with many Gemara expressions, phrases, and technical terms, slowly but steadily exposing them to “classical” Gemara learning.
4) A gradual entry into classical Gemara learning should also be undertaken with an emphasis on developing reasoning skills while placing no emphasis on the amount of material covered. Under this program, the student will gain a feeling of accomplishment by covering extensive ground in the other above-mentioned areas. These reasoning skills should be developed sequentially, much the same way that, l’havdil, math skills are developed, with each successive lesson resting on proper absorption of the preceding one. Classical Gemara learning should fill only a small portion of the daily schedule and be geared to the collective ability level of each particular class. Pushing Gemara to the point of generating feelings of frustration needs to be avoided at all costs.
Of course, no student should ever be locked into a given track. A student may eventually be able to shift tracks for any one of several reasons: he may be a late bloomer; the several years he spent in the track described above may have prevented him from developing a negative attitude and prepared him for the challenge of a different track; or his love of learning may have become so strong as to highly motivate him to put forth an intensive effort which, as we know, can generate unexpected results.
When a situation warrants change there is a tendency among many of us toward inertia. Why make waves when we can comfortably continue with the status quo? If something has worked fairly well until now, why change it?
In response I would only make note of the fact that 90 years ago the innovative idea to have girls receive a thorough Jewish education was not readily accepted in all quarters, and there was resistance to change. Today it has become such a norm that one wonders how it could ever have been different.
The fact that a system or an educational approach has been in place for some length of time does not mean it is beyond periodic reassessment.