We ask the following database query: How many temple utensils are described in the bible and how are they sequenced? The reader is encouraged to perform the query using a standard Biblical Konnkordance or search engine. This database query yields the list below. The list justifies the following Rashi-Midrashic inference: Different sequencing is used for the Temple objects. Each sequencing reflected a different ordering principle.
• The order to build reflects a sequence based on spiritual importance - for example the most important thing is acceptance of God's law symbolized by the ark.
• The actual construction reflects criteria of building importance - thus the building structures are made first, followed by critical utensils, followed by outside utensils.
• The actual building erection reflects criteria of homeowner importance - thus the building is made first, followed by the most important utensils (the ark) and their protection, followed by other utensils, followed by items outside the building/house.
The list below presents the results of the database query.

Advanced Rashi: If the student of Rashi compares the Rashi explanations in rule 4, alignment with the Rashi explanations in rule 8, databases one can see Rashi's genious and understand how the various Rashi rules are used. The alignment explanation reflects what we tell children - something simple and short. By contrast the database explanation reflects a full blown explanation utilizing a consistent application of comparison. The alignment explanation is simple and punchy while the database explanation is complex and rich. Rashi pedagogically chose the simple punchy alignment explanation. His intent was to encourage further research. As the child who learned the alignment explanation grew older he would consistently apply Rashi's question on order till he arrived at the entire database above. The child, now grown, would then attempt to fully develop reasons for all the order sequences.

This is the proper method by which to view Rashi: A dynamic method that interacts at all levels of students - young and old. We see here simultaneously Rashi's simplicity and complexity - he addressed both child, adult and scholar.

Praise be He who chose them and their learning!