Rashi-Is-Simple Mailing List
(C) Dr Russell Jay Hendel, 1999
Volume 01 Number 08
Produced Jan 18, 1999
Topics Discussed in This Issue
------------------------------
v-0118--GROUP of Rashis by ONE theme;CBrown posting
v2d13-5--the 4 sons:wicked SAYS his query;APATHETIC has no query
v2a13-8--Higher percentage of symbols in APATHETIC parshah
v2b13-8--APATHETIC son has 100% singular vs plural(ind vs community)
v2a13-9--APATHETIC parshah has higher % of PERSONAL use("For me")
v2-13-4--PEDAGOGY to APATHETIC:a)symbols, b)individual, c)personal
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
v-0118
This week is the first time we explain a WHOLE GROUP of Rashis with
ONE THEME.
The traditional approach to Rashi looks at every Rashi as a self
contained entity. As will be seen below it gives more depth to
view the Rashis as a group and explain them as a group.
The theme of this group is the famous "4 Passover Sons"---the 4
principles of pedagogy by which we approach children.
Therefore I have only placed "4-son" Rashis in this issue.
I give acknowledgement to Chaiim Brown who asks about 2-2-12---
>And Moses looked around and SAW THERE WAS NO PERSON and killed
the Egyptian..<
Rashi says: SAW {thru the holy spirit that} THERE WAS NO {good}
PERSON {destined to come from him}.
Chaiim wants to know why interpret it this way? Why not simply say
he looked around!!
A brief answer is that SAW, Biblically, MUST mean to Prophetically
SEE.
We will post Chaiims question and my answer next week. But in the
meantime the readers are invited (especially if you have CD ROMS)
to try and guess what type of list would justify this.
Notice that a list of places where SEE=PROPHECY is irrelevant.That
shows IT COULD mean prophecy; not that it has to. So what list
should be used to show this. (Readers who submit correct
responses will be published instead of me and given credit)
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v2d13-5 .& you'll do this service..eat matzoth.tell your son
------ v2a13-8 ...Because of this did God do for ME
v2b13-8 Because of THIS did God do for me when I left Egypt
v2a13-9 ...And they will be FOR YOU as signs
v2a13-4 Today you are leaving in Spring
RASHI TEXT:
----------
v2d13-5 The preceding parshah 2-12-26 taught principles of PEDAGOGY
to the WICKED SON. This parshah repeats the same items but
with the principles of PEDAGOGY to the APATHETIC SON. The
Torah teaches us that you should teach the APATHETIC son by
opening his heart up with agaddahs and stories.
v2a13-8 The word ME hints; if the wicked son has been in Egypt
he wouldn't have been worthy to be redeemed
v2b13-8 This" refers to e.g. Matzoh, Pesach, and Maror
v2a13-9 The exodus from Egypt will be made into a symbol for you
v2a13-4 The exodus took place in the Spring (Good weather)
If the Exodus took place in the RAINY or COLD season
it would have been inconveniencing.
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
----------------------------------------
There is a list {LIST1} of 4 chapters where telling
children about Egypt is a theme. Each chapter
deals with a different TYPE OF PEDAGOGY. The principles are
outlined in the various Rashis. Right now let us JUSTIFY the
NAMES given to these 4 sons.
As {LIST2} shows the WICKED SON "SAYS" his question,
rhetorically and cynically (2-12-26 "When your children
SAY to you" vs 2-13-14 "When your child "ASKS" you). Thus
the WICKED "SAYS" his question while the others "ASK"
He is called wicked because he rhetorically asks.
WICKED is identified with SKEPTICISM and lack of interest
in learning.
The APATHETIC does NOT ASK; the other 3 ASK a question.
he is called apathetic, because he lacks interest.
Of the remaining two sons who ASK:
The SIMPLE son only says WHAT IS THIS
The WISE son asks lots of details (What are testimonials...)
Notice How we identify WISE = LOTS OF DETAILS {LIST3}.
The translation "APATHETIC" vs "CAN"T ASK" is due to Rabbi
Soloveitchick who pointed out that a child who CAN"T ASK is
really SIMPLE--hence he prefers to translate CAN"T ASK=
DOESN"T CARE TO ASK.
Rabbi Soloveitchick also pointed out that the statement "There
are 4 sons" does not mean "Each child is one of these 4" but
rather means "Each child is a MIXTURE of these 4 types". In other
words the 4 sons are 4 TYPOLOGIES---pure personalities. Every
REAL child is some mixture of these 4.
Thus we will speak about the WICKED, APATHETIC, SIMPLE and
WISE chapters or sons.
Now that we have explained the NAMES of each chapter we will
go on and explain the particular type of pedagogy recommended
to each child.
The basic principles of PEDAGOGY FOR THE APATHETIC SON are 3 fold
* Emphasize the individual vs the community
* Emphasize the symbolic vs the verbal
* Emphasize the personal (God did this "for me")
Let us go thru these 3 principles one by one:
EMPHASIZE THE PERSONAL:
{LIST6} shows a simple case, Tefillin, which is mentioned in
both the APATHETIC and SIMPLE parshah. As {LIST6} shows
in the APATHETIC Parshah it says "And it will be a symbol FOR YOU"
while the "FOR YOU" is absent in the SIMPLE SON PARSHAH. {LIST4}
further studies the frequency of personal references in all
4 chapters--the apathetic son chapter has more than the others.
EMPHASIZE THE SYMOBLIC:
One difference between the APATHETIC son and SIMPLE SON parshah
is that there are more SYMBOLIC COMMANDMENTS MENTIONED. This teaches
pedagogy: You deal with the APATHETIC son by presenting many symbols
and emphasizing the personal touch (God this for ME; these are MY
symbols). {LIST5} shows the frequency of symbols mentioned in
all 4 sons.
EMPHASIZE THE INDIVIDUAL VS THE COMMUNITY:
As can be seen from {LIST4} the language in the APATHETIC son
chapter is 100% in the singular; the wicked son has 0% singular
and the wise son has a 100% plural in the answers.
Let us now summarize the major lessons of pedagogy learned from
these 3 lists. The reader is invited to infer other lessons
for him/herself.
1) Notice how TEFILIN is mentioned for both the APATHETIC
and SIMPLE...since symbols are an important element of education.
By contrast they are not mentioned by the WISE who is more in
need of real facts and laws. (v2-13-9)
2) Notice how the TORAH answers the wise with MANY DETAILS
...SIGNS, WONDERS, GREAT and AWESOME.
This suggests a PRINCIPLE OF PEDAGOGY...answer the wise with
principles.
Hence the HAGADDAH *APPLIES* this principle and says TEACH
THE WISE ALL LAWS OF PASSOVER.
3) Notice how the answer to the WICKED IS TERSE and without
SYMBOLS. (God saved us and let the Egyptians drown...there is
no mention of Tefillin etc). This also is PEDAGOGY---
-you don't use SYMBOLS for a skeptic (it encourages antagonism)---
-don't give DETAILS to a skeptic (he doesn't have the patience
for it)---
-but do tell him the basic idea.
4) The WISE SON has all PLURALITY in the ANSWER
The APATHETIC SON has a 100% singular
So the proper way of dealing with the APATHETIC SON is to be TOTALLY
PERSONAL--continual use of "God did this for ME"--it is "FOR ME a
sign" (Emphasis of the community is likely to turn the apathetic
son off).
5) The WISE SON has all PLURALITY in the ANSWER
Notice the contrast that by
the WICKED SON we have "...and when your sonS say (Plural"(2-12-26)
while by the other children "..when your son says (Single(2-13-14)
Thus we have some real contrasts here. The wicked son belongs to
a gang (THEY ask) while the other children are individuals.
The WICKED son comes as a gang (They say "What is this") and you
must respond as a gang (God saved our gang and not your gang)
6) The WISE SON has all PLURALITY in the ANSWER but his questions
of "what is this" is in the singular.
The proper way of dealing with the WISE SON is to allow him
to be an individual in what he asks but give him a place in
the community in your answers (Singular questions and plural
answers). In other words, tell him that the laws are OUR
traditions.
7) The Rashis on 2-13-8 and 2-13-4 further support the emphasis
on symbols for the apathetic son:
The Biblical statement "Because of THIS"
suggests an environment where there are many symbols at the table
which are being pointed to.
8) The Rashi on 2-13-4 talking about the Spring,
Emphasizes the SYMBOLIC: Spring is symbolic of growth
Emphasizes the PERSONAL:It is comfortable in Spring(not rainy,icy)
9) Further derivations are possible but not as strong. For
example, the mixture of singular and plural on the simple son
suggests that we deal with the SIMPLE with a MIXTURE of PERSONAL
approach and COMMUNAL APPROACH. On the one hand we draw him in
by stating that God did this FOR HIM. On the other hand we
emphasize COMMUNAL RESPONSIBILITY by stating that LAWS and
salvation were MADE FOR THE COMMUNITY.
We invite further inferences from our readers.
COMMENTS ON RASHI'S FORM:
-------------------------
I just wanted to make some comments on some miscellaneous matters
connected with these 4 sons.
The actual Passover agaddah used by everybody says that the
chapter with the wicked son is classified as "wicked" because
the son in that chapter asks "What are all these commandments
that God commanded **you**" (vs "..that God commanded **us**",
the implication being that this son is not part of the community)
But the WISE SONE also asks "..which God commanded you". So why
do we classify one son as wise and the other as wicked!!!!
Using our above analysis we can explain this as follows:
We have already given the PROOF of wickedness in that
the wicked son SAYS his question vs ASKS it.
The use of SAY vs ASK is the real proof.
The use of the word YOU by wicked is a SUPPORTIVE HINT
The meaning of the word HINT is as follows:
YOU by itself does NOT PROVE Wickedness (Since the Wise son has it!)
But if we **already** proved wickedness then "YOU" SUPPORTS it
This explains Rashis language: YOU is a HINT (ie Supportive)
Now I will make some comments on the fact that from
2-13-8 Rashi learns that you should use many symbols
when dealing with the apathetic son.
The Sifsay Chachamim correctly points out that Rashi learned
what he did from the words "Because of THIS.." which denotes
pointing at something.
However one should SUPPLEMENT this observation of the Sifsay
Chachamim by pointing out that this is just a SUPPORTIVE HINT.
The real reason for identifying APATHETIC PEDAGOGY with SYMBOLS
comes from the above list which demonstrates that a plethora
of symbols is unique to APATHETIC SON PEDAGOGY but not as much
to the others.
For our final comment on form we look at the Rashi on 2a13-9
It looks like Rashi is not saying anything special:
"The Exodus shall be for you a symbol"
However by examining lists we learn that Rashi is reemphasizing
the unique characteristics of the APATHETIC SON chapter....
* Be personal
* Emphasize the individual not the community
* Use symbols not verbal arguments
In other words we must read this Rashi as APPLYING the general
themes to this particular verse. The novelty here (in contrast
to the usual way of looking at Rashi) is that we aren't requiring
that Rashi be BOTHERED BY SOMETHING and or that SOMETHING is
peculiar or stylistically unusual in the verse.
Rather we are introducing the idea of explaining a GROUP of
Rashis by ONE COMMON THEME. In this case all Rashis dealing with
the 4 SONS focus on the COLLECTIVE DIFFERENCES in the Parshah.
LISTS:
------
{LIST1} {Of Biblical chapters where teaching
children about Egypt is mentioned. The use of this list
should be clear--for example: The APATHETIC column shows
that the chapter on the apathetic son begins in verse
2-13-5 and finishes in v2-13-10}
VERSE WICKED APATHETIC* SIMPLE WISE
===== ======= ========== ========== =====
FROM 2-12-24 2-13-5 2-13-11 5-6-20
TO 2-12-27 2-13-10 2-13-16 5-6-25
FOOTNOTES:
==========
* The translation "APATHETIC" vs "CAN"T ASK" is due to Rabbi
Soloveitchick who pointed out that a child who CAN"T ASK is
really SIMPLE--hence he prefers to translate CAN'T ASK=
DOESN'T CARE TO ASK.
Rabbi Soloveitchick also pointed out that the statement "There
are 4 sons" does not mean "Each child is one of these 4" but
rather means "Each child is a MIXTURE of these 4 types". In other
words the 4 sons are 4 TYPOLOGIES---pure personalities. Every
REAL child is some mixture of these 4.
{LIST2} {Of how questions are asked by the 4 sons #}
SON VERSE TEXT
=== ======= ====
Wicked 2-12-26 And when your son SAYS $ to you WHAT IS..
Simple 2-13-14 And when your son ASKS you..
Wise 5-6-20 when your son ASKS
FOOTNOTES:
=========
# The chapter on the APATHETIC son (2-13-1:10) does not, like
the other 3 sons, have a verse of the form "..when your son ASKS
you..." Hence this chapter corresponds to what our sages call
the child who doesn't care to ask = The APATHETIC SON.
$) The WICKED "SAYS" his question while the others "ASK"
He is called wicked because he rhetorically asks.
"WICKED" is identified with SKEPTICISM and lack of interest
in learning.
{LIST3} {Biblical texts of the 2 children--simple and wise--
who ask their question}
SON VERSE TEXT
=== ===== ====
Simple * 2-13-14 What is this
Wise * 5-6-20 What are the testimonials,statues..
FOOTNOTES:
==========
* The SIMPLE son only says WHAT IS THIS
The WISE son asks lots of details (What are testimonials...)
Notice How we identify
WISE = LOTS OF DETAILS vs SIMPLE=NO DETAILS
{LIST4} {Of personal references in the 4 chapters on teaching sons
How the list was constructed is given in detail in the
footnotes}
PERSONAL 2-12-24 2-13-5 2-13-11 5-6-20
REFERENCES 2-12-27 2-13-10 2-13-16 5-6-25
PLURAL/SING WICKED APATHETIC SIMPLE WISE
=========== ====== ========= ====== ======
Singular Thruout Query;Ans Query
Plural Query;Ans Answer Answer
For me Thruout
Singular 0% 100% 72% 16%
Plural 100% 0% 28% 84%
For me 2 time 1 time Several
FOOTNOTES:
=========
# We should explain HOW this list was made.
E.g. Look at the SIMPLE SON CHAPTER starting at 2-13-11. Let
us go down to the question at 2-13-14. Let us count every word
that COULD BE EITHER SINGULAR or PLURAL. Here is how we would
start
>When your son (Singular =1) asks (Singular = 2) you ....
>and you will say (Singular = 3) ..with a strong hand God
>took us (Plural = 1) out of Egypt....And when Pharoh hardened
>his heart from sending us (Plural =2) etc.
We continue and take percentages.
Continuing with the explanation of the list we explain how we
count PERSONAL items. Notice that e.g
VERSE TEXT PERSONAL TYPE
----- ---- -------- ----
v2-13-9 It will be FOR YOU a sign YES APATHETIC
v2-13-16 It will be a sign NO SIMPLE
Thus v2-13-9 has an EXTRA "For you" which indicates a PERSONAL TONE
One final comment: None of the above counts are meant to be
black and white....maybe someone will notice some more personal
counts or differ in the singular plural count by 1 or 2.
{LIST5} {Of SYMBOLS in the 4 Chapters of the 4 sons}
VERSE 2-12-24 2-13-5 2-13-11 5-6-20
TO 2-12-27 2-13-10 2-13-16 5-6-25
SYMBOL TYPE WICKED APATHETIC SIMPLE WISE
======== ======= ========= ======= ======
1stBorn 2-13-1 2-13-12
Watching 2-12-26 2-13-5
Spring 2-13-4
Matzoh 2-13-7
Sacrifice 2-12-27
Tefillin 2-13-9 2-13-15
{LIST6} {Of verses in the 4 chapters dealing with
the 4 sons spoken about on Passover that
have Tefillin mentioned in them}
VERSE TEXT PERSONAL TYPE
----- ---- -------- ----
v2-13-9 It will be FOR YOU a sign YES # APATHETIC
v2-13-16 It will be a sign NO SIMPLE
FOOTNOTES
---------
The APATHETIC son has a personal tone by tefillin ("sign FOR YOU")
while the other sons do not
ACKNOWLEDGEMENTS:
----------------
The idea that the wicked son is called wicked because
he ASKS his question vr SAYS his question appears in
my article PESHAT and DERASH, TRADITION, WINTER 1980.
This analysis has also appeared on e.g. MAIL JEWISH.
RULE CLASSIFICATION: DOUBLE CHAPTERS | Content alignment
--------------------
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
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End of Rashi-Is-Simple Digest
Volume 01 Number 08
Produced Jan 18, 1999
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*