The 10 RashiYomi Rules
Their presence in Rashis on Parshat BeHaALoTheCha
Vol1#16- Adapted from Rashi-is-Simple 
Visit The RashiYomi Website: http://www.RashiYomi.Com/
(c) RashiYomi Incorporated, Dr Hendel President,Jun 15,2005
English and Hebrew translations of the Bible come mostly from thewww.MECHON-MAMRE.org  translation with changes made by me

The goal of this Weekly Rashi Digest is to use the weekly Torah portion to expose students at all levels to the ten major methods of commentary used by Rashi. It is hoped that continual weekly exposure to these ten major methods will enable students of all levels to acquire a familiarity and facility with the major exegetical methods.

1. RASHI METHOD: OTHER VERSES   
This example applies to Rashis Nu08-16a
URL Reference: (c) http://www.Rashiyomi.com/nu03-08a.htm

The other verse method seeks to confirm the contents of a target verse by cross referencing other verses which either confirm the target text or add details to it. Additionally the other verse method can shed light on word meaning. 

Nu08-16a states  For they are given given unto Me from among the children of Israel; instead of all that openeth the womb, even the first-born of all the children of Israel, have I taken them unto Me.  כִּי נְתֻנִים נְתֻנִים הֵמָּה לִי, מִתּוֹךְ בְּנֵי יִשְׂרָאֵל:  תַּחַת פִּטְרַת כָּל-רֶחֶם בְּכוֹר כֹּל, מִבְּנֵי יִשְׂרָאֵל--לָקַחְתִּי אֹתָם, לִי  Rashi explains: the phrase given given means given 
•	a) for carrying the temple and
•	b) for serving in the temple.
Rashi undoubtedly infers these meanings of given from the explicit statement in Nu04-47  from thirty years old and upward even unto fifty years old, every one that entered in to do 
•	b) the work of service, and 
•	a) the work of bearing burdens 
in the tent of meeting,  מִבֶּן שְׁלֹשִׁים שָׁנָה וָמַעְלָה, וְעַד בֶּן-חֲמִשִּׁים שָׁנָה:  כָּל-הַבָּא, לַעֲבֹד 
•	עֲבֹדַת עֲבֹדָה
•	 וַעֲבֹדַת מַשָּׂא
--בְּאֹהֶל מוֹעֵד.  .Note, it is important to emphasize that Rashi is not making his derivation from the repetition of given given . Indeed, even without the repetition the other verse just cited clearly indicates two functions of the Levites. Thus Rashi's derivation would remain valid with, or without, the repetition.

2. RASHI METHOD: WORD MEANINGS / new meanings 
This example applies to Rashis Nu08-04a
URL reference:(c) http://www.RashiYomi.com/nu08-04a.htm

The word meaning method seeks to present dictionary meaning. Rashi uses 10 vehicles to infer word meaning. A major word meaning submethod is the special connective words method.  A special connective word is a word that connects sentences. Typical examples are because, also, only.... Rashi's job is to present all usages of these connective words.

Today we examine the meaning of the Hebrew connective word zeh, זֶה , zayin hey. Zeh, which in English means this, always connotes something being pointed to.  The following five verses use the word zeh and on each of them Rashi makes the comment that God showed a picture in fire of the object for illustrative purposes. 
•	Nu08-04  And this was the work of the candlestick, beaten work of gold; unto the base thereof, and unto the flowers thereof, it was beaten work; according unto the pattern which the LORD had shown Moses, so he made the candlestick.   וְזֶה מַעֲשֵׂה הַמְּנֹרָה מִקְשָׁה זָהָב, עַד-יְרֵכָהּ עַד-פִּרְחָהּ מִקְשָׁה הִוא:  כַּמַּרְאֶה, אֲשֶׁר הֶרְאָה יְהוָה אֶת-מֹשֶׁה--כֵּן עָשָׂה, אֶת-הַמְּנֹרָה
•	Ex30-13   This they shall give, every one that passeth among them that are numbered, half a shekel after the shekel of the sanctuary--the shekel is twenty gerahs--half a shekel for an offering to the LORD.  זֶה יִתְּנוּ, כָּל-הָעֹבֵר עַל-הַפְּקֻדִים--מַחֲצִית הַשֶּׁקֶל, בְּשֶׁקֶל הַקֹּדֶשׁ:  עֶשְׂרִים גֵּרָה, הַשֶּׁקֶל--מַחֲצִית הַשֶּׁקֶל, תְּרוּמָה לַיהוָה.  
•	Ex12-02   This month shall be unto you the beginning of months; it shall be the first month of the year to you.  הַחֹדֶשׁ הַזֶּה לָכֶם, רֹאשׁ חֳדָשִׁים:  רִאשׁוֹן הוּא לָכֶם, לְחָדְשֵׁי הַשָּׁנָה.  
•	Lv11-02  Speak unto the children of Israel, saying: These are the living things which ye may eat among all the beasts that are on the earth.  דַּבְּרוּ אֶל-בְּנֵי יִשְׂרָאֵל, לֵאמֹר:  זֹאת הַחַיָּה אֲשֶׁר תֹּאכְלוּ, מִכָּל-הַבְּהֵמָה אֲשֶׁר עַל-הָאָרֶץ.  
•	Ex13-08  And thou shalt tell thy son in that day, saying: It is because of this that the LORD did for me when I came forth out of Egypt.  וְהִגַּדְתָּ לְבִנְךָ, בַּיּוֹם הַהוּא לֵאמֹר:  בַּעֲבוּר זֶה, עָשָׂה יְהוָה לִי, בְּצֵאתִי, מִמִּצְרָיִם.  
The consistency of the Rashi comment -God illustrated the Candelabra, half dollar,non-Kosher animal, full/half moon,... with fire images-- reinforces the position that this, זֶה, connotes something being pointed to.

3. RASHI METHOD: GRAMMAR / conjugation
This example applies to Rashis  Nu10-02a Nu10-02b
URL reference:(c) http://www.RashiYomi.com/ex20-21b.htm

The grammar method seeks to apply and teach Hebrew grammar.  One component of grammar deals with correct verb usage. The word for, לְ, when used with a verb -- e.g. take for yourself, send for yourself -- adverbially connotes that the activity should be done for personal reasons. We first clarify the rule that for connotes an activity done for personal reasons. We then present several examples.

Nu10-02 states 'Make for yourself two trumpets of silver; of beaten work shalt thou make them; and they shall be unto thee for the calling of the congregation, and for causing the camps to set forward.  עֲשֵׂה לְךָ, שְׁתֵּי חֲצוֹצְרֹת כֶּסֶף--מִקְשָׁה, תַּעֲשֶׂה אֹתָם; וְהָיוּ לְךָ לְמִקְרָא הָעֵדָה, וּלְמַסַּע אֶת-הַמַּחֲנוֹת.  Rashi's comments illustrate three possibilities of doing the activity for personal use:
•	a) People will sound the trumpets before you, Moses, as they do before kings.
•	b) The funds for the trumpets should come from your (Moses') personal account.
•	c) The trumpets will be exclusively for your(Moses) personal use (no one else can use them).

The following verses and Rashi comments further illustrate how the word for connotes an activity done for personal reasons.

•	Nu13-02b  'Send for yourself men, that they may spy out the land of Canaan, which I give unto the children of Israel; of every tribe of their fathers shall ye send a man, every one a prince among them.'  שְׁלַח-לְךָ אֲנָשִׁים, וְיָתֻרוּ אֶת-אֶרֶץ כְּנַעַן, אֲשֶׁר-אֲנִי נֹתֵן, לִבְנֵי יִשְׂרָאֵל:  אִישׁ אֶחָד אִישׁ אֶחָד לְמַטֵּה אֲבֹתָיו, תִּשְׁלָחוּ--כֹּל, נָשִׂיא בָהֶם.  Rashi comments: Send spies if you want to.

•	Ex25-08  And let them make for Me a sanctuary, that I may dwell among them.  וְעָשׂוּ לִי, מִקְדָּשׁ; וְשָׁכַנְתִּי, בְּתוֹכָם    Rashi comments: The Temple must be dedicated to me.

•	Ex20-21  And if thou make for Me an altar of stone, thou shalt not build it of hewn stones; for if thou lift up thy tool upon it, thou hast profaned it.  וְאִם-מִזְבַּח אֲבָנִים תַּעֲשֶׂה-לִּי, לֹא-תִבְנֶה אֶתְהֶן גָּזִית:  כִּי חַרְבְּךָ הֵנַפְתָּ עָלֶיהָ, וַתְּחַלְלֶהָ.  Rashi comments: The altar must be dedicated to me.

•	Ex18-27  And Moses let his father-in-law depart; and he went for himself into his own land.   וַיְשַׁלַּח מֹשֶׁה, אֶת-חֹתְנוֹ; וַיֵּלֶךְ לוֹ, אֶל-אַרְצוֹ.   Rashi comments: Jethro returned home for personal reasons;he in fact created a society dedicated to his new discoveries about the Jewish Deity.

4. RASHI METHOD: ALIGNMENT
This example applies to Rashis  Nu08-04g
URL reference:(c) http://www.RashiYomi.com/nu08-04g.htm

The alignment method seeks to extract nuances from the minor differences in the alignment of two almost identical verses. The contrast of the two almost identical verses points either to a) two cases, b) several nuances, or c) an equality of the verses which leads to an understanding in meaning.

We align the three verses Ex25-40, Ex26-30 and Ex27-08 .
=================================================================
Ex25-40 make the Candelabra   after their pattern,        which is shown to you
Ex26-30 erect the tabernacle    according to its laws,      which was shown to you
Ex27-08 make the altar;                                     as was shown to you 
=================================================================

This alignment reveals two points of emphasis, underlined above:
•	The laws of the Tabernacle that is, its blueprint was shown to Moses.
•	Moses is shown several times(vs. showed once) the Candelabra. 

Rashi, in Exodus, suggests that Moses had more difficulty understanding the construction of the Menorah; therefore God showed him its design several times. Rashi repeats this comment, inferred from the above alignment, on the verse Nu08-04  And this was the work of the candlestick, beaten work of gold; unto the base thereof, and unto the flowers thereof, it was beaten work; according unto the pattern which the LORD had shown Moses, so he made the candlestick.   וְזֶה מַעֲשֵׂה הַמְּנֹרָה מִקְשָׁה זָהָב, עַד-יְרֵכָהּ עַד-פִּרְחָהּ מִקְשָׁה הִוא:  כַּמַּרְאֶה, אֲשֶׁר הֶרְאָה יְהוָה אֶת-מֹשֶׁה--כֵּן עָשָׂה, אֶת-הַמְּנֹרָה.   Rashi states God showed Moses the detailed construction of the Menorah.

5. RASHI METHOD: CONTRADICTION
This example applies to Rashis  Nu10-29a
URL reference:(c) http://www.Rashiyomi.com/nu10-29a.htm

The contradiction method seeks to derive Biblical content by assuming a resolution to contradictory verses. Rashi had 3 main methods to resolve contradiction:  The two contradictory verses could be speaking about a) two stages of one process, b) two aspects or attributes of one entity, or c) the contradictory verses could be resolved assuming a broad or literal interpretation of the words causing the contradiction.

Ex02-18:21 states  And when they came to Reuel their father, he said: 'How is it that ye are come so soon to-day?' And they said: 'An Egyptian delivered us out of the hand of the shepherds, and moreover he drew water for us, and watered the flock.' And he said unto his daughters: 'And where is he? Why is it that ye have left the man? call him, that he may eat bread.' And Moses was content to dwell with the man; and he gave Moses Zipporah his daughter.  וַתָּבֹאנָה, אֶל-רְעוּאֵל אֲבִיהֶן; וַיֹּאמֶר, מַדּוּעַ מִהַרְתֶּן בֹּא הַיּוֹם.  וַתֹּאמַרְןָ--אִישׁ מִצְרִי, הִצִּילָנוּ מִיַּד הָרֹעִים; וְגַם-דָּלֹה דָלָה לָנוּ, וַיַּשְׁקְ אֶת-הַצֹּאן.  וַיֹּאמֶר אֶל-בְּנֹתָיו, וְאַיּוֹ; לָמָּה זֶּה עֲזַבְתֶּן אֶת-הָאִישׁ, קִרְאֶן לוֹ וְיֹאכַל לָחֶם.  וַיּוֹאֶל מֹשֶׁה, לָשֶׁבֶת אֶת-הָאִישׁ; וַיִּתֵּן אֶת-צִפֹּרָה בִתּוֹ, לְמֹשֶׁה.  We infer that Reuel was Moses' father-in-law. But Nu10-29 states And Moses said unto Hobab, the son of Reuel the Midianite, Moses' father-in-law: 'We are journeying unto the place of which the LORD said: I will give it you; come thou with us, and we will do thee good; for the LORD hath spoken good concerning Israel.'  וַיֹּאמֶר מֹשֶׁה, לְחֹבָב בֶּן-רְעוּאֵל הַמִּדְיָנִי חֹתֵן מֹשֶׁה, נֹסְעִים אֲנַחְנוּ אֶל-הַמָּקוֹם אֲשֶׁר אָמַר יְהוָה, אֹתוֹ אֶתֵּן לָכֶם; לְכָה אִתָּנוּ וְהֵטַבְנוּ לָךְ, כִּי-יְהוָה דִּבֶּר-טוֹב עַל-יִשְׂרָאֵל  implying that Chovav was Moses' father-in-law and Reuel was the father of Chovav!  This contradiction--was Reuel the father or grandfather of Moses' wife?--is resolved by Rashi through use of broad meaning: The word father can equally refer to the immediate father or a grandfather. Rashi  further notes that grandchildren  frequently call their grandfather,  father. 

6. RASHI METHOD: STYLE
This example applies to Rashis  Nu09-02a
URL reference:(c) http://www.Rashiyomi.com/nu09-02a.htm

The Rabbi Ishmael Style rules are usually thought of as applying to technical legal matters. However in a broader sense they apply to paragraph styles. The fundamental focus of the Rabbi Ishmael style rules is to precisely delineate the relationship between paragraph themes and development details: 
•	Are the details examples of a general theme, or, do the details exhaust the paragraph theme?  In other words 
•	should the examples and details be interpreted literally and exclusively or should they be interpreted broadly and generally? 
Still another way of looking at style is that it answers the question: 
•	How should the paragraph theme and details / examples be integrated? 

Nu09-02:03 states  
•	GENERAL THEME: 'Let the children of Israel keep the passover in its appointed season. 
•	DETAILS: In the fourteenth day of this month, at dusk, ye shall keep it in its appointed season; according to all the statutes of it, and according to all the ordinances thereof, shall ye keep it.'
וְיַעֲשׂוּ בְנֵי-יִשְׂרָאֵל אֶת-הַפָּסַח, בְּמוֹעֲדוֹ.
  בְּאַרְבָּעָה עָשָׂר-יוֹם בַּחֹדֶשׁ הַזֶּה בֵּין הָעַרְבַּיִם, תַּעֲשׂוּ אֹתוֹ--בְּמֹעֲדוֹ; כְּכָל-חֻקֹּתָיו וּכְכָל-מִשְׁפָּטָיו, תַּעֲשׂוּ אֹתוֹ.  
In other words Nu09-02:03 is a Biblical chapter with the following structure: 
•	Theme/topic sentence:  Observe Passover in its time
•	Details:  Observe Passover on the 14th of Nissan.
The rules for the theme-development style require exclusivity to the development---no exceptions. Hence the Rashi: Always observe the Passover on the14th;  even if it falls on the Sabbath and even if the people are ritually impure.

7. RASHI METHOD: Formatting
This example applies to Rashis  Nu12-01e Nu12-01h
URL reference:(c) http://www.Rashiyomi.com/nu12-01a.htm
 
Modern formatting has a variety of vehicles which the writer uses to either create emphasis or point to an underlying unity. Three common examples of modern formatting are (a) bold-italic-underline, (b) paragraph indentation including use of line spaces, (c) use of bulleted lists. 

Authors use these formatting devices as follows: (a) All authors know that bold-italic-underline indicates emphasis. The Bible did not use bold-italic-underline but instead uses repetition to indicate emphasis. (b) Modern authors use indentation and line spaces between paragraphs to point to an underlying unity in a paragraph. The Bible indicates paragraph unity by using the theme-detail-theme, detail-theme, or theme-detail styles. (c) Modern authors use bulleted lists to indicate contrastive emphasis--the bullets together are seen as spanning a domain of ideas while each individual bullet is seen as indicating a separate and distinct idea. The bible indicates bulleted lists by either using repeated keywords or parallel structure. 

The reader will recognize the theme-detail-theme, detail-theme and theme-detail methods as three of the 13 exegetical methods of Rabbi Ishmael. What we have added is the explanation that the Rabbi Ishmael rules focus on biblical examples: Are these biblical examples understood as exhaustive of the whole law or are they understood as examples to be generalized? Similarly the reader will recognize that we have called the bullet method is the Rabbi Ishmael rule of context. What we have added to the Rabbi Ishmael exposition is the idea that parallel structure and repeated keywords are two methods of making inferences from context

Today we give an example of discrete emphasis indicated by a Biblical repetition. In modern writing such an emphasis would be indicated by bold, italic or underline. Nu12-01 states And Miriam and Aaron spoke against Moses because of the Cushite woman whom he had married; for he had married a Cushite woman.  וַתְּדַבֵּר מִרְיָם וְאַהֲרֹן בְּמֹשֶׁה, עַל-אֹדוֹת הָאִשָּׁה הַכֻּשִׁית אֲשֶׁר לָקָח:  כִּי-אִשָּׁה כֻשִׁית, לָקָח.  Note the repeated phrase... whom he had married... Rashi comments: The emphasis indicated by the repeated he had married suggests that the marriage had been; it was an act of the past;  in other words a divorce had occurred.  Note that this indication of divorce thru a non-explicit repetition is the type of discretion that we all use in everyday speech when we wish to avoid embarrassing people.

8. RASHI METHOD: DATABASES
This example applies to Rashis  Nu08-22a
URL reference:(c) http://www.Rashiyomi.com/nu08-22a.htm

The database method seeksto discover biblical ideas using the methods of modern database theory and sequential query language (SQL).  The Talmudic sages and Rashi were totally familiar and frequently used all aspects of modern database theory.  Today we ask the query: When does the Torah emphasize that  people did as God commanded?  The query returns several verses, five of which are listed below.  As can be seen: The six examples below deal either with 
•	a) the exodus 
•	b) assignment of statuses/functions (e.g. Priest and Levite status)
These are plausible occasions to emphasize people did as God commanded:  The Jews 
•	a) rebelled against status assignment (e.g. the Korach rebellion) 
•	b) rebelled (on occasion) against the Exodus and requested to return to Egypt. 
Hence those passages dealing with either 
•	a) commemoration of the exodus 
•	b) assignment of statuses/functions 
have an affirmation that despite the occasional rebellions the people did as God commanded.  Rashi on each of these passages states The phrase they did as God commanded gives praise to the Jews for doing God's will (i.e. and not rebelling as they occasionally did) . Here are the six passages which as just indicated deal with status specific items, such as the Temple which is mainly serviced by the priests and Levites, or the tribal assignments, or the commemoration of the Exodus.
•	Ex39-43  And Moses saw all the work, and, behold, they had done it; as the LORD had commanded, even so had they done it. And Moses blessed them.   וַיַּרְא מֹשֶׁה אֶת-כָּל-הַמְּלָאכָה, וְהִנֵּה עָשׂוּ אֹתָהּ--כַּאֲשֶׁר צִוָּה יְהוָה, כֵּן עָשׂוּ; וַיְבָרֶךְ אֹתָם, מֹשֶׁה.   
•	Nu01-54  Thus did the children of Israel; according to all that the LORD commanded Moses, so did they.   וַיַּעֲשׂוּ, בְּנֵי יִשְׂרָאֵל:  כְּכֹל אֲשֶׁר צִוָּה יְהוָה, אֶת-מֹשֶׁה--כֵּן עָשׂוּ.   
•	Nu02-34  Thus did the children of Israel: according to all that the LORD commanded Moses, so they pitched by their tribal flags, and so they set forward, each one according to its families, and according to its fathers' houses.   וַיַּעֲשׂוּ, בְּנֵי יִשְׂרָאֵל:  כְּכֹל אֲשֶׁר-צִוָּה יְהוָה אֶת-מֹשֶׁה, כֵּן-חָנוּ לְדִגְלֵיהֶם וְכֵן נָסָעוּ--אִישׁ לְמִשְׁפְּחֹתָיו, עַל-בֵּית אֲבֹתָיו.   
•	Nu08-20  Thus did Moses, and Aaron, and all the congregation of the children of Israel, unto the Levites; according unto all that the LORD commanded Moses touching the Levites, so did the children of Israel unto them.  וַיַּעַשׂ מֹשֶׁה וְאַהֲרֹן וְכָל-עֲדַת בְּנֵי-יִשְׂרָאֵל, לַלְוִיִּם:  כְּכֹל אֲשֶׁר-צִוָּה יְהוָה אֶת-מֹשֶׁה, לַלְוִיִּם--כֵּן-עָשׂוּ לָהֶם, בְּנֵי יִשְׂרָאֵל.  
•	Nu09-05  And they kept the passover in the first month, on the fourteenth day of the month, at dusk, in the wilderness of Sinai; according to all that the LORD commanded Moses, so did the children of Israel.  וַיַּעֲשׂוּ אֶת-הַפֶּסַח בָּרִאשׁוֹן בְּאַרְבָּעָה עָשָׂר יוֹם לַחֹדֶשׁ, בֵּין הָעַרְבַּיִם--בְּמִדְבַּר סִינָי:  כְּכֹל אֲשֶׁר צִוָּה יְהוָה, אֶת-מֹשֶׁה--כֵּן עָשׂוּ, בְּנֵי יִשְׂרָאֵל.  

9. RASHI METHOD: SPREADSHEETS
This example applies to Rashis  Nu10-11a
URL reference:(c) http://www.Rashiyomi.com/nu10-11a.htm

The spreadsheet method seeks to explain complicated biblical inferences using geometry, algebra and spreadsheets.  We use the term spreadsheet loosely to denote anything specific (not tone) and complicated. The Rashi need not use algebra and geometry. Rashi might simply illustrate a complicated example.

By studying the verses --- Ex19-01  In the third month after the children of Israel were gone forth out of the land of Egypt, the same day came they into the wilderness of Sinai.  בַּחֹדֶשׁ, הַשְּׁלִישִׁי, לְצֵאת בְּנֵי-יִשְׂרָאֵל, מֵאֶרֶץ מִצְרָיִם--בַּיּוֹם הַזֶּה, בָּאוּ מִדְבַּר סִינָי and Nu10-11  And it came to pass in the second year, in the second month, on the twentieth day of the month, that the cloud was taken up from over the tabernacle of the testimony.  וַיְהִי בַּשָּׁנָה הַשֵּׁנִית, בַּחֹדֶשׁ הַשֵּׁנִי--בְּעֶשְׂרִים בַּחֹדֶשׁ; נַעֲלָה, הֶעָנָן, מֵעַל, מִשְׁכַּן הָעֵדֻת, --- by studying these verses, we obtain the following spreadsheet:
=========================================================
Ex19-01   ARRIVAL AT SINAI:   YEAR 0      MONTH 3      DAY 1
Nu10-11   DEPARTURE SINAI:    YEAR 1      MONTH 2      DAY 20
-------   ----------------    ------      -------      -------
RASHI     DURATION AT SINAI:  0 YEARS     11 MONTHS    19 DAYS
=========================================================
In this instance Rashi simply computes duration as the difference of arrival and departure times.

10. RASHI METHOD: SYMBOLISM
This example applies to Rashis  Nu08-09a
URL reference:(c) http://www.Rashiyomi.com/nu08-07b.htm

The symbolism method seeks to extract meaningful inferences from the symbolism of the biblical text.  The concept of symbolic interpretation is very involved. A good, compact, clear reference explaining when symbolism can be used and how to apply it may be found in my article Genesis1 speaks about the creation of prophecy not the world which you can find at http://www.Rashiyomi.com/gen-1.htm. Today we explore the symbolism in Nu08-09a which describes the symbolic meaning of hands supporting an object. As can be seen from the four examples below supporting ones hands on an object symbolically affirms a transfer of responsibility.

•	a) Nu27-18  And the LORD said unto Moses: 'Take thee Joshua the son of Nun, a man in whom is spirit, and lay thy hand upon him;  וַיֹּאמֶר יְהוָה אֶל-מֹשֶׁה, קַח-לְךָ אֶת-יְהוֹשֻׁעַ בִּן-נוּן--אִישׁ, אֲשֶׁר-רוּחַ בּוֹ; וְסָמַכְתָּ אֶת-יָדְךָ, עָלָיו  Here through the supporting of hands Moses symbolically transfers leadership to Joshua
•	b) Lv24-14  'Bring forth him that hath cursed without the camp; and let all that heard him lay their hands upon his head, and let all the congregation stone him.  הוֹצֵא אֶת-הַמְקַלֵּל, אֶל-מִחוּץ לַמַּחֲנֶה, וְסָמְכוּ כָל-הַשֹּׁמְעִים אֶת-יְדֵיהֶם, עַל-רֹאשׁוֹ; וְרָגְמוּ אֹתוֹ, כָּל-הָעֵדָה.  Here through the supporting of hands the executioners symbolically transfer responsibility for death on the executed criminal's own actions.
•	c) Nu08-09  And thou shalt present the Levites before the tent of meeting; and thou shalt assemble the whole congregation of the children of Israel.  וְהִקְרַבְתָּ, אֶת-הַלְוִיִּם, לִפְנֵי, אֹהֶל מוֹעֵד; וְהִקְהַלְתָּ--אֶת-כָּל-עֲדַת, בְּנֵי יִשְׂרָאֵל.  Here through the supporting of hands the Israelites symbolically transfer responsibility of watching the temple from the Israelites to the Levites
•	d) Lv01-04  And he shall lay his hand upon the head of the burnt-offering; and it shall be accepted for him to make atonement for him.  וְסָמַךְ יָדוֹ, עַל רֹאשׁ הָעֹלָה; וְנִרְצָה לוֹ, לְכַפֵּר עָלָיו.  Here through the supporting of hands the bringer of the sacrifice symbolically transfers spiritual learning from himself to the offered animal. Whatever is done with the animal--for example bringing the animal's blood, symbolizing the soul, to the altar heights, symbolizing the height of spiritual behavior, is seen as a lesson for the offerer.

Conclusion

This week's parshah contains examples of all methods. This concludes this weeks edition. Visit the RashiYomi website at http://www.Rashiyomi.com/ for further details and examples.