Candle Lighting Time - 7:35 PM Page 1 Volume 12, Issue 24 May 3, 2013 פרשת בהר- בחקתי בס"דRabbi Moshe Zimberg Returning to MDS By Rabbi Mordechai Besser, [email protected]Rabbi Moshe Zimberg, Associate Principal of the Hebrew Academy of Long Beach for the past six years, is joining our administrative team for 2013-2014 as Mashgiach Ruchani - Middle School Coordinator. This position will focus primarily on guidance for our Junior High School boys and girls. Prior to his tenure at HALB, Rabbi Zimberg was a rebbe and, subsequently, an assistant principal at MDS for twenty years, from 1987 to 2007. Rabbi Zimberg, who holds a B.A. from Touro College, Rabbinical ordination from Yeshiva Torah Voddath, and an M.S.Ed in Jewish Education and Administration from Azrielli Graduate School, is well known in the MDS community for his effervescent personality and strong positive influence on young people. Many of our 8th graders remember him fondly, while younger students have heard about him from siblings. He was the winner of the Gruss Excellent Teachers Award and the Grinspoon-Steinhardt Award for Outstanding Teaching. While his primary area of focus will be grades 6-7-8, Rabbi Zimberg, as a member of our administrative team, will be involved in all facets of our school curriculum and program. He will also be involved in teacher supervision and will be teaching for part of his schedule. We are very excited by Rabbi Z’s return and look forward to sharing with you all of our various plans for September. We are confident he will be a tremendous asset to the MDS family. Yom Iyun in Tefillah: Focus on Prayer By Rabbi Benjamin Yablok, Assistant Principal, [email protected]In our age of instant connection and results it can be chal- lenging to find meaning in prayer. MDS offers opportunities for daven- ing, discussions, and explanations - yet we are always looking for ways to enhance the experience. This past Monday we devoted a large part of our day in grades 6, 7, and 8 to thinking about Tefilah in different ways – a Yom Iyun in Tefilah. Some classes prepared meaningful images that were inspired by the words of Ashrei, Shema, and the Amidah. These were shown, silently, during the davening and we all saw them as we read the actual Tefilot from the screen. Special sessions were devoted to ‘Writing your own Tefilah’, practicing skills that apply to the service, and student discus- sion of what Tefilah means to them. A game session challenged students as to their familiarity with the Siddur while a video session presented six different styles of actual services in which students could observe and comment on the features of each. Chassidic, Se- phardic, Lithuanian, juvenile, musical and even traumatic types of Davening were discussed. Several guest speakers punctuated these workshops. Rebbetzin Suri Teitelbaum of Lawrence gave a memorable session to the girls and Rabbi Mark Wildes of the Manhattan Jewish Experience brought home the personal potential captured in our Tefilot. Students were afforded an opportunity to think of Tefilah in different ways and to reflect on their own relationship with Tefilah. Our faculty is committed to building on experiences like these to further engage our students meaningfully in prayer.
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Candle Lighting Time - 7:35 PM Page 1
Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר
בס"ד
Rabbi Moshe Zimberg Returning to MDS By Rabbi Mordechai Besser, [email protected]
Rabbi Moshe Zimberg, Associate Principal of the Hebrew Academy of Long Beach
for the past six years, is joining our administrative team for 2013-2014 as Mashgiach Ruchani
- Middle School Coordinator. This position will focus primarily on guidance for our Junior
High School boys and girls. Prior to his tenure at HALB, Rabbi Zimberg was a rebbe and,
subsequently, an assistant principal at MDS for twenty years, from 1987 to 2007.
Rabbi Zimberg, who holds a B.A. from Touro College, Rabbinical ordination from
Yeshiva Torah Voddath, and an M.S.Ed in Jewish Education and Administration from Azrielli
Graduate School, is well known in the MDS community for his effervescent personality and
strong positive influence on young people. Many of our 8th graders remember him fondly,
while younger students have heard about him from siblings. He was the winner of the Gruss
Excellent Teachers Award and the Grinspoon-Steinhardt Award for Outstanding Teaching.
While his primary area of focus will be grades 6-7-8, Rabbi Zimberg, as a member of
our administrative team, will be involved in all facets of our school curriculum and program.
He will also be involved in teacher supervision and will be teaching for part of his schedule.
We are very excited by Rabbi Z’s return and look forward to sharing with you all of
our various plans for September. We are confident he will be a tremendous asset to the MDS
family.
Yom Iyun in Tefillah: Focus on Prayer By Rabbi Benjamin Yablok, Assistant Principal, [email protected]
In our age of
instant connection and
results it can be chal-
lenging to find meaning
in prayer. MDS offers
opportunities for daven-
ing, discussions, and
explanations - yet we
are always looking for
ways to enhance the
experience.
This past
Monday we devoted a
large part of our day in
grades 6, 7, and 8 to thinking about Tefilah in different ways – a Yom Iyun in Tefilah. Some classes prepared meaningful images
that were inspired by the words of Ashrei, Shema, and the Amidah. These were shown, silently, during the davening and we all saw
them as we read the actual Tefilot from the screen.
Special sessions were devoted to ‘Writing your own Tefilah’, practicing skills that apply to the service, and student discus-
sion of what Tefilah means to them. A game session challenged students as to their familiarity with the Siddur while a video session
presented six different styles of actual services in which students could observe and comment on the features of each. Chassidic, Se-
phardic, Lithuanian, juvenile, musical and even traumatic types of Davening were discussed.
Several guest speakers punctuated these workshops. Rebbetzin Suri Teitelbaum of Lawrence gave a memorable session to
the girls and Rabbi Mark Wildes of the Manhattan Jewish Experience brought home the personal potential captured in our Tefilot.
Students were afforded an opportunity to think of Tefilah in different ways and to reflect on their own relationship with Tefilah.
Our faculty is committed to building on experiences like these to further engage our students meaningfully in prayer.
Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר
Page 2 Candle Lighting Time - 7:35 PM
MDS Auction, 5/5/13
Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר
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“Raising Resilient Children in a Challenging
Time” was the topic of Dr. John D’Auria’s multiple
presentations last week at M.D.S. Dr. D’Auria is an ac-
complished and distinguished educator, currently presi-
dent of Teachers21, a group that focuses on educational
research and professional development.
Dr. D’Auria spoke to administrators, two sets of
teachers, and then presented to our parent body in the
evening. His thesis, based on the research of Dr. Carol
Dweck, is that children need to believe that their efforts
will be successful in order to persist in working towards
their goals.
Some people think of children as ‘smart’ or
‘average’ as if they are stuck with the brains they were
born with. Intelligence would be better seen as a charac-
teristic that can develop, as students grapple with chal-
lenges and increase their ability to think creatively, even
divergently about a problem. Hard work and effective
strategies, rather than native intellect, can make all chil-
dren high achievers. Instead of self-criticism and loss of
faith in our abilities, students (and all of us!) should be asking ‘’Where did I go wrong and How can I do it more effectively?”
Students’ image of their own intelligence is key to their motivation to succeed. That image comes from the feedback we give
them. Telling someone ‘you are so smart’ after an achievement sounds nice but won’t help them next time when they run into a road-
block and don’t feel smart at all. Telling them, by contrast, “your hard work really paid off” or “I knew you could figure it out” con-
veys confidence in a student’s ability to cope with future challenges.
And that is the resilience that we want for all our children.
Dr. John D’Auria Teaches about Resilience By Rabbi Benjamin Yablok, Assistant Principal, [email protected]
Lag BaOmer Faculty-Student Basketball Game By Messenger Staff
Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר
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Celebrating Lag BaOmer in the ECD! By Aviva Yablok, Early Childhood Department Director, [email protected]; Pictures taken by Early Childhood Department Teachers
The Early Childhood Department celebrated a special day together this
week.
We have been learning about Lag B’Omer since we returned from Pe-
sach break. We learned that the day should be spent showing kindness to our
friends and spending time outdoors. We did both!
Our Kindergarten classes visited the new World of Wings Butterfly
Museum in Teaneck, New Jersey. This visit coincided with our school butterfly
project happening in each room. At the museum, there was a great deal to learn
about butterflies and their lifecycle. The students spend time in the butterfly
pavilion getting “up close and personal” with those beautiful creatures.
Our Nursery Four classes visited the Central Park Zoo. Even though the
weather could have been a bit more cooperative, they still enjoyed the spending
time with their friends and visiting a long standing favorite city attraction. We
opted to eat our lunches back at school—picnic style—in the classrooms.
The Toddler and Nursery classes dodged the raindrops in an extended
outdoor play time and then had the pleasure of welcoming Ms. Alyssa Satin
Capucilli—author of the Biscuit books to our classroom. Ms. Capucilli read
three of the many books she has written and invited the children to join her in
some of the readings. The students went on to enjoy their indoor picnic lunch
together.
Our thanks to all the parents who joined us for the trips and to the Morot
who, once again enabled our students to share a memorable experience together.
* As a follow up activity to reading Charlotte’s Web, which the Kin-
dergartners have enjoyed, the students went to see the live play of Charlotte’s
Web this past Tuesday. Great story, great play, great fun!
Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר
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Read all about it! This week, MDS students and parents alike
flocked to the school's annual book fair, where they found a wide selec-
tion of children's and adult books. There were plenty of choices for every
reader, including sports fans, hobbyists, and fiction aficionados. There
was a broad selection of Jewish and Hebrew books for kids, and cook-
books to please every palate.
Even as volunteers were busy setting up the fair, there was a special pre-
view event on Monday, as author Alyssa Satin Capucilli read to the Tod-
dler and Nursery classes from her Biscuit and Katy Duck books. The
children had fun participating with their 'woof woofs' and 'quack quacks'.
Yitz Rosman, author of Jeremy Sets Sail, was also a big hit with grades 1-
6 on Tuesday. Other highlights included Take it Personally, a vendor of
educational toys and games, that appeared MDS Book Fair on Wednes-
day. On Wednesday evening, the book fair stayed open late to service
125 students and parents who participated in the MDS soccer tournament.
Throughout the three-day event, K-8 classes visited and shopped
the book fair while younger children were brought to the fair by their par-
ents. On the first day of the fair alone, there was $4,000 in sales; a portion
of those proceeds go to benefit the school. Some books that sold out early
Tuesday morning include My Dad Thinks He's Funny and Boy + Bot. "I
liked when the robot tried to feed the boy oil and the boy gave the robot
apple sauce,'' said Avi Atik (N4B), who recommends Boy + Bot.
Many thanks to our wonderful volunteers: Stacey Levy, Shosha-
na Bergman, Rebecca Maleh, Riva Atlas, Sarra Schwartz, Marcy Levitt,
Tova Epstein, Barbara Jankelovits, Jessica Zmood, Dalia Cohen, Julie
Gans-Ackerman, Lisa Scharf, Janine Sherr, Limor Gutkind, Rivka Sand-
ers, Danielle Schwebel, Rena Ashear, Lena Rudman, Rhonda Stober, Le-
בכל בית יש הרבה חפצים ) דברים שאנחנו משתמשים כל יום( . יש לנו חפצים שאנחנו רגילים שאנחנו רק משתמשים בהם כל הזמן ולא חושבים שהם דברים מיוחדים. אבל יש חפצים מיוחדים שאנחנו אוהבים מאוד והם חשובים
לנו או למשפחה שלנו.בכיתה ד' בשעור לשון עברית קראנו סיפור על סדור מיוחד שהסבא רוצה לתת לנכד שלו לבר המצווה. גם
התלמידים בכתות שלנו הביאו חפצים מיוחדים וחשובים להם או למשפחות שלהם. הנה כמה מהספורים כמו שכתבו התלמידים.
שושנה סעד:
אני מביאה את הקופסה לתכשיטים. האמא שלי נותנת לי את
הקופסה לתכשיטים. בקופסה לתכשיטים יש שרשרת וצמיד
חשובים מאוד. )גם לאחות שלי רחל יש קופסה כזו וגם היא
הביאה אותה לכיתה.(
אריאלה מרו:
אני הבאתי סידור. הסידור מהסבא רבה, רבה שלי. הסידור
חשוב , חשוב, חשוב מאוד. בכיתה אני מספרת על מה שאני
הבאתי. אני אוהבת את הסידור הזה!
יונינה גראואר:
אני מביאה שרשרת. אני מראה ומספרת על השרשרת הזאת.
אני עושה את השרשרת הזאת עם הסבתא שלי. השרשרת
חשובה לי מאוד . כאשר אני רואה את זה אני חושבת על
הסבתא שלי. אני אוהבת את סבתא מאוד. ) אני גם ציירתי את
השרשרת(.
רחלי דוביץ:
יום אחד אמא נתנה לי שרשרת. זה לא היה יום ההולדת שלי
או חנוכה. היא נתנה לי שרשרת זהב. זאת לא שרשרת רגילה ,
זאת שרשרת חשובה מאוד לאמא שלי וגם לי. אני חשבתי
שאני רוצה לספר על השרשרת לכיתה ואיך האמא שלי נתנה
לי את השרשרת. כל הכיתה ראתה את השרשרת. אני חשבתי
שאפשר לפתוח את לב על השרשרת , אבל אני לא יכולה. אני
כותבת על השרשרת שלי כי השרשרת חשובה לי מאוד.
שרה דין:
הבאתי את התמונה של האמא שלי, אני והסבא שלי. בהתחלה אני לא ידעתי מה להביא, התמונה בבית שלי כל הזמן
ואני לא ידעתי שהיא חשובה. אבל זה הסיפור על התמונה:
כשהאמא שלי בת חמש, היא שחקה עם האבא שלה )הסבא שלי(. בתמונה האמא שלי מראה באצבע על הזקן של
סבא. אחרי שסבא מת, האמא שלי מצאה את התמונה הזאת ושמה אותה בבית שלי. בתמונה אחרת, אני עם האבא שלי
וגם אני מראה עם האצבע על האף שלו. התמונה של האמא שלי והאבא שלה כמו התמונה שלי ואבא שלי.
סבתא והם מכסף. אמא שלי לפעמים מדליקה נרות בפמוטים.
בלה אלמן:
כל ילדה מביאה חפץ שלה לכיתה. אני הבאתי את הפמוטים
של סבתא שלי. סבתא שלי מדליקה את הנרות בפמוטים
האלו בשבת. היא קונה את הפמוטים בירושלים כשהיא בת
. היא אמרה שהפמוטים מיוחדים מאוד. 02
שמעון ווילדס:
אני הבאתי הכוס לקידוש שלי וספרתי על זה לכיתה.
כשנולדתי משהו נתן את הכוס הזאת לי למתנה. הכוס
והצלחת שהולכת מתחת לכוס, מכסף. על הכוס של הקדוש
כתוב השם שלי, "שמעון יהושע" , ועכשיו אני אומר את
הקדוש ושותה מיץ ענבים מהכוס כל שבת. הכוס של קדוש
מאוד מיוחד לי כי זאת הייתה מתנה מאוד יפה. אני משתמש
בה כל שבוע.
זכריה שוורץ:
אני הבאתי את התמונות של התמונות של הסבתא רבה שלי.
הסבתא רבה שלי נתנה את התמונות לאבא שלי. אני אוהב את התמונות האלה , אני רוצה
את התמונות בבית שלי.
שלום חזן:
אני הבאתי ספר תורה עם מפרשים .זה ספר של הסבא שלי. זה מיוחד כי הרבי שכתב את
הספר , חתם את השם שלו בספר. הסבא שלי נותן את זה לאמא והיא נתנה את זה לי.
ישעיהו:
אני רציתילהראות לכיתה את הסט של מים אחרונים של הסבא שלי. הסבא שלי מת. לפני
שהסבא שלי מת הוא נותן את זה לאמא שלי. אני שומר על זהכי זה מהסבא שלי ואני לא ראיתי אותו.
רחל הלפרין:
( של הסבתא של האבא שלי. המלחיה קטנה וכמו פרח צהוב. האבא שלי לא מכיר salt shakerאני הבאתי מלחיה )
את הסבים והסבתא שלו. הוא מכיר רק סבתא אחת שהמלחיה שלה. המלחיה הזאת מאוד מיוחדת.
Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר
Page 14 Candle Lighting Time - 7:35 PM
8G Devar Torah Project: Behar-Bechukotai Submitted by Bethany Strulowitz, [email protected]; Devar Torah written by Samantha Mongan, 8G
In Perek 25, pasuk 35, what do the words ”והחזקת בו“ ,
and you shall strengthen him)" mean? And how are we sup-
posed to be going about by strengthening him? We find the
answer in the Rambam. He says that the highest form of tzed-
akah is to help stop someone from becoming poor. This could
be giving him a loan, a job, investing in his business, or any-
thing else that will help him prevent him from becoming poor.
This is what the pasuk means by והחזקת בו. Rabbi Yosef Dov
Soloveitchik talks about this principle and he says that it can
be applied to both individual people and Am-Yisrael. No mat-
ter how far we fall it is our duty as Jews to step up and help.
When Jews in one part of the world are suffering it is up to Jews in another part of the world to help them. In this way no matter how
far the Jewish nation falls, it will always start back up again and grow stronger. Hashem will stay with us forever, no matter how low
we fall, even if our “falling low” is in another category.
Hashem tells Moshe that every seventh year in the land of Israel is Shmita Year. In a Shmita Year the produce the
land in that year is for any person or animal who wants it, meaning if I want basket of olives, I can take a basket of olives (not that I
even like olives). Or if a horse walks over to take an apple, that horse, or any horse, can take that apple, or any apple, for that matter.
He also tells Moshe about the Yovel Year. The Yovel Year, however, takes place every fifty years. It is the year when all Jewish
slaves are freed and all of the nachalot go back to their original owner. Moshe then tells Bnei Yisroel about these two special types of
years.
Why does the Torah only wish material blessings and not spiritual blessings? The first answer is that there is no need for the
Torah to tell people that if they do spiritual things they will get spiritual rewards because it is natural that a spiritual act will get a spir-
itual reward. It is not natural though for a spiritual act to bring a material reward. For example, learning Torah and doing mitzvot will
earn an entire nation good health, prosperity, and military victory. As the first answer, the Ranban says that the Torah is trying to
teach that obedience to Hashem is so important that it will be rewarded miraculously. The second answer is by the Rambam. He says
that even though reward and punishment are only really carried out in Olam-Habah and Gehennam, some who experience material
rewards will find it easier to continue to perform mitzvot. Therefore, Hashem gives material rewards for performing mitzvot to en-
courage the Jews to continue to perform mitzvot. We learn that if we don’t keep the torah and mitzvot, these blessing and rewards will
not be rewarded to us. This means we will be overcome by our enemies, receive many curses, and will be rebuked by Hashem.
The parsha ends with Moshe telling Bnei Yisroel about the korbanot and why they need to do them. Hashem repeats the fact
that we cannot do Avodah-Zarah and that we must keep his mitzvot, specifically Shabbat.
Soccer Tournament Scores Big for MDS! By Lori Mehler, Parents Council
On Wednesday, May1st, MDS
held its 2nd annual Soccer Festival to
fund MDS Parents Council events.
Aside from MDS, the participants were
Park East Day School, The Hunter
School and CPELC. We would like to
commend all of our MDS players,
from pre-k through 6th grade, on their
sportsmanship and efforts. Jason Shela
(British Soccer Academy and our after
school soccer coach) along with MDS
gym teacher, Mr. David Bernstein,
organized an exceptional event. We
would also like to thank MDS parents
Lori Mehler and Charly Darwich for
coaching and coordinating a fun event
for all.
Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר
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8G Devar Torah Project: Lag BaOmer Submitted by Bethany Strulowitz, [email protected]; Devar Torah written by Rachel Mitchell, 8G
As it says in Vayikra, “You shall count for yourselves—from the day
after the Shabbat, from the day when you bring the Omer of the waving- seven
Shabbats, they shall be complete. Until the day after the seventh Sabbath you
shall count fifty days.” Why does it say “Shabbat”? What does “Shabbat”
mean?
At one time there was an argument when the counting of the Omer
should start. The Pharisees (who were at various times, a social movement, and
a school of thought among Jews during the Second Temple period) thought that
Hashem had given Moshe an Oral Torah and a Written Torah. In the Oral To-
rah the word “Shabbat” had meant the first day of Pesach, which is said as a
“Shabbat” because no work should be done on this day. This concept is ac-
cepted by most Jews today – i.e. that the counting of the Omer starts on the
second night of Pesach, which is the day after the day that we do not work on
Pesach. The Tzedukim (Sadducees) refused the thought of an oral torah and
accepted that the word “Shabbat” had meant to the Shabbat of the week when
Pesach starts, so that the counting of the Omer would always start on a Saturday night during Pesach. Although the Sadducees are not
in existence anymore today, only a small group of people who are called the Karaites follow this concept.
There is a special day called “Lag Ba’omer”. On this day the students of Rabbi Akiva stopped dying, which transformed it to
a day of joy. Lag Ba’omer is also the yahrzeit of R’ Moshe Isserles. There are many customs and laws on Lag Ba’omer. Tachanun is
not recited on this day or the day earlier at minchah. On this day and after this day weddings and haircuts are permitted. A person who
visits the graves of tzaddikim to offer prayers should not pray to the dead, he should pray to Hashem in the tzaddik’s merit. There is a
custom of cutting a boy’s hair for the first time on Lag Ba’omer. In some Chassidic circles, there is a custom to eat dairy on Lag Ba’o-
mer. There are many reasons for eating dairy on Lag Ba’omer, and here is one of them: Once the Jews had gotten the Torah, they be-
came obligated in the laws of kashrut. But since they were not yet familiar with the laws of schitah, they ate dairy. These are some of
the laws and customs of Lag Ba’omer.
You may ask: why did the students of Rabbi Akiva die? Rabbi Akiva’s students were very brilliant students, but their egos
got out of hand and they did not give each other the right respect. As a conclusion, 24,000 students died by a plague that was sent
upon by Hashem. Every year we mark a time where we mourn of the students in their regard. We celebrate the 33rd day, which is
called Lag Ba’omer because this is the day the plague ended. On Lag Ba’omer this is the first chance in a month for people to get
married and many people do.
I think we can all learn a meaningful lesson from this. This event should focus on how we can come together with each other
and admire each other with our thoughts and idea, which should inspire us to embrace our religion. We learn this from Lag Ba’omer
because they did not respect each other’s ideas or thoughts and they let their own egos get in the way of that, by having too much
pride in themselves. We should give each other the equal respect by accepting other students’ opinions and to not just argue, but to
build on their ideas. The children of the Jewish nation lead the way and inspire everyone to respect other properly. Happy Lag Ba’o-
mer!
The Box Tops contest continues!
Submit your box tops to Sharon Newman
in a bag clearly labeled with your name and class.
Help your class win an ice cream party!
Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר
Page 16 Candle Lighting Time - 7:35 PM
Parsha Challenge: Behar-Bechukotai Submitted by Rabbi Binyamin Yablok, Associate Principal, based on questions from Congregation Rinat Yisrael in Teaneck, New Jersey
1. (a) Of the 613 mitzvot, which 4 in this parasha concern the shemita year? (b) What are 5 goals of the shemita year’s farm-
ing restrictions? (c) Why does the תורה add that the shemita laws were given at הר סיני (3 views)? (d) What are 3 punishments
for not observing shemita? (e) What is the root of the word “yoveil” (jubilee) (3 views)? (f) How did yoveil discourage steal-
ing? (g) How do the (1) shemita and (2) yoveil years represent how one should spend the years of his life? (25:1-16,21-28 ויקרא)
1. (a) Not to (1) farm the land (Sefer haChinuch – Mitzvah 326); (2) work on trees (Mitzvah 327); (3) harvest anything growing wild
(Mitzvah 328); (4) gather fruit in the usual manner (Mitzvah 329). (b) (1) We must listen to Hashem, since Eretz Yisrael is His, not
ours – (Sanhedrin 39a). (2) A farmer asks Him for parnasa during shemita, realizing in the other 6 years, he reaped due to His kind-
ness (Kli Yakar). (3) With no work every 7th year, the farmer devotes his time to talmud Torah, like no labor every 7th day increases
talmud Torah (Sforno). (4) Shemita shows a wealthy person the poor’s daily grief, so he is generous to them (R. Bechaya). (5) When
the nations claim that Bnei Yisrael stole Eretz Yisrael, observing shemita shows them that the land belongs to Hashem, and His Will
gave it to them (Alshich). (c) (1) It teaches that like Hashem gave all the shemita laws’ details at Har Sinai, He detailed all the mitzvot
at Sinai – shemita’s farming laws are not repeated in Devarim, but even all of Devarim’s mitzvot were given at Sinai (Rashi). (2) It
shows the mitzvot’s Divinity – Hashem guaranteed a crop sufficient for 3 years – no human could do that (Chatam Sofer). (3) Shemita
makes sense only if Hashem ordered it – we must do all mitzvot, due to His command at Sinai (Darash Moshe). (d) (1) Less land
productivity; (2) poverty, forcing selling the land (Kiddushin 20a). (3) Exile (Rashi – Vayikra 26:34). (e) Yoveil (1) is from
“ayil” (ram), referring to the shofar blown on the yoveil’s Yom Kippur (Rashi). (2) means “sent out” (ibn Ezra), or (3) comes from
“hoveil” (transport), since in yoveil, land is transported back to its owner, and slaves to their previous station of freedom of movement
(Ramban). (f) When one saw land revert to Hashem’s designated owner, he did not steal, since Hashem assures the rightful owner’s
return – one gains nothing – all that remains is his sin (Mitzvah 330). (g) (1) The shemita cycle’s first 6 years represent one’s first 60
years of life, mainly occupied in studying for and earning a parnasa – in his 7th decade, he should begin to separate himself from his
business and devote himself to talmud Torah (Abarbanel). (2) For his life’s first 10 years, one is immature, not knowing what life is
about – for the next 50 years, represented by the yoveil cycle, he devotes himself to worldly pursuits – at 60, he should leave every-
thing aside and think only about gaining Olam Haba (Alshich).
2. (a) How do we know a fellow Jew should be given preference in a sale or purchase? (b) (1) Why is “lo tonu” (do not ag-
grieve [your brother]) in 25:14, repeated in 25:17? (2) Why does “ve-yareita mei-Elokecha” (fear Hashem) follow lo tonu? (3)
Which sin is worse – ona’at mamon (overcharging a fellow Jew) or ona’at devarim (hurting his feelings)? (4) How do we know
this (3 explanations)? (Vayikra 25:14,17)
2. (a) In describing proper business practices, the Torah says, “When you make a sale to you fellow [Jew] or make a purchase from
the hand of your fellow [Jew]” (Rashi). (b) (1) 24:14 bans hurting others in business (ona’at mamon) – 25:17 bans hurting others per-
sonally by verbally harassing or annoying them or by giving bad advice (ona’at devarim); (2) do not think that no one knows the bad
things you are thinking about your neighbor – Hashem knows (Rashi). (3) Ona’at devarim; (4) (i) The Torah says, “ve-yareita mei-
Elokecha” (fear Hashem) in banning ona’at devarim (25:17), but not for ona’at mamon (25:14); (ii) ona’at mamon affects only the
victim’s money, but ona’at devarim affects his very self; (iii) with ona’at mamon, restitution is possible, but ona’at devarim’s pain
cannot be undone (Bava Metzia 58b).
3. (a) What does “you shall hold or strengthen [a poor Jew]” teach? (b) Why is banned loan interest termed both “neshech”
and “marbit” (3 views)? (c) (1) What 5 parties sin in a loan with interest? (2) What is ribit devarim (loan interest of words)?
(d) How do we know stealing from a non-Jew is (1) banned? (2) worse than stealing from a Jew? (e) Why are these laws in
sequence after shemita and yoveil – (1) Selling portable property? and (2) ancestral land? one’s (3) house? (4) Borrowing with
interest? (5) An eved ivri purchased by a Jew? or (6) non-Jew? (f) (1) Why is bowing on an even maskit (stone floor) banned
(2 views)? (2) Where was it allowed? (3) Why may one bow on a cloth-covered floor? (g) Why does the Torah say, “observe
my Shabbats”, followed by, “revere my Mikdash (sanctuary)” (2 views)? (Vayikra 25:37, 50; 26:1-2)
3. (a) Charity’s highest form is preventing him from being poor, by offering a job, loan or investment (Rambam – Hilchot Aniyim
10:7). (b) (1) Charging interest is 2 sins (Rashi). (2) (i) Neshech depicts the borrower, “biting” his resources; (ii) marbit depicts the
lender, boosting his fortune (כלי יקר). (3) 2 loans are banned – charging interest (i) not credited to the principal, “biting” the borrower
indefinitely, i.e., neshech, and (ii) with more interest if the deadline is not met, i.e., marbit ( ן“רמב ). (c) (1) The (i) lender, (ii) borrower,
(iii) loan guarantor, (iv) witnesses, (v) contract scribe; (2) Information the borrower, in consideration for the loan, tells the lender ( בבא
– ”75b). (d) (1) In redeeming an eved ivri owned by a non-Jew, the Torah says, “he shall make a reckoning with his purchaser מציאה
the non-Jew must be paid the eved’s fair value (113 בבא קמאb). (2) A Jew will condemn the dishonest person – a non-Jew will rail
against the Torah and Hashem (R. Bechaya). (e) (1) Greedily not observing shemita and yoveil will make him sell his moveable prop-
erty; (2) by not repenting, he will have to sell his ancestral land; (3) he will then be forced to sell his house; (4) he then will have to
borrow money with interest; (5) he then will, in desperation, sell himself as a slave to a fellow Jew; (6) finally, he will have to sell
himself as a slave to a gentile, becoming a servant of עבודה זרה ( י“רש ). (f) (1) (i) This is what idol worshipers did to serve their gods;
(ii) it appears that one is worshipping the stones themselves; (2) in the (3) ;בית המקדש while stone is an enduring material, cloth rapidly
wears away, and no one would make it a god (349 מצוה). (g) (1) Melacha is banned on Shabbat, but it is permitted for the avoda (רקח).
(2) Both Shabbat and the Mikdash sanctify Bnei Yisrael – Shabbat through time, and the Mikdash through space (אזנים לתורה).