Rabbi's Blog

Everything in life has its pros and cons. As technology progresses, our personal lives seem to become more comfortable, easier, and, in the case of child rearing, safer. But these modern innovations and conveniences come to us always with some non-monetary cost. One of our most widely-used technological conveniences is the smartphone, a device that has made life so much easier on many levels. And yet we are becoming increasingly concerned with the negative impact this amazing device is having on our social society. There are a myriad of examples of inventions which have, on some level, improved our lives, yet each of these innovations has also come at some cost, creating a negative effect in tandem to its positive contribution. Despite this I am not seeking to remove them from our world. Rather, what we all need to think about and set out to do is figure out ways to more effectively curb the detriments that these advances have wreaked upon society.

I have witnessed the introduction of many useful inventions, gadgets and chochkies throughout my life. I can't recall exactly when specific great innovations hit the market, but I can definitely remember the excitement of seeing new gadgets appear during my teen years which had not existed during my early childhood. One such new category was child-proof devices such as outlet plugs to insure that a child not stick something in an outlet, thereby protecting the child from electric shock and cabinet locks designed to keep children out of cabinets that may contain harmful items such as poisonous chemicals. There is no question that these simple devices have saved thousands of injuries and deaths to toddlers and unsuspecting children. What I am about to say should NOT be misinterpreted to imply that we should get rid of these protective devices. What I am saying is that having these locks and barriers can also contribute to harnessing a child's curiosity. While the locks and gates are intended to avert or prevent harm, they can also be used to block and even inhibit a child's natural quest for exploration.

I once heard an educator speaking about the difference between today's young children and similarly-aged children from previous generations. Today's young child, according to this educator and also supported by emerging research, tends to be less inquisitive and too accustomed to being told "no" than children of previous generations. Observing parents disciplining their children, one frequently hears, "No! Don't do that." Or "Don't touch that" (this is not with regard to hot or dangerous objects), and so forth. These words are verbal inhibitors which can negatively affect the child's natural desire to seek out and to explore. Safety devices, created to protect children, should not be used to styme a child's curiosity. Parents, when putting safety latches on cabinet doors need to be aware of the importance of allowing cabinets which contain sources of "safe wonder" such as linens, pots and pans, lids, plastic goods, and so forth, to remain open. The mess created is the source of great learning and creative play for the child. While we should embrace products designed to protect our curious toddlers and young children, we need to also perhaps we should allow our children the ability to explore different cabinets, keeping at least some doors unlocked so a toddler's curiosity can still be sparked and nurtured. There is something wonderful about watching a child pull out pots and pans, allowing him opportunity to play with them - always, of course, under parental supervision. Handling objects, exploring their feel, taste, and even their sounds all contribute mightily to a child's growing understanding of the world he lives in.

Perhaps the main ingredient lacking in today's Jewish world is excitement and enthusiasm when it comes to performing Mitzvos, in learning Torah and in observing Shabbos and Yom Tov. One time last year I was so glad to hear one of the children reacting to one of our superb children's' programs called Mishmar. This incredible program runs on alternate weeks for boys and girls. I was surprised and happy to hear one of the children say, "We only have Mishmar every other week? Why?" I could detect a strong desire that this child was looking for more Judaism in his life. This is the critical tool we need to give teachers and educators to create better, more deeply significant Jewish Education.

In this week's Parsha Ki Sisa we find this dual-edged sword of something negative which had a positive redeeming quality: the sin of the Golden Calf. This was undoubtedly the greatest national sin collectively done by the Jewish people. On its own, it was horrible, disgusting, repulsive, but ...it did contain an element from which we can learn: the incredible hype and enthusiasm the Jews had for this event. The negative fallout of the worshipping of the Eigel HaZahav, the Golden Calf, is obvious, but the positive spin should not be overlooked in order to learn from that experience. The people wanted to engage, to be part of a spiritual experience.They were excited and forthcoming in participating at the expense of donating their gold. Where do we find the key in keeping our children engaged and excited about life, and especially about Judaism?

In Parshas Ki Sisa Hashem appoints B'tzalel to be the architect of the Mishkan. The Mishkan/Tabernacle was built as an atonement/Kapara for the sin of the Golden Calf. In 31:2 the Torah states "R'ay Karasi B'Sheim, B'tzalel ben Uri ben Chur L'Matei Yehuda". "See, I have called by name: Betzalel son of Uri, son of Chur, of the tribe of Judah". The sages in Gemara Sanhedrin reveal to us that Betzalel was only twelve years old at the time God commanded Moshe that Betzalel was to do the work on the Mishkan. The background to this topic of finding someone to construct and build a tabernacle with all of its intricacies was challenging. In actuality, it was not possible to find someone who had the ability, someone who was an expert, well-rounded in all areas of construction and design. The reason is because the Jews had been enslaved in Egypt, forced to do back-breaking work, making and carrying huge amounts of bricks and mortar. They did not have the finesse or the skills necessary to design or construct the fine details of the Mishkan. They did not possess the skill set that was essential for building the intricately detailed items of the Mishkan. There was no one who was skilled and trained to work with fine metals such as gold, silver, copper and precious gems. The people had never seen them in Egypt; they were slaves. It would be a great wonder to find someone capable of such highly skilled work amongst the Jewish people. In fact, after Moshe heard the list of items needed to be built, sewn and crafted for the Mishkan, he asked out loud, "Who is able to build and create all of this?" He asked, "Who will be chosen and who could come close to performing all the necessary tasks?"

Immediately, Hashem said to Moshe, "See this great, talented man whom I "called" from the earlier generations before the Jews went to Egypt." Furthermore, God said, "During the time of the six days of creation it came to mind that this generation and in this year the Mishkan will be built. Therefore, I am preparing now the child who will be born and will be that builder/architect of the Mishkan."

During the six days of creation Betzalel's soul was with God, hence giving him the name Betzalel - which means 'in the shade of God'. During the days of creation Hashem prepared this Neshama/soul of Betzalel, giving him all the necessary tools and creative forcefor building the Tabernacle. The Midrash says Hashem "showed" the book that was given to Adam HaRishon (the first man) that contained the names of all the generational leaders. And Betzalel's name was written, stating that he was going to be the one to build the Mishkan.

We derive from the Midrash that Hashem had long ago prepared Betzalel for this day. Hashem nurtured Betzalel, encouraged him, and gave him the opportunity to explore and to grow, to polish his talent. . We cannot stunt a child's learning and curiosity. To the contrary, it is our responsibility, our privilege as parents and teachers to fuel each child's natural quest to discover and to learn, allowing curiosity to be sparked and flourish. From the very earliest stages of development we must encourage our children to be curious and to seek out adventure, albeit with parental supervision - monitoring but not inhibiting. Hopefully, if we instill these qualities of seeking out and of exploring we will be paving pathways for our children to grow and thrive as confident, inquisitive, creative individuals. We should be zocheh to Chochma, Binah and Daas./ Wisdom, intellect and knowledge.

Ah Gut Shabbos

Rabbi Avraham Bogopulsky