God gave the cat an instinct to catch mice, to the hawk to hunt birds, while other birds catch fish. Thus, ingrained in the nature of each animal species, there is a liking and desire for a special kind of vegetable or animal to serve it as its nourishment, as well as the means of getting them. Accordingly, God also provided them with certain body structures and parts, as, for instance, the lion's strong and sharp teeth and claws, or the long legs and bill of the bird that catches fish. On the other hand, animals whose food comes from the vegetable kingdom are not provided with hunting equipment. Similarly, God gave man certain aptitudes for securing a livelihood.
Therefore, man should follow his natural inclination when selecting the means to make a living. If he feels a desire for a special trade for which he is physically fit, he should choose that occupation as the means of gaining his livelihood, and be contented with its advantages and drawbacks. He should not quit even when times are bad, but rather trust in God that He will provide his sustenance.
Chavas HaLevavas, cited in With All Your Heart, Rabbi S. Wagschal, p. 77
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Tuesday, September 6, 2016
The Maharal on the Yeshiva Cirriculum
from The Maharal of Prague, Yaacov Dovid Shulman, CIS Publishers, pp. 210-212.
"The Maharal also had a lasting influence on the famous darshan Rabbi Shlomo Ephraim of Luntschitz. For instance, the influence of the Maharal's approach to Torah learning can be clearly seen in Rabbi Luntschitz's sermon. recorded in Amudei Sheish: "All the teaching in the yeshiva comes down to the empty arguments of chilluk. It is terrible to think that some elderly rabbi teaches this, even though he and everyone else know that the true meaning is different. Can Hashem really want that we should sharpen our minds with such false teachings? .. This type of study [of chilluk-pilpul] has an especially negative effect on the students. There might be a student who, if he had been able to learn Tanach, Mishnah, Talmud and Halachah in a regular, orderly fashion, would have shone as one of the best. But if this student does not excel in empty chilluk, he is looked down upon to the point that he is practically forced to stop learning. I myself have known intelligent young men who, when they couldn't shine in pllpul, were considered inept by their fellow-students and so gave up learning altogether upon getting married."
One of the first things the Maharal did upon returning from Posen to Prague was to help Rabbi Yosef Heilperin of Posen publish Elm Hayeled, a Hebrew grammar for seven year-old children. In his preface, Rabbi Hellperln wrote that the Maharal had urged him to produce this work, and the Maharal himself added a line that one is obligated to teach one's children the Holy Tongue in a clear manner, just as was done in previous generations.
In the meantime, the Maharal continued his campaign for the learnmg of MiShnah by both children and adults, those who knew little and those who were learned. The Maharal wanted that adults and learned people learn Mishnah, and thus he established Chevros Mishnayos that learned one chapter of Mishnah a day. In this way, one could go through the entire six orders of the Mishnah in a few years
and gain a comprehension of and familiarity with the basic concepts discussed in the entire Talmud. The flrst such group was organized in Prague, but gradually this institution spread across all of Europe. The Maharal wished that the Mishnah be learned with comprehension. As his student Rabbi Yom Tov Heller wrote, the intent was "to teach Mishnah with attention to its reasons and commentaries."
The Maharal of Prague, Yaacov Dovid Shulman, CIS Publishers, pp. 210-212.
"The Maharal also had a lasting influence on the famous darshan Rabbi Shlomo Ephraim of Luntschitz. For instance, the influence of the Maharal's approach to Torah learning can be clearly seen in Rabbi Luntschitz's sermon. recorded in Amudei Sheish: "All the teaching in the yeshiva comes down to the empty arguments of chilluk. It is terrible to think that some elderly rabbi teaches this, even though he and everyone else know that the true meaning is different. Can Hashem really want that we should sharpen our minds with such false teachings? .. This type of study [of chilluk-pilpul] has an especially negative effect on the students. There might be a student who, if he had been able to learn Tanach, Mishnah, Talmud and Halachah in a regular, orderly fashion, would have shone as one of the best. But if this student does not excel in empty chilluk, he is looked down upon to the point that he is practically forced to stop learning. I myself have known intelligent young men who, when they couldn't shine in pllpul, were considered inept by their fellow-students and so gave up learning altogether upon getting married."
One of the first things the Maharal did upon returning from Posen to Prague was to help Rabbi Yosef Heilperin of Posen publish Elm Hayeled, a Hebrew grammar for seven year-old children. In his preface, Rabbi Hellperln wrote that the Maharal had urged him to produce this work, and the Maharal himself added a line that one is obligated to teach one's children the Holy Tongue in a clear manner, just as was done in previous generations.
In the meantime, the Maharal continued his campaign for the learnmg of MiShnah by both children and adults, those who knew little and those who were learned. The Maharal wanted that adults and learned people learn Mishnah, and thus he established Chevros Mishnayos that learned one chapter of Mishnah a day. In this way, one could go through the entire six orders of the Mishnah in a few years
and gain a comprehension of and familiarity with the basic concepts discussed in the entire Talmud. The flrst such group was organized in Prague, but gradually this institution spread across all of Europe. The Maharal wished that the Mishnah be learned with comprehension. As his student Rabbi Yom Tov Heller wrote, the intent was "to teach Mishnah with attention to its reasons and commentaries."
The Maharal of Prague, Yaacov Dovid Shulman, CIS Publishers, pp. 210-212.
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