In Parshas Terumah, Hashem commands Bnei Yisrael to construct the Mishkan, saying:
“וְעָשׂוּ לִי מִקְדָּשׁ וְשָׁכַנְתִּי בְּתוֹכָם” – “And they shall make for Me a Sanctuary, and I will dwell among them” (Shemos 25:8).
The Mishkan was not just a physical structure—it was a place where the Shechina rested, where Hashem’s presence was felt, and where Bnei Yisrael could come to be spiritually uplifted. This idea provides a deep lesson in the world of chinuch/education: Every Jewish home, school and yeshiva must be built as a Mikdash Me’at—a miniature sanctuary where Torah and Yiras Shamayim (fear of Heaven) thrive. This idea comes to life through the different items and materials used in making the Mishkan and in the important roles each played in serving Hashem.
- Education Must Be Built With Heart and Effort
The Mishkan was built from donations of gold, silver and other materials, but these contributions had to be given “מֵאֵת כָּל אִישׁ אֲשֶׁר יִדְּבֶנּוּ לִבּוֹ” – “from every person whose heart moves him” (Shemos 25:2). This means that each donation needed to be made out of a desire to give, not a feeling of obligation. This principle applies in the world of chinuch as well. Education is not just about transferring knowledge; it requires heart, passion and dedication. A teacher or parent who educates with warmth and sincerity instills values that last a lifetime.
- Every Child Is a Unique Building Block
The Mishkan was made of many different materials, just as every child has unique strengths and talents. The beams, gold, silver and copper all played a role, reminding us that just as each of these materials differ but have intrinsic value, so too, no two students are alike. A successful chinuch approach recognizes each child’s individuality and helps each one find his or her place in the greater structure of Klal Yisrael.
- The Aron and Lifelong Learning
At the heart of the Mishkan was the Aron, which contained the luchos. Interestingly, the Aron had rings and poles that were never removed (Shemos 25:15), signifying that Torah must always remain portable. This teaches us that education is a lifelong journey, not just confined to childhood. A true Torah education prepares a person to carry Torah values with them wherever they go.
- The Keruvim –
Role Models in Education
Above the Aron stood the keruvim, angelic figures with the faces of children (Rashi, Shemos 25:18). It is brought down that the keruvim symbolize a rebbe and a talmid, which begs the question of why they both look like children. Perhaps we can suggest that both keruvim look the same— like children— because a talmid must always be able to see himself in his rebbe’s reflection. The rebbe must be a relatable role model who demonstrates a Torah life that his talmidim should follow. These figures remind us that education must be child-centered and that children thrive when they see positive role models—parents, teachers or community leaders—who inspire them with love for Torah and mitzvos.
- God Rests His Presence in Builders, Not in Buildings
In an essay on Parshas Terumah, Rabbi Lord Jonathan Sacks, zt”l explores the profound idea that the Divine Presence resides not within physical structures but within the hearts and minds of those who build and inhabit them. Drawing from Parshas Teruma, he reflects on the commandment:
“Let them make Me a Sanctuary, and I will dwell among them” (Exodus 25:8).
Rabbi Sacks highlights the linguistic nuance that the verse says “among them” rather than “in it,” suggesting that God’s presence is meant to dwell within the people themselves, not merely within the Sanctuary. This indicates that the act of building the Sanctuary was a means for the Israelites to internalize God’s presence through their collective effort and dedication.
He further emphasizes that the physical materials and grandeur of the Sanctuary are secondary to the spiritual transformation of the builders. The true sanctity arises from the community’s commitment to create a space for God, reflecting their devotion and unity. Thus, the process of building becomes a transformative act, fostering a deeper connection between the divine and the community.
In essence, Rabbi Sacks conveys that while sacred spaces hold significance, it is the people—the builders and worshippers—who truly embody and manifest the divine presence through their actions and intentions.
Just as the Mishkan was built to house Hashem’s presence, education must be designed to cultivate an environment where Torah and kedusha (holiness) flourish. When we invest our hearts into chinuch, recognize each child’s potential, ensure Torah remains a lifelong pursuit, and serve as positive role models, we create a lasting sanctuary for Hashem in our children’s lives.
May we all merit to build a Mikdash Me’at in our homes and schools, and may our children grow to be true Torah Jews who bring Hashem’s presence into the world!
Rabbi Daniel Konigsberg is the principal of MTA.
