“What kind of project is this?” “How am I going to get thirteen peacock feathers?” “Has Mr. Tresser lost his mind?” “Does anyone have a stamp collection?” These questions were among the many Mr. Tresser’s 8th Grade English class asked each other after receiving a very peculiar project assignment. Each student was given a task—to collect a bunch of random objects and to write an essay using these items as inspiration. After completing the writing portion, the class would then set up a museum-like arrangement to put the objects on display. Mr. Tresser’s instructions for the exhibits were similarly peculiar. Students must log in to the website for the Museum of Helium Balloons and model their exhibits after those found at the MHB. Mr. Tresser also assigned specific colors that each student must use as the theme of his or her display.
Mr. Tesser’s students went home that night and told their parents about the project. Most parents expressed the same confusion and concern for Mr. Tresser’s mental well-being. But these same parents also told their children to be patient. Mr. Tresser did assign the project near the end of class. Maybe he just didn’t have enough time to explain. Maybe it would make more sense tomorrow (they hoped). Unfortunately, the opposite was true.
The next day, Mr. Tresser began class by asking who got started on their projects the night before. First, only three students raised their hands. Mr. Tesser sighed. “Well, at least Sarah, Elliott, and Kayla are taking this seriously!” Sarah spoke. “Actually, I was just going to ask if I could go to the bathroom.” “Me too,” said Elliott. Mr. Tesser rolled his eyes. “Well, then. Thank you Kayla for getting moving.” Kayla smiled awkwardly. “Mr. Tesser, I wasn’t here yesterday, so I just wanted to know what I should do.” Mr. Tesser frowned and took a long deep breath before continuing. “Okay, listen. You guys need to get started today. The project is due in two weeks, and we need to use every minute we can.” He clapped his hands. “Now go, get to work!” The class jumped out of their seats at the sound of the extremely loud claps, and began working on their projects (as best they could). Mr. Tesser ran over to Kayla, gave her the assignment printout and rushed towards the door. “I’ll be right back!” Mr. Tesser called over his shoulder as he exited the room.
Five minutes later, Mr. Tesser returned, looking nervous. Making things worse, his students had a million questions for him, most involving the word “why.” Mr. Tesser seemed to get more agitated with each question, and all he could muster to answer was “because that’s how it is.” Finally, Mr. Tesser sat down in his chair, put his arm on his desk, and lay his head down. “Mr. Tesser, are you okay?” called out a concerned Molly. No response. “Mr. Tesser, can you hear me?” asked a scared Aiden. “Somebody go poke him to see if he’s alive,” suggested Lev. “Or maybe throw a pencil at him.”
Suddenly, Mr. Tessler picked his head up. He looked relieved and calm. “Okay, guys. Sorry for all the weirdness. I’m going to tell you what’s going on. It’s nothing to worry about. As you may know, our school is named for an extraordinary man, Rabbi Arthur Moskowitz, whose 100th birthday is coming up. Rabbi Moskowitz’s children, who donated money to rename the school, are organizing a ceremony in his honor. Your projects will be part of this event. I don’t know exactly how, but every detail of this project has something to do with Rabbi Moskowitz. I knew you guys would be confused and have trouble getting started, but Dr. Kessler wanted to keep it a secret. I asked him today during class if I could let you guys in on the secret. He said “only if you have too.” Well, I think I had to, and now I have. Any questions?” Not one hand went into the air. Mr. Tesser smiled and the class got right to work.
When telling Moshe about the Mishkan, the first item Hashem mentions is the Aron, even though it is listed last regarding building the Mishkan. This is because the Mishkan, more specifically named the “Mishkan Ha’Eidut” is meant to house the Luchot, more specifically named the “Luchot Ha’Eidut.” Hashem wanted Bnei Yisrael to know the purpose of the Mishkan before asking for them to donate to the cause.
When starting a task, project, or mitzvah, it’s important to understand why. But this “why” doesn’t need to be about every detail, even though that might help. Once Bnei Yisrael understood the general purpose, they could more easily donate what was needed. They didn’t have to ask “Why silver? Why gold? Why these precious stones?” Understanding that everything was for the Aron was enough.
May Hashem help us find the “why”s to make the “what”s so much more meaningful.
Yair Daar is the director of Student Life at Bicultural Hebrew Academy High School. He can be reached at [email protected]
