Chapter Previewהַקְדָּמָה
In this chapter, we learn about the vital communal obligation to establish schools and hire teachers for young children in every single town and region. We will see how the Sages, led by the great Yehoshua ben Gamla, instituted this system to ensure that Torah would never be forgotten by the Jewish people, establishing that even the smallest village must support the education of its youth.
We will also learn the practical halachos of how a cheder must be run. This includes the proper age to start a child in school, the delicate balance a teacher must maintain when disciplining students, and the rigorous schedule of study that must be kept day and night, showing how we must never interrupt the holy breath of children learning Torah.
All introductions, summaries, and contextual notes are the editor's commentary and are not part of the original text.אַלע הַקְדָּמוֹת, סִכּוּמִים, און הערות זענען דעם רעדאַקטאָר'ס באַמערקונגען און זענען נישט קיין טייל פונעם אָריגינעלן טעקסט.
הל׳ א
הַחוֹבָה לְהַעֲמִיד מְלַמְּדֵי תִּינוֹקוֹת בְּכָל עִירHalacha 1 · The Obligation to Appoint Teachers of Young Children in Every City
מוֹשִׁיבִיןWe appointמְלַמְּדֵיteachers ofתִּינוֹקוֹתchildrenבְּכָלin everyמְדִינָהprovinceוּמְדִינָהand provinceוּבְכָלand in everyפֶּלֶךְdistrictוּפֶלֶךְand districtוּבְכָלand in everyעִירcityוָעִיר.and cityוְכָלand anyעִירcityשֶׁאֵיןthat does not haveבָּהּin itתִּינוֹקוֹתchildrenשֶׁלofבֵּיתthe house ofרַבָּןtheir teacherמַחְרִימִיןwe place under banאֶת—אַנְשֵׁיthe people ofהָעִירthe cityעַדuntilשֶׁמּוֹשִׁיבִיןthey appointמְלַמְּדֵיteachers ofתִּינוֹקוֹת.childrenוְאִםand ifלֹאthey did notהוֹשִׁיבוּappointמַחְרִימִיןwe destroyאֶת—הָעִיר.the cityשֶׁאֵיןforהָעוֹלָםthe worldמִתְקַיֵּםexistsאֶלָּאonlyבְּהֶבֶלby the breath ofפִּיהֶםtheir mouthשֶׁלofתִּינוֹקוֹתchildrenשֶׁלofבֵּיתthe house ofרַבָּן:their teacher
This halacha establishes the communal obligation to provide Torah education for children and the severe consequences for a city that neglects this duty.
הל׳ ב
גִּיל כְּנִיסַת הַתִּינוֹקוֹת לַחֶדֶר וְהַנְהָגַת הַמְלַמֵּד עִמָּהֶםHalacha 2 · The Age of School Entry and the Schedule and Discipline of Young Students
מַכְנִיסִיןwe bring inאֶת—הַתִּינוֹקוֹתthe childrenלְהִתְלַמֵּדto studyכְּבֶןat about ageשֵׁשׁsixכְּבֶןor at about ageשֶׁבַעsevenלְפִיaccording toכֹּחַthe strength ofהַבֵּןthe childוּבִנְיַןand the build ofגּוּפוֹ.his bodyוּפָחוֹתand lessמִבֶּןthan ageשֵׁשׁsixאֵיןwe do notמַכְנִיסִיםbring inאוֹתוֹ.himוּמַכֶּהand strikesאוֹתָןthemהַמְלַמֵּדthe teacherלְהַטִּילto castעֲלֵיהֶםupon themאֵימָה.fearוְאֵינוֹbut he does notמַכֶּהstrikeאוֹתָםthemמַכַּתthe blow ofאוֹיֵבan enemyמַכַּתthe blow ofאַכְזָרִי.a cruel personלְפִיכָךְthereforeלֹאhe shall notיַכֶּהstrikeאוֹתָםthemבְּשׁוֹטִיםwith whipsוְלֹאand notבְּמַקְלוֹתwith sticksאֶלָּאbutבִּרְצוּעָהwith a strapקְטַנָּה.smallוְיוֹשֵׁבand he sitsוּמְלַמְּדָןand teaches themכָּלall ofהַיּוֹםthe dayכֻּלּוֹentirelyוּמִקְצָתand a portionמִןofהַלַּיְלָהthe nightכְּדֵיin orderלְחַנְּכָןto train themלִלְמֹדto studyבַּיּוֹםby dayוּבַלַּיְלָה.and by nightוְלֹאand they shall notיִבָּטְלוּbe idleהַתִּינוֹקוֹתthe childrenכְּלָלat allחוּץexceptמֵעַרְבֵיfrom the eves ofשַׁבָּתוֹתShabbosוְיָמִיםand daysטוֹבִיםgoodבְּסוֹףat the end ofהַיָּמִיםthe daysוּבְיָמִיםand on daysטוֹבִים.goodאֲבָלbutבְּשַׁבָּתon Shabbosאֵיןthey do notקוֹרִיןreadבַּתְּחִלָּהat the beginningאֲבָלbutשׁוֹנִיןthey reviewבָּרִאשׁוֹן.the firstוְאֵיןand we do notמְבַטְּלִיןinterruptהַתִּינוֹקוֹתthe childrenוַאֲפִלּוּand evenלְבִנְיַןfor the building ofבֵּיתthe House ofהַמִּקְדָּשׁ:the Sanctuary
This halacha outlines the age at which children begin formal Torah study, the limits of physical discipline by the teacher, and the continuous daily schedule of their learning.
הל׳ ג
הַנְהָגַת מְלַמֵּד תִּינוֹקוֹת וְהַקְּפָדָה עַל מְלַאכְתּוֹHalacha 3 · The Proper Conduct of a Children's Teacher and the Prohibition of Negligence
מְלַמֵּדA teacher ofהַתִּינוֹקוֹתthe childrenשֶׁהוּאwhoמֵנִיחַleavesהַתִּינוֹקוֹתthe childrenוְיוֹצֵאand goes outאוֹorשֶׁהוּאwhoעוֹשֶׂהdoesמְלָאכָהworkאַחֶרֶתotherעִמָּהֶןwith themאוֹorשֶׁהוּאwhoמִתְרַשֵּׁלis lazyבְּלִמּוּדָןin their instructionהֲרֵיbeholdזֶהthis oneבִּכְלַלis included inירמיהYirmeyahuמח48י10"אָרוּרCursed isעוֹשֶׂהhe who doesמְלֶאכֶתthe work ofה'Hashemרְמִיָּה".deceitfullyלְפִיכָךְThereforeאֵיןit is notרָאוּיproperלְהוֹשִׁיבto appointמְלַמֵּדa teacherאֶלָּאunlessבַּעַלa possessor ofיִרְאָהfearמָהִירwho is quickלִקְרוֹתto readוּלְדַקְדֵּק:and to be precise
This halacha warns that a teacher who neglects his students or performs other work during their study hours is included in the curse of performing God's work deceitfully.
הל׳ ד
אִסּוּר מְלַמֵּד שֶׁאֵינוֹ נָשׂוּי וְאִשָּׁה הַמְלַמֶּדֶת תִּינוֹקוֹתHalacha 4 · Prohibition of an Unmarried Man or a Woman Teaching Young Children
וּמִיAnd oneשֶׁאֵיןwho does notלוֹhaveאִשָּׁהa wifeלֹאshould notיְלַמֵּדteachתִּינוֹקוֹתchildrenמִפְּנֵיbecause ofאִמּוֹתֵיהֶםtheir mothersהַבָּאוֹתwho comeאֵצֶלtoבְּנֵיהֶם.their sonsוְכָלand anyאִשָּׁהwomanלֹאshould notתְּלַמֵּדteachתִּינוֹקוֹתchildrenמִפְּנֵיbecause ofאֲבוֹתֵיהֶםtheir fathersשֶׁהֵםwhoבָּאִיםcomeאֵצֶלtoהַבָּנִים:the sons
This halacha establishes safeguards against improper mingling and seclusion between teachers and the parents of their young students.
הל׳ ה
מִסְפַּר הַתִּינוֹקוֹת לְכָל מְלַמֵּדHalacha 5 · The Maximum Number of Students for Each Teacher
עֶשְׂרִיםTwentyוַחֲמִשָּׁהand fiveתִּינוֹקוֹתchildrenלְמֵדִיםlearnאֵצֶלwithמְלַמֵּדa teacherאֶחָד.oneהָיוּif they wereיוֹתֵרmoreעַלthanעֶשְׂרִיםtwentyוַחֲמִשָּׁהand fiveעַדup toאַרְבָּעִיםfortyמוֹשִׁיבִיןwe placeעִמּוֹwith himאַחֵרanotherלְסַיְּעוֹto assist himבְּלִמּוּדָם.in their teachingהָיוּif they wereיוֹתֵרmoreעַלthanאַרְבָּעִיםfortyמַעֲמִידִיןwe appointלָהֶםfor themשְׁנֵיtwoמְלַמְּדֵיteachers ofתִּינוֹקוֹת:children
This halacha establishes the maximum student-to-teacher ratio for children's Torah instruction and when an assistant or second teacher must be hired.
הל׳ ו
הַעֲבָרַת תִּינוֹק מִמְּלַמֵּד לִמְלַמֵּד וּמִמָּקוֹם לְמָקוֹםHalacha 6 · Transferring a Child to a Faster Teacher and Traveling Across Rivers
מוֹלִיכִיןwe may leadאֶת—הַקָּטָןthe childמִמְּלַמֵּדfrom a teacherלִמְלַמֵּדto a teacherאַחֵרanotherשֶׁהוּאwho isמָהִירfasterמִמֶּנּוּthan himבֵּיןwhetherבְּמִקְרָאin Scriptureבֵּיןwhetherבְּדִקְדּוּק.in grammarבַּמֶּהin whatדְּבָרִיםwordsאֲמוּרִיםare saidכְּשֶׁהָיוּwhen wereשְׁנֵיהֶםboth of themבְּעִירin a cityאַחַתoneוְלֹאand notהָיָהwasהַנָּהָרthe riverמַפְסִיקseparatingבֵּינֵיהֶם.between themאֲבָלbutמֵעִירfrom cityלְעִירto cityאוֹorמִצַּדfrom a sideהַנָּהָרof the riverלְצִדּוֹto its sideאֲפִלּוּevenבְּאוֹתָהּin thatהָעִירcityאֵיןwe do notמוֹלִיכִיןleadאֶת—הַקָּטָןthe childאֶלָּאunlessאִם·כֵּן·הָיָהthere wasבִּנְיָןa structureבָּרִיאstrongעַלuponגַּבֵּיthe back ofהַנָּהָרthe riverבִּנְיָןa structureשֶׁאֵינוֹthat is notרָאוּיlikelyלִפּלto fallבִּמְהֵרָה:quickly
This halacha discusses the conditions under which a child may be transferred to a more efficient teacher, and the safety restrictions regarding traveling across rivers to study.
הל׳ ז
הַתָּרַת פְּתִיחַת תַּלְמוּד תּוֹרָה וְאִסּוּר מְחִיַּת שְׁכֵנִיםHalacha 7 · Neighbors Cannot Protest the Opening of a Torah School for Children
אֶחָדOneמִבְּנֵיof the residents ofמָבוֹיan alleywayשֶׁבִּקֵּשׁwho wishedלְהֵעָשׂוֹתto becomeמְלַמֵּד,a teacherאֲפִלּוּevenאֶחָדoneמִבְּנֵיof the residents ofהֶחָצֵר,the courtyardאֵיןnotיְכוֹלִיןare ableשְׁכֵנָיוhis neighborsלִמְחוֹתto protestבְּיָדוֹ.against himוְכֵןand likewiseמְלַמֵּדa teacher ofתִּינוֹקוֹתchildrenשֶׁבָּאwho cameחֲבֵרוֹhis colleagueוּפָתַחand openedבַּיִתa houseלְלַמֵּדto teachתִּינוֹקוֹתchildrenבְּצִדּוֹat his sideכְּדֵיin orderשֶׁיָּבוֹאוּthat will comeתִּינוֹקוֹתchildrenאֲחֵרִיםotherלוֹto himאוֹorכְּדֵיin orderשֶׁיָּבוֹאוּthat will comeמִתִּינוֹקוֹתfrom the childrenשֶׁלofזֶהthis oneאֵצֶלtoזֶה,this oneאֵינוֹhe is notיָכוֹלableלִמְחוֹתto protestבְּיָדוֹ,against himשֶׁנֶּאֱמַרas it is saidישעיהYeshayahuמב42כא21"ה'Hashemחָפֵץdesiredלְמַעַןfor the sake ofצִדְקוֹHis righteousnessיַגְדִּילto make greatתּוֹרָהTorahוְיַאְדִּיר":and make it glorious
This halacha establishes that neighbors cannot prevent someone from opening a Torah school in their courtyard or alleyway, nor can competing teachers protest, because increasing Torah study is of supreme importance.
Chapter Summaryסִכּוּם
This chapter outlines the essential laws of communal education, beginning with the historical enactment of Yehoshua ben Gamla to place teachers in every region and village, and the severe communal ban or destruction decreed upon any town that neglects this duty. The Rambam rules that children should begin formal study at age six or seven, depending on their health, and details the guidelines for teachers, who may use only a gentle strap for discipline rather than cruel beatings. Finally, the halachos establish a continuous schedule of learning throughout the day and into the night, which is never interrupted—even for the building of the Beis HaMikdash—allowing only for review on Shabbos and brief breaks on Erev Shabbos and Yom Tov.
לְמַעֲשֶׂהWhat To Take Home
The foundation of our entire existence does not rest on the grand, sophisticated achievements of adults, but on the pure, uninterrupted breath of children learning Torah. Chazal teach us that the world itself is sustained by this pure breath, which is why we never disrupt their learning, not even to rebuild the Beis HaMikdash. This teaches us a profound lesson about our own priorities: the spiritual growth and Torah education of the next generation must come before any other project, no matter how holy or important it seems.
Because this work is so sacred, the Torah demands absolute integrity from anyone who teaches or guides children. A melammed who is lazy or distracted is described with the chilling words, 'Cursed is he who does the work of Hashem deceitfully.' When we teach our children, we cannot do it halfway or with a divided mind. It requires our full presence, patience, and a gentle hand, using only a small strap to guide, never a harsh rod, to ensure that the sweetness of Torah is never associated with cruelty.
Furthermore, the halachah rules that we do not prevent a new teacher from opening a school next to an existing one, because 'the jealousy of scribes increases wisdom.' We do not look at Torah education through the lens of business competition or personal honor. Our only goal is that Torah should be magnified and made glorious.
Today, show a child in your life, whether your own child, a grandchild, or a student, that their Torah learning is the most important thing in your world. Ask them what they learned today, listen with your full attention without looking at your phone, and let them see the joy and pride in your eyes as they speak.