Education and Wisdom in the Dead Sea Scrolls in
Light of their Background in Antiquity
Bilhah Nitzan, Tel-Aviv
University
The aim of the wisdom literature of Israel
and of other nations of antiquity is mainly a didactic one: namely, to instruct its readers how to
direct their life honestly and wisely for their own benefit or the welfare of
society, and to warn them against evil influences that may hurt their life.
This purpose is apparent in Egyptian, Babylonian and other ancient sapiential
texts,[1]
including the biblical books of Proverbs and Qohelet (Ecclesiastes), the
post-biblical books Sirach, Wisdom of Solomon, and the Book of Ahikar, and some
Qumran texts. Although the ultimate purpose is quite similar to
that of the legal literature, its approach is different in many respects
from that of the law. Its origin
is generally not seen as Divine, but as human. It is the wisdom of sages,
acquired by their own life experience or by learning from others. It does not
command its readers, but rather instructs and advises them, mostly directly, by
maxims of wisdom, or by lessons how to deduce good conclusions from human
philosophy or national traditions. It is generally not religious in the sense
of being concerned with those aspects of cult concerned with the relation
between deities and human beings, but deals rather with everyday human
relationships concerning mostly secular areas such as economy, family,
friendship, relations with authorities, etc. In these areas of life its instruction are mostly of an
ethical nature. In those cases in
which certain instructions relate to cultic customs, or to ethics as a
religious field, their purpose is nevertheless the welfare of human beings.[2]
In terms of genres and
style, biblical and post-biblical wisdom literature are similar to those of
other ancient nations, such as the Egyptians and the Babylonians.[3] The cultural, political, and even
religious differences between the nations are nevertheless apparent in their
literature of wisdom—e.g. in terms of mentioning a deity, the Jewish sapiential
literature is monotheistic, while that of other nations is polytheistic.[4]
As wisdom compositions were
written at different times, their authors developed traditional subjects in
variegated directions so as to express the outlook of societies of their own
times for the education of their readers. Thus, the author of Qohelet
criticized certain approaches of the authors of the traditional wisdom of
Proverbs.[5] Ben Sira, Qohelet and the Wisdom of
Solomon referred to certain subjects in Proverbs, but from a new perspective,
and also gave attention to some subjects that were familiar in their times,
such as the Hellenistic approach to the sciences of wisdom being achieved by
human intelligence as reflected in the book of Wisdom of Solomon (e.g . 7:
17-21), the relation to the apocalyptic deterministic approach to time found in
Qohelet 3, and to the apocalyptic philosophy of dualism in Sirach 33:10-15;
39:15-35, and of determinism in 15:11-20. The authors of the wisdom literature
from Qumran expressed their own philosophical and social outlook concerning the
education of the members of their circles. In order to investigate the roles
and directions of education by means of the wisdom literature of Qumran in
relation to the traditional educational background, we shall survey some means
of education in ancient Jewish and other national societies.
2.
Education in Ancient Jewish and other National Societies
Generally speaking, the art of education may
be divided into the education of children and youth, and that of adults.
According to the Hebrew Scriptures, the task of education was imposed upon the
parents, mainly on the father (see Gen 18:19; Exod 12:24-27; 13:8; Deut 4:9; 6:7, 20-25; 32:7, 46; cf. Ps 78:1-8).[6] The books of the Law instruct the
father to teach his children the precepts of God and the traditional history of
Israel. According to such
instructions as “Hear, my child, your father’s instruction, and do not reject
your mother’s teaching” in Prov 1:8 (cf. 4:1; 6:20; etc.), it would appear that
the teaching of sapiential instructions for daily life was also the role of the
parents. These roles of the father could be realized so long as the children
lived with their parents or under their authority. However, in the sapiential
books of Proverbs, Sirach, Ahikar, and some texts from Qumran, the style of
appealing to son or sons became so habitual that even the sages appealed to
their readers by this title, even though they might have been adult persons.[7] This style of appealing to a son or
sons is known from ancient Egyptian and Babylonian wisdom texts, whose
influence on Hebrew texts has been elucidated by Nili Shupak and others.[8] However, in addition to the role of the
father in educating his children, there were schools in ancient Egypt and
Mesopotamia, as evidenced by its wisdom literature and archeological
inscriptions, [9]
whereas in Israel such evidence is known mainly from the Second Temple period
on.[10]
The art of reading and
writing was the basic subject of official education—mostly for purposes of
training professional scribes, but also for daily needs, for reading Holy
Scriptures and compositions regarding the knowledge of human beings. Several
inscriptions from Canaan containing different groups of alphabets, including
one ostracon with alphabet letters found in the ruins of Khirbet Qumran, and
four ostraca with alphabet letters from Murba’at, demonstrate that the art of
writing was studied in Israel.[11]
According to these, Andre Lemaire suggests that there were schools for studying
reading and writing in ancient Canaan[12]
and, according to the aforementioned later inscriptions, one may suggest that
such schools also existed in Judaea. Inscriptions from antiquity demonstrate
different levels of this knowledge: from receipts, weights, names, and
calendar, to developed administrative and literary writings.[13]
The ancient Egyptian
schools were established to qualify scribes for administrative duties.[14]
The training of scribes included the study of reading and writing, the wisdom
of oration and ethics, especially regarding relationships between persons in
variegated social situations. The art of the scribe was regarded as an
exclusive profession, which assured high social status. In a satire written by Kheti son of
Duauf as a letter of a father to his son, who is sent to study in such a
school, there is a comparison of the profession of scribing vis-a-vis other
professions in order to encourage the son to be a scribe. At the conclusion of the satire he
wrote:
See, there’s no profession without a boss
except for the scribe; He is the boss.
Hence if you know writing
it will do better for you…
Look, I have set you on god’s path;
A scribe’s Renenet (good luck) is on
his shoulder
on the day of his birth;
When he reaches the gate
the people bow down before him;
Look. No scribe is short of food
and of riches of the palace…[15]
Ben-Sira wrote a similar
composition, in which the scribal art is compared to other professions
(38:24-39:11). Before describing the art of a scribe he concludes his
comparison between the high status of a scribe and that of other professions,
as follows:
All these rely on their hands,
and all are skillful in their own work.
Without them no city can be inhabited,
and wherever they live, they will not go
hungry.
Yet they are not sought out for the council
of the people,
not do they attain eminence in the public
assembly.
They do not sit in the judge’s seat,
nor do they understand the decisions of the
courts;
They cannot expound discipline or judgment,
and they are not found among rulers.
(38:31-33).
According to documents
discovered in the archives of Mesopotamia, Egypt, Ugarit, Hatti and Canaan, the
administrative writings of the scribes included contracts and official letters,
codes of laws, chronicles of kings, lists concerning the wealth and cult of
temples, receipts and weights, etc.;
their literary productivity included sapiential proverbs, mythical
literature and other literary genres.
Biblical evidences of administrative writings are, e.g. the lists of the
twelve officials that Solomon had over all Israel (1 Kings 4:7-19), the list of
the seventy-seven officials and elders of Succoth written by a young man at the
order of Gideon son of Joash (Judges 8:13-14), etc. The Bible also contains information regarding the writings
of the scribes of the kings, the scribe of a prophet, and other literary
writings.[16] Official administrative and other
documents from Wadi Daliyeh, Nahal Hever, Nahal Se`elim, Murba’at, and the
literary scrolls from Masada and Qumran are evidence of developed professional
scribal activity in Judaea during the Second Temple period and after the
destruction of the Temple.[17] Emanuel Tov has studied the
professional scribal practices of the writings from Qumran,[18]
and the Qumran scrolls are the ultimate evidence of the Jewish scribal practice
in the Second Temple Period. Thus, we may suggest that the art of the scribes
was studied in specific schools in Judaea, even though we have no definite
evidence of such schools, but only of other types of schools.
The existence of schools in
Israel during the Second Temple period is evidenced in a number of Rabbinic
texts. Thus, for example, b.
Baba Batra 21a mentions Rabbi Joshua son of Gamela (63 CE), who amended the
law of children’s education as follows:
That teachers of school-children be placed
in every city-state and in every town and that [children] be brought there at
the age of six or seven
ùéäå îåùéáéï îìîãé úéðå÷åú áëì îãéðä åîãéðä åáëì òéø åòéø
åîëðéñéï àåúï ëáï ùù ëáï ùáò.
The purpose of this law was to correct an
earlier situation, in which only those children whose fathers could send them
to Jerusalem studied. This was a
social reform to extend the education of children to the entire society, rather
than confining professional education to the children of the rich. Thanks to
this reform, the instruction of children pervaded Judaea.[19]
According to b. Shabbat 12a, the sages of the School of Shammai objected
to teaching children on the Sabbath day, whereas the Hillelites allowed it.[20] It may be that Proverbs 17:16 already
evidenced payment for professional teaching: “Why should fools have a price in
hand to buy wisdom, when they have no mind to learn.” Compare also Prov 5:13-14, in which a man confesses: “I did
not listen to the voice of my teachers or incline my ear to my
instructors; soon I was in dire
trouble amidst the assembled congregation.”[21] Both the authors of Qohelet and of
Sirach say that they were teachers of wisdom (see Qoh. 12:9; Sir 51:23). However, their schools or Batei
Midrash might have been for adult students. The study of wisdom or Scripture by adults is mentioned in
an apocryphal psalm appearing in the Psalms Scroll from Qumran:
From the gates of the righteous is heard her
voice,
and from the assembly of the pious her song.
When they eat with satiety she is cried,
and when they drink in community together.
Their meditation is on the Law of the Most
High,
their words on making known his might.
(11QPsa 18:10-12)[22]
Although study by adults
was common in the Qumran community (as we shall see later), this psalm seems to
describe a common reality of Second Temple Jewish society generally. Such a social reality might have occurred
among the upper classes of the towns, but not among farmers in villages, or
tradesman who were busy with their work or lived far from the central city.
3. Education and Study in Qumran
According to Josephus and the scrolls from
Qumran, there were two kinds of organized communities among the Essenes and the
members of the Yahad:
communities of celibate people, possibly those described in the Rule
of the Community; and
communities composed of families, called “camps,” as described in the Damascus
Document.[23] According
to the Damascus Document, “those who enter the covenant for all of
Israel as an eternal statute shall have their sons, who have reached (the age)
for passing among those that are mustered, take the oath of the covenant” (CD
15:5-6).[24] From this law, one may deduce that the
education of children and youth was the duty of the father, as required by the
Torah Law for all Israel. However,
the education of children and youth among the Yahad is to prepare them
for observing the Law of Moses “with all heart [and with all] soul, to that
which is found to be done during the en[tire tim]e of [evi]l” (ibid.,
15:9-10). This statement indicates
a specific education given to children and youth of the Yahad. According
to the context of CD 15 and 1QS 5:7-10, ùáåòú äáøéú (“the
oath of the covenant”) was the initiating oath that needed to be undertaken by
those who enter the Yahad, in the annual ceremony held within the
community in the presence of all its members. As these youth were educated
within the community, one might infer that they should not undertake a former
oath in front of the Overseer of the community like those who enter the
community from the public of Israel.
How were children and youth
educated?
Were there schools in the community, or a specific program for educating its
children? Such a program is found in 1QRule of the Congregation (1QSa =
1Q28a). The statutes written in this composition are said to be observed by the
congregation of Israel in the final days, when all Israel is gathered to undertake
the statutes of the Yahad.
Lawrence Schiffman has nevertheless claimed that the community already
observed these laws during its present situation, known as “the time of evil.”[25] The following is the program of
education as recorded in the Rule of the Congregation:
From his y[outh] [they shall edu]cate him in
the Book of Hagy,
and according to his age, instruct him in
the precepts of the covenant,
and he wi[ll receive ins]truction in its
regulations; during ten years he will be
counted among the small children. At the age
of twenty y[ears, he will transfer
to] those enrolled to enter the lot amongst
his family and join the holy
community. (1QSa 1:6-9)
This program divides the education of
children into two parts, each lasting for ten years. During the first ten years
a child is too young to study the precepts of the covenant. This study is to be
undertaken during the period of youth, namely, from the age of ten to twenty.[26]
During his youth a boy is capable of studying the Book of Hagy, the means of
learning the precepts of the covenant.
The Damascus Document states, regarding the duties of the Overseer in
the family camps, that åäåà ééñø àú áðéäí [ åèôí áøåç
]òðåä åáàäáú çñã (“He (the Overseer) shall instruct their sons [
and their children in a spirit] of humility and loving kindness”; CD 13: 17-18 par. 4Q266 9 iii 6-7),[27]
suggesting that he was the teacher of the youth.[28]
What is the Book of Hagy,
defined here as the means of education? There is no specific book among the Dead
Sea Scrolls bearing this title;
hence, its identification is controversial. The title HAGY may
allude to the precept ïäâéú áå éåîí åìéìä “you
shall meditate on it day and night” (Josh 1:8; cf. Ps 1:2), referring to the
Book of the Law. However, the
biblical Book of the Law is titled in the scrolls úåøú îåùä(“the
Law of Moses”)[29] or úåøä (“the Law”).
According to the Damascus Document, the Book of Hagy is to be
meditated upon by the judges of the congregation: “A quorum of ten men chosen from the congregation according
to the time, four from the tribe of Levi and Aaron and six from Israel, versed
in the Book of Hagy and the foundations of the covenant” (CD 10:4-6). Another
law stipulates that, among the minimum group of ten men, “let not be absent a
priest versed in the Book of Hagy” (CD 13:2). According to these precepts one
may deduce that the Book of Hagy is the Torah of Moses, expounded “according to
everything which has been revealed from it to the Sons of Zadok, the
priests…and according to the multitude of the men of their covenant” (see 1QS
5:8-9 etc.). This is the basis for Yadin’s suggestion that the Temple Scroll
may be the Book of Hagy.[30]
However, all these
suggestions are rendered questionable by the sapiential book Musar Le-Mevin,
or 4QInstruction, in which a work entitled çæåï ääâåé ìñôø æéëøåï (“Vision of the Meditation on a Book of Memorial”; 4Q417 1 i 16)[31]
is mentioned in the context of sapiential instructions to an individual
understanding one (îáéï or (áï
îáéï. It is stated there that this book was given as an
inheritance to man/enosh who had belonged to a spiritual people,
but no meditation (or virtue of meditation) was given to those who inherited
fleshly spirit. This statement,
reflecting the deterministic-dualistic philosophical approach held by members
of the apocalyptic circle and by the people of Qumran, makes it clear that only
the chosen people, who were inspired by the intellectual virtue of
understanding knowledge of the difference between good and evil, inherited the
aforementioned book. Cana Werman, who dealt with the issue of “What is the Book
of Hagu?,” paid attention to the difference between the titlesìñôø æëøåï ) çæåï ääâåé“the Meditated Vision
of the Book of Memorial” [her translation]), and ñôø ääâé
(“Book of Hagy/Hagu”), referred to elsewhere in the Dead Sea Scrolls.[32] Throughout her investigation of the
contents and ideas of the sapiential instructions of the book Musar Le-Mevin
(4QInstruction) and other wisdom texts from Qumran including the Book
of Jubilees, she came to the conclusion that the book titledìñôø æëøåï çæåï äâåé is not identical to ñôø ääâé, but
preceded it. In my opinion,
this scholarly position should be reconsidered in light of the main message
of the book Musar Le-Mevin.
The origin of the wisdom
upon which Musar Le-Mevin instructs its readers to meditate is not the
book of the Law, nor the instruction of a father or a sage, but rather the
wisdom of the øæ ðäéä, “the mystery that is to be.”
According to the principal discussion in this work, the concept of raz
nihyeh is related to knowledge of the wondrous mysteries of God that He
preordained for all the times: ëåì äðäéä áä ìîä äéä åîä éäéä áå , “everything which is to come to pass [in the present], it has
come to pass [in the past] and will come to pass [in the future] (4Q418 123 ii
2-3; cf. 4Q417 1 i 3-5, par.;
4Q418 43:2-3).[33] This wisdom may be identified with the
teaching of the ðäéåú òåìí (“the
happenings of eternity”) which the Overseer and the Maskil had to teach the
members of the Yahad (CD 13:8, cf. ibid 10; 1QS 3:15), but it is concerned
specifically with everything that is to come to pass regarding the life of
individuals.
The advantage of meditation
upon the raz nihyeh relates to the wisdom by which God laid down all the
deeds of creation, including those concerning human beings: åáøæ ðäéä ôøù àú àåùä
åîòùéä (4Q417 1 i 8b-9a).[34]
This mysterious wisdom concerning all of Creation relates to the dualistic
decree concerning all human beings, and is therefore useful for discerning
between “truth and iniquity, wisdom and foolishness, good and evil,” according
to their visitation upon individuals (ibid., lines 6-8; cf. 1QS 4:2-14) “in all
ages everlasting.” Hence, meditation upon the everlasting deeds of God and the
distinction between the outcomes of his preordained dualistic secret plan (4Q417
1 i 11-13) is helpful for man knowing “how he should walk [p]erfec[tly in all
his [ac]tions” (ibid., line 12, cf. 1QS 9:19).[35]
Indeed, the meditation upon the wondrous deeds of God in all ages includes the
knowledge of the outcomes that one may deduce from historical deeds of old (îòùé ÷ãí, 4Q417 1 i 3), such as “the iniquities of the sons of Sheth”
(ibid., line 13), the judgment of Korah (4Q423 5:1-4) and the punishment of
Adam and Eve (4Q423 1-2;1-5).[36] But these are only one aspect of the
knowledge of the raz nihyeh in Musar Le-Mevin. The meditation upon history is the main
issue of the Book of Mysteries from Qumran (1Q27; 4Q299-301),[37]
that does not deal with the advantage of the meditation upon the raz nihyeh
for individuals, but for all nations.[38]
The main instructions of Musar
Le-Mevin are based on precepts of the Law, or on ethical values, but all
this is in accordance with the preordained decrees of God for the life of each
individual, regarding economic and social daily life. This predetermined
approach toward sapiential instructions for individuals is not found in another
sapiential text from Qumran, 4QInstruction-like Composition B (4Q424),[39]
nor in Proverbs and Sirach, the traditional books of instructions to
individuals. As mentioned above, the idea of predestination was rejected by
Ben-Sira and by the author of Qohelet from the Second Temple period; therefore, it may be considered an
innovation within traditional Jewish wisdom.
For example: regarding the economic and social
position of a needy individual, the understanding one is instructed as follows:
àáéåï àúä àì úúàå æåìú ðçìúëä åàì
úúáìò áä ôï úñéâ âáåìëä…
áøæ ðäéä ãøåù îåìãéå åàæ úãò ðçìúå
åáöã÷ úúäìê
ëé éâéä àì ú[àø]äå áëåì ãøëéëä (4Q417 2 iii 8-10)
You are needy; do not desire something
beyond your share/inheritance, and be
not you confused by it, lest you displace
your boundary… . And by the raz
that is to be study the origins thereof
(i.e. of the mystery) and then you shall
know what is allotted to it , and in
righteous shall you walk.
This instruction to the needy who wishes to
improve his economic inheritance warns him against stumbling through deeds of
injustice, similar to the instructions in Prov 12:24; 16:8; Sirach 27:1-2,
26-27. However, the instruction of Musar Le-Mevin differs from those of
Proverbs concerning the origin of economic inheritance and a person’s proper
way of behavior. An instruction of Proverbs recommends to a person, “Do not
remove the ancient landmark that your ancestors set up” (22:28) regarding his
economic inheritance and ways of behavior. By contrast, the instruction of Musar
Le-Mevin refers to the economic inheritance of a man and his ways of
behavior according to the preordained destiny allotted for him by God, of which
he should study by the wisdom of the raz nihyeh.
Both traditional wisdom
instruction and that of Musar Le-Mevin are concerned with the
existential life of their readers. However, the latter instructs the needy
understanding one to take into consideration the End of Days so as to prevent
him from augmenting his misery. The meditation upon the raz nihyeh is
concerned with comprehension of the birth times of salvation (4Q417 2 i 9-10).
It is thereby helpful in preventing the needy from engaging in activities that
are not correctly appropriate in time, and which may therefore increase his
toil in the present. Knowledge of the eschatological upheaval, that will cause
those who now mourn to rejoice, is propitious for the feeling and activities of
the needy (ibid., 2 i 10-12, par. 4Q416 2 i 4-6).
The precept of the Law to
honor one’s parents is also interpreted by meditation upon the wisdom of the raz
nihyeh. According to this wisdom, this precept is not just an ethical one,
as it is explained in Sirach 4:1-16, but the outcome of the unbreakable
biological relationship between parents and children – “for they are the womb
that was pregnant with you” (4Q416 2 iii 17). Therefore a man cannot pass over this precept under any
circumstance, including that of poverty.[40] Likewise, the wisdom of the raz
nihyeh articulates the concept of an unbreakable matrimonial connection
between husband and wife, based on their becoming one flesh (Gen 2:18, 21-24;
3:16). Hence, the reason for
preserving the integrity of a marriage is not just domestic harmony, as in
Proverbs 5:15-20; 18:22;31:10-31 and Sirach 9:1-9; 23:16-27; 25:1; 26:1-3,
13-22, 27; 36: 26-31; 40:23, but rather the biological and genetic relationship
between husband and wife, whose union is considered by this wisdom as
preordained destiny.
This predetermined view,
which the understanding one is counseled to take into consideration during his
daily life, is consistent with the theological approach that a maskil or
an overseer of the Yahad are to teach the members of the Community.
However, whereas their explanation is a theoretical one (cf. 1QS 3:15-4:26; cf.
CD 2:2-13), the wisdom book of Musar Le-Mevin instruct its readers how
this predestined approach is to guide their daily life. These instructions seem
intended to direct adult individuals, either those of the family camps of the Yahad
or, in the event that this book is pre-sectarian, each adult individual of the
apocalyptic circle, who might have been considered as an “understanding one.”
A sectarian admonition
directed to áðéí (“sons”) is written in the Damascus
Document (CD 2:14-4:12a). This admonition surveys the history of humanity
and Israel from the generation of the flood until the present generation of
these sons, namely, those considered as candidates of the Yahad.[41] This historical survey is based on
biblical history, according to its interpretation in the Book of Jubilees (cf.
Jub 6:18-19), and on homilies in Ezek 44:15 and 1 Sam 2:35, which identify the Yahad
as the true áéú ðàîï
(“sure house”), “who stands in the end of days.”
In concluding our
discussion of the dilemma regarding the identification of the books entitled çæåï ääâåé ìñôø æëøåï and ñôø ääâé, we may accept
Werman’s suggestion that these may have been different books. If Musar
Le-Mevin is identified with çæåï ääâåé ìñôø æëøåï, it
is a book of sapiential instructions, whereas ñôø ääâé seems
to be a book of the Law of Moses with interpretations accepted by the Yahad. It is sufficient that the latter be
used by the judges of the community and by the priests in the small groups, and
possibly for the education of the youth regarding the right way of observing
the Mosaic Law.
Recommendations to study
the Book of the Law are common among traditional Jewish books of wisdom,
including the Qumran wisdom literature. However, the book of the Law is not
identified with wisdom books, neither in the Bible and Sirach, nor in Qumran.
The biblical wisdom books and the Book of Sirach instruct their readers to
study the Law, teaching them that by observing the Law and by fearing God they
are prevented from committing evil and faulty deeds (Prov 14:26-27; 15:33; Sir
21:11; 32:13-18, 23-24; 32:1-2;[42]
cf. Ps 37:30-31). Thus, the study of the Law is a means for attaining wisdom
(cf. Prov 9:10; 28:4, 7; 29:18; Qoh. 12:13; Sir 1:14-15, 26-27;[43]
6:37).[44]
According to this idea, the ultimately similar purpose of the book of
the Law and the books of wisdom sometimes led to a quasi- identification of
Wisdom and Law, as e.g. in Job 28:28: éøàú ä' äéà çëîä åñåø îøò áéðä (“the fear of God
is wisdom; and to depart from evil is understanding”); in Sir 19:20a: ëì çëîä
éøàú ä' (“the whole of wisdom is the fear of the Lord”),[45]
or, as Segal formulates it, exchanging the means and the purpose.[46]
However, the instructions contained in both biblical wisdom and in Ben-Sira are
concerned with ethical values, never with cultic and ritual commandments of the
Law, such as the performance of Sabbath, festivals, sacrifices, etc.[47]
The Qumranic text of Beatitudes
(4Q525) is the most prominent composition from Qumran that involves the
study of çëîä(“wisdom”)
and úåøä (“Law”) together as means of education.[48]
The purpose of this text is to educate its readers [ìãò]ú
çåëîä åîå[ñø] “[to kno]w wisdom and
disc[ipline]”(1:2; cf. 2-3 ii 12), like the books of Proverbs and Sirach. The
didactic method of its opening extant fragments is a series of beatitudes that
declare the happiness of “the man who attains wisdom and walks in the Law of
the Most High” – àùøé àãí äùéâ çëîä åéúäìê áúåøú òìéåï (2-3
ii 3-4). Due to the absence of the first parts of this series, and the
quasi-identification of wisdom and Law in the beatitude quoted, it is difficult
to distinguish between the means and the purpose in this beatitude. According
to such beatitudes as àùøé úåîëé çå÷éä: “happy are they who cling to her
statutes” (2-3 ii 1);[49] áä éäâä úîéã: “he mediates on it continually” (ibid., line 6), one may
suggest that the studying of the Law is the means for attaining wisdom or, put
otherwise, the beatitudes educate the reader to mediate on the Law to attain
wisdom. In terms of this aspect, the content of these beatitudes is similar to
that of Proverbs and Sirach. Likewise, the instructions of this text educate
the readers for ethical behavior, as is clear from instructions regarding the
manner of conversing with people (14 ii 18-28), and the beatitudes that refers
to Ps 15:2-3; 24:4, such as [àùøé ]áìá èäåø
åìåà øâì òì ìùåðå “[happy is the
one
] with a clean heart and does not slender with his tongue”; àùøé ãåøùéä ááåø ëôéí
åìåà éùçøðä áìá îøîä “happy are those who seek it
with pure hands, and do not search for it with a deceitful heart” (2-3 ii 1,
2-3). However, the explanation of the way that a man should “establish his
heart in its ways” – éëï ìãøëéä ìáå may
refer to sectarian education, in which a man should not neglect the study of
the Law and the performance of its statutes even “in the face of [his] trial,”
“at the time of distress,” and “[in the day of] terror” (ibid., lines 4-6).
Such situations are mentioned in sectarian texts from Qumran regarding the
difficulties that a member of the Yahad may encounter and cope with during
the epoch of wickedness (cf. 1QS 1:17-18).[50]
According to these instructions, one may suggest that the study of the Law for
the attainment of wisdom is tantamount to studying the performance of its
statutes according to the specific interpretation held by the doctrine of the
Community.
Another difference between
traditional didactic wisdom and that of Qumran is apparent in the text of the
wicked woman (4Q184).[51]
The author of this text elaborates the sapiential parable of the seductive
woman of Proverbs 2:16-19; 5:1-6; 7:1-23, warning his readers against the
temptations of wickedness in general, not only sexual temptations. This is done
by personification of abstract evil as a seductive woman.[52]
Conclusion
The practices and contents of education in
antiquity have been studied on the basis of archeological inscriptions and
ancient literature. Such evidence from Egypt, Mesopotamia, and Israel
demonstrate, on the one hand, the similarity between cultural, social and
administrative requirements of education among different nations and kingdoms
and, on the other, national and religious differences between them. Thus, the
authority of the father for the education of his children was a common
tradition in these ancient nations and cultures. Administrative systems of
kingdoms, temples and courts, and cultural life in general, demand
knowledge of reading and writing, and these arts were studied by professional
teachers, privately or in schools. Evidence of such professional education
demonstrates that it was possible especially for rich families, and scribes
held a high social status.
The main evidence regarding
education of both children and adults in Israel is known from the Second Temple
period onwards. In addition to administrative and secular-cultural needs of organized
societies, the education of children and adults in Israel was involved with
religious education, namely, knowledge of the úåøä (the
Law). The basic education concerning the historical tradition of Israel and the
basic statutes of the Law had to be performed by the father. Further education involving
interpretations of the Law and in wisdom would have been performed by sages and
professional teachers, and was accomplished, not only for children and youth,
but also for adults, as evidenced by Ben-Sira, the author of Qohelet, and
writings from Qumran. Qumran writings, such as the scrolls concerning the rules
of the congregation (the Rule Scroll, the Damascus Document, the Rule
of the Congregation), demonstrate the systems of education for the youth
and adults of the Community.
Didactic wisdom literature, such as the books of Proverbs, Sirach,
Qohelet, the Wisdom of Solomon, and the wisdom compositions from Qumran, may be
considered as evidence for the contents of the education, particularly of the
ethical and religious values that were held in Israel, during the Second Temple
period. The existence of wisdom compositions from Qumran vis a vis those of the
traditional books of wisdom demonstrate the unique approach of education held
among the circle of the apocalyptic movement and the members of the Yahad
during this period.
[1] See, for
instance, “Instructions of Suruppak,” in W. G. Lambert, Babylonian Wisdom
Literature (Oxford: Clarendon, 1960) 92-95; “Counsels of Wisdom,” ibid.,
96-106; S. Dening - Bolle, Wisdom in Akkadian Literature: Expression,
Instruction, Dialogue (Leiden: Ex Oriente Lux, 1992) 124-33; M. Lichtheim, Ancient
Egyptian Literature (Barkeley: University of California, 1973) I.58-80,
136-39, 184-92. For more ancient
Egyptian texts see below, n. 3.
[2] See e.g.
Lambert, “Counsels of Wisdom,” lines 135-47; Proverbs 3:5-10; Sirach 1:25-2:18;
15:11-16:23.
[3] Regarding
stylistic features and terminology in ancient Egyptian and Hebrew wisdom
literature, see N. Shupak, “The ‘Sitz im Leben’ of the Book of Proverbs in the
Light of a Comparison of Biblical and Egyptian Wisdom Literature,” RB 94
(1987) 98-119; idem, Where can Wisdom be Found? The Sage’s Language in the
Bible and in Ancient Egyptian Literature (Orbis Biblicus et Orientalis 130;
Goettingen: Vanderhoeck & Ruprecht, 1993) 32-51. For the genres and styles
of Babylonian sapiential instructions, see above, n. 1.
[4] See, e.g. the
Babylonian text “Nisaba and Wheat,” in Lambert, Babylonian Wisdom Literature,
168-75.
[5] See e.g. R. Gordis,” Introduction of Wisdom Literature,” in ñôø äùðä ìéäåãé àîøé÷ä (ed. M. Rivolov, New York: 1942 ääñúãøåú äòáøéú áàîøé÷ä),
VI: 117-47 (esp. 125-32, 134-47). M. V. Fox, Qohelet and His Contradictions,
JSOTSups 71 (Sheffield: Almond 1989), 121-50. In his discussion of justice and theodicy in wisdom
literature, Fox claims that the awareness of injustice is attested not just by
the authors of Qohelet, but also by the authors of Proverbs and other sages.
But the author of Qohelet “differs from most other sages in focusing on
manifestations of injustice rather than on justice, a shift that diffracts his
entire world-view” (p. 142). See esp. pp. 137-150.
[6] See ñôø àçé÷í äçëí, edited by Avinoam Yelin, Jerusalem 1938;
For Egyptian letters and instruction written by kings to their sons see
Gordis, “Introduction of Wisdom Literature,” 141. For the texts see Lictheim, Ancient
Egyptian Literature (op. cit. n. 1). For a letter of a father to his son
concerning the art of the scribe, see below, n. 14. For discussion of the
education given by fathers to their sons see J. L. Crenshaw, Educaton in
Israel: Across the Deadening Silence (New York: Doubleday, 1998)
153-54; 161-63.
[7] In Proverbs it
appears 22 times, in Sirach it appears 24 times, it is dominant in the book of
Ahikar, and appears in some texts from Qumran: e.g. 4Q417 1 i 18, 25; 4Q418 69 ii 15 (all appeal to a son in
singular); 4Q525 2-3 ii 12; 10:3; CD 2:14 (all appeals are in plural). Most of
the texts from Qumran appeal to their readers in titles, such asáàé áøéú îáéï, çëîéí, éãòéí, éåãòé öã÷,See B. Nitzan, îàôééðéí ñâðåðééí áñôøåú äçëîä î÷åîøàï (forthcoming).
[8] N. Shupak, "îåðçéí
ðáçøéí áñôøåú äçëîä äî÷øàéú áäùååàä ìñôøåú äçëîä äîöøéú”, Ph.D. Diss. The
Hebrew University of Jerusalem, 1944; idem, Where can Wisdom be found? 31-51
(op. cit. n. 3); idem, "äåøàú
àá ìáï áîöøéí ä÷ãåîä", áúåê çéðåê åäéñèåøéä ä÷ùøéí úøáåúééí åôåìéèééí(eds.
ø' ôìãçé åò' àè÷ñ,
Jerusalem: Shazar, 1999)13-21; J. L. Crenshaw, “Education in Ancient Israel,” JBL
104 (1985) 607; idem, Education in Ancient Israel, 15-27; Lambert,
“Instructions of Suruppak,” (op.
cit. n. 1); Dening – Bolle, Wisdom in Akkadian Literature (op. cit. n.
1)
[9] Crenshaw, Education
in Ancient Israel, 85-86. L.
L. Grabbe, A History of the Jews and Judaism in the Second Temple Period
(Library of Second Temple Studies 47;
London: Clark, 2004) 154 (bibliography there). Grabbe is aware that
scribes were trained in schools in ancient Egypt and Mesopotamia, but “if there
were schools for others than scribes, they would have been for the wealthy and
aristocratic, though these could probably afford hire tutors”.
[10] On the development of
the Jewish school, see M. Hengel, Judaism and Hellenism (London: SCM
1974) 78-83.
[11] See J. Naveh, øàùéú úåìãåúéå ùì äàìôáéú
(Jerusalem 1989) 1-6; G. W. Nebe, “Alphabets,” in Encyclopedia of the Dead
Sea Scrolls (eds. L. H. Schiffman and J. C. VanderKam, New York: OUP 2000)
18-20.
[12] A. Lemaire, Les
ecoles et la formation de la Bible dans l’ancien Israel, p. 32. See also
Crenshaw, Education in Ancient Israel, 100-108.
[13] On literacy in ancient
Israel, Egypt, Greece and Rome, see Crenshaw, Education in Ancient Israel,
29-49. On literacy in ancient Rome, see S. F. Bonner, Education in Ancient
Rome: From the Elder Cato to the Younger Pliny (Berkeley and Los Angeles:
University of California Press, 1977).
[14] H. Brunner, Altaegyptische
Erzierung, Wisbaden 1957; Crenshaw, “Education in Ancient Israel,” 608-609;
idem, Education in Ancient Israel 22-27; Shupak, “The Sitz im Leben,”
101-107 (op. cit. n. 3).
[15] For its Egyptian
origin, see W. Helck, Die Lehre des Dws’ – Htjj I, II, Kleine
aegyptlische Texte (Wiesbaden 1970); For the English Translation, see M.
Lichteim, Ancient Egyptian literature A Book of Reading (Berkley:
Univesity of California Press, 1973) I.188-93, esp. pp. 189, 191. For the
Hebrew translation see Shupak, "äåøàú àá ìáï áîöøéí
ä÷ãåîä", 20.
[16] See the biblical
references on the roles of the scribes in Grabbe, A History of the Jews and
Judaism, 152.
[17] See D. M. Gropp,
“Daliyeh, Wadi: Written Material”, Encyclopedia of the Dead Sea Scrolls,
162-65; H. M. Cotton, “Hever, Nahal: Written Material,” ibid., 359-61; H.
Eshel, “Murba’at: Wadi, Written Material,” ibid., 583-86; S. Talmon, “Masada:
Written Material,” ibid., 520-25; H. M. Cotton, “Se`elim, Nahal: Written
Material,” ibid., 860-62; A, Yardeni, îç÷øé îãáø éäåãä: úòåãåú ðçì öàìéí
(Jerusalem: The Israel Exploration Society, 1995).
[18] E. Tov, “Scribal Practices,”
Encyclopedia of the Dead Sea Scrolls, 827-30; idem. “Scribes,” ibid.,
830-31.
[19] The sequences of this reform
are written in b. Baba Batra 21a, as follows:
“Said Rabba: From the time of the ordinance of Joshua b. Gamela and
onward children are not sent from one town to another to go to school, but they
can be required to go from one synagogue to another in the same town.”… “And
said Raba, The number of students for an elementary school teacher is
twenty-five, and if there are fifty, we appoint two; if there are forty, an
assistant, [all] at the expense of the locale” The English translation follows
J. Neusner, The Talmud Babylonia: An Academic Commentary XXII (Atlanta:
Scholar Press, 1996 ) A.83.
[20] See V. Noam, "áéú
ùîàé åääìëä äëéúúéú", îãòé äéäãåú 41 (úùñ"á), 64
[21] The English translation of
v. 13 follows the New RSV, and that of v. 14 follows the JPS.
[22] See J. A. Sanders, The
Psalms Scroll of Qumran Cave 11 (11QPsa), DJD 4 (Oxford:
Clarendon, 1965) 39, 64-65.
[23] Josephus, J.W.
2.8.2 #121; 2.8.13 ##160-161; CD 7:4-9; 13:16-19; 14:12-17. See E. Qimron,
“Celibacy in the Dead Sea Scrolls and the Two Kinds of Sectarians,” in The
Madrid Qumran Congress, STDJ 11.I
(eds. J. Trebolle Barrera and L. Vegas Montaner, Leiden: Brill, 1992)
287-94.
[24] See E. Qimron, “ùáåòú äáðéí in the Damascus
Document 15:1-2,” JQR 81 (1990) 115-18.
[25] See L. H. Schiffman, The
Eschatological Community of the Dead Sea Scrolls: A Study of the Rule of the
Congregation (Atlanta Ga.: Scholars Press, 1989).
[26] See J. Licht, The
Rule Scroll. A Scroll from the Wilderness of Judaea, 1QS, 1QSa, 1QSb
(Jerusalem: The Bialik Institute, 1965) 253, 256 (Hebrew).
[27] The English
translation follows that of J. M. Baumgarten, DJD 18, 71. His suggestion that
the word åáðåúí
(“and daughters”) was written in the gap is uncertain.
[28] In a previous article I
suggested, according to the context of CD 13:16-19, that the Overseer had to
teach those children that their father could not do it. However, it is not
necessary to connect between the Overseer’s role in the judicial procedure of
divorcing families, and his role of educating the children of the community. éñø means “teach”,
“instruct”. Cf. Isa 28:26; Deut 4:36; Jer 17:23; 32:33; 35:13; Zeph 3:2, 7;
Prov 1:8; 4:1; 8:33; 19:20; etc., not necessarily with punishments.
[29] See 1QS 5:8; 8:22; CD
15:2, 9, 12; 16:2, 5, 8; 4Q266 18 v 6.
[30] Y. Yadin, The Temple Scroll,
Jerusalem 1977, I.300-302 (Hebrew).
[31] For this translation of the
Hebrew phrase see DJD 34, 155.
[32] Cana Werman, ‘What is
the Book of Hagu,” in Sapiential Perspectives: Wisdom Literature in Light of
the Dead Sea Scrolls, STDJ 51 (eds. J. J. Collins et al, Leiden: Brill,
2004) 125-40.
[33] See T. Elgvin, “The Mystery
that is to Come to Come: Early Essenes Theology of Revelation,” in Qumran
between the Old and New Testament (eds. F.H. Cryer and T.L. Thompson;
JSOTSup 290; Sheffield: Sheffield Academic Press, 1998) 113-50.
[34] See J. Strugnell and
D. Harrington, Qumran Cave 4.XXIV, Sapiential Texts, part 2, DJD 34
(Oxford: Clarendon, 1999) 158-59.
[35] See B. Nitzan, ‘The
Ideological and Literary Unity of 4Qinstruction,” DSD (forthcoming).
[36] See the discussion of
C. Werman, ‘What is the Book of Hagu,” 132-38.
[37] See L. H. Schiffman,
“299-301. 4Qmysteries a-b, c?,” Qumran Cave 4.XV, Sapiential
Texts, Part 1, DJD 20 (Oxford: Clarendon, 1997) 31-123.
[38] See also 4Q298 and
4Q413 (DJD 20, 19-30; 169-71), but there the phrase raz nihyeh is not
mentioned.
[39] See S. Tanzer, “4Q424. 4QInstruction-like
Composition B,” P. Elexander et al. (eds.). Qumran Cave 4.XXVI. DJD 36
(Oxford: Clarendon, 2000) 333-346;; G. Berin, “Studies in 4Q424
1-2,” RevQ 18 (1997) 21-41; idem, “Studies in 4Q4242 3,” VT 46
(1996) 271-295; idem, “The Relation between 4Q424 abd the Book of Ben-Sira,” in
G. Brin and B. Nitzan (eds.) éåáì ìç÷ø îâéìåú éí äîìç (Jerusalem: Yad Ben Zvi, 2001) 253-274
(Hebrew); B. Nitzan, “Instructions for the Individual in Sapiential Texts from
Qumran,” in M. Bar Asher and D. Dimant (eds.), îâéìåú: îç÷øéí áîâéìåú îãáø éäåãä (Jerusalem: The Bialik Institute, 2003)
I.95-109 (Hebrew).
[40] See J. J. Collins, Jewish
Wisdom in the Hellenistic Age (Louisville: Westminster, 1997) 120.
[41] See P. R. Davis, The
Damascus Covenant, JSOT 25 (Sheffield: JSOT, 1983) 76-104.
[42] See P. R. Skehan and A. A.
Di Lella, The Wisdom of Ben Sira (New-York: Doubleday, 1987) 398-99)
[43] Idem, ibid., 144-46.
[44] The study of the Law
and the fear of God are common means for attaining Wisdom in the wisdom
literature of Israel. See Moshe Zvi Segal, 3ñôø áï-ñéøà äùìí (Jerusalem: The Bialik
Institiute, 1972) 22-25; G. von
Rad, Wisdom in Israel (London: SCM, 1942) 242-47. Von Rad explains that
for Ben-Sira the attaining wisdom by studying and observing the Law is a
theological idea, already latent in Prov 1:1-7. M. Hengel suggest that this
idea became prominent in Sirach against Hellenism and its wisdom (Judaism
and Hellenism, 160-62).
[45] However the second part of
this maxim åëì çëîä òùåú
úåøä (“and in all wisdom there is the fulfillment of the Law ”)
explains that the purpose of wisdom is training for observance the Law (Segal,
ibid., 117).
[46] Idem, ibid., p. 22.
[47] Idem, ibid., p. 23.
[48] E. Puech, “525.
4Qbeatitudes,” Qumran Grotte 4 XVIII, DJD 25 (Oxford: Clarendon, 1998)
115-78; Idem, “The Collection of Beatitudes in Hebrew
and in Greek (4Q525 1-4 and Mt 5, 3-12),” in Early Christianity in Context:
Monuments and Documents (eds. F. Manns and E. Alliata, Jerusalem:
Franciscan Press, 1993) 353-68.
[49] The translation of this
beatitude follows that of D. J. Harrington, Wisdom Texts from Qumran
(London and New York: Routledge, 1996) 66, 68. Harrington suggests that in the
Hebrew Scriptures the word àùøé in beatitude declares someone “happy” or “fortune”, and is to
be distinguished from a benediction (“blessed are you”), whose object is
usually God.
[50] Trials (,(éñåøéí,
ðâåòéíare mentioned in 1QHa
17 (=9):10; 1QS 3:1; 1QHa 4:34 (= 17:22); 4Q504 1-2 vi 7. Distress (îöøó) is mentioned in 1QS
1:7; 8:4; 4Q174 1-3 ii 1; 4Q171 1-2 ii 18; 4Q177 5-6:3. Time of terror (òú
öå÷ä) is mentioned in 1QS [9:26]. See Puech, DJD 25, 124-25. The
Hebrew phrase òú öå÷ä
is mentioned in Sir 37:4, but in a context of false friendly relationship.
[51] J. M. Allegro, Qumran
Cave 4.I (DJD 5; Oxford:
Clarendon, 1968) 82-85.
[52] See J. Licht, “The
Wiles of the Wicked Woman,” in äî÷øà åúåìãåú éùøàì: îç÷øéí ìæëøå ùì éò÷á ìéååø (ed. B. Uffenheimer,
Tel-Aviv: Tel-Aviv University 1972) 289-96 (Hebrew) ; R. D. Moore,
“Personification of the Seduction of Evil: ‘The Wiles of the Wicked Woman,’ RevQ
10 (1979-81) 505-19.