We had reached one of those loaded moments in our family Passover seder where all my acumen as a parent, an educator, and as a rabbi are tested simultaneously. See, I have four sons, and hence a problem. We had already sung the Ballad of the Four Sons to the tune of My Darling Clementine, and it was now time to assign passages in the hagaddah to each of my boys, each of which, on any given day shows streaks of wisdom, wickedness, simpleness, and a lack of being able to ask a question much beyond “is dinner ready? (While technically a question, I refuse to count it). The danger in assigning parts is that I could unwittingly play into a fraternal competition of “See, Abba likes me best!” This is how I played it this year: I assigned the readings randomly, and before they could read into which part they were assigned (“Hey, why did I get the wicked one?”) I said the following:
Let’s read these straight through and as we read them pay attention to clues, I am going to ask you which child do you think I like best, and why (for a wonderful contemporary/traditional take on the Four Sons, check out this G-Dcast video).
The Wise Child asks, “What is the meaning of the laws, statues and customs which the Lord our God has commanded us?”
Answer him with all the laws, to the very last detail of the afikoman.
The Wicked Child asks, “What is the meaning of this to you?”
Answer him, “You have denied a principle of our faith. This was done for me, and not you!”
The Simple Child asks, “What is this about?”
Answer him, “God took us out of Egypt with a mighty and outstretched arm.”
To the One Who Does Not Know What to Ask, say, “This is done because of what the Lord did for me when I came forth from Egypt.”
To my delight, they gave me the answers I wanted.
“The wise child because he is wise.”
“The wicked child because he asks tough questions.”
“The simple son because he is open to anything you say. You said that last year.”
“Yes, you did,” two others guests at the table corroborated.
“I think it’s the One Who Doesn’t Know What to Ask, because he is polite and let’s you start the conversation.”
I know that each of us carries each of these traits within ourselves, and I pointed that out, with the use of a helpful and provocative paper-cut image in one of our haggadot (plural for haggadah)
This year I said that I preferred the wicked one – “He asks the best question,” I answered. And, I believe he does. I was also struck, more so than other years, that the Wicked son gets a bad rap, not only for asking a fair and pointed question – which we otherwise applaud (It is said that a Jewish parent does not ask a child, “what did you learn at school today,” but rather, “did you ask a good question today?”) The problem with the wicked child is that he has a crappy teacher, who slams him for showing up to the seder and being himself, for wanting some integrity in the system? “Do you believe this stuff?” “Is this still relevant?” “Why are you so Jewish all of a sudden?” The response to the Wicked child got me thinking about what I would say as a high school teacher, if I could say anything I wanted to these four archetypal students:
To the Wise son, “What are the statues, laws, and customs? Why are you asking me? Go read the Tenth Chapter of the Talmudic Tractate on Passover, and then we can discuss it, then you can explain about the Afikoman to your brothers.”
To the Wicked son, “What does this mean to me? Good question. I think it is an individual challenge to understand the duality of confinement and freedom. Ask yourself, what constraints on your life would you want to be free from? What obligations do you have to yourself and others as you exercise your freedom?”
To the Simple son, “Dig a little deeper. Yes we are commemorating an event that has long past, and whose memory still inspires us today, but go a little further – Why? Why should we bother with this? What lessons are we trying to hold on to? What implications does it have for the world we live in today?”
To the One Who Does Not Know What to Ask, I want to answer along the lines of Sterns Professor Scott Galloway, in his “Get your S–t Together” email to a student a few years ago – here is an excerpt:
…Let me be more serious for a moment. I do not know you, will not know you and have no real affinity or animosity for you. You are an anonymous student who is now regretting the send button on his laptop. It’s with this context I hope you register pause…REAL pause xxxx and take to heart what I am about to tell you:
xxxx, get your s–t together.
Getting a good job, working long hours, keeping your skills relevant, navigating the politics of an organization, finding a live/work balance…these are all really hard, xxxx. In contrast, respecting institutions, having manners, demonstrating a level of humility…these are all (relatively) easy. Get the easy stuff right xxxx. In and of themselves they will not make you successful. However, not possessing them will hold you back and you will not achieve your potential which, by virtue of you being admitted to Stern, you must have in spades.
So To the One Who Does Not Know What to Ask, I find myself wanting to say, “Hey, Judaism, like being part of this family around this table is not a pass/fail course in which you can just hide out in the back. We need your voice in the mix too. You can ask picayune questions about tiny details, you can ask pointed questions in an antagonistic tone, you can even ask a basic question that you think everyone but you must know the answer to, but passivity is never a substitute for actual learning – doing nothing, saying nothing doesn’t just hurt you. You don’t have to be the smartest. You don’t have to be witty, you don’t have to leave your skepticism at the door, or anything like that, but keeping your personal Torah, your deep inner wisdom to yourself, deprives us all of sparks of the divine that only you hold. We are not at the movies, silence is not golden.
The Four Sons by Eli Valley.Click to see the full-size image.
First posted on April 10, 2012