Mishneh Torah, The Sanhedrin and the Penalties within Their Jurisdiction 2

Shalom, and welcome! It's wonderful to have you here, navigating the beautiful, sometimes bewildering, world of Jewish parenting. Today, we're diving into a text that, at first glance, might seem distant from our everyday lives: the qualifications for the Sanhedrin, the ancient Jewish high court. But trust me, there are incredible, practical takeaways for us as parents, right here in these ancient words. We're going to bless the chaos and find some micro-wins.

Insight

The Mishneh Torah, in its discussion of appointing judges to the Sanhedrin, lays out a remarkably detailed picture of what constitutes an ideal leader and decision-maker. It's not just about knowing the law; it's about a profound depth of character, breadth of understanding, and a nuanced perception of the world. The text emphasizes appointing individuals who are not only wise and knowledgeable in Torah but also possess understanding of various secular disciplines – medicine, mathematics, astronomy – and even an awareness of the practices of fortune-telling, magic, and idolatry, "so that they will know how to judge them." This isn't about endorsing these practices, but about possessing the knowledge to discern their falsity and their potential harm. It speaks to a holistic approach to wisdom, recognizing that true understanding requires seeing the full spectrum of human endeavor, even that which is misguided.

Furthermore, the text highlights the importance of lineage, character, and even physical attributes (though we'll focus on the transferable principles). Judges are to be men of "fine repute," "beloved by people at large," possessing "humility, the fear of God, a loathing for money, a love for truth." They are to be men who "understand whispered matters" and speak many languages, signifying an ability to connect with and understand diverse perspectives. This ideal Sanhedrin member is not a detached academic; they are deeply embedded in the community, empathetic, and capable of navigating complex human interactions with integrity and wisdom.

For us as parents, this text offers a powerful mirror. We are, in essence, the first Sanhedrin for our children. We are the judges of their actions, the arbiters of their behavior, and the guides of their moral and intellectual development. While we may not be ruling on matters of life and death, the principles of wisdom, discernment, character, and empathy are precisely what we strive to cultivate in ourselves and impart to our children. We are tasked with creating a "court" within our homes that fosters growth, understanding, and a strong moral compass.

The emphasis on understanding various "intellectual disciplines" and even "hollow teachings" of idolatry is particularly relevant. As parents, we are not expected to be experts in every field, but we are called to be curious and informed about the world our children inhabit. This includes understanding the influences they encounter – from technology and social media to cultural trends and peer pressures. Just as the Sanhedrin needed to understand idolatry to judge it, we need to understand the "idolatries" of our modern world – the superficial attractions, the misleading narratives, the easy answers – to guide our children away from them and towards more meaningful pursuits. This doesn't mean becoming cynics or constantly vigilant detectives; it means cultivating a discerning eye, a critical mind, and the ability to engage in thoughtful conversations about what they are seeing and experiencing.

The requirement that judges be "beloved by people at large" and possess a "good reputation" speaks volumes about the importance of character and community. In our parenting, this translates to modeling integrity, kindness, and fairness. Our children learn about how to navigate the world not just from what we say, but from how we interact with others. Do we demonstrate respect for those around us? Do we engage in our communities with generosity and compassion? Do we uphold our values even when it's difficult? These are the foundations of a good reputation, both for ourselves and, by extension, for the values we instill in our children.

The text also touches on the idea that even a single judge can, in certain circumstances, adjudicate a case, but it's always more praiseworthy to have a collective. This highlights the value of collaboration and diverse perspectives. In parenting, this means recognizing that we don't have to have all the answers alone. We can consult with our partners, grandparents, friends, or community leaders. We can learn from other parents, share our struggles, and celebrate our successes together. This collective wisdom enriches our parenting journey and provides a more robust framework for raising our children.

The ancient requirement for judges to be free of physical blemishes, while not directly applicable to modern parenting, points to an underlying principle of wholeness and integrity. It suggests that leaders, and by extension, parents, should strive for a sense of inner balance and well-being. This doesn't mean perfection, but a commitment to self-care and personal growth. When we are tending to our own emotional and spiritual needs, we are better equipped to be present, patient, and wise for our children.

Ultimately, the qualifications for the Sanhedrin, when viewed through a parenting lens, are a call to cultivate ourselves as thoughtful, informed, ethical, and empathetic individuals. We are called to be wise, not just in knowledge, but in our understanding of human nature and the world. We are called to be discerning, able to separate the valuable from the superficial. We are called to be people of integrity, whose actions align with our values. And we are called to be connected, to our children, to our communities, and to the enduring wisdom of our tradition. The Mishneh Torah, in its meticulous detail, is not just describing an ancient court; it is providing us with a blueprint for the kind of parents we can aspire to be – judges, mentors, and guides in the sacred arena of our homes. It's a reminder that raising children is a profound responsibility, one that calls for the highest qualities of character and intellect, applied with love and a healthy dose of practical wisdom.

The text's insistence on appointing men of "wisdom and understanding" and those who possess "a broad intellectual potential" is not merely about accumulating facts. It’s about the capacity to process, analyze, and synthesize information, to see connections, and to apply knowledge creatively. As parents, this translates to fostering critical thinking in our children. We want them to be able to question, to explore, and to form their own informed opinions, rather than simply accepting what they are told. This requires us to model curiosity, to be open to their questions (even the challenging ones!), and to engage in thoughtful discussions. It means encouraging them to look beyond the surface, to understand the "why" behind things, and to develop their own unique intellectual potential. This is a lifelong endeavor, and our homes are the primary laboratories for this growth.

The inclusion of knowledge of "medicine, mathematics, the fixation of the calendar, astronomy, astrology" among the Sanhedrin's requirements, as explained by the commentators, is fascinating. For instance, the Tziunei Maharan points out that knowledge of medicine was crucial for assessing potential killers, as an understanding of wounds and their effects was necessary to determine intent and culpability. This illustrates a principle of practical application of knowledge. As parents, we need to understand the practical implications of our children's actions and the world around them. This might mean understanding child development to better support their learning and emotional needs, or understanding the dynamics of peer relationships to help them navigate social challenges. It's about having a functional understanding of the systems and forces that impact our children's lives.

The commentators also grapple with the inclusion of knowledge of "fortune-telling, magic, sorcery, and the hollow teachings of idolatry." The rationale, as stated, is "so that they will know how to judge them." This is a crucial point for parenting: we need to understand the influences that can sway our children, even if those influences are morally or intellectually flawed. This doesn't mean becoming experts in every fleeting trend, but rather developing a general awareness of the cultural landscape. It allows us to have informed conversations with our children about the messages they are receiving from media, peers, and society at large. We can then help them develop the discernment to identify what is true, valuable, and constructive, and what is misleading, harmful, or simply a distraction. This requires us to be informed, not necessarily to endorse, but to understand the landscape of their world.

The emphasis on lineage and "fine repute" is also instructive. While we don't have the same lineage considerations, the underlying principle is about building a strong foundation of character and a positive reputation. For parents, this means understanding the importance of family history, values, and the legacy we are creating. It also means being mindful of the example we set, as our actions contribute to our own "repute" and, importantly, the reputation of our family within the community. This isn't about seeking external validation, but about living in accordance with our deepest values, which in turn models for our children the importance of integrity and community standing.

The idea of "men who understand whispered matters" and speak many languages speaks to the importance of communication and empathy. In parenting, this means being attuned to our children's non-verbal cues, listening actively to their unspoken concerns, and being able to communicate effectively across different age groups and developmental stages. It also extends to understanding different perspectives, whether those of our children, our partners, or other members of our family and community. Cultivating this kind of sensitive and multilingual communication is essential for building strong relationships and resolving conflicts constructively.

The commentary on judges being "beloved by people at large" and having a "favorable eye and a humble spirit" is particularly resonant. This isn't about being popular for popularity's sake, but about embodying qualities that foster positive relationships. As parents, we strive to be approachable, kind, and fair. These qualities build trust with our children, making them more likely to confide in us and seek our guidance. This also extends to our interactions with the wider community. When we are seen as good neighbors and engaged citizens, we model for our children the importance of contributing positively to society.

The requirement of "a loathing for money" is a powerful reminder of the importance of prioritizing values over material wealth. While financial security is important, the text warns against an excessive concern for money, which can lead to a "want" that is never satisfied. As parents, we have the opportunity to teach our children about the difference between needs and wants, the value of generosity, and the fulfillment that comes from experiences and relationships rather than possessions. This doesn't mean living in deprivation, but rather cultivating a healthy detachment from material pursuits and a focus on what truly enriches life.

The concept of "men of power" being "mighty in their observance of the mitzvot" and overcoming their "evil inclination" is a call to personal strength and self-mastery. For parents, this means striving to be the best versions of ourselves, even when it's challenging. It involves setting personal goals for spiritual and ethical growth, and modeling for our children the importance of effort, perseverance, and self-discipline. When we demonstrate our commitment to our values, we inspire our children to do the same.

Finally, the idea that the Sanhedrin was a hierarchical structure, with judges promoted based on merit and experience, suggests a process of growth and development. This mirrors our parenting journey. We start as novice parents, and with experience, reflection, and learning, we grow in our ability to guide and nurture our children. We are constantly being promoted in our parenting "court" as we gain wisdom and understanding. The Mishneh Torah, in its detailed examination of the Sanhedrin, offers a rich tapestry of principles that, when applied with intention and empathy, can profoundly enhance our parenting practice, helping us to build strong, wise, and compassionate Jewish homes. It's a call to elevate our own character as we elevate our children.

Text Snapshot

"We appoint to a Sanhedrin... only men of wisdom and understanding, of unique distinction in their knowledge of the Torah and who possess a broad intellectual potential. They should also have some knowledge concerning other intellectual disciplines, e.g., medicine, mathematics, the fixation of the calendar, astronomy, astrology, and also the practices of fortune-telling, magic, sorcery, and the hollow teachings of idolatry, so that they will know how to judge them." (Mishneh Torah, The Sanhedrin and the Penalties within Their Jurisdiction 2:1)

"We appoint to the Sanhedrin only priests, Levites, and Israelites of lineage of fine repute... We should not appoint to a Sanhedrin a man of very old age or one who does not possess male physical attributes, for they possess the trait of cruelty, nor a man who is childless, so that the judges should be merciful." (Mishneh Torah, The Sanhedrin and the Penalties within Their Jurisdiction 2:1)

"An effort should be made that they all be white-haired, of impressive height, of dignified appearance, men who understand whispered matters, who understand many different languages so that the Sanhedrin will not need to hear testimony from an interpreter." (Mishneh Torah, The Sanhedrin and the Penalties within Their Jurisdiction 2:2)

"He must, however, possess seven attributes: wisdom, humility, the fear of God, a loathing for money, a love for truth; he must be a person who is beloved by people at large, and must have a good reputation." (Mishneh Torah, The Sanhedrin and the Penalties within Their Jurisdiction 2:2)

Activity

Activity: The "Family Council" of Wisdom and Understanding

This activity is about creating a space in your home where wisdom, understanding, and good character are discussed and valued, mirroring the qualities of the Sanhedrin. It's about empowering your children to think critically and empathetically, just as the Sanhedrin was meant to do.

For Toddlers (Ages 2-4): "My Feelings & Your Feelings" Circle Time

• Goal: Introduce the concept of understanding and respecting different emotions.
• Time: 5-7 minutes.
• Materials: A soft ball or stuffed animal.
• Instructions:
  1. Sit in a circle with your child.
  2. Hold the ball. Say, "When it's my turn to talk, I'll hold the ball. I'm feeling happy today because we're playing together!"
  3. Pass the ball to your child. Say, "Now it's your turn! How are you feeling?" Encourage them to express their emotion. Validate their feelings, no matter what they are. "Oh, you're feeling a little bit sad because your toy broke? That's okay."
  4. Continue passing the ball back and forth, taking turns sharing feelings.
  5. Introduce simple "understanding" statements: "When you're sad, I want to give you a hug." Or, "When you're happy, I feel happy too!"
  6. Connection to Text: This activity introduces the idea of understanding others' feelings, a key component of empathy, which is crucial for good judgment and relationships. It also touches on the idea of "broad intellectual potential" by exposing them to the concept of emotions.

For Elementary Schoolers (Ages 5-10): "The 'What If?' Scenario Game"

• Goal: Develop critical thinking, problem-solving, and empathy by exploring hypothetical situations.
• Time: 8-10 minutes.
• Materials: Index cards or slips of paper with simple scenarios written on them (examples below).
• Instructions:
  1. Prepare index cards with scenarios like:
     • "Your friend accidentally broke a toy that belonged to someone else. What should your friend do?"
     • "You see someone being left out of a game at recess. What could you do?"
     • "Someone tells a joke that isn't funny and might hurt someone's feelings. What do you think?"
     • "You have two cookies and your sibling only has one. What would be a fair way to share?"
  2. Sit down with your child. Explain, "We're going to play a game where we think like wise judges! We'll read a situation and talk about what we think is the best thing to do, and why."
  3. Draw a card and read it aloud.
  4. Ask guiding questions:
     • "What happened in this situation?"
     • "How do you think the people involved are feeling?" (Encourages empathy)
     • "What are some possible things that could be done?" (Encourages broad thinking)
     • "What do you think is the wisest, kindest, or fairest thing to do? Why?" (Encourages discernment and reasoning)
  5. Discuss their answers, validating their ideas and gently offering alternative perspectives or adding layers of consideration. For example, if they suggest telling on the friend who broke the toy, you might ask, "What might happen if you tell? Is there another way to help your friend fix the situation?"
  6. Connection to Text: This activity directly engages with the concept of "wisdom and understanding," teaching children to analyze situations, consider different outcomes, and develop a sense of justice and fairness. It also touches on understanding "hollow teachings" by exploring scenarios where actions might have unintended negative consequences.

For Tweens and Teens (Ages 11+): "The 'Community Values' Debate Club"

• Goal: Foster critical thinking, respectful debate, and the articulation of values, mirroring the Sanhedrin's role in upholding societal standards.
• Time: 10 minutes (can be extended if engagement is high).
• Materials: A list of age-appropriate "community values" or ethical dilemmas.
• Instructions:
  1. Introduce the concept: "Today, we're going to have a mini 'community council' discussion, just like the wise people who used to make important decisions. We'll explore some ideas about what makes our community (our family, our school, our town) a good place."
  2. Present a topic for discussion. Examples:
     • "Is it more important to be honest, even if it hurts someone's feelings, or to be kind, even if it means not telling the whole truth?" (Connects to "love for truth" vs. mercy)
     • "Should our family spend more time on activities that are fun and relaxing, or on activities that help us learn and grow, even if they're harder?" (Connects to "broad intellectual potential" vs. comfort)
     • "What does it mean to have a 'good reputation' in our family and community? Is it more important what others think, or what we know about ourselves?" (Connects to "good reputation" and inner integrity)
     • "If someone is being bullied online, what is our responsibility as a family to help?" (Connects to "men of power" protecting the oppressed)
  3. Encourage your teen to take a stance and explain their reasoning. Ask them to consider different perspectives.
  4. Facilitate a respectful dialogue. Use phrases like:
     • "That's an interesting point. Can you tell me more about why you think that?"
     • "How might someone who disagrees with you see this?"
     • "What does our tradition or our family values say about this?"
     • "Let's try to find a way to balance these important ideas."
  5. Connection to Text: This activity directly engages with the core principles of the Sanhedrin: wisdom, discernment, love of truth, and the well-being of the community. It encourages teens to develop their own moral compass and articulate their values, preparing them to be thoughtful contributors to society. It also touches on the idea of understanding different perspectives ("many different languages") and the importance of integrity.

Variations and Extensions:

• "Wisdom Journal": For older kids, encourage them to keep a journal where they jot down observations about characters in books or movies who exhibit qualities like wisdom, fairness, or kindness, or those who demonstrate the opposite. They can also write about their own experiences making good or bad decisions.
• "Role-Playing the Judge": For elementary-aged children, set up a pretend "courtroom" where they can role-play as judges, mediating a minor sibling dispute or a disagreement with a friend. This helps them internalize the process of listening, understanding, and making fair decisions.
• "Exploring the World": For all ages, incorporate elements of the Sanhedrin's broad knowledge into everyday life. Look at the stars and talk about astronomy. Learn a few basic medical terms related to health. Explore simple calendar concepts. Even discussing a news story critically can tie into understanding the world.
• "Appreciating Others": Regularly take time to acknowledge and appreciate the positive qualities you see in your child and in other family members. This reinforces the idea of recognizing "wisdom," "humility," and being "beloved by people at large" within your own family unit.

By engaging in these "Family Council" activities, you are not just playing games; you are actively cultivating the very qualities that the Mishneh Torah deems essential for wise and just leadership, right within the heart of your home. You are building a foundation for your children to become discerning, compassionate, and principled individuals.

Script

Here are scripts for navigating those awkward questions that pop up when discussing the Sanhedrin's qualifications, especially with children. The goal is to be honest, age-appropriate, and to focus on the underlying principles without causing guilt or confusion.

Script 1: "Why did they say only men?" (For younger kids, elementary age)

Parent: "You know, in the olden days, when they chose people for the Sanhedrin, they had some rules about who could be a judge."

Child: "Like what?"

Parent: "Well, they said they wanted men. And that might seem a little strange to us today, right? Because we know girls and women can be super smart and wise too!"

Child: "Yeah!"

Parent: "Exactly! So, what's important to remember is that this was a very, very long time ago, and how things were done back then is different from how we do things now. What we can learn from this is that everyone, boys and girls, men and women, can be wise, understanding, and fair. We want to have lots of different kinds of people helping to make good decisions, because everyone has important ideas. So, even though they had that rule, we know that wisdom comes from everywhere!"

• Focus: Acknowledging the historical context, validating the child's modern perspective, and emphasizing the universal value of wisdom.

Script 2: "Why did they care about how people looked or if they had kids?" (For older kids, tweens/teens)

Parent: "That part about physical attributes and having children for the judges is definitely a bit surprising to us, isn't it?"

Teen: "Yeah, it sounds kind of unfair or old-fashioned."

Parent: "It does. And you're right, many of those specific rules aren't something we follow today. The sages were trying to find qualities that they believed would lead to mercy and good judgment. For example, they thought someone who was childless might be more empathetic to those suffering, because they might understand the pain of not having something precious. And they wanted judges to be dignified. But here's the key takeaway: the deeper principle they were getting at is the importance of character, empathy, and a balanced perspective."

Teen: "So, it wasn't really about their eyes or if they had kids, but about them being good people?"

Parent: "Exactly! They were trying to find people who were deeply wise, compassionate, and had a strong sense of justice. While their specific methods might seem outdated, the goal was to ensure the judges were fair, merciful, and understood the human condition. Today, we understand that those qualities can come from anyone, regardless of their family status or physical appearance. We focus on wisdom, integrity, and empathy as the core qualities for good judgment."

• Focus: Deconstructing the literal rule to find the underlying ethical principle (mercy, empathy, wisdom), acknowledging the outdated nature of specific requirements, and highlighting the modern understanding of these qualities.

Script 3: "What's 'fortune-telling' and 'magic'? Is it bad?" (For elementary/middle school)

Parent: "You asked about fortune-telling and magic. Those are things people in the past – and some even today – believed could help them know the future or control things. Like reading your palm to see what will happen, or doing spells."

Child: "So, it's like Harry Potter?"

Parent: "A little bit like in stories, but in real life, the Torah teaches us that these things don't actually work the way people think they do. They can distract us from what's important, like making good choices ourselves, or trusting in God. The Sanhedrin needed to know about these things not because they believed in them, but so they could understand why people might do them and why they weren't the right way to live. It's like knowing about a tricky detour on a road so you can help someone avoid it."

Child: "So, the judges knew about them so they could tell people not to do them?"

Parent: "That's a great way to put it! They needed to understand the 'tricky detours' so they could guide people towards the right path. And for us, it means we should be thoughtful about what we believe and what influences we let into our lives. We focus on building our own wisdom and making good choices, rather than relying on things that might be misleading."

• Focus: Explaining the concepts simply, clarifying the Torah's perspective (distraction, not actual power), and framing the Sanhedrin's knowledge as a form of discernment and guidance.

Script 4: "Why did they need to know 'other intellectual disciplines' like math and medicine?" (For older kids/teens)

Parent: "That's a really insightful question! The Sanhedrin wasn't just supposed to be experts in Torah law. They needed a broad range of knowledge, like math, medicine, and even astronomy."

Teen: "Why? Isn't Torah enough?"

Parent: "Torah is foundational, absolutely. But imagine trying to make a fair decision about something that involves understanding how the body works, or how to calculate dates for holidays, or even understanding the movements of the stars for calendar purposes. You need practical knowledge to apply the law effectively. For example, in medicine, they might need to understand if an injury was accidental or intentional. In math, they might need to calculate inheritances or damages."

Teen: "So, it's like being well-rounded?"

Parent: "Exactly! It's about being well-rounded and having the tools to understand the complexities of life. Just like in our lives, sometimes we need to understand a bit about science to make good health choices, or a bit about math to manage our money. The Sanhedrin needed to be able to judge all sorts of situations, and that required a wide understanding of the world. It’s about having the 'wisdom and understanding' that the text talks about, which isn't just about knowing laws, but about knowing how to apply them in the real world."

• Focus: Connecting abstract knowledge to practical application, using relatable examples, and emphasizing the concept of holistic wisdom.

Habit

Habit: The "Wisdom Moment" Check-In

This micro-habit is about intentionally carving out brief moments to acknowledge and cultivate the qualities of wisdom, understanding, and good character within your family. It’s about spotting those tiny sparks of insight and goodness, and fanning them into a flame.

How to Implement:

1. Frequency: Aim for this once a day, ideally during a natural transition time like dinner, bedtime, or a car ride.
2. Duration: 30 seconds to 2 minutes maximum.
3. The Process:
   • Acknowledge a "Wisdom Moment": Briefly share an observation about a moment where someone in the family (you, your partner, or a child) demonstrated wisdom, understanding, kindness, honesty, or a good effort.
     • For Toddlers: "I noticed how you shared your toy with your sister. That was a very kind thing to do!" or "You were really brave trying that new food. That was a wise choice for your body!"
     • For Elementary Schoolers: "I saw how you helped your friend when they dropped their books. That showed great understanding and helpfulness." or "You were really patient waiting your turn. That was very wise."
     • For Tweens/Teens: "I appreciated how you listened to your sibling's side of the story, even though you were frustrated. That showed real maturity and understanding." or "I was impressed with how you tackled that difficult homework problem; your perseverance was wise."
   • Connect to "Good Enough": If a child struggled or made a mistake, you can frame it as a learning opportunity. "It's okay that you got frustrated. The important thing is that you tried to calm down and talk about it. That's a part of learning to be wise." Or, "We all make mistakes. The real wisdom is in learning from them and trying again."
   • Briefly Connect to the Text (Optional, for older kids): You could say, "You know, the ancient judges were supposed to be wise and understanding. When you do things like that, you're showing those qualities too!"

Why This Habit is Key:

• Micro-Wins: It focuses on tiny, achievable moments of positive reinforcement, celebrating "good enough" efforts rather than demanding perfection.
• Modeling: It demonstrates to your children that you are paying attention to their character development and that these qualities are valued.
• Reinforcement: It reinforces the behaviors you want to see more of.
• Connection: It creates a brief, positive connection point between you and your child, strengthening your bond.
• Reduces Guilt: By focusing on the positive and acknowledging effort, it removes the pressure of perfection and fosters a more supportive environment.
• Builds a "Wisdom Culture": Over time, these small moments build a culture within your family where wisdom, understanding, and kindness are actively noticed, discussed, and nurtured.

Example Scenarios:

• Dinner Time: "I want to share a Wisdom Moment. Today, when Leo was upset about his drawing, Maya, you sat with him and asked him what was wrong. That showed a lot of understanding and kindness."
• Bedtime: "Before we sleep, let's have a Wisdom Moment. [Child's Name], I noticed how you helped set the table without being asked. That was a very responsible and wise thing to do. Thank you."
• Car Ride: "Quick Wisdom Moment before we get out of the car. [Partner's Name], I really appreciated how you navigated that tricky traffic situation calmly today. That showed real wisdom under pressure."

This habit is about being present and intentional, even for a few seconds, to nurture the best in your family. It’s a gentle but powerful way to weave the principles of wisdom and understanding into the fabric of your daily life.

Takeaway

The Mishneh Torah's detailed requirements for the Sanhedrin, when translated into the language of modern Jewish parenting, aren't about replicating an ancient court but about cultivating the core qualities of wisdom, understanding, discernment, and compassion within ourselves and our homes. We are the first "judges" and guides for our children, tasked with helping them navigate the complexities of life. By focusing on the underlying principles – broad intellectual curiosity, empathetic understanding, a commitment to truth and integrity, and the ability to discern right from wrong – we can empower ourselves and our children. Remember to bless the chaos, celebrate the "good enough" tries, and find joy in the micro-wins. Your efforts to build a home filled with wisdom and understanding are a profound mitzvah.