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🗓️ 23 August 2022
⏱️ 12 minutes
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0:00.0 | The second tithe and the making of a strong society. Biblical Israel, from the time of Joshua |
0:10.5 | until the destruction of the Second Temple, was a predominantly agricultural society. Accordingly, it was |
0:18.0 | through agriculture that the Torah pursued its religious and social program. |
0:24.1 | It has three fundamental efforts. First was the alleviation of poverty, for many reasons the |
0:29.6 | Torah accepts the basic principles of what we now call a market economy. But though market |
0:35.4 | economics is good at creating wealth, it is less good at distributing it |
0:40.9 | equitably. Thus, the terrorist social legislation aimed in the words of Henry George to lay the |
0:47.7 | foundation of a social state in which deep poverty and degrading want should be unknown. Hence the institutions that left parts of the harvest for the |
0:57.5 | poor, Lekit, chikhan, peh, fallen ears of grain, forgotten sheaf in the corners of the field. There was |
1:03.8 | the produce of the seventh year, the schmitah, which belonged to no one and everyone, and Masei, the tithe |
1:09.8 | for the poor in the third and sixth years of the |
1:12.8 | seven-year cycle. Schmitain Yovil the seventh and 50th years with their release of debts, |
1:18.7 | manumission of slaves, and return of ancestral property to its original owners, restored essential |
1:25.6 | elements of the economy to their default position of fairness. |
1:30.4 | So the first principle was no one should be desperately poor. |
1:36.0 | The second which included Truma and Marcerichon, the priestly portion and the first tithe, |
1:43.1 | went to support respectively the priests and the Levites. |
1:47.0 | These were a religious elite within the nation in biblical times whose role was to ensure that the service of God, especially in the temple, |
1:55.0 | continued in the heart of national life. |
1:58.0 | There had other essential functions, among them education, |
2:01.2 | and the administration of justice, |
2:03.4 | as teachers and as judges. |
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