Morning Lesson September 7, 2023

Transcription is made from simultaneous translation, which leaves a possibility for differences in the audio

Part 1:

Rabash. Article No. 6, (1986). Confidence

Rav’s Introduction: (00:18) Yes. The article is long, it takes about an hour of reading. We will go through it nonetheless, in one shot, and if there are any serious questions, to the point, In order not to disturb the friends we will check ourselves and only then we’ll ask. So, let’s approach that in a serious matter.

Confidence is the main thing; we see this even in the animate world, with the animals they first concerned with confidence, security right? and then food. In our world it is the greatest thing. Maybe we don't pay attention to it in each and every moment of our life; how much do we need confidence? In our spiritual life we need to attain it first, and then ask ourselves on what level of confidence are we in? and as much as we have the connection with the upper Force which supplies us our confidence. Meaning, the confidence is what we receive from the upper Force or the confidence is that we ourselves generate in our contact with our connection with the upper Force? Well, we'll see that along the path. In short, it's a very important topic although it may seem to us something secondary, that we have many such topics.

1. R. (01:09:15) What is the impression from the article? Is it suitable for us to read such long articles?

2. S. (01:09:38) You read these articles in one day or over the course of the week because I like to read it not just one day, it's like you feel like you didn't really sufficiently get into the article, you're missing out and then tomorrow we need to get ready for a new article.

R. Okay. What do others think?

3. S. (01:10:18) My impression is good. I think it's amazing, the article, thank you for this time because I feel that he takes you from a new place and opens up new lacks and begins to answer them, and then confuses you a bit, and you feel like this is the lesson, that you came and you feel like progress. Like today I learned something new, something practical, on myself in the ten, and there's something about it that's very strengthening. I had a hard time when we were reading short excerpts all the time because I felt like they were bites and they lacked these larger leaps. Regarding the lengthmaybe is difficult for some people, maybe we don't do it everyday but I feel a lot of benefit from articles like this.

R. Okay. We'll say thank you to the friend who found it and brought it.

4. S. (01:11:30) I'd like to add on both on the article and from what the friend said, that many times we ask ourselves I just got into the article and then the afternoon lesson comes and it's a new topic then after that we prepare ourselves for the next lesson. And he says in the article that on this we need to give a prayer to connect us and that we shall succeed to grasp the spirit of Rabash.

R. In the noon lesson, a lot of people who are here are attending? How many? Raise your hands.

So, maybe we should change the noon lesson then. What do you think? Very well let's also make it in a style that is better suited and closer to us.

5. S. (01:12:37) In the afternoon lesson we also have the world vessel and a lot of women. Maybe it's not suitable?

R. No, the women are not so far behind and also the world Kli, the men, it's a little bit after but we can pull them in; they incorporate with us and there will not be a problem.

6. S. (01:13:06) In the afternoon lesson I'm at work and I have headphones in my ear, this is how I listen to the lesson, not like sitting in the lesson here. I think that's for most of us.

R. But afterwards you can review it again if it's interesting. right?

S. I don't necessarily always have the time, because after work we have ten meetings and dissemination.

R. Alright, we need to take all these things into account, and that's how it is every day or some days it's more and some days it's less?

7. S. (01:13:47) I'd like to also share about the afternoon lesson, I can't do it everyday but any day that I'm at work I have headphones in my ear and if there's a discussion it is easier for me to listen, if it's just reading it would be harder for me to listen, that's my impression at least. For people who are at home there's a huge difference to have this hour that they have when they're asking you questions with the friends and the women and I think the women strengthen us very much.

R. I'm actually a bit concerned that the noon lesson is becoming a lesson for women, that wasn't that's not what I was thinking about. I thought it’s ok, it’s a lesson, and all the sudden the men are such gentlemen that they keep quiet and the women are coming out and going forward, and then it takes on a different character bit by bit.

8. S. (01:15:15) The problem In the afternoon lesson is that we won't really have so much interaction with us because most of us are working and we're just listening, so there won't be any interaction in the lesson.

R. Okay for those who are in the afternoon lesson, are more active, some of them are also present in the morning lesson. Okay, so every once in a while we can absorb such articles once a week, these long ones.

S. And afternoon lessons?

R. I don't know what to do. I don't want to change anything according to my opinion. I also don't have an opinion, I don't have my opinion.

9. S. (01:16:18) We make an effort to read the article the day before, together in our meeting in the ten, there is a friend who gets up early for it especially and reads it and we all try to listen. It doesn't matter for this because listening to this one seems to prepare you, so maybe we should have something more general for the world Kli just to hear the article, maybe even just once like in one shot, maybe not even call it a lesson just a time that we all just hear the article being read?

R. Only your group read it yesterday?

S. Every ten reads it even women read the article the day before in ten’s meetings

R. From what I heard yesterday from the group everybody heard that.

S. Yes every ten, men and women of the world Kli read it in their zoom meetings the day before they read the article at their pace.

R. With their appropriate translation?

S. Yes, of course, they have their translation and they read the article.

R. Meaning the following day they listen to it a second time?

S. Friends, raise your hands if you read the article the second time the following day?

R. They are trying. But the opportunity is there.

10. S. (01:18:11) The articles are too lengthy to read all of them. We are touching a bit of them and we're reading and getting into them as much as possible. We're doing other things, we cannot read the entire article ahead of time, it's difficult for us in the ten.

R. It took us an hour yesterday.

S. Not every ten has an hour to invest in the article, and there are other things we want to do like prayer, recommended exercise, there are many things that we do. So we try to combine everything as much as possible. Regarding the afternoon lesson, as you said it's character is changing.

R. Tell me what you think we should change, I'm happy to hear it.

S. Its character is different. I feel that even if I have time I cannot really get into the lesson interactively. I can't really ask questions and participate in that way, I just listen, that’s how it happened, it wasn't planned but maybe if the character was a bit different, I would be more active in it?

R. So let us change something, I'm not arranging the lessons. I'm trying to follow according to how the current audience is flowing with it; it's not according to my desire, to do it this way or that way. I always try to encourage anyone who wants to advance with their questions, especially since it used to be the women there's a feeling that they're a bit left off, but today, today we can do anything.

11. S. (01:20:33) There's an advantage in how the afternoon lesson is built today because it lets us deal with certain topics that we want to deal with with the world Kli that we cannot deal with in the morning lesson.

R. Yes, that's clear, that there is a greater connection with each and everyone in the world Kli.

S. On the other hand, it's a different kind of focus than the morning lesson. That's one thing and that's the other thing, but it does give connection to another topic and let's the Kli have all kinds of expressions that we don't get to talk about, like how we spoke about slander in the last few days that really spoke to women a lot. Whereas in the morning lesson we don't really get to that because we're in this series of articles. So that change is good, and with the excerpts that people can take and read I think it's very good to have the afternoon lesson is how it's built. Also, a lot of friends are at work and they cannot connect to it each day, and to the same extent some days more some days less, and then you connect according to whether you can meet on that same day, and if it was a long article as the friends said i'm not sure if we could keep the focus and connect to it where we can.

12. S. (01:22:07) Maybe we can also think about the possibility of doing the evening lesson at 6:00 p.m., even here in the hall?

R. We used to have evening lessons?

S. A few years ago, before the corona time, we used to have those lessons, we used to read The Zohar.

R. I used to be there? When, at 6,7pm?

S. Yes, 5,6,7pm it always changed but it was always around that time. The question is if it is ok for the world Kli this hour, we need to check that?

R. In the evening I don't know, people are coming back from work, they're tired, they have house chores and children. We have to hold a referendum. I don't know. On my end, I don't know how much I can hold on because at 6:00 p.m. I'm going to bed, I don't mind waking up an hour earlier, let's say 1:00 a.m. or 12:30 a.m. I got used to it, but to stay up late in the evening that's always a problem. If there's no other choice once every few months when we hold a certain event, yes, but each day to go so late I'm not able to. If you can do it without me please do it, but also you can decide and evaluate it so it doesn't ruin the day for families and kids.

13. S. (01:24:18) In the ten we hear that our main task is to chew on this article that we read each morning, and we succeed to do that, we are sharing that we do read it one time and we dedicate one Zoom meeting to read the article and sometimes even we read it twice a day. In relation to that, in the afternoon lesson it could be good to have the article that we read in the morning, to read short excerpts from it in the afternoon lesson, so it would be like chewing the article that we worked on and read in full earlier in the morning lesson.

R. Yes, we should repeat the morning article in the afternoon lesson but divide it into parts, chapters, or something until we can fit all of it throughout the 24 hours. That's actually good.

14. S. (01:25:29) Maybe there's an opportunity to think about that, there are tens that read the articles, yesterday we read in the ten and I read it twice and I think reading it once during the lesson it's not enough for the article.

R. Of course. That’s for sure.

S. So if we want to work with the method of how we work with the articles, we need to dedicate time let's say 6:00 in the evening, that there's a live broadcast for anyone who has an opportunity can get into that and there is time that we read the article. And afterward maybe for 10 minutes we can send whoever has the opportunity, definition from the articles and questions from the article, and that could be our preparation for the morning lesson that we enter the morning lesson with something mutual as the result of our work with the article.

R. That sounds nice.

S. And it doesn't interfere with tens doing their meetings for 10, 15, 20 minutes or half an hour to whatever they do, it's not connected to it.

R. Clear.

15. S. (01:26:48) I want to strengthen what the friend said, before the morning lesson let's say women wake up and they listen to the article after the lesson and then many women here twice and new questions arise, and only afterwards they arise so maybe in the afternoon lesson, there could be room for more scrutinies? And also the audience in the afternoon is very different to the audience in the morning.

R. Yes, that is correct. Meaning, we lack additional time and effort in order to work with articles. I remember how over the years I've seen things that I haven't seen before. It's been what, 4o years?

16. S. (01:28:12) With us in the ten there is this custom where the friends send the link to the article that we read in the morning but there's this audio of the reader reading it, and we listen to it on the headphones.

R. From when?

S. There's an audio version of the articles in Hebrew that we listen to during the day and that's how we prepare for the morning lesson.

R. From 20 years ago?

S. 10-15 years from the time that we read the article, this article, confidence, there's a reader reading it. So friends go and listen to that article as the reader has read it in the past.

R. But it's not like today, typically speaking towards the audience that sits before me.

S. They listen to the part of the article of Rabash for the preparation to lessen.

R. Okay, good.

17. S. (01:29:23) I wanted to propose that we can check how much there are people in the morning and afternoon lessons and also whether people are listening in the Arvut and Sviva Tova, it’s written in the system. We can do a comparison of how many people there are and use that data to check it.

R. In truth it’s not that important if you heard it two or three times and four times, it's only better.

S. I intended the contrary to say that there are people in the afternoon lesson that are not in the morning lesson and to take it into consideration.

R. What would you do with it?

S. For example if we listen to the article in the afternoon lesson because we didn't listen to it in the morning, it's something to take into consideration.

R. Okay.

18. S. (01:30:35) Maybe we can take it on the other side: in the last few days we learned the matter of slander in the afternoon lessons which is a very important topic as it appears to me. You also gives many tips, and in the last few lessons in the afternoon when I listen to that maybe again not live but maybe afterwards, I wonder why we don't bring that important topic to the morning lesson? because what comes out is that here we learn it in the articles of Rabash and in the afternoon we talk about different things and we give different emphasis I never heard you say, things that you never said before, you really do open differently in the afternoon and there are these two seemingly different streams during the day; the morning lesson in the afternoon lesson which are two different topics. Once the afternoon lesson was this accompanying lesson in the morning lesson, but in the last weeks the topics that are opening there are wonderful, it's like the morning lesson. It's as if we're going to through two different lessons on two different topics each day, it's not just that we're reading an article and we're engaging in that. And to bring that all into the ten we don't succeed,

I don't know what the friends think, but I feel that in the ten to be able to read the article and also to discuss this topic of Slander and also to succeed and bring some kind of beneficial conclusion from that, I really don't know what to do here? Maybe to add that part from the afternoon lesson to the morning lesson, then we deal with that topic of Slander or something. I just want to say that we are getting flooded with materials. Really. Maybe that is the intent here, I don't know what’s the plan, but that's how I feel.

R. As much as you will be able to connect with one another; you will see how this material is not so expensive, it will also shrink. After all, there aren't that many things here. I for the time being don't have an answer for what you brought up.

19. S. (01:33:22) Precisely in the afternoon when we scrutinize the matter and attitude to the Friends it's really a scrutiny of how we can relate to the friends and how precisely that material that we read in the morning it helps me personally. I don't know about others but it helps me address what we now learned because many times I've seen myself in all kinds of thoughts with the friends and it wasn't correct and then in the afternoon I really really helped change the approach and corrected the thought.

R. You hear the article in the morning and in the afternoon and you don't see that it's the same thing it sounds different?

S. It's completely different, here we as if rise above all of the things in this world whereas the afternoon you help us build the correct attitude and then we use that afterwards in the approach. That's how I feel.

19. S. (01:34:53) It is not just like studying in the university where there's a certain amount of material, maybe it's okay that we don't go through in the Ten all the material and maybe it's okay that we incorporate in all of these things, it could be okay that it's so full.

R. Whatever the mind doesn't do time does, you have to work more intensely in the connection between you and then you will see how the material that you are listening to is actually absorbed within you without any need to overcome and without any resistance. It all depends on how much you are closer to one another.

20. S. (01:35:47) How much time did it take Rabash to write the article and did you also work with him on the article and what is the form of work between you and also can we also implement that among each other in the Ten?

R. First of all you have to understand that I used to be young, not young of age rather I came to Rabash and he started to write two or three years later, when I brought the friends from the Berg Institute. I cannot say, well in short Rabash wrote and I saw what he was writing and I went out and I came back in, and I saw it happening, I didn't say anything God forbid I didn't want to say something in the middle. This went on for a few months and sometimes when we were in the park on our bench he would speak, he would ask if I had any questions, something to clarify and then he would speak. When he spoke I would write, and I have all of those notebooks, but I don't think there's anything there I saw them later, you know it's like when a beginner writes. I think the articles that we have now we need to reread them time and again and we will see good things in them and together with that you have to also go to Shamati, and this is really our foundation.

S. Did you study these articles together in the lessons?

R. In lessons we read, it was almost not allowed to ask questions. There was a time when we read the first hour of the lesson, Rabash would also sit there and listen.

21. S. (01:39:05) I feel that it's a little bit like the story of Ari when he recommended all of his students go to Jerusalem and everyone had their excuses each day if we can read the articles of Rabash. I am happy to go wherever the teacher is leading me without asking too many questions, we are not like a club. If we need to read for an hour, one and a half hours then that is what we need to do, it shouldn't be according to the request of each one here.

R. Yes, I feel that from everyone.

22. S. (01:39:48) Today we're beginning in a course and the second semester and questions from the students I'm also hearing here in terms of approach to the study. Sometimes students say look,we went through the first lessons and we still have many questions about those lessons. How do we continue these scrutinies is clear to us and each day man is born anew. What is the approach? We're at the level of the lessons and the level of understanding and we need to bring that to the new students?

R. We should follow the plan and not wait in place until a person says Yes, now I can go back to the beginning and start over. That's how it works.Yes, now I understand the material in depth and I can take another step from it, not from beginning to end, first we go over everything and then when we finish we can go back to the beginning and start over.

23. S. (01:41:03) I felt from your question that in the afternoon lessons I sometimes hear as well where the men why aren't they asking?

R. I see that half the screen is men and half is women and women dominate the lesson, and it's not a lesson that is defined as a women's lesson.

S. That's it so there are friends because it seems like it's a women's lesson that do not ask and they do not appear.

R. It does not have to be this way no.

S. There are friends that say that since they hear women in the lesson that they cannot hear the lesson and also women that cannot listen to women that can't listen to women, they want to hear more men.

R. Right, that happens.

S. I just want to raise that because I feel that there's something here, without wanting anyone to get hurt.

R. The afternoon lesson is not only for women but it's for everyone, who is comfortable with it because we have women who cannot wake up in the early hours of the night and some of them are at work. In short, it's good to have them in the lesson at noon. I don't know what to do but of course those men who are in the morning lesson obviously I don't respect them as much during the afternoon lesson because they have time to ask questions and participate. On the one hand, on the other hand let's see what is going on. First, let's get through this Congress and afterwards we will see. We will see what's going on with us. There will be changes after all and everything will change everything.

24. S. (01:43:30) I think that we need to see each day whether we succeeded to get deep into the articles of Rabash. Sometimes I think we do, sometimes I feel that there were many other things in the article and we didn't really get into it in depth.

R. Let us flow according to what we are studying because what we're lacking is to absorb the material first upon first hearing it. later we will see what we will do about it.

25. S. (01:44:21) Firstly, thank you to the friends who chose such a special article. We read the article from beginning to end in our Ten meeting and everyone thought that the article was very impressive and very detailed. Here awakens the question, how can you see himself correctly so that he can so that the corrected demand will awaken?

R. He needs to see himself in the center of his group. Women, men it does not matte, if he can see himself in the center with his friends and he absorbs everything they have with which to bestow and influence him then he can be the representative of the group and we can learn about the nature of the group.

26. S. (01:45:36) It is known that the main thing is the preparation so if there remains to read the article from the morning and in the evening we can do it for the whole Kli. I'm continuing that idea. Second, we do it so that the whole Kli.l will listen to the article.

R. I don't know, I am not in charge. I'm not the one who decides, you will try to awaken the people in the world. We will try to prepare our systems for it and you'll be and you'll get that service but on the condition that we will have people.

27. S. (01:36:33) Can friends of ours prepare workshops according to the topics that we study? There is a lot to share to divide those workshops according to the topic, which could be one or two hours

R. We turn to our foreman or our managers to share your ideas. I have nothing to do with it.

S. Yes, that's what I intended.

28. S. (01:47:21) There are many women in the afternoon lesson and in the morning lesson many women we know each other and we are very grateful for the afternoon lessons. They are very strong and important lessons, if the morning lesson is more with an emotional connection with the group so the afternoon lesson is more of scrutiny and something to guide us correctly.

29. S. (01:48:04) I wanted to say first that women are doing great efforts to absorb the material to read the articles from the morning and in the afternoon. I can say that the articles of Rabash. Is it enough for a person to listen or just to think about the connection with the Ten,because if I read the article in depth or listen to the article so I really see how he puts a torch on a person's heart and helps him direct it towards the goal in his attitude, in his demand and prayer so firstly that is the question. Can you phrase it as a short question?

S. Yes, if reading a long Rabash article, is it important to understand Rabash? How he builds the article and what he wants to explain to us or is it just important just to hear and think about the connection with the Ten?

R. No, we need both. The way we are incorporated with Rabash they way we can feel him taking us from one topic to another in the article. Together with that, we should also feel how he places his hand in it and how he brings every group closer to the Creator.

S. I want to say that in our Ten we feel a greater connection and more.

R. Okay it is a good question.

S. I want to say that in relation to the afternoon lesson on the topic as the friends have said among the women they also feel important, thank you.

R. Okay thank you.

30. S. (01:49:58) In relation to the afternoon lessons, the most recent ones it really feels like salvation that it is not just an important topic but an opportunity to really cleanse ourselves that we become sanctified.

R. What is the question?

S. You ask people to share?

R. Okay, thank you.

31. S. (01:50:30 I wanted to add this matter of this phenomenon of friends who listen anew a few times a day at the morning lesson that they listen to the morning lesson a few times during the day to ask about that should we ask in the Ten. What is more recommended is to listen to the afternoon lesson or do the preparation for tomorrow should we not miss out on the preparation because each one goes according to his heart?

R. We need to be attending both us and according to our hours and our times so we're not losing anything.

32. S. (01:51.29) I wanted to add I heard a girl who spoke that with men it is hard for them with a lesson and also women because it appears to be very female,very feminine. I want to say that my husband is more impressed from the afternoon lesson that I am that it feels as though this complement to the morning lesson a compliment in practice seemingly and I do not think that he is going any softer with morning lesson and what you give, it just feels that it is not from this world it is a great gratitude here about that.

R. Thank you.

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