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J E W I S H B O O K A N N U A L
two parts. First, there are presented the text o f the
Tosefta
with a
scientific apparatus to variant readings; citations to other places
where the particular passage is quoted; and what he calls a “short
commentary,” giving the gist o f the meaning o f the passage. The
second part is a detailed commentary summarizing all previous
attempts at understanding the passage, the heart o f the
Tosefet
Rishonim
(citations from the earliest authorities) and a commen
tary. The commentary itself is an
entree
into the whole o f rabbinic
literature, for when any topic is mentioned, the author provides
an excursus explaining the concept and its variations. The
Tosefta
ki-Feshuto
not only provides the student with am amazingly com
prehensive commentary on an important rabbinic work, but a
summary o f rabbinic literature as well. In offering us this schol
arly feast, Lieberman displays unparalleled erudition in rabbinic
literature, classical literature, and modern scientific literature.
He also shows amazing knowledge o f classical natural science,
especially in the commentary on Zera’im where many flora and
fauna are mentioned and described. He worked without assist
ants and without file cards. He went over every reading, every
citation by himself. He worked incessantly, day and night, holi
days and vacation days. His light burning into the early hours
became a kind o f legend at the Seminary where students noted
with admiration the endless toil expended on Torah study by
their professor. The
Tosefta ki-Feshuto
took up most o f the Mas
ter’s time. However, he contributed many, many articles to
learned journals and also provided notes to many books by other
authors.
APPROACH TO TEACHING
Above all, Professor Lieberman was a great teacher. It was
always his aim, both in the written and oral presentations, to get to
the plain meaning o f the passage. He did not like the pilpulistic*
approach o f traditional Talmud study. He was a disciplinarian
who brooked no nonsense from his students. For one who studied
Talmud in a traditional yeshiva, Lieberman opened up exciting
new vistas o f understanding. The words were the same; the sub
ject was totally different. Philological and historical tools were
used. Talmud was never a dull subject in his class. His amazing
works show how the whole o f rabbinic literature:
midrashim,
Yerushalmi, rishonim, aharonim,
and manuscript readings could be