The following discussion comes from R. J. Rushdoony’s series “Commentaries on the Pentateuch.” The commentary is Rushdoony’s; I serve only as copyist.
1 And the LORD spoke to Moses in the plains of Moab by the Jordan across from Jericho, saying: 2 “Command the children of Israel that they give the Levites cities to dwell in from the inheritance of their possession, and you shall also give the Levites common-land around the cities. 3 They shall have the cities to dwell in; and their common-land shall be for their cattle, for their herds, and for all their animals. 4 The common-land of the cities which you will give the Levites shall extend from the wall of the city outward a thousand cubits all around. 5 And you shall measure outside the city on the east side two thousand cubits, on the south side two thousand cubits, on the west side two thousand cubits, and on the north side two thousand cubits. The city shall be in the middle. This shall belong to them as common-land for the cities.
6 “Now among the cities which you will give to the Levites you shall appoint six cities of refuge, to which a manslayer may flee. And to these you shall add forty-two cities. 7 So all the cities you will give to the Levites shall be forty-eight; these you shall give with their common-land. 8 And the cities which you will give shall be from the possession of the children of Israel; from the larger tribe you shall give many, from the smaller you shall give few. Each shall give some of its cities to the Levites, in proportion to the inheritance that each receives.” –Numbers 35:1-8
First, Levites were used as judges, because they were experts in the law. Second, they were to teach the law: they were the national educators.
Imagine the implications of this if applied to the present. It would mean a network across the United States of Christian schools, colleges, and universities, all concerned with establishing a Christian culture and upholding God’s law.
If this seems a visionary idea, we must remember that it once was done to a degree in the United States. Up to about 1900, about seventy-five percent of all U.S. colleges and universities were founded by Scottish Calvinists who were immigrants here. When I was a student, and first learned of this fact, I mentioned it with some awe to an elderly, retired Scottish pastor, a Presbyterian, and he referred to it as a Levitical task. The more trusting ways of his times, and the lack of a Van Tillian presuppositionalism, made it possible in time to subvert all these schools, but it was still a remarkable and Biblical accomplishment.
The Levites were able to go out from these cities to teach in every community; they could also establish in these cities centers of scholarship. A reading of the Old Testament seems to indicate that possibly the Levites were more faithful than the priests. After the Babylonian captivity, Levitical cities apparently were never rebuilt, according to rabbinic tradition.
Levitical city properties could not be alienated. At any time, a Levite could redeem a house he had sold if he had the funds. At the Jubilee, it reverted to him if he had failed to redeem it. The open land could not be sold at all (Lev. 25:29, 34).
In the division of the land, the Levites received four towns in each tribe except Judah and Simeon, where they received a total of nine, and Naphthali, which had only three Levitical cities (Joshua 21).
There was apparently a lack of full faithfulness to this allotment, because the Book of Judges indicates the unsettled and apostate nature of some Levites (Judges 17:7-13). In fact, it would appear from Judges 17:7-13 that some Levites became chaplains to wealthy men, also that their faith was syncretistic, if not pagan (Judges 18:1-31). In 1 Chronicles 6:54-81, we see that the record gives a different story than does Joshua. While there are a similar number of cities, they are not the same: one less in each of Judah and Benjamin, and two less in each of Dan and Zebulun. In other words, some plans and promises were discarded.
In the reformation of Jehoshaphat, the Levites, princes, and priests were used to teach in the cities of Judah, to bring about a return to God’s law (2 Chron. 17:7-9). Hezekiah’s reformation also relied on the Levites, among others (2 Chron. 29:3-19). However, at the end of the Babylonian captivity, proportionately fewer Levites returned to Judea (Nehemiah 7:39-45), only seventy-four as against 4,289 priests. In the New Testament, the priests are often mentioned, and the Levites rarely; Ezekiel 44:10-13 indicates that, before the fall of Jerusalem to the Babylonians, the Levites had become especially apostate and deeply involved in idolatry. It is possible that the rise of the synagogue was a replacement of the Levites and their work.
As we have seen in Numbers 18:24-32, the tithe was given to the Levites, who then tithed the tenth of this tithe to the priests. This meant that instruction, when this law was obeyed, took priority in the faith and life of the people.
In our day, such an emphasis on education and scholarship on the part of the Christian community would revolutionize and recapitalize society. This law is also one reason why theonomy is unpopular in an age when the institutional church claims the total tithe and denies the right of anyone else to a penny of it!
Over the centuries, this Levitical aspect of God’s ministry has been the object of suspicion and control. When the medieval university developed, its scholars were monks, priests, or friars, i.e., under the jurisdiction of a church-controlled order. Protestantism has been no less eager to control its teachers. This has been an impediment to Christian scholarship. If Christian scholars cannot be trusted, are we to assume that only priests and pastors can be? Is it not wiser to recognize the propensity of all to sin and to trust God’s requirements above man’s controls? Men too often have more confidence in themselves than in God; they find it a pity that God will not take their advice!
This dispersal of the Levites meant that they were to have “no corporate existence as a tribe, but were rather fragmented in this way in a God-appointed isolation.” This was to place the stress on their teaching function rather than their corporate status. Our academic lemming, however, insist on tenure and on a host of controlling academic associations. The result has been a politically correct rigidity and an isolation from reality.
From Numbers, pp. 382-83


