Introduction
Overview:
The purpose of this monograph
is to provide a short, quick but
comprehensive guide to the literary
techniques and skills needed to produce
mature, intelligent and correct literary commentary.
The rules we present have wide applicability but their immediate
application will be the review, understanding and
classification of the comments of the first of the
Biblical commentators, Rashi.
This monograph will
provide useful new material
to a diverse audience
including
Rabbis, elementary school
teachers, students,
laymen, and professors and
graduate students in either general literature or Biblical studies.
This monograph will be
equally useful to both
those who have facility
in reading Hebrew as well
as those who just speak English.
While this monograph is directed to
those who believe in the Divinity of
the Torah, such a belief is never
assumed in this monograph and is not a
prerequisite to mastering the methods
presented in this monograph.
The purpose
of this introductory
section is to clearly
state our
goals,
targeted audiences,
prerequisites,
online resources,
future publications,
how to read and use the monograph, and also to clarify our
particular contribution to learning Rashi, as presented in this
monograph.
Goals:
We first give some background.
The Bible or more specifically the
Torah refers to the five Books of Moses,
Genesis, Exodus, Leviticus, Numbers
and Deuteronomy.
Numerous commentators during numerous periods
spanning several centuries have written commentaries
on the Bible. Rashi, Rabbi Sholomo the son of
Rabbi Isaac, was the first of the Biblical commentators. In
producing his comments Rashi was in large part guided by
the Biblical comments contained in the entire Talmudic, Mishnaic and
Midrashic eras which preceded him. All Rashi comments
whether original or derived reflect the simple intended
meaning of the text.
There are many ways to approach Rashi.
We approach Rashi through skill
competencies. Here is a simple
example: RULE: To form a plural
in English suffix the letter s. Such a rule is a skill competency--it is something specific that is reproducible in a wide variety of situations. After one has mastered this rule one would recognize apples, pears as plural but pea as singular.
If for example you read in a piece of literature that concentration camp victims were served pea and carrot you could make a Rashi type comment: Each inmate was given only one pea and one carrot. This shows how meager their rations were. Here we apply the skill competency to make an inference--one pea and carrot--We could then go further and explain why this one pea per inmate is important--it is important because it emphasizes the conditions.
We can now state our basic thesis:
All Rashi comments focus on the simple intended meaning of the text. There are 10 groups of skill competencies needed to understand all Rashis. These 10 groups subdivide into 30 skill competencies. A person who has mastered these skill competencies will be able to successfully reproduce all Rashi comments.
A short word about our citation of actual Rashi comments. Since
our goal is presentation of skill
competencies the student should
regard all citations of Rashis as
paraphrases that help the student
to understand only one component of the Rashi. We do not further comment on
the various other aspects of the Rashi
comments. From time to time we will illustrate how our explanations tie in with the full Rashi comment. As a simple example of what we don't do
in this monograph
consider the pea example brought above: A natural tendency of Rabbis, professors and historians would be to dwell on the horrible conditions of the concentration camp inmates--only one pea per inmate! This is certainly a worthwhile avenue of study - however in this monograph we focus only on the underlying skill competencies and do not dwell on the moral/historical
consequences associated with Rashi comments. Consequently we would simply
explain the pea example above as illustrating the plural formation
rule and would not further comment on the implications of one pea per inmate.
What is new--the contribution of this monograph:
A successful author once told me that an author writing a new book
on an old subject should only do so if they are making some new contribution.
There are many books on reading Rashi, understanding Rashi, and discussing
his methods. There are three new items in this monograph:
- The use of visual formatting to clarify Rashi's focus:Throughout this monograph we use bold, underline, italics, tables, spreadsheets, and bulleted lists to clearly expose Rashi's focus in a verse. The idea of using visual formatting to clarify Rashi is presented in my article Biblical Formatting to appear in the journal, the Jewish Bible Quarterly at the end of 2006 or the beginning of 2007.
- An emphasis on the intuitiveness and naturality of every Rashi:
Many authors have defended Rashi as logical. We have added that Rashi comments are natural and effortlessly flow from the text. The idea of Rashi
as intuitive and natural may be found in my article Peshat and Derash
published in the journal Tradition and found on the world wide web
at
http://www.Rashiyomi.com/rashi.pdf.
A further emphasis is that every Rashi without exception is logical, natural and intuitive, a spontaneous response to the Biblical verse:
- A comprehensive complete list of literary rules and skill competencies by means of which every Rashi can be understood: We present 30 methods or skills that if consistently applied to Biblical texts will produce all Rashi comments. Many authors have presented Rashi principles. What we have added to the idea of Rashi principles
is completeness, an emphasis on their literary nature, and an emphasis on a focused reproducible skill competency. For example Rashi translates Nu04-13b as meaning ...he shall ash the altar. We explain this Rashi using the concept of transforming a noun or object (such as ash) into a verb form such as to ash. The Biblical to ash is similar to the English verb-noun transforms to dust,
to uproot, to hammer. What we have done here is taken the Rashi and classified it with other examples illustrating a technique that
any person can learn. In other words we have explained the Rashi using a reproducible skill competency. This approach, that exegetical
principles are accessible to all people who wish to practice them
is explicitly stated in the Bible itself (Dt30-11:14). The 30 skill competencies are listed in an appendix to this book. The application of these 30 skill competencies to Rashi may be found on the Rashi website
located on the World Wide Web at
http://www.RashiYomi.com.
Prerequisites To fully master
this monograph a student should have a good English translation of the Bible and a solid high school education. In an appendix I indicate how the methods of this monograph can be
applied to teachers of elementary
school children.
Online Resources: Today many
learning resources are free. The English and Hebrew
Bible as well as English translations of Rashi are available
over the world wide net. URLs are presented below. This
monograph is also free. It is located on the world wide
web at the RashiYomi website whose url is below. Although
this monograph is free it is governed by US copyright law. It
is expected and appreciated that citations and links give
appropriate acknowledgement.
The English citations in this monograph by and large come from the Davka CD roms
with minor emendations by me. The numberings of the Rashi on each
Biblical verse (Rashi a,b,c,d...of a particular verse) also follow
the Davka CD rom. Davka has produced many electronic resources for the Bible and Rashi in both English and Hebrew. You can find a list at
http://www.Davka.com.
Acknowledgement:
The contents of this monograph were first
presented in January - March 2006 in the
Adult Education series at the Ner Tamid
synagogue in Baltimore, Maryland. The students
had varied backgrounds. There was significant
participation which will be acknowledged in the
examples. Based on the positive response of the
class I decided to write the monograph as a record
of the lectures. Acknowledgement is given
to Rabbi Landau for strongly advocating
the adult education series, to the Ner
Tamid synagogue for hosting the series
and to my students for many lively
and stimulating diaglogues.
Acknowledgement is given to the recently deceased, Mrs. Perl
Hendel, Vice President for the RashiYomi Corporation and her
husband, Abraham Hendel, Vice President for the RashiYomi Corporation,
for numerous advice, support and instructive ideas.
The Structure of this monograph:
- There were six lectures or lessons.
- Each lecture consisted of a collection of examples
- Each example illustrated a basic literary Rashi method.
- For illustrative purposes the examples by and large followed
the sequence of weekly Parshahs for the winter season.
- Lessons frequently reviewed methods from previous lessons.
- An appendix, Teaching Rashi to Young Children gives
helpful tips on using the methods of this monograph with young children.
In fact, I home schooled young children (Ages 5-12) for 2 years and produced
over 400 pages of notes prior to writing this monograph.
- There is a Lightning
Summary of the entire monograph located in an appendix. This
Lightning summary reviews every lesson, example and Rashi by
indicating the Rashi method and sub method used as well as brief summaries
of Rashi's comment. This summary will prove very useful to everyone.
This summary will be useful to someone who has gone thru the book once and wishes to refresh his or
her memory. This Lightning Summary can also be studied as
a stand alone guide.
- A final appendix contains The 30 Rashi Methods with examples.
- Future Updates: Over the next few months we will hyperlink cross references in this monograph as well as provide a user friendly
html book form.
The comments I receive on this monograph will lead to future updates.
Please refer to the Rashi website for future updates.
Use of this monograph:
I give the same advice that the great Rambam gave in his introduction
to the Sacrificial order of the Mishnah.
A student wishing to maximally
benefit from this monograph should sit down and read this monograph example
by example. Full citations are given.
Further references to the full Rashi texts as well
as to full Hebrew Biblical texts will
add dimension to the understanding of this monograph but are not necessary. After completing the monograph the student may wish to review using the lightning summary in the appendix. The student should repeat reviewing
the Lightning Summary every day the same way (s)he reads the Shma
and other prayers every day till they have committed it to memory. The
student will then find that all Rashis are easy to understand using
the methods of this monograph.
Other resources: The Rashi
database(whose URL is above) has as its
goal the classification of all 7000 Rashi comments using the 30 Rashi methods presented in this monograph. There is also
numerous material explaining each Rashi.
The expected completion date of the Rashi database is 2010. Currently 60% of all Rashis have been explained. There are three newsletters explaining about a dozen Rashis every week. Those who wish to sign up may do so by contacting
RJHendel@Juno.com.Finally, I am available for lectures to lay
and teacher audiences.
Lesson 1 of 6
Example 1 - Notation
Since this is our first example
we will use it to illustrate
the anatomy of
a Rashi and
our notation.
We begin with the citation of a Biblical verse. This verse is located in the
5th verse of the
26th chapter of the book of
Deuteronomy.
We abbreviate this using a 7 character
notation: Dt26-05.
We use two letter notations to refer
to the 5 books of the Bible:Gn,Ex,
Lv,Nu,Dt refer to Genesis,
Exodus, Leviticus, Numbers,
Deuteronomy respectively.
This verse Dt26-05
states as follows
And you shall speak and say before the Lord your God, A wandering Aramean was my father, and he went down into Egypt, and sojourned there with a tiny number of people, and became there a nation, great, mighty, and populous;
Rashi made several comments on several of the phrases
in this verse. We are interested in the 4th Rashi
comment. Notationally we refer to
the first Rashi comment as comment a, to the second Rashi comment as comment
b and to the 4th Rashi comment as
comment d. The full notation for
the verse and Rashi is consequently
Dt26-05d, the d th Rashi
on the 5 th verse of the
26 th chapter of the book of
Deuteronomy.
The actual Rashi comment
on Dt26-05d is as follows:
With a tiny number of people: 70 people.
We now dissect this Rashi comment
- The Rashi begins with a bolded phrase: With a tiny number of people
This is called the Rashi Header. The Rashi header is that
part of the verse that Rashi is commenting on. Since we cited Dt26-05 above you can check that this bolded phrase occurs in the verse. Almost all books use
the convention that the Rashi header is bolded. We shall occasionally use underline.
- After the Rashi header we find the Rashi body which
states with seventy souls. It is immediately understood that
the Rashi body, with seventy souls is commenting and
explaining the Rashi header, with a tiny community
- In summary Rashi is explaining that the Biblical word tiny in
Dt26-05 refers to 70 people.
- We don't however know how Rashi arrived at his conclusion.
There are several avenues of approach that may be used here. Some
Rashi super-commentators identify the Talmudic, Mishnaic, or Midrashic
source that Rashi used. The identification of primary sources used
by Rashi is important. However the focus of this monograph is on the
30 skill competencies used either by Rashi or his primary sources to arrive at conclusions.
- Before we present the reason for Rashi's comment we take note that
Rashi himself did not explicitly state his reason. This leaves
room for dynamic interpretation as well as error! All we can do is guess
at Rashi's reason. However the 30 methods I present in this monograph
all have intuitive appeal and can be used without Rashi to obtain meaningful
comments. I therefore believe that these methods have a certain degree of
soundness.
- We explain this Rashi comment using an Other verse,
Gn46-27 which states
And the sons of Joseph, who were born to him in Egypt, were two souls; all the souls of the house of Jacob, who came to Egypt, were seventy.
As can be seen from the underlined words in this Other verse
the Rashi comment that tiny means 70 people is inferred
from the explicit statement in the other verse.
We can summarize the above as follows: Rashi explains the
word Tiny in Dt26-05 by using the other verse
method which clarifies,
using the other verse Gn46-27
that the meaning of Tiny in Dt26-05 is 70.
Since this was our first example we went over it slowly.
In future examples of the other verse method
we will simply cite the two
verses and show how they naturally lead to the Rashi
comment. We will frequently use formatting such as underline to indicate correspondences.
The Other verse method is the
first of our skill competencies
that we are presenting. We call it a skill competency because
every
time you see a Biblical verse you should attempt to provide
further details using other Biblical verses. The inferences
you arrive at may or may not be present in Rashi and other commentaries.
But you will have the confidence of knowing that they are true comments.
Acknowledgement
I traditionally begin all Rashi classes and written works with
the above Rashi because this identification of tiny with
70 occurs in the Passover Hagaddah. The Passover Hagaddah
records the attempts once a year to arouse interest in Jewish
education whether to those who are wise, rebellious, simple or
apathetic. It seems that the Talmudic sages felt that the other
verse method was just the right place to begin. We have therefore
followed their lead.
Example 2.1
OTHER VERSES - further details
Example 2.1a: For purposes of completeness we recap the summary of the Rashi we just did.
Verse Dt26-05d states
And you shall speak and say before the Lord your God, A wandering Aramean was my father, and he went down into Egypt, and sojourned there with a tiny number of people, and became there a nation, great, mighty, and populous;
Rashi clarifies the underlined phrase
Tiny by citing an other verse
Gn46-27 which states
And the sons of Joseph, who were born to him in Egypt, were two souls; all the souls of the house of Jacob, who came to Egypt, were seventy.
Hence the Rashi comment
Tiny in Dt26-05 means
70.
Some words about notation. We have
labeled this example 2.1a:. Other
examples, presented in this lesson,
of the OTHER VERSE - further details method
will be labeled example 2.1b,
Example 2.1c, etc. Other examples
of the OTHER VERSE - further details method presented in future
lessons will be labeled example
2.2a, 2.2b,..., 2.3a,.... In other words
- the "2" in "2.1a" refers to the number of the underlying method
- the ".1" in "2.1a" refers to the Lesson # in which an example
of this method is being presented
- The "a" in "2.1a" refers to the sequence of examples --a,b,c,..--presented in any one lesson on any particular method.
This notation will allow
us to review methods taught in previous
lessons and keep track of our examples.
If a student wishes to see all examples of a Rashi method
they can do a search on e.g. "example 2.". If a student wishes
to see all examples in say lesson 3 they can do a search on
".3". This will enable quick cross referencing of examples.
Example 2.1b:
Verse Gn48-05b states
And now your two sons, Ephraim and Manasseh, who were born to you in the land of Egypt before I came to you to Egypt, are mine; as Reuben and Simeon, they shall be mine.
Rashi clarifies the meaning of the
underlined phrase
as Reuben and Simeon, they shall be mine.
Rashi clarifies this by citing an
Other verse, Nu13-04:16
- And these were their names; from the tribe of Reuben, Shammua the son of Zaccur.
- From the tribe of Simeon, Shaphat the son of Hori.
- From the tribe of Judah, Caleb the son of Jephunneh.
- From the tribe of Issachar, Igal the son of Joseph.
- From the tribe of Ephraim, Oshea the son of Nun.
- From the tribe of Benjamin, Palti the son of Raphu.
- From the tribe of Zebulun, Gadiel the son of Sodi.
- From the tribe of Joseph, that is, from the tribe of Manasseh, Gadi the son of Susi.
- From the tribe of Dan, Ammiel the son of Gemalli.
- From the tribe of Asher, Sethur the son of Michael.
- From the tribe of Naphtali, Nahbi the son of Vophsi.
- From the tribe of Gad, Geuel the son of Machi.
These are the names of the men which Moses sent to spy out the land. And Moses called Oshea the son of Nun Joshua.
Hence the Rashi comment
Recall
that the Patriarch Jacob had 12 children. Each
of these children leads a tribe. For example
we speak about the tribe of Judah and the
tribe of Yissachar and so forth. The tribal units
each had their own plot of land in Israel; similarly
they each had separate military service. Tribal
status was transferred patrilinearly (The children
of a Judaean were also Judaean)
Technically therefore Joseph who was a son
of Jacob should have been a tribe. But Jacob states
that instead Ephraim and Menasheh, Josephs' children
will have tribal status. Thus Ephraim and Menasheh
are the only grandchildren of Jacob with tribal status.
Hence the underlined phrase ...will be to me like Reuven
and Shimon means ...will head tribes like
Reuven and Shimon head tribes.
The interested read can peruse several other verses
such as Nu13, Nu02, Nu26 which similarly list
Ephraim and Menasheh among the tribes. It should not surprise
us that Rashi's inference is justified by several
other verses; this is typical.
As indicated in the introduction
these Rashi comments do not require knowledge
of Hebrew. The other verse method can
be fully appreciated using only English texts.
Example 3.1
WORD MEANINGS - noun-verb
A major method of any commentator is to explain
word meaning. Word meaning is not something
simple; it is not looking up words in a dictionary; on
the contrary word meaning is dynamic. Rashi had
10 word meaning methods. Today we will review three
such methods.
Words can acquire meaning thru grammatical transformations.
In general nouns (objects) can become
verbs (activities) in one of three ways (This
is true in all languages).
- Removal: e.g. From the noun dust we
have the verb to dust which
means to remove dust
- Creation: e.g. from the noun flower
we have the verb to flower which
means to to create/bring forth flowers
- Usage: e.g. from the noun hammer we
have the verb to hammer which means
to use the hammer in its traditional
manner.
Using this grammatical transformation rule we
may analyze several Rashis.
Example 3.1a:
Ex16-20b states
However they listened not to Moses; but some of them left of it until the morning, and it bred worms, and stank; and Moses was angry with them.
Rashi applying the noun-verb method translates this verse
as follows
However they listened not to Moses; but some of them left of it until the morning, and it wormed worms, and stank; and Moses was angry with them.
Notice how the resulting translation using
wormed vs. bred is punchier and more succinct.
Example 3.1b:
In the previous Rashi we had to amend the translation
to reflect the noun-verb transformation. However
in the following Rashi, Nu31-03b, the English translation has already captured
the desired noun-verb translation:
And Moses spoke to the people, saying, Arm some of yourselves for the war, and let them go against the Midianites, and do the Lord’s vengeance in Midian.
Here the verb to arm comes from the noun arms.
This example shows how a good English translation incorporates
Rashi comments.
Example 3.1c:
In the following example we again have to amend
the English translation by coining a term to reflect
the Rashi noun-verb translation.
Gn13-12a
Abram lived in the land of Canaan, while Lot lived in the cities of the plain, and tented toward Sodom.
Here the verb to tent comes from the noun tent and means
to pitch a tent.
Example 3.1d:
Verse Ex29-05a states
And you shall take the garments, and put upon Aaron the coat, and the robe of the ephod, and the ephod, and the breastplate, and
gird him with the finely done girdle of the ephod;
Here the noun-verb rule, gird-girdle is nicely
reflected in the traditional translation.
Example 3.1e:
Amending the traditional translation of Nu04-13b we have
And they shall ash the altar, and spread a purple cloth on it;
Note the comparable English usage, to dust.
Example 3.1f:
Verse Gn50-23a with appropriate emendations states
And Joseph saw Ephraim’s children of the third generation;
the descendents of Machir the son of Manasseh
were also childrened upon Joseph’s knees.
Here the coined term childrened means to raise
and play with
children.
In Example 3.1 we have effortlessly explained
half a dozen Rashis using a grammatical
transformation principle which
is common to all languages. As indicated
in the introduction a goal of this monograph
is to show how literary methods common
to all languages can contribute to the
understanding of Rashi.
On a final note the above example illustrates
the dynamic nature of language. It is interesting that in
the early days of computer science after
grammar had been thoroughly understood,
the expectation was that if we gave a computer
a grammar code and a dictionary chip it could
speak. Such a viewpoint looks on language
statically instead of dynamically. Most 5 year
olds can coin terms like to ash,
to tent etc. and this natural productive
ability of children shows that language is
intrinsically dynamic. Such a perspective
gives greater appreciation to Rashi who is therefore
doing more than explaining words. We will have
further opportunities as we go on to study
other word meaning methods.
Example 4.1
WORD MEANINGS - special connective words
As mentioned above in Example 3 a major Rashi
method is explanation of word meaning. Word meaning
is dynamically treated by Rashi who had 10 distinct methods
of explaining and presenting word meaning.
All languages have special connective words
by means of which sentences and clauses are connected
together. Typical connective words in English (or Hebrew)
are if, then, because, also, perhaps, all, and, or, only, etc.
Today we analyze the word if, which in Hebrew is
Lamed Vav. The Rashi can equally be understood
in English or Hebrew. Rashi posits that there are three distinct
meanings to the word if.
- If::
If can have its traditional meaning as seen in the following
verses
Gn18-24
If there are only fifty righteous inside the city
will you also destroy and not spare the place for the fifty righteous who are in it?
Dt32-29
If they were wise, they would understood this, that they would consider their latter end!
- If only it were so: If can also connote an interjection, if only
it will be so indicating unexpected happiness and content
with an event that is about to happen. Some typical verses
with this interjection are the following:
Gn17-18 states
And Abraham said to God,
if only that Ishmael might live in your presence!
Gn23-13
And Abraham spoke to Ephron
in the hearing of the people of the land, saying,
But if only that you hear me;
I will give you money for the field; take it from me,
and I will bury my dead there
Gn30-34
And Laban said,
if only that it would might be according to your word.
In translating these verses we have amended the English translation to
reflect the Rashi comments.
-
Perhaps:
Rashi suggests that if has a third meaning,
perhaps which occurs only once in the Bible. Judge
for yourself:
Gn50-15c
And when Joseph’s brothers saw that their father was dead, they said, Perhaps Joseph will hate us, and will certainly pay us back for all the evil which we did to him.
The meanings if and if only that it will be so
simply do not fit in in the above verse. Therefore
Rashi translates if as meaning perhaps
a concept closely related to if which fits nicely
with the verse's content.
The above example provides a paradigm on how other
Rashis on special connective words should be approached.
Rashi should be perceived as listing the several meanings and
functions of the special connective word It is the student's
job to precisely and clearly define the complete list. Sometimes
Rashi helps by explicitly giving you the list. At other times the
student must do considerable work.
The above example is particularly interesting in
that Rashi assigns a meaning to a word just once
(Gn50-15 is the only verse in the Bible where
Lamed vav has the meaning perhaps).
By reviewing the other meanings of the word we appreciate
how Rashi was in effect forced to develop a new meaning
since the traditional meanings do not adequately explain
the verse.
Finally a word about notation: We headed this example as
follows: WORD MEANINGS - special connective words. Here
the lower case phrase, special connective words refers
to the particular skill competency studied. By contrast the
capped phrase WORD MEANINGS refers to the group
of 10 skill competencies subsumed under the WORD MEANING
method. As we go through this monograph we will have occasion
to present other skill competencies -- such as the synonym
or idiom skill competencies -- which are sub-methods of
the group of WORD MEANING methods.
Example 5.1
ALIGNMENT - word meanings
To explain the alignment method we illustrate
it: Here is
Gn48-11d in aligned format.
Binding his foal to the vine, and his ass’s colt to the choice vine;
- he washed his garments in wine, and
-
his Samech-Vav-Tauv in the blood of grapes;
As can be seen an alignment visually identifies
word parallels between two clauses or two verses. These
word parallels create identifications which can either
indicate subtle nuances or clarify meaning.
In the above alignment we clearly understand
why the two bolded phrases blood of grapes
and wine are
aligned with each other.
It makes sense that blood of grapes means wine.
What is new is the alignment of
garments with the Hebrew word Samech Vav Tauv.
Hence the simple but elegant Rashi comment
The Hebrew word Samech Vav Tauv is a garment.
In summary: Rashi infers the meaning of
unknown or rare Hebrew words from alignments
of parallel clauses. Such inferences of meaning
from alignments are common in the Bible
especially in the poetic literature.
In class, after presenting the Rashi, I went a step
beyond Rashi. I pointed out that the Biblical root
Samech-Vav-Tauv means seduce. If we combine
the idea presented by Rashi, that Samech-vav-Tauv means
garment and my idea that this root means seduce we
naturally come up with the idea of a nightgown or
lingerie. The consequent vision of Gn48-11d
is that in the Messianic era people will wash their
lingerie in wine. Upon presenting this supplementary explanation
several of the married people in the class offered further insights.
Such supplemental commentary to Rashi does not contradict Rashi but
rather enriches our understanding of Rashi. Rashi's goal was to simply
point out that the alignment sheds light on meaning. Rashi's commentary was not meant to be exhaustive; Rashi was not saying that all Samech-Vav-Tauv means is garment. Therefore the use of other Rashi methods to supplement a Rashi is always welcome.
In this case I have used the WORD MEANING - root rule which
seeks to identify word meaning from the meaning of the underlying
Biblical root. We will revisit this method below.