RuJHe's Short Guide to RaSHi

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(C) RashiYomi Incorporated Version 1.17, July 15 2006,
Written by Dr. Russell Jay Hendel, President



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Although this monograph is available as a free download it is nevertheless protected by United States Copyright law. The RashiYomi corporation encourages students, teachers, Professors, and Rabbis to use this material, or excerpts of this material, as is, and with proper acknowledgement to the Rashiyomi corporation. Reproduction of this material for any commercial purpose is strictly prohibited. Citations of full examples from this work without proper acknowledgement to the Rashiyomi corporation is also strictly prohibited. Further inquiries (and suggestions!) on the use of this monograph may be obtained by emailing. RJHendel@Juno.Com In general it would be appreciated if appropriate acknowledgement is given to the ideas of this monograph consistent with citations in the academic world.


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.

Item URL
Bible-Hebrew http://www.Mechon-Mamre.org
Bible-English http://www.Mechon-Mamre.org
Bible-English http://www.Tachash.org/Metsudah
Rashi-English http://www.Tachash.org/Metsudah
The Rashi Database Project http://www.RashiYomi.com
This Monograph http://www.RashiYomi.com/RashiShortGuide.htm

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.

Lesson 2 of 6


Example 3.2
GRAMMAR - noun-verb


We start this 2nd lesson by reviewing one of the Word Meaning methods we learned last time---the noun-verb rule.

Recall that we outlined 3 methods by which nouns (objects) can become verbs (activities). Three illustrative examples are to dust which means to to remove the dust, to flower which means to create the flower, and to hammer which means to use the hammer.

Example 3.2: Verse Ex01-07a states And the people of Israel were fruitful, and Shin Resh Tzade, and increased and became exceedingly exceedingly mighty; and the land was filled with them. Before turning to Rashi I asked the class to apply the noun-verb rule to the Hebrew Shin Resh Tzade.

The class, after a little bit of prodding, correctly identified Shin Resh Tzade as meaning insect. I next asked for a verb form of the noun insect which indicated prolific reproduction.

The class, after a little bit of prodding, correctly came up with the verb form to insectify or to swarm indicating prolific reproduction like insects. Hence we would translate the verse as follows: And the people of Israel were fruitful, and insectified and swarmed, and increased and became exceedingly exceedingly mighty; and the land was filled with them.

Now let us turn to Rashi. Rashi literally says They had 6 children at a time. Rashi says nothing further about how he derived this. My opinion is that the primary derivation of Rashi is from an application of the noun-verb rule indicating that the Jews swarmed or insectfied. Since the maximum number of children that a women can have is sextuplets Rashi uses the production of sextuplets to illustrate the verses meaning.

Rashi could not have meant that every Jewess had sextuplets since we find that Amram, Moses' father had only 3 children! (This refutation of Rashi's literal meaning was suggested to my by my younger sister when she was in grade school)

    One traditional approach to explaining Rashi uses a word counting approach. The verse Ex01-07 uses six distinct phrases to describe the reproduction of the Jews: And the people of Israel were
  1. fruitful, and
  2. swarmed and
  3. increased and became
  4. exceedingly
  5. exceedingly
  6. mighty and the land was filled with them.

The traditional defense of Rashi argues that Since the verse used six distinct phrases to describe the proliferation of the Jews we infer that the Jews had six children at a time.

I believe the explanation that I have presented above, the Jews insectified, connoting reproducing like insects, I believe that this explanation fully explains the Rashi and the associated facts. Furthermore it explains the Rashi in a meaningful and reasonable way using a simple grammatical rule that can be applied again and again.


Example 6.2
WORD MEANINGS - synonyms


As mentioned earlier a major concern of Rashi, or for that matter, any commentator, is the clarification of Word Meaning. Rashi had 10 methods by which to explain word meaning. In this example we review the synonym method.

When explaining words using the synonym method Rashi does not give us the meaning of an unknown word: Rather, Rashi contrasts the meaning of two known words with similar meanings--- that is, two synonyms. This clarification can equally take place in Hebrew or English. The examples will further clarify this principle.

Example 6.2a: Observe the two words for cooking utensil in the following verses. Lv02-05a And if your sacrifice is a meal offering baked in a frying pan, it shall be of fine flour unleavened, mixed with oil. Lv02-07a And if your sacrifice is a meal offering baked in a pot, it shall be made of fine flour with oil. The comments of Rashi have already been incorporated into the English translations of the text. A frying pan is a flat cooking utensil while a pot is a deep cooking utensil.

I have suggested the English translations pot vs. frying pan. However one of the (female) students in the class (with more culinary experience) suggested pot vs. griddle.

In this example we implemented our goal of understanding Rashi methods by seeking a nifty English translation that has just the right tone to capture what Rashi is saying. We call this the method of finding semantic models. This method was first advocated in my article, Peshat and Derash: A New Intuitive Analytic Approach which appeared in the journal Tradition and is located on the world wide web at http://www.RashiYomi.com/rashi.pdf.

Example 6.2b: A similar synonym example occurs in Ex05-07a,b You shall no more give the people gravel to make bricks, as till now; let them go and gather gravel for themselves. I would suggest the English synonyms bricks vs. gravel/mortar; that is the verse describes two components in the production of bricks-- (a) gravel-(b) bricks.

The synonym method is easy to apply and understand. Nevertheless it deeply enriches our understanding of the Biblical text. Note that in the above example we have slightly stretched the ordinary meaning of synonyms to include two distinct parts of one process ((a)gravel, (b) bricks).


Example 7.2
STYLE - general-detail


Till now we have discussed meaning and grammar rules. These are the types of rules that you expect from a commentator.

In this next example we introduce the style rules. Here the inference is from the style of the verse rather then from word meaning or grammar.

    Example 7.2a: Ex01-11b states Therefore they did set over them tax-masters to afflict them with their burdens. And they built for Pharaoh treasure cities, Pithom and Raamses. To understand Rashi we first indicate the verse's style. Rashi in effect reads the verse as follows:
  • General: They did set over them tax-masters to afflict them with their burdens.
  • Detail: And they built for Pharaoh treasure cities, Pithom and Raamses.

Rashi's comment on this verse is as follows: General They did set over them tax-masters to afflict them with their burdens. And what was the tax they afflicted them with? Detail: And they built for Pharaoh treasure cities, Pithom and Raamses.

We can reformulate this Rashi comment as a comment on style: In the above verse the general idea is that Egypt placed tax-masters over the Jews. This idea is general and could refer to many things such as monetary taxes, produce taxes, labor taxes. Rashi identifies this tax with a particular detail given by the verse---a labor tax to build cities

Let us give some other examples of this general-detail style rule.

    Example 7.2b: Dt06-05:06a states
  • General: And you shall love the Lord your God with all your heart, and with all your soul, and with all your might.
  • Detail: And these words, which I command you this day, shall be in your heart.
Hence the Rashi comment: Love is a General concept? How do you love God? By learning and reviewing the law and memorizing them by heart.

    Example 7.2c: Nu05-12d:13 states
  • General: Speak to the people of Israel, and say to them, If any man’s wife goes astray, and commits a trespass against him,
  • Detail: And a man lies with her carnally, and it is hidden from the eyes of her husband, and this is kept undetected, and she is defiled, and there is no witness against her, since she was not caught in the act.

Hence the Rashi comment Marital Trespass is a general concept. The verse therefore identifies the details of this trespass as consisting of adultery (a man lie with her carnally).

In each of the above verse examples a general concept was presented: taxing a nation, love of God, trespassing a marriage. The general idea has a wide variety of applicability. Rashi however identifies the general idea with the details provided by the verse: taxing by building a city, loving God by learning his laws, trespassing a marriage by committing adultery.

We can summarize this by stating that Rashi interprets the general-detail style as indicating a continuum: We don't interpret love God and learn his law but rather we interpret love God by learning his law We don't interpret She both trespassed her marriage and committed adultery but rather we interpret she trespassed her marriage by committing adultery We don't interpret they overburdened the Jews and had them build cities but rather interpret they taxed the Jews by having them build cities

The astute reader may have noticed that this style rule of Rashi is in fact identical with one of the Rabbi Ishmael exegetical rules. The Rabbi Ishmael exegetical rules may be found in the morning prayers of the daily prayer service. There we read If there is a general clause followed by a detail clause then the verse is interpreted according to the detail clause.


Example 8.2
CONTRADICTION - 2 aspects


Perhaps the most famous of the 13 exegetical rules of Rabbi Ishmael, which are included in the Daily Prayers, and found in the early part of the morning service, is the Contradiction rule.

    Quite simply the contradiction rule is applied when two Biblical verses (seem to) contradict each other. Rashi, following the Talmud had 3 methods for resolving these contradictions
  • 2 Stages: The two contradictory verses could be resolved by seeing them as two stages of a process.
  • 2 Aspects: The two contradictory verses could be resolved by seeing them as two different attributes of an item.
  • Broad-literal: The two contradictory verses could be resolved by using broad vs. literal translations.

In teaching contradictions I find it helpful to see the contradiction, that is, to show the Biblical reader that (s)he really does not know which of two competing alternatives to apply. We present two examples.

    Example 8.2a: Notice the contradiction in the following verses
  • Ex01-12 But the more they afflicted them, the more they multiplied and grew. And Egypt hated the people of Israel.
  • Ex01-16 And Pharoh said, When you do the office of a midwife to the Hebrew women, and see them upon the stools; if it is a son, then you shall kill him; but if it is a daughter, then she shall live.

We see the contradiction! Which is it? Were all Jews hated or only the males?

    Rashi resolves this contradiction by using the two aspects method of resolution
  • The People hated all Jews
  • But Pharoh, a leader could not indulge in emotions! He had to have a reason for hatred! Hence he killed males because he was politically concerned that a redeemer for the Jews would come from the males.

Notice how the resolution of Rashi uses two aspects of Egypt: a) the nation vs. b) the leader. Also notice how we used 2 aspects of hatred: the emotional vs. the political aspect.

    Example 8.2b: Notice the contradiction in the following verse, Ex02-06a,b, which deals with the discovery by Pharoh's daughter of Moses who had been left in a casket on Nile.
  • Ex02-06a: She opened the basket and saw the child
  • Ex02-06b: and she heard a young man crying.

Which is it? Did she find a child or a young man.

    Rashi resolves this contradiction by using the two aspects method of resolution
  • in age Moses was a child or infant but
  • in demeanor Moses was a young man.

I would explain Rashi as follows: Moses had been hidden for three months in his parents household. Undoubtedly Moses was prevented from excessive crying. Hence when Pharoh's daughter saw this child in the basket on the Nile, a child who hadn't eaten in a while, she was startled that his crying was with restraint, much like an adult and unlike an infant who doesn't know any better and cries excessively till (s)he obtains what (s)he wanted This restraint had a certain regality to it which struck the young princess and made her want Moses for her own.


Example 9.2
FORMAT - bullets


To illustrate the FORMAT - bullet rule we present a verse reformatted in modern notation with bullets. The presentation will enable us to see how the Biblical Author indicates a bullet effect. It will also allow us to understand the basic idea of Rashi that the Bible was indicating a bullet effect.

    Example 9.2a: Ex18-10: reformatted in modern notation states And Jethro said, Blessed be the Lord, who has saved you
  1. from the hand of the Egyptians, and
  2. from the hand of Pharaoh

    Rashi reformulated in modern notation states The bullets create an unspecified emphasis. The bullets teach us that two things are begin emphasized:
  1. God saved the Jews from a terrible people the Egyptians and also
  2. God saved the Jews from a terrible ruler Pharoh.

In other words Rashi uses the bullets to prove that a double emphasis is being made: Salvation from a terrible people and ruler. We now present both the Biblical text and Rashi in its original notation.

Ex18-10: in its original language and formatting states And Jethro said, Blessed be the Lord, who has saved you from the hand of the Egyptians, and from the hand of Pharaoh

Rashi in his original language states Ex18-10a: From a hand of the Egyptians a terrible people, Ex18-10b: From the hand of Pharoh a terrible ruler.

We can summarize the above as follows. Rashi interprets the repeating verse keyword from to be the Biblical method of indicating a bullet effect. That is, when the Bible repeats a keyword like from it has the same effect as if a modern author used bullets. The effect of either the repeating keyword or bullets is to create emphasis: Two points are being emphasized--God saved the Jews from a terrible ruler and terrible people. The bullets are simply a fancy way of presenting the main point of Rashi in modern paraphrase and formatting.

    Example 9.2b: Ex18-01d,e: in modern notation states Jethro, the priest of Midian, Moses’ father-in-law, heard of all that God had done
  1. for Moses, and
  2. for Israel his people,

Rashi states Moses is equated with all of Israel. The verse speaks about the miracles at Amalayk, at the Manna, and at the well.

    Rashi does not elaborate further. Using the bullet methodology we would elaborate further as follows: Jethro heard that God did equal miracles for both Moses and Israel at
  • The manna: God gave the Jews food and also protected Moses and Aaron by showing the people that the lack of food was not their fault;
  • The well: God gave the people water and also protected Moses from his fear of being assassinated;
  • The war with Amalayk:God protected the people from the declared war by Amalayk and also protected the leadership of Moses.

Notice in this case how our explanation of Rashi supplemented the basic Rashi explanation and brought greater clarity. This is true in general---understanding Rashi principles very often enriches and supplements the actual language of Rashi which may be too terse.

    Example 9.2c: Ex03-11a,b: And Moses said to God, Who am I,
  1. that I should go to Pharaoh, and
  2. that I should bring forth the people of Israel out of Egypt?

    Rashi states
  1. that I should go to Pharoh; a difficult king, ;
  2. that I should bring forth the people of Israel out of Egypt; a difficult people

Notice, how in this example also, Rashi can best be understood using a model of bullets and several emphases.

Lesson 3 of 6


Example 6.3
WORD MEANINGS - synonyms - REVIEW


We begin today' lesson by reviewing material from previous lessons. Recall that when Rashi uses the synonym method he focuses on nuances in meanings between two words with almost identical meanings. Rashi shows how these nuances influence the meaning of the text.

Example 6.3a: Ex06-09a states And Moses spoke so to the people of Israel; but they did not listen to Moses because of their anguished spirit, and because of the cruel slavery. Rashi points out the obvious: Obviously they physically listened. However they did not accept Moses' consolation.

Here Rashi uses the fact that the Hebrew root meaning listen also means listen, accept, hear, understand, and receive news. Rashi would therefore translate this verse as follows: And Moses spoke so to the people of Israel; but they did not accept Moses [consolations] because of their anguished spirit, and because of the cruel slavery. Notice that a knowledge of Hebrew is not necessary to appreciate this Rashi. The same Rashi comment-- listen means accept --can equally be made in Hebrew or English! This is an important point for people, who don't know Hebrew, but want to master Rashi methods.

There is a subtlety here: In English listen and understand are synonyms, 2 words with almost identical meanings. But in Hebrew we have one Biblical Hebrew root, Shin Mem Ayin which has 4-5 meanings, listen, understand.... Technically we don't call one word with several meanings a synonym. However for purposes of the Rashi methods we will be indifferent whether we deal with two words with almost similar meanings or one word with several similar meanings. We will also return to this issue below.

Some other Rashis and Talmudic examples of interpretations of listen occur in the following verses:

Example 6.3b: Gn41-15a, Gn41-15b: And Pharaoh said to Joseph, I have dreamed a dream, and there is none who can interpret it; and I have heard about you, that you can understand a dream to interpret it. Here Rashi interprets listen as meaning understanding.

Example 6.3c: Gn11-07d: Come, let Us descend to earth, and confuse human language, so that they may not understand each other's language. Here again listen means understand.

Example 6.3d: Gn03-08b: And they heard the voice of the Lord God walking in the garden in the cool of the day; and Adam and his wife hid themselves from the presence of the Lord God among the trees of the garden. Rashi states They [prophetically] heard the actual physical voice of God [the voice of prophecy] Here Rashi interprets listen as meaning physically hear.

Example 6.3e: Gn45-18a And the news reported in heard in Pharaoh’s house, was: Joseph’s brothers have come; and it pleased Pharaoh well, and his servants. Rashi suggests the following Pharoh's house news report was that Joseph's brothers have come... Here listen refers to a news report. [Note: Some Rashi-ists, would see Rashi's comment as dealing with the meaning of the phrase, Pharoh's house.]

This collection of examples should make the reader aware how useful the simple technique of synonyms is.


Example 4.3
WORD MEANINGS - special connective words


We also review the connective word rule. Every language has connective words--words like if, then, because, also, when, that, .... The function of these words is to connect separate phrases and sentences. Most connective words have several meanings. Rashi's goal in dealing with connective words is to list all their meanings.

Today we study the word also. Consider a simple sentence While you are going into the kitchen get me cake also.

    The word also has 3 possible meanings:
  • Similar item: Besides getting me milk get me cake also.
  • Similar relationship: Besides getting her cake get me cake also.
  • Derived item: Get me cake and get me plates, knives, and forks.

Let us now look at Biblical examples based on the connective word also.

Example 4.3a: Ex18-18b states You will certainly wear away, you also, and also this people who are with you; for this thing is too heavy for you; you are not able to perform it yourself alone. Rashi states: You and also Aaron; the people and also the High court. Here Rashi interprets also to refer to similar items.

Example 4.3b: Gn07-01:03 And the Lord said to Noah, Come you and all your house into the ark; for you have I seen righteous before me in this generation. Of every Kosher beast you shall take to you seven pairs, the male and his female; and of beasts that are not Kosher one pair, the male and his female. Of birds also of the air by seven pairs, the male and the female; to keep seed alive upon the face of all the earth. Rashi paraphrased states The word also indicates that both birds and animals have 7 pairs (male-female) of Kosher animals and one pair (male-female) of Non-Kosher animals. Thus here Rashi interprets also to indicate a similar relationship. Even though the verse doesn't explicitly say that the 7 pairs of birds applies to Kosher birds, nevertheless Rashi, because of the word also, says that the 7 Kosher pairs and 1 non-Kosher pair applies to both birds and animals.

Example 4.3c: Dt22-22b If a man is found lying with a woman married to a husband, then they also shall die, both the man who lay with the woman, and the woman; so shall you put away evil from Israel. Rashi explains: The two adulterers will die as well as the fetus (if the adulterers are executed and there is a pregnancy we don't wait for the baby to be born but execute them as is). Here Rashi interprets also to refer to a derived item, the baby derived from the adulteress relationship.


Example 4.3d
WORD MEANINGS - special connective words


Perhaps the most famous of the CONNECTIVE WORDS is the Hebrew letter Vav. This letter is traditionally translated as and. However like most Biblical special connective words it can mean and, or, if and in general can refer to any logical connection between two sentences. The meaning of and in any particular case is determined by its context.

The great Biblical commentator, the Malbim, a titan of the later authorities, in a beautiful and exquisite commentary on Lv20-09 analyzes two dozen Talmudic controversies between Rabbi Yonathan and Rabbi Yoshiah on the meaning of vav.

    Malbim in typical fashion rejects a literal translation of the controversy since it would make these Talmudic Rabbis look like fools. Consequently in typical razor like sharpness Malbim distinguishes three cases:
  1. Simple commands: Certainly in simple commands, a verse like Lv23-40 ....on the first day [of Succoth] take an ethrog and lulav and hadassim and aravoth the Hebrew letter vav means and.
  2. Simple prohibitions: Certainly in simple prohibitions, a verse like Lv21-14 a priest should not marry a widow or a divorcee... the Hebrew letter vav means or. Malbim uses modern logic to carefully explain that when a vav is translated as or it means inclusive or (and/or) while when the Hebrew word Aleph-Vav or is used it means exclusive or.
  3. Conditional Sentences: However Rabbi Yonathan and Rabbi Oshiah disagree on the translation of vav in a verse like Ex21-15:
    • One person holds it means or: He who smites his father or mother is subject to a death penalty.
    • The other holds it means and: He who smites [both] his father and his mother is subject to a death penalty. (So smiting only one of them would not subject you to a death penalty).

The above analysis should expose the reader to the complexity, richness and maturity of the CONNECTIVE WORDS rule. Malbim delicately traces the effects of this controversy on two dozen topics scattered throughout the Talmud and spanning the spectrum of Jewish law.

In connection with the special word rule I should also mention my recent paper The Meaning of Akh that appeared in the Journal of Biblical Literature,33#2,(2005). There I show that the Biblical connective word Akh means usually, probably, nevertheless. Some typical verses and examples are as follows:

Example 4.3e: Lv23-27a: On the tenth day of this seventh month there shall usually be a day of atonement; it shall be a holy gathering to you; and you shall afflict your souls, and offer an offering made by fire to the Lord. Rashi comments: Usually there will be atonement---in commandments between God and man; but in inter-personal commandments forgiveness is a prerequisite to atonement.

Example 4.3f: Dt16-15a: Seven days shall you keep a solemn feast to the Lord your God in the place which the Lord shall choose; because the Lord your God shall bless you in all your produce, and in all the works of your hands, therefore you shall usually rejoice. Rashi comments: Usually you shall rejoice---for most of the Holiday--but not on the first day(there is no obligation) when you are getting into the mood and still thinking about weekday matters. There is actually a controversy whether the usually excludes the first day, when we are getting into a mood, or the last day when we are preparing to resume ordinary life. Here again we see how a simple rule on word meaning heavily influences Talmudic controversy.


Example 3.3
GRAMMAR - noun-Verb


We continue our review of Rashi rules from previous lessons. Recall that one aspect of the grammar rule is the changing of nouns to verbs and vice verse.

In discussing the plague of hail Ex09-31a states And the flax and the barley were ruined; for the barley was springed, and the flax was fully-budded. Rashi paraphrased states springed is the verb form of the noun Spring. The word springed refers to something fully blossomed.

Here again a full knowledge of Hebrew is not necessary to appreciate the Rashi. The semantic transformation from noun to verb occurs in all languages.


Example 10.3
FORMAT - climax


Today we introduce a new rule, the climax rule. Unlike the word meaning and grammatical rules the climax rule is stylistic not mechanistic. As such the rule has a subjective flavor.

    Example 10.3a: Nu09-21:22a discusses the possible number of days that the cloud of glory stayed on the Tabernacle.
  • And so it was, when the cloud abode from evening to the morning, and the cloud was taken up in the morning, then they journeyed;
  • or it was by day and by night that the cloud was taken up, they journeyed.
  • Or whether it was two days,
  • or a month,
  • or a days, that the cloud stayed upon the tabernacle, remaining on it, the people of Israel abode in their tents, and journeyed not; but when it was taken up, they journeyed.

Rashi comments on the underlined sequence by day and by night, by day and by night, two days, month, days. Rashi focuses on the climactic nature of the list--the list items are increasing in numerical magnitude. For example two days is bigger than by day and by night; similarly month is bigger than two days. Hence the Rashi The underlined bold word days must, because of the climax principle, refer to a period bigger than a month. We conclude that days means a Year.

In understanding this Rashi it is important to emphasize what is not happening. Rashi is not using the word meaning rule. Rashi is not saying that days can mean a year in other contexts. Rather Rashi is saying that days, although it usually means a few days in the above context it means a year. This interpretation of days as meaning a year happens because of the climax principle which requires that the terminal member of a list of climatically listed items be interpreted to mean something greatest.

Finally we note that in this example the climax principle actually overrode the normal meaning of a word! This power of the climax principle is typical. We again emphasize that the climax principle is not mechanical. For example, the interpretation of days as meaning year vs. half a year or quarter is not forced but reasonable and based on conventions of language. This subjective nature of the climax rule is also typical.

    Example 10.3b: Ex07-28b:29 states And the river shall bring forth frogs abundantly, which shall go up and come
  • into your house, and into your bed chamber, and upon your bed, and
  • into the house of your servants,
  • and upon your people, and into your ovens, and into your kneading troughs;

    Rashi does not add anything new to the verse but rather points out the climactic nature of the verse as indicated by the underlined phrases:
  • The plague started with Pharoh who instigated the evil decrees;
  • Next Pharoh's servants are mentioned who advised him on the evil
  • Finally the punishment of the nation is mentioned who carried out the orders.

    During class one of my students cited the very next verse in which the list is different.
  • And the frogs shall come up both on you,
  • and upon your people,
  • and upon all your servants.

Here the order, you,people,servants is different from the order in the original verse that Rashi commented on you,servants,people. We had a lively discussion in class discussing why. Such discussions, arising from a consistent application of Rashi principles are a necessary component in learning Rashi.

We did not reach any definite conclusion. The most reasonable answer is that the people and servants form a group--- even in a monarchy the servants have to be sensitive to the feelings of their constituency, the people. Similarly the people have to comply with the wishes of their leaders, the servants. Thus it would appear reasonable that Pharoh is mentioned first since he instigated everything and then the unit of people-servants was punished second. Hence Pharoh is listed 1st in both verses while the people, servants are listed in different orders.

Lesson 4 of 6


Example 11.4
WORD MEANINGS - metonymy(FFF)


In Example 6.3 we showed how the Hebrew or English word listen could also mean listen, accept, understand, or news report. We classified this as a synonym method. We would now like to more closely examine this example of synonyms.

Technically a synonym refers to two different words with almost similar meanings. A simple example Example 6.2 is pot vs. frying pan. By contrast example 6.3, studying the possible nuances of listen as meaning hear, listen, understand, accept, report studies one word with several meanings.

Strictly speaking the word synonym does not refer to one word with several meanings. However, as a matter of convenience we classified both these examples as synonyms since they both deal with a collection of almost similar meanings (but differ as to whether the multiple meanings come from one or several words). From time to time we will use such poetic license in the classification scheme.

    However there are several literary techniques available in all languages which describe how words can change meaning. The most general of these principles is the metonymy principle. Metonymy refers to naming an item by a related item. Metonymy is a very broad principle which frequently covers examples explained by other more specific methods. Let us review several ways metonymy can be used:
  • People-land relations: The sentence America defeated Iraq really means The American people defeated the Iraqi people. Here the land, America metonymically refers to the related item, the people of the land, the American people.
  • One root with several related meanings: In example 6.3 we saw how the word listen can refer to the related activities of understanding, acceptance, hearing news.
  • Noun-verb transforms: In the introduction to example 3.1 we showed how the activity to hammer means to do the activity that is typically related to the item, hammer.
  • Synecdoche: We often name a whole group of items by an exemplary member of that group. For example in most languages honey can refer to anything sweet. This is also an example of metonymy since honey and sweetness are related.
  • Form, function, feel (FFF): The Pentagon is named by its related form, the pentagonal shape. The United Nations is named by its related function to unite nations. A hardship is named by how it feels-- it feels hard. A similar word-naming mechanism is the naming of glasses, for either seeing or for drinking, by their substance, what they are made of. For convenience I refer to this as the triple FFF rule (naming by Form, Function, Feel). Naming by form and function is universal in most languages and is an example of metonymy.

The student may be overwhelmed by all the terms used. But our approach is very simple. When we can use a specific and focused rule such as the noun-verb transform we will do so. When no other specific rule covers the word meaning but the items are related we will use the metonymy(FFF) rule. Consequently we agree (as a matter of convenience) to use the term metonymy(FFF) to include synecdoche,naming by form, function, feel etc. Many literary scholars also use the term metonymy to refer to all methods involving related items including synecdoche.

Let us now review several examples.

Example 11.4a: As just pointed out the word honey is closely related to sweet fruit juices (See Rashi Lv02-11a).

Example 11.4b: An example of naming by form is Lv13-02a. Rashi explains that the Hebrew word Sin Aleph Tauv is a whitish form of leprosy. We can explain this Rashi using the triple FFF principle. The root of Sin Aleph Tauv is Nun Sin Alpeh which among other meanings, can mean cloud. Hence sin aleph tauv would mean cloud-white leprosy. Here we name a color by an object with that color. This is similar to the English name for the color orange. Since form refers to the physical appearance of an object, therefore, naming by the color of an object is naming by form. Some readers may consider this too technical; if so they can follow the method of literary scholars and classify this etymology as a metonymy--the color white is named by a related object with the same color-- the cloud.

Example 11.4c: The word eyes can refer to the related meaning of appearance. A simple example would be Lv13-05a And the priest shall inspect the leprosy on the seventh day; and, behold, if its appearance is the same, and it has not spread over the skin; then the priest shall confine him for seven further days. This use of the word eye to refer to appearance is another example of metonymy. [Note: Many translations are more specific and translate eye as meaning color not appearance. However, in our opinion, the translations its appearance has not changed has almost the same connotations as its color has not changed.]

To further support this Rashi we can cite other verses where the word eye means appearance. Nu11-07 And the manna was like a coriander seed, and its appearance was like the appearance of bdellium. Ez01-16 The appearance of the wheels and their work was like the appearance of an emerald; and the four had one likeness; and their appearance and their work was as it were a wheel in the middle of a wheel.

Note, our previous Rashi examples did not require a knowledge of Hebrew. The metonymy examples can be appreciated if you have a good English translation; and a modest knowledge of Hebrew. For example if you knew that the Hebrew word Shin Mem Ayin means listen then you can suggest the translations understand, report, accept. An knowledge of Hebrew grammar would allow you to recognize that the root of the Hebrew word Sin Aleph Tauv is Nun Sin Aleph and that Nun Sin Alpeh means cloud. Then you could translate Sin Aleph Tauv as meaning cloud-white.

Example 11.4d: The metonymy principle can be useful in explaining phrases as well as words. Lv19-16b states You shall not go up and down as a slanderer among your people; nor shall you stand on the blood of your neighbor; I am the Lord. Rashi explains If you see your neighbor in danger and you are able to save him, do so. Here Rashi interprets don't stand on the blood of your neighbor to means don't stand idly on the blood of your neighbor. Here standing idly is related to abstaining from helping. Rashi also translates blood as meaning the related danger.

It is important to emphasize that we are treating this Rashi as a translation. Rashi would translate Lv19-16b You shall not go around as a slanderer among your people; nor shall you abstain from helping your neighbor during an emergency; I am the Lord. There is a philosophical point here: If the verse uses the words standing and blood does Rashi or we have the right to translate this as abstaining and emergency? We do not further discuss this philosophical but point it out as something a student should think about.

Example 11.4e: The metonymic translation of stand as remain also occurs in the following Rashi Ex10-24a And Pharaoh called to Moses, and said, Go, serve the Lord; only let your flocks and your herds stand; let your little ones also go with you. Rashi states stand means remain. Hence Rashi would translate as follows: And Pharaoh called to Moses, and said, Go, serve the Lord; only let your flocks and your herds remain; let your little ones also go with you.

Example 11.4f: As a final example of metonymy we bring Ex12-05b Your lamb shall be without blemish, a male the son of the first year; you shall take it out from the sheep, or from the goats; Rashi explains The phrase the son of the first year means one year old, that is, anytime during its first year of life. Here the word son refers to possessing an attribute. Rashi would translate this verse as follows Ex12-05b Your lamb shall be without blemish, a male one year old; you shall take it out from the sheep, or from the goats; Note that almost all English translations use the Rashi comment one year old. I have not been able to find any English translations that translate son of a year. Here again we see the fine line between translation and commentary.


Example 4.4
WORD MEANINGS - special connective words - REVIEW


    We continue our review of previous lessons by studying the connective word, all. The word all can mean
  • all parts
  • no exceptions
  • all subgroups even borderline cases that you don't expect to be included.

Example 4.4a: Let us now review examples of each of these meanings. Verse Gn19-04b states But before they lay down, the men of the city, the men of Sodom, surrounded the house, both old and young, all the people from every quarter; Rashi states all implies no exceptions. No one protested. There was not even one righteous person in the city.

Example 4.4b: Verse Lv21-11b states Neither shall he go to any dead body, nor defile himself for his father, or for his mother; Note that the Hebrew word Caph Lamed is equally translated as all or any. Rashi paraphrased states Any implies any part. Hence a log (about a pint) of blood from the deceased confers ritual impurity on all those in the same tent or house with it.

Example 4.4c: Verse Nu21-08b discusses a response to a punishment of the people who complained excessively against God. The people were punished with snake bites. When they repented the verses states And the Lord said to Moses, Make a copper serpent, and set it upon a pole; and it shall come to pass, that anyone who is bitten, when he looks upon it, shall live. Rashi comments anyone refers even to those bit by dogs To appreciate Rashi observe that the primary focus of the Biblical chapter is on the bites of snakes. Hence the natural interpretation of the verse is that those bitten by snakes were cured when they looked at the copper serpent. We don't expect the verse to be speaking about other types of bites. For this reason Rashi interprets the word anyone as referring even to people bitten by dogs vs. snakes. This Rashi shows how all can be interpreted emphatically as referring to non-expected cases.

We have only explained one comment of the Rashi at Lv21-11b. There are other comments in this Rashi but they are explained by other Rashi methods. Hence we only presented the methods we are focusing on in this lesson.

Example 4.4d: The following example illustrates how multiple Rashi methods may converge to provide a single explanation. It also unexpectedly illustrates how a Rashi commentator may focus on only one method when in fact several are needed.

Nu14-01b discusses the response of the Jewish people to the slanderous report of the spies. The verse states And all the congregation lifted up their voice, and cried; and the people wept that night. Rashi states The word all the congregation includes all subgroups of the congregation, such as the judges and leaders. (Without the word all I would think that only the people complained but the national leaders like judges and leaders who were more mature did not complain).

    While presenting this example a student pointed out how using the Alignment method (Example 5.1) further supports Rashi. We can align the verse's two component phrases as follows
  • And the congregation lifted up their voice, and cried;
  • and the people wept that night.

    The above alignment exposes two contrasts
  • congregation vs. people
  • That night

    A simply way of explaining this contrast is that congregation refers to the structured community, and hence refers to the judges, leaders etc. By contrast the people would refer to the masses. Perhaps we can even see a progression
  • First the spies who were the leaders of each tribe slandered Israel
  • Then the congregational leaders cried
  • Then at night, after their leaders and judges had cried, the people also cried.

In summary both the connective word also as well as the alignment points to several components of the community complaining: The judges, leaders, and people.

Because use of alignment to extract nuances is a new method (previously we have used alignment to explain meaning) we will revisit this example below.


Example 12.4
GRAMMAR - root conjugation


Two basic jobs of any commentary are to explain word meaning and grammar. We have additionally listed 8 other groups of tasks of Rashi including derivations from other verses, alignments and style.

    The Grammar rule has 3 main sub methods
  • The goal of the root sub method is to explain all conjugations and meanings of Biblical roots. Biblical roots are conjugated with letter prefixes and suffixes to indicate (i) tense (ii) person (iii) gender (iv) plurality (v) mode (vi) object (to whom the activity is done) and (vii)mood or modality. Each of these conjugations has a specific meaning. Furthermore, these conjugations take on different forms for roots with weak letters.
  • The sentence sub method deals with grammatical attributes of sentences such as (i) word arrangement (Verb Subject vs. Subject Verb) (ii) sentence type (interrogative, command) (iii) compound sentences (iv) apposition and (v)methods of paragraph / sentence development.
  • The miscellaneous grammatical methods deal with (i) agreement (in gender and plurality), (ii) the construct (iii) pronoun reference (iv) ellipsis (v) noun-verb transforms (e.g. to dust) (vi) special word usage(e.g. how to use numbers) (vii) suffix-prefixes (e.g. terminal Hey means towards).

It is important to emphasize that formal grammar as we know it today was just beginning to be developed in Rashi's time. Consequently very often Rashi was the only source of Hebrew grammar to Biblical students. Although today there are many good grammar books Rashi's comments often offer insights not found in conventional grammar books. Today we examine grammatical examples where Rashi indicated a rare grammatical conjugation. These rare grammatical conjugations can be learned today from modern Hebrew grammar textbooks.

Recall that the hafal tense indicates a passive recipiency of someone causing an action. The following two Rashi examples illustrate this.

Example 12.4a: Verse Ex10-08b states And Moses and Aaron were returned to Pharaoh; and he said to them, Go, serve the Lord your God, but who are they who shall go? Rashi comments Returned indicates the passive-causative--that is, someone caused Moses and Aaron to return. Here Rashi's goal is to explain the rare conjugation (the Hafal). Notice, how a good English translation enables appreciation of the grammatical point made by Rashi without further knowledge of Hebrew. However while most of the Rashis in the previous lessons can be understood without knowledge of Hebrew, the grammatical Rashis frequently require, as a prerequisite, knowledge of Hebrew.

Example 12.4b: Verse Ex10-24a states And Pharaoh called to Moses, and said, Go, serve the Lord; only let your flocks and your herds stay; let your little ones also go with you. Rashi comments Cause them to stand in their places. Here Rashi interprets the passive-causative, hafal of the verb to stand as meaning to let remain, to cause someone to stand in their place.


Example 7.4
STYLE - general-detail - REVIEW


    We continue our review of Rashi rules from previous lessons. Verse Ex12-14c states And this day shall be to you for a memorial; and you shall keep it a feast to the Lord
  • General: throughout your generations;
  • Details: you shall keep it a feast an ordinance forever.

Rashi paraphrased comments on the general-specific style: The general-specific style teaches us that the Passover commemoration is eternal, forever. The word generations is general. For example, it could mean 1-2 generations, those who personally knew of God's miracles. The law would then be that only those who personally knew of the exodus miracle are required to observe Passover. But the future descendants who did not personally see God's hand are not required to observe it. Consequently, the general term generations is given specific meaning with the details clause: an ordinance forever. This detail clause indicates that the general term generations means for all generations, eternally. Here we follow the Rabbi Ishmael Style rules that a general-specific style is interpreted so that the specific clause sheds light on the particular meaning of the general clause.


Example 13.4
SPREADSHEETS - spreadsheets


    Next we introduce a new method, the Spreadsheet rule. The Spreadsheet method has 3 sub methods.
  • Spreadsheet: The basic form of the spreadsheet rule occurs when Rashi clarifies a complicated numerical or verbal computation; these clarifications can typically be easily understood using a spreadsheet. An example is given below. Any use of examples to clarify the meaning of a verse is classified as a spreadsheet method.
  • Geometric: Rashi will sometimes clarify geometric constructions. Here Rashi verbally describes a picture. Since Rashi is clarifying something complex we classify this as a Spreadsheet rule.
  • Consequences: Sometimes Rashi will take a verse that is perfectly understood and derive a consequence of the verse. Since the verse was understood and Rashi simply adds a consequence to the verse's meaning we classify this as use of the Spreadsheet method. Note that very often spreadsheets are used to derive consequences of data.

    Rashi on the following verse uses the spreadsheet method. Verses Ex10-08:11a states
  • And Moses and Aaron were brought again to Pharaoh; and he said to them, Go, serve the Lord your God, but who are they who shall go? And Moses said, We will go with
    • our lads and with
    • our seniors, with
    • our sons and with
    • our daughters, with
    • our flocks and with
    • our herds will we go; for we must hold a feast for the Lord.
  • And he said to them, Let the Lord be with you,
    • if I will let you go,
    • and your infants. Look, evil is before you.
    • Not so,
    • go now you who are warriors, and
    • serve the Lord; for that is what you desire. And they were driven out from Pharaoh’s presence.

As indicated by the underlined words Moses requested that the lads,seniors,sons,daughters,flocks,herds be allowed to go. But as the underlined words in Pharoh's response show Pharoh said no to infants and said yes to warriors serving God. It is not clear how Moses' request and Pharoh's response line up. Rashi clarifies this line up. This clarification can most elegantly be done using a Spreadsheet table.

Moses Pharoh Final decision
ladsWarriorsCan go
seniorsWarriorsCan go
SonsinfantsCan not go
daughtersinfantsCan not go
flocksserve GodCan go
Herdsserve GodCan go

In this example Rashi focused on Pharoh's phrases no infants can go but warriors can go because that is what you seek. Indeed a further Rashi Ex10-11b comments on the Biblical phrase because that is what you seek Pharoh said: You, Moses, asked to offer sacrifices. But infants don't offer sacrifices. So we won't let the infants go. This second Rashi explains how Rashi made the decisions in the spreadsheet table. It would appear from this Rashi that Pharoh (on this occasion) allowed the animals to go also, since they were needed for the sacrifices.


Example 14.4
DATABASES - patterns


We close today with a new Rashi method, the database method. In a certain sense every Rashi is the consequence of a database query. For example you might ascertain the meaning of a word by reviewing all verses with that word. However such a database query is simple and straightforward. When a database query has a certain degree of richness and complexity we say the database method is being used. The flavor of database Rashis is a flavor of discussion on something not completely finished.

Before presenting examples we note that modern database theory has greatly clarified the concept of a database. The Structured Query Language, SQL is a standard that was reached by consensus from many disciplines and clearly presents the essence of a database query. Fortunately the Rashi student need not understand technical database theory. However it is enriching to know that such queries follow specific and standard rules.

Today we ask the following query: What is associated with God's loss of temper To answer this query we must collect all verses where God loses his temper and seek an underlying pattern of consequence.

Here is a short list of verses where God loses his temper

  • Dt29-25:27 states For they went and served other gods, and worshipped them, gods whom they knew not, and whom he had not given to them; And the anger of the Lord was kindled against this land, to bring upon it all the curses that are written in this book; And the Lord rooted them out of their land in anger, and in wrath, and in great indignation, and cast them into another land, as it is this day.
  • Nu12-09:10 states And the anger of the Lord was kindled against them; and He departed. And the cloud departed from off the Tent; and, behold, Miriam had become leprous, white as snow; and Aaron looked upon Miriam, and, behold, she was leprous.
  • Nu32-08:11 Thus did your fathers, when I sent them from Kadesh-Barnea to see the land. For when they went up to the valley of Eshkol, and saw the land, they discouraged the heart of the people of Israel, that they should not go into the land which the Lord had given them. And the Lord’s anger was kindled the same time, and he swore, saying, Surely none of the men who came out of Egypt, from twenty years old and upward, shall see the land which I swore to Abraham, to Isaac, and to Jacob; because they have not wholly followed me; Save Caleb the son of Jephunneh the Kenazite, and Joshua the son of Nun; for they have wholly followed the Lord. And the Lord’s anger was kindled against Israel, and he made them wander in the wilderness forty years, until all the generation, that had done evil in the sight of the Lord, was consumed.

    We see the pattern. God's anger being kindled is always followed by some type of punishment. Let us now examine two possible exceptions.

    Verse Nu22-21:22 states And Balaam rose up in the morning, and saddled his ass, and went with the princes of Moab. And God’s anger was kindled because he went; and the angel of the Lord stood in the way as an adversary against him. Now he was riding upon his ass, and his two servants were with him. We don't however find any punishment of Bilam nearby. But in verses Nu31-01:02,07:08 we find And the Lord spoke to Moses, saying, Avenge the people of Israel of the Midianites; afterwards shall you be gathered to your people. ... And they warred against the Midianites, as the Lord commanded Moses; and they slew all the males. And they slew the kings of Midian, beside the rest of them who were slain; that is, Evi, and Rekem, and Zur, and Hur, and Reba, five kings of Midian; and Balaam, the son of Beor, they also slew with the sword. Here we see the same pattern: God's anger followed by punishment; however the punishment is not textually nearby.

    Armed with the results of this database query we can understand the Rashi on verses Ex04-12:14 Now therefore go, and I will be with your mouth, and teach you what you shall say. And he [Moses] said, O my Lord, send, I beseech you, by the hand of him whom you will send. And the anger of the Lord was kindled against Moses, and he said, Is not Aaron the Levite your brother? I know that he can speak well. And also, behold, he comes forth to meet you; and when he sees you, he will be glad in his heart. Again although God's anger was kindled we find no subsequent punishment--not even a punishment which is textually distant.

    Rashi comments at Ex04-14a: Note the underlined phrase Aaron the Levite. Nowhere else do we find Aaron called a Levite (He was a priest). From this subtle extra word we infer that Moses was punished as follows: Had he listened to God he would have been both prophet and priest. However because he refused to go he was made the nation's prophet but not their priest (The priesthood was given to Aaron).

      It is important to emphasize how we should and should not understand this Rashi.
    • Rashi is not commenting on the extra rare word, Aaron the Levite.
    • Rather, Rashi is commenting on a database query Even without the word Levite we know that Aaron was chosen as Priest, not Moses, and combining this fact with the above database query we infer that Moses was punished by not becoming priest.
    • In other words, the extra word Aaron the Levite is further supportive text to a Rashi comment that was derived from a database query.

    Understanding this distinction--derivation from a word vs. derivation from a database query--is fundamental to understanding Rashi.

    Is this Rashi comment the simple meaning of the text or is it homiletic? The response to this is simple: A database query on any text reveals the simple intended meaning of the text. The principles uncovered are part and parcel of the text and are transferable to other situations. However reviewing a database is tricky. Maybe there are other examples that were overlooked. Maybe there is another way to generalize the rules. For this reason the flavor of Database Rashis is one of discussion and non-full certainty.

    Database Rashis may be equally understood and inferred using either an English or Hebrew text.

    Lesson 5 of 6


    Example 2.5a
    OTHER VERSES - further details - REVIEW


    We continue our review of Rashi methods from previous lessons. Verse Ex12-21c states Then Moses called for all the elders of Israel, and said to them, Draw out and take a lamb according to your families, and kill the Passover lamb. Quite simply Rashi clarifies the meaning of the underlined phrase according to your families by citing an other verse which provides further details Verse Ex12-03 states Speak to all the congregation of Israel, saying, In the tenth day of this month they shall take every man a lamb, according to the house of their fathers, a lamb for a house;

    Rashi only cited the last phrase of Ex12-03 a lamb for a house. We have expanded Rashi by citing the full other verse. Notice how straightforward this Rashi comment is. Each Rashi method has its own flavor. The other verse method is characterized by straightforwardness.

    This situation is typical: In verses Ex12-03:04 God commands Moses to command the Jews and then in Ex12-21 Moses carries out this commanded command to the Jews. Such a situation with a delegated command naturally lends itself to cross referencing of Other Verses. We shall also apply this cross referencing idea to the other Rashis on this verse.


    Example 9.5a
    FORMAT - bullets - REVIEW


      We can derive the other two Rashis on this verse Ex12-21a,b by using the format-bullet method with further support from the Other verse method. Ex12-21 states Then Moses called for all the elders of Israel, and said to them,
    • Drag and
    • take a lamb according to your families, and kill the Passover lamb.

      The bulleted list of activities, drag, take prompts the following Rashi comment:
    • Drag Rashi: From your own property
    • Take Rashi: Buy in the market place.

    To fully explain this Rashi we note that Rashi is not using the word meaning method. That is, Rashi is not asserting that drag intrinsically refers to ones own property. Similarly, Rashi is not asserting that take intrinsically refers to purchase in the market place. How then should we understand Rashi? Rashi is simply observing that a bulleted list suggests intent by the Author to an exhaustion of mutually exhaustive and exclusive possibilities. So Rashi takes this intent and lists the possible ways of acquiring sheep: from one's own property or by purchase.

      In this case further supportive text for Rashi's bulleted list can be found from the Other Verses found at Ex12-03:04 Speak to all the congregation of Israel, saying, In the tenth day of this month
    • Every man shall take a lamb, according to the house of their fathers, a lamb for a house;
    • And if the household is too little for the lamb, let him and his neighbor next to his house take it according to the number of the souls; according to every man’s eating shall you make your count for the lamb.

    The original command also speaks about two possibilities (a) for one's own family or (b) in partnership with other families. Rashi supplements these two possibilities with two further possibilities: The sheep--whether for oneself or in partnership--can be (a)one's own sheep or (b) purchased sheep.


    Example 6.5
    WORD MEANINGS - synonyms - REVIEW


    Example 6.5a: We continue our review of methods from previous lessons by reviewing the synonym sub-method of the word meaning method. Verse Ex14-10c states And when Pharaoh drew near, the people of Israel lifted up their eyes, and, behold, the Egyptians marched after them; and they were very afraid; and the people of Israel screamed out to the Lord. Rashi paraphrased states The underlined word screamed means prayer. Rashi actually states more The Jews imitated their patriarchs who also prayed when in danger. Rashi also states other verses where the patriarchs prayed. These other verses use other words for prayer.

    Rather then cite the full Rashi and analyze each text we cite the Midrash Rabbah on Dt03-23 which lists 10 specific synonyms for prayer. These synonyms include pray, cry, scream, supplicate, seek grace, bump into, and others.

    Our goal in explaining this Rashi was to identify the underlying skill competency,synonyms needed to understand it. The other points of Rashi---for example, that the Jews when in trouble sought to follow their role models, the patriarchs, who also prayed ---these points have important moral validity but are not directly related to the methods and skill competencies needed to understand Rashi.

    Example 6.5b: A standard translation of verse Ex15-08f states And with your anger the waters were heaped together , the floods stood upright, and the depths were congealed in the heart of the sea The English translation we are using is good---it translates the Hebrew root Kuph-Pay-Aleph as meaning congealed. Rashi confirms this translation using the synonym method: The Hebrew root Kuph-Pay-Aleph which is translated as congealed only occurs half a dozen times in the Bible. In Jb10-10, Have you not poured me out like milk, and curdled me like cheese? this root means curdled. This suggests the following translation of Ex15-08 And with your anger the waters were heaped together, the floods stood upright and the depths were curdled in the heart of the sea Rashi continues on the point of using the translation curdled or congealed: The words heap, curdled suggest that the waters, when they split, hardened like a heap or curdled cheese. Consequently when the Egyptians were thrown on the water they fell on something hard as a rock and were injured.

    Notice here how a knowledge of Hebrew is not necessary to appreciate this Rashi. A good English translation uses the word congealed. We can easily look up the English translation of the verse from Job cited by Rashi and see the translation curdled. We then immediately see the close relationship between congealed, curdled. If we can read Hebrew we can also identify the same root kuph-pay-aleph in both verses.


    Example 3.5
    WORD MEANINGS - noun-verb - REVIEW


    We continue with our review of methods from previous lessons by reviewing the noun-verb word meaning rules. A standard translation of verse Ex15-10b is You blew with your wind, the sea covered them; they sank as lead in the mighty waters. Here the Biblical root Tzade-Lamed-Lamed is translated as Sank. Rashi comments The noun form of the root Tzade-Lamed-Lamed is Mem-Tzade-Vav-Lamed-Hey which means whirlpool. Hence Rashi would translate Ex15-10 as follows You blew with your wind, the sea covered them; they whirlpooled down as lead in the mighty waters.

    This is an excellent example of the usage of Rashi methods to provide superior translations.


    Example 15.5
    WORD MEANINGS - idioms


    We introduce a new word meaning sub method today--the idiom method. An idiom refers to a collection of words which together, as a whole, have a meaning that is different and distinct then its individual component words. Every language has idioms. Linguists tend to think of idioms as separate entries in the dictionary since a native speaker must learn each idiom the same way they learn each word.

    Example 15.5a: Verse Ex14-27a states And Moses stretched forth his hand over the sea, and the sea returned to his strength at the turn of morning and the Egyptians fled towards it; and the Lord overthrew the Egyptians in the midst of the sea. Rashi comments The underlined phrase the turn of morning means dawn. In other words Rashi translates the verse as follows And Moses stretched forth his hand over the sea, and the sea returned to his strength at dawn and the Egyptians fled towards it; and the Lord overthrew the Egyptians in the midst of the sea.

    When commenting on idioms Rashi will frequently explain the etymology of the idiom. Here Rashi paraphrased explains that when you turn a corner you swiftly begin to appear to people on that side of the corner; this explains the metaphor turn of morning since it appears as if the dawn was turning and appearing to us. Such explanations of idioms are instructive and very often add content. However the primary goal of Rashi is simply to explain the idiom meaning. If the student understands the meaning of the idiom then Rashi is understood.

    Example 15.5b: Very often the idiom sub method will combine with the metonymy method explained above in examples 11.4a-11.4f of lesson 4.

    Verse Ex15-08a states And with the spirit of your nostrils the waters were gathered together, the floods stood upright as a heap, and the depths were congealed in the heart of the sea. Rashi comments The underlined phrase spirit of nostrils is an idiom meaning anger. Consequently Rashi would translate Ex15-08 as follows And with your anger the waters were gathered together, the floods stood upright as a heap, and the depths were congealed in the heart of the sea.

    We have not given the entire text of Rashi. Rashi makes numerous other comments that are extremely important. First: Rashi points out that this idiom is a metonymy: When a person gets angry and loses his temper his breathing becomes heavier. Hence nose activity is related to anger. Consequently the metonymy principle--naming by related items--would name anger using the word nose.

    Rashi also deals with the issue of anthropomorphism--the ascription of physical attributes--such as nose, breathing -- to God. However our primary goal in this short monograph is the clear presentation of Rashi methods--hence we avoid philosophical issues however interesting.

    Finally, Rashi dwells at great length on finding further support for idioms relating anger to nose. Although an exhaustive analysis of other verses where idioms relate nose to anger enriches our appreciations of the idiom, nevertheless it is not necessary. To fully understand an idiom it suffices to translate the phrase just once.


    Example 11.5a
    WORD MEANINGS - metonymy(FFF)


    We continue with our review of methods covered in previous lessons by reviewing the metonymy(FFF) method. We present below an etymology that names by function.

    Ex15-26c states And said, If you will diligently listen to the voice of the Lord your God, and will do that which is right in his sight, and will give ear to his commandments, and keep all his statutes, I will put none of these diseases upon you, which I have brought upon the Egyptians; for I am the Lord that heals you. Rashi comments The Biblical root for the Biblical word meaning ear is the same Biblical root of the word meaning scales. Here the ear is named by its function---to weigh all sides of a matter and be precise. Consequently Rashi would translate Ex15-26 as follows And said, If you will diligently listen to the voice of the Lord your God, and will do that which is right in his sight, and carefully weigh and be precise about His commandments, and keep all his statutes, then, I will put none of these diseases upon you, which I have brought upon the Egyptians; for I am the Lord that heals you.

    In passing etymologists amusingly point out that ears have both the form and function of scales---since the two ears, hanging as it were, on each side of the head, appear as a set of balance scales. Such double puns are common in linguistic analysis and make the subject more enjoyable.


    Example 9.5b
    FORMAT - bullets - REVIEW


      We continue our review of previous rules. Verse Ex14-04a states And I will harden Pharaoh’s heart, that he shall follow after them; and I will be honored
    • through Pharaoh, and
    • through his whole army, that the Egyptians may know that I am the Lord. And they did so

      Here the Rashi comment is obvious and straightforward. The repeating underlined keyword through creates an effect of bullets. The bulleted list emphasizes that God visited punishment on two entities
    • on Pharoh, the King, who instigated the slavery
    • on his army, who carried out his decrees.


    Example 16.5
    ALIGNMENT - 2 nuances


    We introduce a new method, the alignment - nuance method which we briefly looked at in example 4.4d. Recall that the alignment method seeks to align pairs of clauses with almost identical language to infer nuances from the minor differences between these clauses. We briefly review the example we covered in example 4.4d and then present another example. Every Rashi method has so to speak a flavor to it. We discuss the flavor of the alignment - nuance method below.

      Example 16.5a: We can align the clauses in verse Nu14-01a as follows
    • And the congregation lifted up their voice, and cried;
    • and the people wept that night.

      The above alignment exposes two contrasts
    • congregation vs. people
    • That night

      A simply way of explaining this contrast is that congregation refers to the structured community, and hence refers to the judges, leaders etc. By contrast the people would refer to the masses. Perhaps we can even see a progression
    • First the spies who were the leaders of each tribe slandered Israel
    • Then the congregational leaders cried
    • Then at night, after their leaders and judges had cried, the people also cried.

      Example 16.5b: An alignment of the following two verses discussing the groups of Egyptians smitten during the plague of the firstborn shows one subtle difference in the list of groups smitten.
    • Ex11-05a states And all the firstborn in the land of Egypt shall die,
      • from the firstborn of Pharaoh that sits on his throne,
      • even to the firstborn of the maidservant who is behind the mill;
      • and all the firstborn of beasts.
    • Ex12-29 states And it came to pass, that at midnight the Lord struck all the firstborn in the land of Egypt,
      • from the firstborn of Pharaoh who sat on his throne
      • to the firstborn of the captive who was in the dungeon;
      • and all the firstborn of beasts.

      As the underlined words show the three groups smitten were
    • firstborn of Pharoh
    • firstborn of maidservant, captives
    • firstborn of beasts

      Rashi (Ex11-05a, Ex11-05b, Ex12-29d) comments on the use of maidservant in Ex11-05 vs. the use of captives in Ex12-29. Rashi points out that each group smitten had a specific misuse of the Jews that had to be punished
    • Pharoh thought he owned the Jews--hence his firstborn was smitten
    • Rashi conjectures that the maidservants were punished because Egypt had a tiered slave hierarchy--Jews were a level 2 slave while other servants were level 1 slaves. Hence since the maidservants used the Jews as slaves they were punished also. Rashi points out that it would be reasonable that the captives were praying to their own deities to save them from Egypt. Had their firstborn not been punished they would have ascribed victory to their deity rather than the Jewish God.

    The above analysis shows the flavor of the alignment method. Something is pointed to--in this case maidservant vs. captive-- but we are not explicitly told why the difference is emphasized. Consequently Rashi's job is to steer the reader in the proper direction through reasonable conjectures. Very often other competing midrashim will comment on the alignment but give alternate competing explanations which are equally reasonable. So the flavor of alignment Rashis is typically exploratory.

    I have found the following stratagem useful when dealing with the alignment method: I ask students to come up with reasonable explanations of why separate emphases are given. Frequently students come up with explanations highly similar to Rashi. This stratagem makes Rashi more acceptable to them.

    In my article Biblical Formatting to appear in the Jewish Bible Quarterly at the end of 2006 (or the beginning of 2007) I have pointed out that the alignment method despite its exploratory flavor is still the simple intended meaning of the text. I cite a beautiful analogy of Rabbi Samson Raphael Hirsch who in effect compares alignments to footnotes. If for example the Biblical text stated the firstborn of the captives were smitten and the Bible used a footnote on the underlined word captives indicating that the firstborn of both captives and maidservants were smitten then in such a case we would regard the emphasis captives and maidservants as intended by the author. Indeed, the author explicitly indicated this intended remark in a footnote. Rav Hirsch's point of view is that the Biblical Author used alignments of almost identical verses to indicate footnotes. That is, any place a modern author would use footnotes the Biblical Author used alignments of repeated verses with minor differences. Consequently, the two aligned verses with the aligned words captive, maidservant point to an intentional footnote by the author.

    As we have frequently pointed out above we emphasize that knowledge of Hebrew is not necessary to understand a Rashi alignment.


    Example 12.5
    GRAMMAR - root conjugation - REVIEW


    We continue our review of Rashi methods. Recall that Rashi's goal in the GRAMMAR - root conjugation rule is to explain the various ways of conjugating verbs. Let us illustrate with an elementary example. Hebrew grammar is based on three letter roots. So for example the root Shin-Mem-Resh means to watch. Hebrew grammar teaches how to conjugate this root in various forms each with a different meaning. Thus Shin-Mem-Resh-Tauv-Yud means I had watched while Yud-Shin-Mem-Resh means he will watch. Here the underlined prefix and suffix letters indicate future or past and first person vs. third person action, I had watched vs. He will watch.

    Very often these conjugation meanings are already embedded in the translation of the text. In the examples below we underline the conjugation translations and suffice with pointing out that Rashi's comment indicates the underlying conjugation.

    Prior to presenting the examples we explain the conjugation issues addressed by Rashi. It is well known that prefixing the letters Aleph,Tauv,Yud before a verb indicates the future. An example was given in the preceding paragraph: Prefixing a Yud before the root to watch created a conjugation meaning he will watch. Rashi points out that the prefix Yud besides indicating the future also indicates the jussive, cohortive, and habitual present. Before presenting the verses let us carefully illustrate what these terms mean.

      Here are some examples of English sentences illustrating the above terms.
    • I will eat indicates something I definitely will do in the future.
    • I wish to eat or I intend to eat indicates something I hope to do in the future. Grammarians use fancy terms and call this the jussive/cohortive. The student need not learn these terms. It suffices if the students recognize the difference between will and wish. One method of indicating this wish conjugation is to place a prefix Hey at the end of a word. Rashi points out that sometimes the future conjugation indicates the wish, intend mode.
    • I am eating a sandwich indicates the simple present.
    • I eat a sandwich every day indicates the habitual present. That is it is something I am doing both now, in the past and in the future. Rashi points out that the future conjugation can also indicate the habitual present.

      We now present three Rashi examples illustrating the above. We again emphasize that no knowledge of Hebrew is necessary. It suffices if the reader understands the concept in English and can recognize its application in the underlined phrases in the verse.
    • Example 12.5a: Jussive-wish mode:Ex15-01a Then Moses and the people of Israel wished to sing this song to the Lord, and spoke, saying, I wish to sing to the Lord, for he has triumphed gloriously; the horse and his rider has he thrown into the sea.
    • Example 12.5b: Habitual present - ongoing activity Ex15-06d Your right hand, O Lord, is glorious in power; your right hand, O Lord, always dashes the enemy in pieces.
    • Example 12.5c: Habitual present - ongoing activity: Ex15-07b And in the greatness of your excellency you always overthrow those that rose up against you; you sent forth your anger, which consumed them as stubble.

    Acknowledgement is given to the older of my two younger sisters for many dialogues on applications of English grammar to understanding Rashi.


    Example 11.5b
    WORD MEANINGS - metonymy(FFF)


    We continue our review of methods from previous lessons. Verse Ex14-07a states And he took six hundred chosen chariots, and all the chariots of Egypt, and captains over every one of them. Rashi comments on the underlined word chosen: Chosen has a connotation of one of a kind. Using the metonymy principle--naming by something related-- and using our knowledge of English synonyms as well as the context I would suggest the translation elite. Hence I would suggest the following translation of the verse based on the Rashi comment And he took six hundred elite chariots, and all the chariots of Egypt, and captains over every one of them.

    Notice that the above Rashi analysis was done in English, not in Hebrew. Furthermore, Rashi never used the word elite. However Rashi's comment seemed to seek the nuances of chosen. We therefore searched for an appropriate semantic model based on our knowledge of context and English. The resulting translation 600 elite chariots is punchy, to the point, and fully consistent with Rashi.

    The idea of approaching Rashi by seeking an appropriate semantic model was first advocated in my article Peshat and Derash: A New Intuitive Analytic Approach which appeared in Tradition and may be found on the world wide web at http://www.Rashiyomi.com/rashi.pdf.


    Example 2.5b
    OTHER VERSES - further details


    We continue our review of methods learned in previous lessons. The example we present below is controversial. We shall attempt to understand it by apply 4 Rashi methods. These attempts show the type of give and take necessary when understanding a difficult Rashi.

    Verse Ex14-10b states And when Pharaoh drew near, the people of Israel lifted up their eyes, and, behold, Egypt marched after them; and they were very afraid; and the people of Israel cried out to the Lord. Rashi comments on the underlined word Egypt: Egypt refers to the guardian Angel of Egypt (The Jews saw not just Egypt, but the guardian angel of Egypt fighting for them and therefore they were very afraid.)

      We offer 3 possible explanations to this Rashi. We present each explanation and then indicate why we reject it.
    • Explanation 1: Rashi used the Grammar method. Notice that the underlined word Egypt is singular. Hence it could not refer to the Egyptian people. Instead it must refer to something singular--the guardian Angel of Egypt.
         We reject this explanation since use of the singular to refer to a nation is common in military operations-- The singular in military operations connotes a unified army approach.
    • Explanation 2: Rashi used the Spreadsheet principle. This principle allows Rashi to infer consequences and causes to verse statements. Since the verse states that the Jews were very afraid Rashi explains that they had nightmares and flashbacks in which they saw the Egyptian deity. (Part of slavery is intimidation and arousal of fear). We reject this explanation since it is not needed. The Jews were very afraid because they had just left Egypt and now Egypt was pursuing them. We need not find any extra reasons.
    • Explanation 3: Rashi could be using the special connective word principle. The verse says that the Jews were very afraid. Hence Rashi suggests that besides seeing Egypt they also saw the Egyptian deity. Again we reject this explanation because it is not necessary. The word very could indicate that besides being afraid of death they were also afraid of being re-enslaved. It is not necessary to seek other explanations.

    Explanation 4: My suggestion of Rashi is to use the other verse method. Verse Ex14-19 states And the angel of God, who went before the camp of Israel, moved and went behind them; and the pillar of the cloud went from before their face, and stood behind them; I follow the Rambam's position on angel visions that they are seen in dreams. Consequently if the angel of God moved they must have seen this move in a dream vision. Thus this other verse sheds light and gives further details---the Jews were not only viewing physical events they also had visions and flashbacks. If they dreamt of angels of God then their dreams probably had fights between the angel of God and the guardian angel of the Egyptians.

    In expounding the above explanation I have not really used anything from Ex14-10. And indeed the other verse method makes its derivations from other verses. I have however utilized the reasonable supposition that slaves frequently had flashbacks and dreams or pursuit from the guardian angels of their masters.

    We can summarize as follows:Ex14-10 says the Jews were very afraid because Egypt was pursuing them. This is understandable by itself. However because an other verse Ex14-19 speaks about vision dreams of the guardian angle of the Jews, it is therefore reasonable that the Jews had flashbacks and dreams of the guardian angel of the Egyptians. Such flashbacks and dreams were probably typically used by masters to instill fear in their slaves.

    One of the students in my class picked up my assertion that the statement that the angel moved from the front to the back of the camp is a statement about a dream vision. That is, the verse means that they dreamt simultaneously that the angel moved from the front of the camp to the back.

    What ensued is a lively discussion about angel dreams. I first cited the Rambam's position that such incidents as Bilam's donkey talking to an angel happened in a dream. But then I retracted. The Rambam didn't simply have a position. Rather that position emanated from analysis of verses. The technical Rashi rule used is databases. So I asked my students to come up with verses supporting that angels communicate via dreams. I present below the list of examples they came up with. Such side-discussions on Rashis are common. It is important in my opinion to be able to deal with such issues by making appropriate database queries. Such an approach greatly enriches our understanding of Rashi and enables us to successfully deal with difficulties when they arise.

    We list visions to Angels that happened in dreams. In the following examples the Bible explicitly identifies the communication as happening in a dream. (In the last case the communication is identified as happening at night, before morning).This database list justifies the Rambam's position that all communications involving angels happen in dreams.

      Here is the list, of angel visions which the Bible explicitly says happened in dreams, that my students came up with:
    • Avimelech Gn20-03
    • Laban Gn30-24
    • Yaakov Gn31-10
    • Daniel Dn07-01:28
    • Bilam Nu22-09:13

    Lesson 6 of 6


    Example 2.6
    OTHER VERSES - further details - REVIEW


    In this last lesson we quickly review on example from each of the major Rashi methods. We also lightly introduce the Symbolism method which we have not yet covered. Finally we make a correction to a previously learned Rashi which was incorrectly classified.

    Example 2.6a: We first review the Other Verse method. Verse Ex19-15b states And he said to the people, Be ready by the third day; do not come near a woman. Rashi clarifies the meaning and purpose of the underlined words do not come near a woman by citing a nearby verse Ex19-22c which states And let the priests also, who come near the Lord, make themselves holy, lest the Lord break forth upon them. Rashi infers that do not come near a woman is for the purpose of making oneself holy and ritually pure. In other words the Torah was supposed to be received in a state of ritual impurity and hence the both the people and priests were suppose to abstain from items (such as marital relations) which conferred ritual impurity.

    Here Rashi provided commentary for one verse by citing an other verse.

    Example 2.6b: We again illustrate the Other Verse method. Verse Ex19-24b states And the Lord said to him, Go, get you [Moses] down, and you shall come up, you, and Aaron with you; but let not the priests and the people break through to come up to the Lord, lest he break forth upon them. This verse appears to group Moses and Aaron together. This is clarified by an Other verse, Ex24-01:02 which states And he said to Moses, Come up to the Lord, you, and Aaron, Nadab, and Abihu, and seventy of the elders of Israel; and worship from far away. And Moses alone shall come near the Lord; but they shall not come near; nor shall the people go up with him. From the juxtaposition of these two verses we infer the Rashi comment ...Moses came closest, Aaron came but was more distant, ....but the people did not come up at all


    Example 11.6
    WORD MEANINGS - metonymy(FFF) - REVIEW


    We next review the Word meaning methods. Verse Ex18-18c states You will certainly wear away, both you, and this people who are with you; for this thing is too heavy for you; you are not able to perform it yourself alone. Rashi explains the underlined word too heavy as equivalent to the English burdensome. Here Rashi uses the Form-Function-Feel principle. A burdensome activity feels like a heavy object. It is difficult to proceed.

    Another way of explaining this Rashi is by using the synecdoche principle---naming the whole by the part. Here we name the whole class of burdensome items by an exemplary member of that class, the heavy item.


    Example 12.6
    GRAMMAR - root conjugations - REVIEW


    Example 12.6a: Next we review the GRAMMAR - conjugation principle. Today we review the rules for conjugating conditional sentences. Verse Ex18-16a literally translated states When they will have a matter, they came to me; and I judge between one and another, and I make them know the statutes of God, and his laws. Rashi in his commentary suggests the following translation of this verse: When they have a matter, they come to me; and I judge between one and another, and I make them know the statutes of God, and his laws.

    Here Rashi interprets the future conjugation, when they will have a matter, and past conjugation they came to me, as indicating a conditional sentence, that is, a sentence of the form, when such and such happens then such and such. In other words, Biblical Hebrew indicates a conditional sentence using a future and past conjugation. Modern English would indicate a conditional sentence using two present conjugations. When they have a matter, they come to me; and I judge between one and another, and I make them know the statutes of God, and his laws.

    We should not perceive this Rashi as interpreting individual words. Rather Rashi is interpreting and identifying the sentence type, as a conditional sentence of the form when...then.... To best understand this Rashi we provided an English translation of the entire sentence.

    Notice in this example how Rashi can equally be understood in English or Hebrew since the grammatical point he is making---the conjugations of the conditional sentence---are common to both languages.

    Acknowledgement is given to the older of my two younger sisters for many useful dialogues on applications of English grammar to understanding Rashi.

    Example 12.6b: Another Rashi using the Grammar method occurs at Ex18-22a which states And let them judge the people at all seasons; and it shall be, that every great matter they shall bring to you, but every small matter they shall judge; so it shall be easier for yourself, and they shall bear the burden with you. Here the English translation, let them judge already reflects Rashi's comment. The technical conjugation used in the Biblical text ---the prefix letter Vav followed by the past conjugation--- is normally translated as meaning the future, And they will judge. However Rashi explains that on this occasion, the prefix letter Vav followed by the past conjugation, is translated as a command, let them judge or and they should judge.

      Example 12.6c: We complete this review of the Grammar method with a Rashi that has philosophical implications. Although many of our other examples could be fully understood in English, this Rashi requires technical knowledge of Hebrew. Biblical Hebrew grammar knows two methods for
    • indicating the past---
      1. the past conjugation and
      2. the prefix letter vav followed by a future conjugation.
      Rashi held that there was a
    • difference in meaning between these two methods.
      1. The prefix vav followed by the future conjugation means the simple past--for example I walked
      2. The past conjugation itself means the past perfect, I had walked.

    Consequently Rashi translates Ex24-01a as follows And God had already said to Moses, Come up to the Lord, you, and Aaron, Nadab, and Abihu, and seventy of the elders of Israel; and worship from far away. Because of this translation--had already said Rashi comments This chapter--the request for Moses to go up to Mount Sinai---was said prior to the receipt of the 10 commandments on Mount Sinai.

    Traditional commentators normally see this Rashi comment as philosophical in nature. The philosophical issue is whether Biblical narrative is chronological or subject to a different ordering. As can be seen from the above analysis Rashi does not believe Biblical narrative is chronological since the request for Moses to ascend to Mount Sinai in Ex24-01 was stated after the receipt of the Decalogue on Mount Sinai in Biblical chapter Ex20. However Rashi's belief is not philosophical. Rather Rashi's belief is based on a very technical rule of Biblical grammar.

    In connection with the above I would quote the Rabbi from whom I learned the most about Biblical commentary, the Rav, Rabbi Joseph Baer Solveitchick, who advised us in his lectures It is preferable to infer commentary from the placid waters of grammar rather then from the stormy waters of philosophy.

    Finally I point out that if we had more time in this class I would go through a variety of Biblical texts where Rashi consistently interprets the past conjugation as meaning the past perfect. Such a set of examples would reinforce our belief that Rashi is using this grammatical principle in his commentary.


    Example 16.6
    ALIGNMENT - nuances - REVIEW


      We next review the alignment rule. Verse Ex19-03c,d when aligned reads And Moses went up to God, and the Lord called to him from the mountain, saying, Thus shall you
    • say to the house of Jacob,
    • and tell the sons of Israel;

      Normally the phrase sons of Israel refers to both men and women. However because of the alignment Rashi comments
    • The nuances of the alignment suggest two groups were addressed
      • House of Jacob refers to the women (the house)
      • sons of Israel refers to the men
    • The aligned verbs suggest two manners of teaching were used:
      • The women were spoken to while
      • The men were told
    • Rashi explains the nuance differences between spoke and tell
      • speak is conversational and softer
      • Tell is apodictic and harder

    As we have noted several times, each Rashi method, while intrinsic to the text, and while reflecting the simple meaning of the text, nevertheless, has its own flavor. The alignment principle has a nuance flavor. The comment is there but only hinted at.


    Example 8.6
    CONTRADICTION - 2 aspects


      Next we review the contradiction method. Notice the contradiction in the following two verses.
    • Ex20-19c states And the Lord said to Moses, Thus you shall say to the people of Israel, You have seen that I have talked with you from heaven.
    • Ex19-20 states And the Lord came down upon Mount Sinai, on the top of the mount; and the Lord called Moses up to the top of the mount; and Moses went up.

    We see the contradiction. Which is it? Did God speak from heaven or from earth (Mount Sinai)?

      Rashi resolves this contradiction using the two aspects method.
    • God's prophetic voice came from heaven
    • God's fire came from earth.

      The classical support for this Rashi distinction is an explicit statement in verse Dt04-36 which states
    • From heaven he made you hear his voice, that he might instruct you;
    • and upon earth he showed you his great fire; and you heard his words out of the midst of the fire.

    However, in class, one of my students pointed out that the nearby verse, Ex20-15 And all the people saw the thunderings, and the lightnings, and the sound of the shofar, and the mountain smoking; and when the people saw it, they were shaken, and stood far away, also resolves this contradiction, since it clearly identifies the descent on Mount Sinai to be identified with the thunder and lightning.

    As indicated in the Introductory section some Rashi commentators research Rashi's choice of wording and examples. In this monograph we see our goals as more modest---the clarification of which reproducible skill competencies would consistently produce Rashi comments. This goal is consistent with finding alternate sources for Rashi comments and encourages creativity and research in students. (Frequently however, Rashi did have a reason for choosing one example over another and the research done by other Rashi commentators is worthwhile to review).


    Example 17.6
    STYLE - general-detail-general


    Next we review the style method. We previously introduced the General-Detail style, a typical example being, she desecrates her marriage by committing adultery. Today we introduce the General-Detail-General style. The standard interpretation of this style, explicitly mentioned in the Rabbi Ishmael guidelines which are part of our daily prayers, is that in a general-detail-general unit we interpret the details broadly by generalizing them.

    We supplement the Rabbi Ishmael guideline rule with a model explaining why this rule applies. We model and think of the general-detail-general unit as a paragraph. The General element corresponds to the paragraph theme; the detail element corresponds to the paragraph detail. If you saw a paragraph with a theme and details you would immediately regard the details, not as the only details, but rather as examples of the general theme. You would see the paragraph as a whole communicating to you the idea of the theme sentence which is exemplified by the detail sentences which develop the theme sentence. Consequently you would interpret these details broadly. You would generalize them to similar examples that illustrate the paragraph theme.

    By providing the model of a paragraph with a theme-topic sentence developed by detail sentences I have enabled you to understand the naturality in generalizing the detail sentences so as to reflect similar examples illustrating the theme sentence. This paragraph model is presented in my paper Biblical Formatting which will appear in the Journal, The Jewish Bible Quarterly at the end of 2006 or the beginning of 2007.

      We now proceed to examples. The paragraph unit Ex18-19:23a states
    • Listen now to my voice, I will give you counsel, and God shall be with you;
      • Represent the people before God, that
      • you may bring the causes to God;
      • And you shall teach them ordinances and laws,
      • and shall show them the way where they must walk, and the work that they must do.
      • And you shall choose out of all the people able men, such as fear God, men of truth, hating unjust gain; and
      • place such over them, to be rulers of thousands, and rulers of hundreds, rulers of fifties, and rulers of tens;
      • And let them judge the people at all seasons; and it shall be,
      • that every great matter they shall bring to you,
      • but every small matter they shall judge;
      • so it shall be easier for yourself, and they shall bear the burden with you.
    • If you shall do this thing, and God command you so, then you shall be able to endure, and all this people shall also go to their place in peace.

    We have formatted the verses to reflect the paragraph nature with an underlined general-theme of seeking God's approval and specific details on asking God to allow Moses to delegate his authority to a hierarchy of Judges.Rashi's comment is remarkably simple and straightforward Jethro did not just give his advice of delegation of judicial authority but rather part of his advice was the request that Moses seek approval of his delegation idea from God. Rashi inferred this from the theme-detail-theme nature of the paragraph.

    We can make two comments on the above Rashi: First, Rashi did not use the full force of the Rabbi Ishmael rules: Rashi did not generalize the details (though he (or we) could have). Rashi is content with observing that the entire unit of advice forms a paragraph whose theme sentence is that Moses should seek approval of the advice from God.

    Second we can explain why Jethro insisted that God approve of his idea. Jethro was well aware that Moses was not just a leader but a prophetic leader. To accuse Moses of improper organization was to accuse God of improper organization. Furthermore there was risk: Could Moses, who was a prophet, find trustworthy people that he could delegate judicial authority to? Because of these reasons Jethro gave his advice contingent upon God's approval. Jethro's was aware that mistakes would be made if judicial decision making was delegated to a hierarchy. But the alternative would be Moses withering away and Jethro's goal was to avoid this.


    Example 10.6
    FORMAT - climax - REVIEW


      We next review the FORMAT-climax principle. Verse
    • Ex19-12c states And you shall set bounds to the people around, saying, Take heed to yourselves,
      • that you go not up into the mount,
      • or touch its border; whoever touches the mount shall be surely put to death.
    • Rashi's comment is remarkably simple
      • The people should not up into the mount,
      • or even touch its border;

    Rashi adds the bold underlined word even to emphasize the climactic nature of the command: Don't go to the mountain or even go near its borders. Rashi's sole goal in this verse is to point out the climactic nature of the verse components.


    Example 14.6
    DATABASES - patterns - REVIEW


    We next review the database principle. Today we ask the following database query: Find all verses that mention how God saved us from Egypt. Identify any underlying patterns.

    We present the output of the database inquiry below. The output is not necessarily complete but is sufficient to identify patterns and explain Rashi comments.

    Verse Go out Redeem Egypt SlaveHouse Pharoh
    Ex13-03 Go out Egypt SlaveHouse
    Ex13-14 Go out Egypt SlaveHouse
    Ex20-02b Go out EgyptLand SlaveHouse
    Dt05-06 Go out EgyptLand SlaveHouse
    Dt06-12a Go out EgyptLand SlaveHouse
    Dt07-08 Go out Redeem SlaveHouse From Pharoh King of Egypt
    Dt08-14 Go out EgyptLand SlaveHouse
    Dt13-06b Go out Redeem EgyptLand SlaveHouse
    Dt13-11 Go out EgyptLand SlaveHouse

      The above table immediately exposes numerous differences which invite comment.
    • Notice the extra phrase From Pharoh King of Egypt in verse Dt07-08. Hence the Rashi comment We weren't just ordinary slaves. We were slaves that reported directly to the king. The implication of this Rashi is that even while we were slaves we were treated well (as far as slaves go). Interestingly Rashi does not make this comment on Dt07-08.Rather Rashi makes this comment on Ex20-02b where he cross references Dt07-08.
    • Rashi, at Dt06-12a comments on the repeated phrase house of slaves: The house/place where you were slaves. In other words Rashi is in effect saying Although you were slaves your quarters were in the house (rather than in the barn or fields). Again the implication is that even though we were slaves we had good treatment.
    • Notice the two verses that use the extra word redeem. Hence the Rashi comment: If God had only redeemed you--that is paid the Egyptians money for your release--you would still owe him a great deal.(How much more so now that God has performed all these miracles for you and given you the Torah). Note that this Rashi is the theme of the Dayaynu song which we sing on Passover.

    We could make further comments on the above table. Frequently Rashi will not explain all aspects of a database table. Review of other midrashim and commentaries frequently uncovers additional comments.

    Finally we note that a traditional approach to Rashi is to compare pairs of verses or to focus on extra words. We believe the above table approach is superior. The Table approach in one snapshot summarizes many extra words and also exposes their frequency. Such a snapshot greatly enriches and enhances the appreciation of Rashi.


    Example 13.6
    SPREADSHEETS - spreadsheets - REVIEW


      We next review the Spreadsheet method. Because the Spreadsheet method is so complex and involved we only lightly outline the issues. Biblical chapters Dt09,Dt10 describe the 120 days Moses spent on Mount Sinai. A curtailed outline is as follows: Remember, and forget not, how you provoked the Lord your God to anger in the wilderness;.... 1st ascent of 40 days: Receipt of 10 Commandments: When I was gone up into the mount to receive the tablets of stone, the tablets of the covenant which the Lord made with you, then I stayed in the mount forty days and forty nights, ... And the Lord delivered to me two tablets of stone .... And it came to pass at the end of forty days and forty nights, that the Lord gave me the two tablets of stone, ... And the Lord said to me, Arise, get down quickly from here; for your people, which you have brought out of Egypt, have corrupted themselves; they are quickly turned aside from the way which I commanded them; they have made themselves a molten image....Furthermore....
    • 2nd Ascent of 40 days: Prayer for Jews: And I fell down before the Lord, as at the first, forty days and forty nights; I did not eat bread, nor drink water, because of all your sins which you sinned, in doing wickedly in the sight of the Lord, to provoke him to anger. ....
    • 2nd Ascent of 40 days: Prayer for Jews: Thus I fell down before the Lord forty days and forty nights, as I fell down at the first; because the Lord had said he would destroy you. I prayed therefore to the Lord, and said, O Lord God, destroy not your people and your inheritance, ...
    • 3rd Ascent of 40 days: Second Receipt of 10 Commandments: At that time the Lord said to me, Cut two tablets of stone like the first, and come up to me into the mount,...
    • 3rd Ascent of 40 days: Second Receipt of 10 Commandments: And I stayed in the mount, as the first time, forty days and forty nights; and the Lord listened to me at that time also, and the Lord would not destroy you.

      The basic points Rashi makes can be inferred from the above outline
    • There was a first ascent of 40 days when Moses received the 10 commandment but the people made the Golden Calf
    • There was a second ascent of 40 days during which Moses prayed that God should not destroy the people.
    • There was a 3rd ascent of 40 days during which Moses received the tablets a second time.

    Rashi makes these comments in 4 places: Dt09-18a,Dt09-25a, Dt10-01a, Dt10-10a. Rashi further makes a computation from Shavuoth when the 10 commandments were received to Yom Kippur when the sins of the Jews are forgiven. Interestingly there are 120 days, 3 sets of 40 days, between these two holidays.

    As indicated we could spend longer on these Rashis. Our contribution to understanding Rashi is the observation that a Spreadsheet is a convenient clarifying way of organizing the verses and sequence connected with the Rashi comments.


    Example 18.6
    SYMBOLISM - items


    We close today with the introduction of a new Rashi rule, the Symbolism rule. Most people think of symbolism as something homiletic imposed on the text by a sermonist. People do not think of symbols as intrinsic to the text.

      Rabbi Hirsch wrote a beautiful 100 page essay, Ground lines for Jewish symbolism in which he asks the fundamental questions:
    • Are we ever obligated to interpret Biblical laws and verses as symbolic?
    • If so what criteria compel us to so interpret?
    • If we are obligated to interpret symbolically is there a procedure that must be followed that will give a uniform symbolic meaning to anyone applying it?

    A summary of Rav Hirsch's essay can be found in my paper Genesis 1 speaks about the creation of Prophecy not the creation of the world, published in the journal, B'Or Hatorah, and located on the world wide web at http://www.Rashiyomi.com.

    A brief answer to Rav Hirsch's questions are as follows: If the Bible identifies a law as symbolic then we are obligated to interpret it symbolically (for example Shabbath is identified as symbolic at Ex31-12:17). Similarly if the Bible identifies a law's purpose as reminding us of ideas then in effect the Bible has declared that law as symbolic (as in the Tzitzith law at Nu15-37:41). Symbols are identified by their form, function and linguistic description. Further rules and guidelines may be found in the above paper. We could of course spend a whole course on Symbolism. Instead we present three quick examples.

    Example 18.6a: Verse Ex20-22d states And if you will make me an altar of stone, you shall not build it of a cut stone; for if you lift up your cutting tool upon it, you have desecrated it. Rashi makes a perhaps obvious comment based on the function of the altar and cutting tools. The function of cutting tools is to destroy while the function of the altar is to bring atonement and peace between man and man or between man and God. Since the functions of the cutting tools and altar contradict each other the Bible prohibited the use of cutting tools by the altar as a Symbolic affirmation of the meaning of the altar. Rashi makes further moral and philosophical comments. Our modest goal however was to expose the student to the idea of using function to identify symbolic meaning. Notice in this Rashi how the symbolic meaning of the cutting tool is explicitly presented in the Biblical text itself.

    Example 18.6b: Verse Ex20-23a,b states Neither shall you go up by steps to my altar, that your nakedness be not exposed there. Rashi comments The altar ramp should be an incline rather than steps.The verse explains that if you go up on steps then you expose your nakedness to the stone steps and thereby embarrass them. Here the Bible uses Anthropomorphism the symbolic identification of human attributes and values on the inanimate. The idea is that you should be careful not to embarrass stones by exposing to them your nakedness. This affirms the moral value that you should not embarrass your fellow human being by exposing your nakedness. Again in this verse we have an explicit statement of moral values justifying Rashi's use of symbolic methods.

    I add a more speculative remark not in Rashi. We indicated above that linguistic descriptions are grounds for natural symbolic interpretation. In this case the Hebrew word for steps and for fantasies both come from the Hebrew root Ayin-Lamed-Hey which means to go up. Indeed, you go up a staircase by steps and fantasies are thoughts that come up in your mind. A scriptural occurrence of fantasies occurs at Ez20-32 which states Your fantasies to be like the non-Jews will not happen. Perhaps then there is an added symbolism in this verse When you go up to do altar work do not have fantasies. Although this observation is speculative (and not in Rashi) it illustrates the type of insights that can be obtained from uniformly applying fixed symbolic laws to Biblical verses.


    Example 19.6
    WORD MEANINGS - root


    For purposes of completeness we make explicit two rules covered above but not identified. In Example 5.1 we analyzed verse Gn48-11d which we have translated Binding his foal to the vine, and his ass’s colt to the choice vine; he washed his garments in wine, and his (wife's) lingerie in the blood of grapes;

    The explicit rule used is that word meanings can be derived from the Biblical root of the word studied. In this case the root seduce applied to garments suggests nightgowns or lingerie.


    Example 20.6
    FORMAT - underline/bold


    We originally studied Rashi Ex04-09b in Lesson 2.However I incorrectly classified the Rashi as using the bullet rule rather than as using Underline/bold method. The underline/bold method is fully explained in my article Biblical Formatting which will appear in the journal, the Jewish Bible Quarterly in December of 2006 of early 2007.

    Here is a brief explanation of the rule. It is well known that a modern author might underline or bold or italicize a word to indicate unspecified emphasis. This emphasis is considered intrinsic to the simple meaning of the text. The emphasis indicated by a bold is considered the author's intention. The Bible did not use bold or underline. However instead it repeated words. The simple rule is that a repeated Biblical word would be rendered in modern notation as a bold or underline. It would therefore imply emphasis. We give a simple example.

      Verse Ex04-09b: states And it shall come to pass, if they will not believe also these two signs, nor listen to your voice, that
    1. you shall take of the water of the river;
    2. and pour it upon the dry land;
    3. and the water which you take from the river shall become blood upon the dry land.

      Rashi paraphrased states as follows Notice the repeated word water. This implies
    1. Moses took water from the river,
    2. poured the water from his hand
    3. When it pilled on the dry land it become blood

    The repeated word water shows that the water did not turn to blood in Moses' hand but rather when it hit the ground.

    Here Rashi uses the repeated keyword, water to indicate an emphasis that it was still water, and it only turned to blood after it reached the dry land. This magnifies the miracle--the water did not turn to blood in the Nile from some algae; furthermore, Moses who performed the miracle did not have to get his hands stained with blood.


    APPENDIX FOR TEACHING RASHI TO YOUNG CHILDREN


    I have successfully taught children ages 5-12 advanced Rashi using the methods of this monograph. I spent over 2 years teaching young children and I assure all parents and teachers that teaching advanced Rashi methods to young children can be done.

    This appendix assumes an adult, say a parent or teacher, has read this monograph. The purpose of this appendix is to give tips that would enable exposure of these ideas to young children.

    A basic idea advocated in this monograph is using visual formatting to understand Rashi. Consequently in teaching Rashi to children who can read Hebrew (or English) the teacher can guide the student to Rashi discovery by requesting visual formatting from the student. A second useful tip is to provide examples to help the young children in making generalizations.

      Here are some simple ideas.
    • In using the other verse method a teacher can present both verses to the student and ask them to make an inference. Thus in example 2.1a the student can be presented with Dt26-05 and Gn46-27 and asked to numerically identify the meaning of tiny.
    • In presenting any alignment or bullet the children can be encouraged (with appropriate prompts) to visually align the verses. Examples of verses where children can visually format are provided in Example 9.2 The students can be taught to write clauses beginning with keywords like to,that,from under on separate lines. The Rashi can then be explained easily.
    • Similarly all contradictions can be taught by presenting the two contradictory verses to the children (perhaps underlining key words) and requesting that the children identify the Contradiction.
    • The WORD MEANING - synonym and WORD MEANING - noun-verb methods can be taught to children with good vocabularies. For example most even young children can identify the difference between a pot and frying pan (Example 6.2a). Most children love to coin terms and can successfully coin terms like to ash the barbeque or to insectify allot of children (Example 3.2, 3.1e))
    • Although the Database method is too complicated for children, nevertheless they can be asked to format in table form a collection of verses such as is done in Example 14.6b. They can also be asked to identify anomalies like the one time occurrence of Pharoh or the two time occurrence of Redeem. In this way the child actively participates in the Rashi explanation.
    • Similarly although most children do not yet have a full command of Grammar they nevertheless can recognize grammatical forms. Thus a child can successfully recognize when to use the simple past (e.g. I ate) vs. the past perfect (e.g. I had eaten). (Example 12.6c)
    • The above ideas should give a brief introduction of how to adapt the material of this monograph for young children. As always I am available for free consultation and have many years of experience using guided discovery methods on children (Contact RJHendel@Juno.com



  • APPENDIX: THE LIGHTNING SUMMARY
    The material in this appendix is suitable for manipulation on spreadsheets. It is ideal for review. This appendix is (C) July 2006, RashiYomi Incorporated as part of this book.


    Lesson Example Verse Method Sub Method Brief Explanation of Method Brief summary of Rashi The contribution or Novelty of Rashi
    1 2.1a Dt26-05d OTHER VERSES further details Rashi adds further details to the meaning of a given verse by citing an OTHER VERSE Dt26-05 states that the Jews came down to Egypt with a TINY number of people. Gn46-27 further clarifies this by explaining that the number of people going down to Egypt were 70 Rashi clarified the meaning of the term TINY by citing an OTHER VERSE which provided numerical information
    1 2.1b Gn48-05b OTHER VERSES further details Rashi adds further details to the meaning of a given verse by citing an OTHER VERSE Gn48-05 states: the grandchildren EPHRAIM and MENASHEH WILL BE TO ME LIKE REUVEN AND SHIMON. Rashi clarifies this by citing an OTHER VERSE Nu13 showing that the grandchildren received tribal status like the children Rashi clarified the meaning of the phrase LIKE REUVEN and SHIMON by citing an OTHER VERSE which provided more detail
    1 3.1a Ex16-20b GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER the manna WORMED worms Rashi clarifies that the VERB FORM is derived from the NOUN form (TO WORM means that WORMS formed)
    1 3.1b Nu31-03b GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER ARM yourself for war Rashi clarifies that the VERB FORM is derived from the NOUN form (to ARM means to provide soldiers with ARMS)
    1 3.1c Gn13-12a GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER and LOT TENTED to Sedom Rashi clarifies that the VERB FORM is derived from the NOUN form (TO TENT means to PITCH a tent)
    1 3.1d Ex29-05a GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER he shall GIRD the GIRDLE Rashi clarifies that the VERB FORM is derived from the NOUN form (TO GIRD means to place on the GIRDLE)
    1 3.1e Nu04-13b GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER they shall ASH the altar Rashi clarifies that the VERB FORM is derived from the NOUN form (TO ASH is similar to the English TO DUST--to remove dust and ashes)
    1 3.1f Gn50-23a GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER the great grandchildren were CHILDRENED on his lap Rashi clarifies that the VERB FORM is derived from the NOUN form (TO CHILDREN means to raise children)
    1 4.1 Gn50-15c WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT After their father died the brothers were afraid: PERHAPS Joseph will hate us... Rashi clarifies that the Hebrew connective word LAMED VAV can mean a) if b) if only it were so and c) perhaps
    1 5.1 Gn48-11d ALIGNMENT word meanings Rashi identifies the meanings of words by using parallel terms in ALIGNED pairs of verses He washes, CLOTHING in WINE, and SAMECH-VAV-TAUV in GRAPE BLOOD Rashi identifies the ALIGNED terms: WINE=GRAPE BLOOD and SAMECH-VAV-TAUV=GARMENT. Rashi translates SAMECH-VAV-TAUV as GARMENT
    2 3.2 Ex01-07a GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER The Jews SWARMED and INSECTIFIED, they reproduced allot Rashi clarifies that the VERB FORM is derived from the NOUN form (TO INSECTIFY is to PRODUCE ALLOT OF CHILDREN like INSECTS)
    2 6.2a Lv02-05a WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings if you offer a Minchah offering on a FRYING PAN Rashi identifies FRYING PAN and POT as two cooking utensils and explains the difference that one is FLAT and one is DEEP
    2 6.2a Lv02-07a WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings if you offer a Minchah offering in a POT Rashi identifies FRYING PAN and POT as two cooking utensils and explains the difference that one is FLAT and one is DEEP
    2 6.2b Ex05-07a WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings Rashi explains two Biblical words as indicating two stages in the brick-production process: GRAVEL vs. BRICKS Rashi identified the two words as closely related in meaning (SYNONYMS) and showed the differences between them.
    2 6.2b Ex05-07b WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings Rashi explains two Biblical words as indicating two stages in the brick-production process: GRAVEL vs. BRICKS Rashi identified the two words as closely related in meaning (SYNONYMS) and showed the differences between them.
    2 7.2a Ex01-11b STYLE general-detail Rashi identifies a paragraph unit as consisting of a GENERAL THEME followed by DETAILS. Rashi interprets the paragraph unit as focusing only on the DETAILS but not on other aspects of the GENERAL THEME. the tax-masters AFFLICTED THEM BY making them BUILD CITIES Rashi explains that although the concepts of TAX and AFFLICTION are GENERAL the Egyptians accomplished this affliction thru making the Jews BUILD CITIES
    2 7.2b Dt06-06a STYLE general-detail Rashi identifies a paragraph unit as consisting of a GENERAL THEME followed by DETAILS. Rashi interprets the paragraph unit as focusing only on the DETAILS but not on other aspects of the GENERAL THEME. LOVE God BY LEARNING his laws Rashi explains that although the concept of LOVE OF GOD is GENERAL, nevertheless all God wants is LEARNING (and associated performance)
    2 7.2c Nu05-12d STYLE general-detail Rashi identifies a paragraph unit as consisting of a GENERAL THEME followed by DETAILS. Rashi interprets the paragraph unit as focusing only on the DETAILS but not on other aspects of the GENERAL THEME. She DESECRATES her marriage BY committing ADULTERY Rashi explains that although in GENERAL there are many ways to DESECRATE a marriage, in Nu05-12 we are only speaking about DESECRATION thru ADULTERY.
    2 8.2a Ex01-16c CONTRADICTION 2 aspects Rashi resolves 2 contradictory verses by viewing them as describing 2 different aspects of the same item Ex01-12 says that the Egyptians EMOTIONALLY hated the ENTIRE Jewish people; Ex01-16 states that Pharoh POLITICALLY hated the MALES because he was suspicious of a savior who could arise from them Rashi resolves the contradiction (Hatred of ALL PEOPLE vs Hatred of MALES) by distinguishing two aspects of the Jews: THE NATION vs the MALES and by distinguishing two aspects of HATRED: EMOTIONAL vs POLITICAL
    2 8.2b Ex02-06a CONTRADICTION 2 aspects Rashi resolves 2 contradictory verses by viewing them as describing 2 different aspects of the same item She opened the basket, saw a PHYSICAL BABY who cried with the DEMEANOR of an OLDER CHILD Rashi resolves the contradiction (BABY-CHILD) by identifying two aspects of Moses: His physical AGE--he was a baby and his DEMEANOR in CRYING--he cried/complained with the maturity of an older child
    2 8.2b Ex02-06b CONTRADICTION 2 aspects Rashi resolves 2 contradictory verses by viewing them as describing 2 different aspects of the same item She opened the basket, saw a PHYSICAL BABY who cried with the DEMEANOR of an OLDER CHILD Rashi resolves the contradiction (BABY-CHILD) by identifying two aspects of Moses: His physical AGE--he was a baby and his DEMEANOR in CRYING--he cried/complained with the maturity of an older child
    2 9.2a Ex18-10a FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. God saved the Jews FROM PHAROH, a harsh LEADER, and FROM EGYPT, a harsh Nation. Rashi interprets the repeating keyword FROM as indicating BULLETS. Both PHAROH and EGYPT are bulleted creating a contrastive emphasis: Both the LEADER and NATION
    2 9.2a Ex18-10b FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. God saved the Jews FROM PHAROH, a harsh LEADER, and FROM EGYPT, a harsh Nation. Rashi interprets the repeating keyword FROM as indicating BULLETS. Both PHAROH and EGYPT are bulleted creating a contrastive emphasis: Both the LEADER and NATION
    2 9.2b Ex18-01d FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. Jethro heard what God had done TO MOSES and TO ISRAEL Rashi interprets the repeating keyword TO as creating a BULLET effect. BOTH Moses and Israel are emphasized. So for example when God gave them Manna he fed the PEOPLE and save MOSES from being attacked for lack of food
    2 9.2b Ex18-01e FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. Jethro heard what God had done TO MOSES and TO ISRAEL Rashi interprets the repeating keyword TO as creating a BULLET effect. BOTH Moses and Israel are emphasized. So for example when God gave them Manna he fed the PEOPLE and save MOSES from being attacked for lack of food
    2 9.2c Ex03-11a FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. Who am I THAT I should go to PHAROH, a difficult leader, and save the JEWS, a difficult people Rashi interprets the repeating keyword THAT as indicating a BULLET like effect. Both PHAROH and the JEWS are bulleted creating a contrastive emphasis that Moses would have difficulty with the LEADER and with the NATION
    2 9.2c Ex03-11b FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. Who am I THAT I should go to PHAROH, a difficult leader, and save the JEWS, a difficult people Rashi interprets the repeating keyword THAT as indicating a BULLET like effect. Both PHAROH and the JEWS are bulleted creating a contrastive emphasis that Moses would have difficulty with the LEADER and with the NATION
    3 6.3a Ex06-09a WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings They did not ACCEPT [listen to] Moses' consolation because of their hard work Rashi points out that the word LISTEN can mean a) Physically listen, b) Accept c) Obey, d) Understand, and e) hear a News report
    3 6.3b Gn41-15a WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings I, Pharoh, have heard that you can UNDERSTAND [LISTEN] to a dream to interpret it Rashi points out that the word LISTEN can mean a) Physically listen, b) Accept c) Obey, d) Understand, and e) hear a News report
    3 6.3b Gn41-15b WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings I, Pharoh, have heard that you can UNDERSTAND [LISTEN] to a dream to interpret it Rashi points out that the word LISTEN can mean a) Physically listen, b) Accept c) Obey, d) Understand, and e) hear a News report
    3 6.3c Gn11-07d WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings Let Us descend and confuse their languages so that they will NOT UNDERSTAND [LISTEN TO] each other Rashi points out that the word LISTEN can mean a) Physically listen, b) Accept c) Obey, d) Understand, and e) hear a News report
    3 6.3d Gn03-08b WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings And they PHYSICALLY HEARD [LISTEN] the Prophetic Voice of God in the Garden Rashi points out that the word LISTEN can mean a) Physically listen, b) Accept c) Obey, d) Understand, and e) hear a News report
    3 6.3e Gn45-16a WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings And the NEWS [LISTEN] in Pharoh's house was that Joseph's brothers had come Rashi points out that the word LISTEN can mean a) Physically listen, b) Accept c) Obey, d) Understand, and e) hear a News report
    3 4.3a Ex18-18b WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT If you judge all day then you [and Aaron] ALSO will wither, this nation [and the COURTS] ALSO will wither Rashi points out that the SPECIAL CONNECTIVE WORD ALSO includes similar items: Moses and ALSO Aaron; the nation AND ALSO the courts
    3 4.3b Gn07-03a WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT Take 7 pairs from the Kosher animals; ALSO take 7 pairs from the [Kosher] birds Rashi points out that the SPECIAL CONNECTIVE WORD ALSO implies similar attributes: 7 pairs from KOSHER animals and also 7 pairs from KOSHER birds [the attribute KOSHER is not explicitly mentioned by the birds]
    3 4.3c Dt22-22b WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT ....place the ADULTERERS [and their unborn fetus, if applicable] ALSO to death Rashi points out that the SPECIAL CONNECTIVE WORD, ALSO includes DERIVED items..the adulterers die and the unborn fetus, if applicable ALSO dies [you don't wait for a birth if they are convicted]
    3 4.3d Malbim WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT The Hebrew letter VAV can mean AND or OR The letter VAV means AND or OR depending on whether the sentence is SIMPLE or COMPOUND and depending on whether it is a prohibition or command
    3 4.3e Lv23-27a WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT USUALLY on Yom Kippur you will receive atonement--but not if it is a social sin since you must first ask forgiveness from your fellow man Rashi interprets the Hebrew ALEPH CAPH as meaning USUALLY. Rashi emphasizes why the Biblical sentence is USUALLY, implying EXCEPTIONS
    3 4.3f Dt16-15a WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT USUALLY you will be happy on the Festivals--but not necessarily on the FIRST night when you might still preoccupied with the business week
    3 3.3 Ex09-31a GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER The barley was ruined by the hail because the Barley was SPRINGED Rashi explains that the VERB FORM of the NOUN, SPRING, is SPRINGED, meaning FULLY BUDDED
    3 10.3a Nu09-22a FORMAT climax Rashi perceives a LIST of paragraph or sentence items as listed in CLIMACTIC order. This CLIMACTIC order allows inferences of nuances. The Prophecy cloud lasts a a) night, b) day-night, c) 2 days, d) a month or e) DAYS=A YEAR Rashi infers from the CLIMACTIC LISTING ORDER--eve, day-night, 2 days, month, DAYS that DAYS means A YEAR
    3 10.3b Ex07-28b FORMAT climax Rashi perceives a LIST of paragraph or sentence items as listed in CLIMACTIC order. This CLIMACTIC order allows inferences of nuances. God punishes PHAROH, SERVANTS and PEOPLE Rashi emphasizes CLIMACTIC nature of listing, PHAROH, SERVANTS, PEOPLE. Pharoh instigated and is listed 1st, Servants implemented and are listed 2nd, people followed and are listed 3rd
    4 11.4a Lv02-11a WORD MEANINGS metonymy (FFF) An item is named by its FORM (e.g. PENTAGON), FUNCTION (e.g. United Nations),FEEL (e.g. HARDSHIP), by something closely RELATED (e.g. WEAPONS are called ARMS), or by an EXEMPLARY MEMBER (e.g. HONEY means ANYTHING SWEET) HONEY means any SWEET FRUIT JUICE Rashi names the WHOLE GROUP of SWEET ITEMS by an EXEMPLARY member, HONEY
    4 11.4b Lv13-02a WORD MEANINGS metonymy (FFF) An item is named by its FORM (e.g. PENTAGON), FUNCTION (e.g. United Nations),FEEL (e.g. HARDSHIP), by something closely RELATED (e.g. WEAPONS are called ARMS), or by an EXEMPLARY MEMBER (e.g. HONEY means ANYTHING SWEET) CLOUD means CLOUD WHITE Rashi names a COLOR, CLOUD WHITE, by a RELATED OBJECT, the CLOUD (Cf. ORANGE in English)
    4 11.4c Lv13-05a WORD MEANINGS metonymy (FFF) An item is named by its FORM (e.g. PENTAGON), FUNCTION (e.g. United Nations),FEEL (e.g. HARDSHIP), by something closely RELATED (e.g. WEAPONS are called ARMS), or by an EXEMPLARY MEMBER (e.g. HONEY means ANYTHING SWEET) EYE means APPEARANCE (in this case COLOR)
    4 11.4d Lv19-16b WORD MEANINGS metonymy (FFF) An item is named by its FORM (e.g. PENTAGON), FUNCTION (e.g. United Nations),FEEL (e.g. HARDSHIP), by something closely RELATED (e.g. WEAPONS are called ARMS), or by an EXEMPLARY MEMBER (e.g. HONEY means ANYTHING SWEET) Don't STAND on the BLOOD of your neighbor means Don't IGNORE your neighbor when he is in DANGER (But try and help him) BLOOD is RELATED to DANGER; STAND is a GOOD EXAMPLE of REMAINING IN PLACE
    4 11.4e Ex10-24a WORD MEANINGS metonymy (FFF) An item is named by its FORM (e.g. PENTAGON), FUNCTION (e.g. United Nations),FEEL (e.g. HARDSHIP), by something closely RELATED (e.g. WEAPONS are called ARMS), or by an EXEMPLARY MEMBER (e.g. HONEY means ANYTHING SWEET) Let your cattle STAND means Let your cattle REMAIN Rashi names REMAINING by an GOOD EXAMPLE, STANDING
    4 11.4f Ex12-05b WORD MEANINGS metonymy (FFF) An item is named by its FORM (e.g. PENTAGON), FUNCTION (e.g. United Nations),FEEL (e.g. HARDSHIP), by something closely RELATED (e.g. WEAPONS are called ARMS), or by an EXEMPLARY MEMBER (e.g. HONEY means ANYTHING SWEET) ...a lamb SON OF A YEAR means a ONE YEAR old lamb
    4 4.4a Gn19-04b WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT ALL of Sedom gathered for the rape--ALL gathered WITHOUT exception (There were no righteous people in the city) Rashi interprets the SPECIAL CONNECTIVE WORD, ALL, to mean NO EXCEPTIONS
    4 4.4b Lv21-11b WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT Neither shall the priest come to ANY dead body means ANY part of a dead body--so a priest cannot come in contact with a pint of blood of the deceased Rashi interprets the SPECIAL CONNECTIVE WORD, ANY, to mean ANY SIGNIFICANT part
    4 4.4c Nu21-08b WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT ALL who were bitten by the snakes who looked upward to the copper serpent were cured--ALL who were bitten, even if they bitten by a dog Rashi interprets the SPECIAL CONNECTIVE WORD, ALL, to mean EVEN BORDERLINE cases that you thought did not fit in
    4 4.4d Nu14-01b WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT The WHOLE nation cried about the exodus--the WHOLE nation, even the Judges and leaders Rashi interprets the SPECIAL CONNECTIVE WORD, ALL, to mean ALL GROUPS--the people, judges, leadership etc
    4 12.4a Ex10-08b GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) And Moses and Aaron WERE RETURNED to Pharoh Rashi identifies the CONJUGATION as the PASSIVE CAUSATIVE--that is someone CAUSED Moses and Aaron to return
    4 12.4b Ex10-24a GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) Only LET your cattle STAY Rashi identifies the CONJUGATION as the PASSIVE CAUSATIVE---To cause something to STAND is equivalent to LETTING IT STAY
    4 7.4 Ex12-14c STYLE general-detail Rashi identifies a paragraph unit as consisting of a GENERAL THEME followed by DETAILS. Rashi interprets the paragraph unit as focusing only on the DETAILS but not on other aspects of the GENERAL THEME. Observe the Passover for GENERATIONS, FOREVER [Thus all generations must observe the Passover even those who did not personally see the miracles] Rashi identifies GENERATIONS-FOREVER as a GENERAL-DETAIL sequence. GENERATIONS could refer just to those generations that saw the exodus miracle (only they should celebrate Passover). GENERATIONS-FOREVER implies ALL GENERATIONS
    4 13.4 Ex10-11a SPREADSHEETS spreadsheets Rashi clarifies the consequences and definitions of a complex set of computations, associations or diagrams. Today such associations are normally clarified with a SPREADSHEET Pharoh allowed the WARRIORS (seniors and lads) to go but prohibited the INFANTS (boys and girls) to go Moses asked that SENIORS,LADS,BOYS,GIRLS be allowed to Go. Pharoh said YES to WARRIORS and NO to INFANTS. Rashi uses a SPREADSHEET to line up SENIORS,LADS,BOYS,GIRLS with WARRIORS,INFANTS
    4 13.4 Ex10-11b SPREADSHEETS spreadsheets Rashi clarifies the consequences and definitions of a complex set of computations, associations or diagrams. Today such associations are normally clarified with a SPREADSHEET Pharoh allowed the WARRIORS (seniors and lads) to go but prohibited the INFANTS (boys and girls) to go Moses asked that SENIORS,LADS,BOYS,GIRLS be allowed to Go. Pharoh said YES to WARRIORS and NO to INFANTS. Rashi uses a SPREADSHEET to line up SENIORS,LADS,BOYS,GIRLS with WARRIORS,INFANTS
    4 14.4 Ex04-14a DATABASE patterns Rashi makes a broad DATABASE query that reviews and uncovers patterns over the entire Bible or large parts of it Whenever the Bible records a loss of God's temper we also find a punishment---since God lost His Temper on Moses for requesting not to be the leader of the Jewish people, therefore, he was punished and was not allowed to become Priest Rashi is not simply commenting on a word phrase (such as Aaron the LEVITE). Rather Rashi's primary contribution is to make a broad DATABASE analysis of all verses where GOD LOST HIS TEMPER. In each case we find a PUNISHMENT nearby.
    5 2.5a Ex12-21c OTHER VERSES further details Rashi adds further details to the meaning of a given verse by citing an OTHER VERSE In Ex12-21 Moses tells the Jews to take lambs PER FAMILY. The phrase PER FAMILY is illuminated by an OTHER VERSE Ex12-03 in which God tells the Jews to take a lamb PER FAMILY Rashi shows how the phrase PER FAMILY is a literal citation of the same phrase in AN OTHER VERSE
    5 9.5a Ex12-21a FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. Moses said DRAG (from your OWN property) or TAKE (that is BUY from the Market) sheep for the Passover sacrifice Rashi identifies the 2 verbs - DRAG, TAKE - as a BULLETED list. This BULLETED list creates a CONTRASTIVE EMPHASIS--two methods of acquisition are indicated
    5 9.5a Ex12-21b FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. Moses said DRAG (from your OWN property) or TAKE (that is BUY from the Market) sheep for the Passover sacrifice Rashi identifies the 2 verbs - DRAG,TAKE - as a BULLETED list. This BULLETED list creates a CONTRASTIVE EMPHASIS--two methods of acquisition are indicated
    5 6.5a Ex14-10c WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings The verse states that the Jews SCREAMED to God. Rashi explains that SCREAMING means PRAYING Rashi identifies10 SYNONYMS for the concept of PRAYER
    5 6.5b Ex15-08f WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings Ex15-08 says: the waters CURDLED. Rashi bases this translation on a similar use of the root in JOB referring to the CURDLING of cheese. Rashi explains that enemy feel on CURDLED water and was injured from hardness) The verse seems to say the WATER WAS HEAPED. Rashi identifies the EXACT TYPE of HEAPING from a verse in JOB using a similar root which refers to the CURDLING of cheese
    5 3.5 Ex15-10b GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER Rashi translates: The ENEMY WHIRLPOOLED down to the depths Rashi coins the verb form WHIRLPOOLED which refers to being sucked in by a WHIRLPOOL
    5 15.5a Ex14-27a WORD MEANINGS idioms Rashi explains the meaning of IDIOMATIC phrases -- that is, a group of word which together has a meaning that is distinct from the sum of the meanings of its component words Rashi explains that the phrase TURN OF MORNING means DAWN Rashi identifies the IDIOMATIC meaning of a group of words
    5 15.5b Ex15-08a WORD MEANINGS idioms Rashi explains the meaning of IDIOMATIC phrases -- that is, a group of word which together has a meaning that is distinct from the sum of the meanings of its component words Rashi explains that WIND OF YOUR NOSTRILS means ANGER Rashi identifies the IDIOMATIC meaning of a group of words
    5 11.5a Ex15-26c GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER Rashi explains that EAR GODS LAWS means to LISTEN PRECISELY, WEIGH all consequences, Rashi identifies the VERB form TO EAR as meaning TO LISTEN INTENTLY and WEIGH all consequences. Here Rashi coins a verb form TO EAR of the NOUN ear. (The root for EAR and SCALE are the same in Hebrew)
    5 9.5b Ex14-04a FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. God says He will be honored THRU PHAROH (a difficult king) and THRU HIS ARMY (a difficult people) Rashi interprets the repeating KEYWORD THRU to indicate a BULLET effect. The BULLET effect places separate EMPHASIS on each item: PHAROH, a difficult king and his ARMY, a difficult nation
    5 16.5a Nu14-01a ALIGNMENT 2 nuances Rashi ALIGNS verses or verse clauses with almost identical wording. The minor differences in the ALIGNMENT implies nuances. The Biblical use of ALIGNMENT is similar to the modern use of FOOTNOTES to indicate extra nuances to a text. The verse says: CONGREGATION moaned, NATION cried. Rashi interprets: NATION=people, CONGREGATION = LEADERS Rashi identifies the ALIGNED nature of the ALMOST identical verse clauses. From the minor differences CONGREGATION vs NATION Rashi infers that two groups are spoken about: The actual NATION and the CONGREGATION =the LEADERSHIP
    5 16.5b Ex11-05a ALIGNMENT 2 nuances Rashi ALIGNS verses or verse clauses with almost identical wording. The minor differences in the ALIGNMENT implies nuances. The Biblical use of ALIGNMENT is similar to the modern use of FOOTNOTES to indicate extra nuances to a text. Ex11-05 vs Ex12-29 mentions that the 1stborn of SERVANTS vs. CAPTIVES were punished. The SERVANTS were punished because they enslaved the Jewish slaves . The CAPTIVES were punished for praising their own deity for Egypt's overthrow Rashi identifies that Ex11-05 and Ex12-29 are ALMOST IDENTICAL and must be aligned. They only differ in use of the words SERVANTS vs CAPTIVES. Hence Rashi explains the NUANCES of this minor difference.
    5 16.5b Ex11-05b ALIGNMENT 2 nuances Rashi ALIGNS verses or verse clauses with almost identical wording. The minor differences in the ALIGNMENT implies nuances. The Biblical use of ALIGNMENT is similar to the modern use of FOOTNOTES to indicate extra nuances to a text. Ex11-05 vs Ex12-29 mentions that the 1stborn of SERVANTS vs. CAPTIVES were punished. The SERVANTS were punished because they enslaved the Jewish slaves . The CAPTIVES were punished for praising their own deity for Egypt's overthrow Rashi identifies that Ex11-05 and Ex12-29 are ALMOST IDENTICAL and must be aligned. They only differ in use of the words SERVANTS vs CAPTIVES. Hence Rashi explains the NUANCES of this minor difference.
    5 16.5b Ex12-29d ALIGNMENT 2 nuances Rashi ALIGNS verses or verse clauses with almost identical wording. The minor differences in the ALIGNMENT implies nuances. The Biblical use of ALIGNMENT is similar to the modern use of FOOTNOTES to indicate extra nuances to a text. Ex11-05 vs Ex12-29 mentions that the 1stborn of SERVANTS vs. CAPTIVES were punished. The SERVANTS were punished because they enslaved the Jewish slaves . The CAPTIVES were punished for praising their own deity for Egypt's overthrow Rashi identifies that Ex11-05 and Ex12-29 are ALMOST IDENTICAL and must be aligned. They only differ in use of the words SERVANTS vs CAPTIVES. Hence Rashi explains the NUANCES of this minor difference.
    5 12.5a Ex15-01a GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) Rashi translates: I WISH to sing to God. Rashi teaches the GRAMMAR principle that the future conjugation can also indicate the JUSSIVE/COHORTIVE mode--I WISH to do such and such
    5 12.5b Ex15-06d GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) Rashi translates: You always SMASH the enemy Rashi teaches the GRAMMATICAL principle that the FUTURE conjugation can also indicate the HABITUAL PRESENT---hence Rashi translates the FUTURE conjugation as meaning YOU ALWAYS DO SUCH AND SUCH
    5 12.5c Ex15-07b GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) Rashi translates: You always OVERPOWER those coming against you. Rashi teaches the GRAMMATICAL principle that the FUTURE conjugation can also indicate the HABITUAL PRESENT---hence Rashi translates the FUTURE conjugation as meaning YOU ALWAYS DO SUCH AND SUCH
    5 11.5b Ex14-07a GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER Rashi translates 600 ELITE chariots Rashi identifies the ADJECTIVAL form of the verb TO CHOSE as meaning ELITE. Here Rashi uses a GRAMMATICAL transformation (CHOSE--ELITE)
    5 2.5b Ex14-10b OTHER VERSES further details Rashi adds further details to the meaning of a given verse by citing an OTHER VERSE Rashi explains that SAW EGYPT also means THEY HAD DREAMS OF THE EGYPTIAN DEITY PURSUING THEM Rashi derives this from Ex14-19 which mentions how the Jews had dreams and visions of the Angel of God protecting them. Hence because of this OTHER VERSE Rashi assumes that the slaves also had FLASHBACKS on the Egyptian Deity.
    6 2.6a Ex19-15b OTHER VERSES further details Rashi adds further details to the meaning of a given verse by citing an OTHER VERSE Rashi infers the REASON for the PROHIBITION in Ex19-15 DO NOT COME NEAR A WOMAN. from an OTHER VERSE Ex19-22a which states LET THE PRIESTS....ALSO MAKE THEMSELVES HOLY.--- that is BECOME RITUALLY PURE/HOLY (no marital relations) Rashi explains the reason for one verse (Ex19-15b) by citing an OTHER VERSE (Ex19-22a)
    6 2.6a Ex19-22c OTHER VERSES further details Rashi adds further details to the meaning of a given verse by citing an OTHER VERSE Rashi infers the REASON for the PROHIBITION in Ex19-15 DO NOT COME NEAR A WOMAN. from an OTHER VERSE Ex19-22a which states LET THE PRIESTS....ALSO MAKE THEMSELVES HOLY.--- that is BECOME RITUALLY PURE/HOLY (no marital relations) Rashi explains the reason for one verse (Ex19-15b) by citing an OTHER VERSE (Ex19-22a)
    6 2.6b Ex19-24b OTHER VERSES further details Rashi adds further details to the meaning of a given verse by citing an OTHER VERSE Rashi modifies the meaning of Ex19-24b MOSES AND AARON WILL COME UP TO GOD from Ex24-01:02 which states AND MOSES ALONE SHALL COME UP...Hence MOSES came closest, Aaron came but was not as close, the people did not come Rashi modifies the meaning of one verse by citing an OTHER VERSE which gives FURTHER DETAILS
    6 11.6 Ex18-18c WORD MEANINGS metonymy (FFF) An item is named by its FORM (e.g. PENTAGON), FUNCTION (e.g. United Nations),FEEL (e.g. HARDSHIP), by something closely RELATED (e.g. WEAPONS are called ARMS), or by an EXEMPLARY MEMBER (e.g. HONEY means ANYTHING SWEET) Rashi points out that a BURDENsome activity is named by the way it FEELS - it FEELS like a BURDEN Rashi identifies an ETYMOLOGY as focusing on a RELATED ITEM that FEELS the same way (BURDENSOME--BURDEN-HEAVY)
    6 12.6a Ex18-16a GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) When they HAVE a case they COME to ME Rashi identifies the sentence as a CONDITIONAL sentence (WHEN such and such THEN such and such). In HEBREW conditional sentences use FUTURE and PAST conjugation; In ENGLISH conditional sentences use PRESENT conjugations (When they HAVE ..they COME)
    6 12.6b Ex18-22a GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) They SHALL always JUDGE the people The PREFIX VAV followed by the PAST conjugation usually is translated as the FUTURE (They WILL judge). Here Rashi translates it as a COMMAND (They SHALL Judge)
    6 12.6c Ex24-01a GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) God had ALREADY told Moses to come up to the Mountain [So this chapter was said PRIOR to the 10 commandments] Rashi translates: PREFIX VAV+FUTURE CONJUGATION means PAST (God SAID) but PAST CONJUGATION means PAST PERFECT (God HAD SAID)
    6 16.6 Ex19-03c ALIGNMENT 2 nuances Rashi ALIGNS verses or verse clauses with almost identical wording. The minor differences in the ALIGNMENT implies nuances. The Biblical use of ALIGNMENT is similar to the modern use of FOOTNOTES to indicate extra nuances to a text. DISCUSS with the HOUSE OF JACOB(=women); TELL the SONS OF ISRAEL(=men) Rashi identifies the two ALIGNED clauses of the verse as ALMOST identical; Rashi infers nuances (HOUSE=women, SONS=men) from the ALIGNED clauses
    6 16.6 Ex19-03d ALIGNMENT 2 nuances Rashi ALIGNS verses or verse clauses with almost identical wording. The minor differences in the ALIGNMENT implies nuances. The Biblical use of ALIGNMENT is similar to the modern use of FOOTNOTES to indicate extra nuances to a text. DISCUSS with the HOUSE OF JACOB(=women); TELL the SONS OF ISRAEL(=men) Rashi identifies the two ALIGNED clauses of the verse as ALMOST identical; Rashi infers nuances (HOUSE=women, SONS=men) from the ALIGNED clauses
    6 8.6 Ex20-19c CONTRADICTION 2 aspects Rashi resolves 2 contradictory verses by viewing them as describing 2 different aspects of the same item Ex20-19 says God spoke to Jews from HEAVEN; Ex19-20 says God DESCENDED to EARTH (Mount Sinai). Dt04-36 clarifies: Gods VOICE is from HEAVEN while his FIRE is on EARTH/MOUNT SINAI Rashi identifies two contradictory verses. Rashi resolves the contradiction by focusing on TWO aspects of GOD: His VOICE in HEAVEN vs. HIS FIRE on EARTH
    6 17.6 Ex18-23a STYLE general-detail-general Rashi sees a Biblical paragraph unit as consisting of a PARAGRAPH THEME sentence accompanied by DETAILS developing the PARAGRAPH THEME. Consequently the DETAILS are generalized since they are seen as exemplifying the GENERAL THEME. Ex18-19:23 has an ABA form and states (A) Seek Gods approval (B) appoint a hierarchy of Judges (A) If God approves it will be well with you. Hence the Rashi comment: Jethro's advised Moses to seek Gods approval of a Judge Hierarchy Rashi identifies the GENERAL (God be with you) DETAIL (create a hierarchy of Judges) GENERAL (If God approves it will be Good) structure of Ex18-19:23. This GENERAL-DETAIL-GENERAL structure implies that Hierarchy needed Gods approval
    6 10.6 Ex19-12c FORMAT climax Rashi perceives a LIST of paragraph or sentence items as listed in CLIMACTIC order. This CLIMACTIC order allows inferences of nuances. Ex19-12 states: At the revelation a) Don't go up into the mountain and b) don't EVEN approach its borders Rashi IDENTIFIES the CLIMACTIC nature of the verse: Don't go a) to the mountain b) or even to the borders. Rashi emphasizes this CLIMACTIC nature by inserting the word EVEN.
    6 14.6 Ex20-02b DATABASE patterns Rashi makes a broad DATABASE query that reviews and uncovers patterns over the entire Bible or large parts of it Rashi reviews all verses mentioning the exodus and discovers Patterns. 1 of the 9 verses states "..FROM PHAROH KING OF EGYPT" emphasizing that we were not ordinary slaves but slaves of the King (Treated well) Rashi gathers all verses mentioning the EXODUS. Rashi arranges these 9 verses in a table which exhibits patterns.Certain phrases only occur once or twice leading to Rashi comments
    6 14.6 Dt06-12a DATABASE patterns Rashi makes a broad DATABASE query that reviews and uncovers patterns over the entire Bible or large parts of it Rashi reviews all verses mentioning the exodus and discovers Patterns. All 9 of the verses refer to our slavery in the HOUSE OF SLAVES--Rashi explains although we were slaves we did not dwell in barns and fields but rather in houses Rashi gathers all verses mentioning the EXODUS. Rashi arranges these 9 verses in a table which exhibits patterns.Certain phrases only occur once or twice leading to Rashi comments
    6 14.6 Dt13-06b DATABASE patterns Rashi makes a broad DATABASE query that reviews and uncovers patterns over the entire Bible or large parts of it Rashi reviews all verses mentioning the exodus and discovers Patterns. 2 of the 9 verses mentioned that we were REDEEMED Rashi comments: If God ONLY REDEEMED YOU (Paid Egyptians for your freedom) you would still be indebted to him Rashi gathers all verses mentioning the EXODUS. Rashi arranges these 9 verses in a table which exhibits patterns.Certain phrases only occur once or twice leading to Rashi comments
    6 13.6 Dt09-18a SPREADSHEETS spreadsheets Rashi clarifies the consequences and definitions of a complex set of computations, associations or diagrams. Today such associations are normally clarified with a SPREADSHEET There were 3 ascents of 40 days.1st) Moses received the 10 commandments; 2nd) Moses prayed that God should not destroy the Jews who had made the Golden calf. 3rd) Moses received the 10 commandments a second time. Rashi organizes the contents of Dt09, Dt10 using a SPREADSHEET clearly showing the 3 ascents of 40 days, what was done on each ascent, when they began and when they ended.
    6 13.6 Dt09-25a SPREADSHEETS spreadsheets Rashi clarifies the consequences and definitions of a complex set of computations, associations or diagrams. Today such associations are normally clarified with a SPREADSHEET There were 3 ascents of 40 days.1st) Moses received the 10 commandments; 2nd) Moses prayed that God should not destroy the Jews who had made the Golden calf. 3rd) Moses received the 10 commandments a second time. Rashi organizes the contents of Dt09, Dt10 using a SPREADSHEET clearly showing the 3 ascents of 40 days, what was done on each ascent, when they began and when they ended.
    6 13.6 Dt10-01a SPREADSHEETS spreadsheets Rashi clarifies the consequences and definitions of a complex set of computations, associations or diagrams. Today such associations are normally clarified with a SPREADSHEET There were 3 ascents of 40 days.1st) Moses received the 10 commandments; 2nd) Moses prayed that God should not destroy the Jews who had made the Golden calf. 3rd) Moses received the 10 commandments a second time. Rashi organizes the contents of Dt09, Dt10 using a SPREADSHEET clearly showing the 3 ascents of 40 days, what was done on each ascent, when they began and when they ended.
    6 13.6 Dt10-10a SPREADSHEETS spreadsheets Rashi clarifies the consequences and definitions of a complex set of computations, associations or diagrams. Today such associations are normally clarified with a SPREADSHEET There were 3 ascents of 40 days.1st) Moses received the 10 commandments; 2nd) Moses prayed that God should not destroy the Jews who had made the Golden calf. 3rd) Moses received the 10 commandments a second time. Rashi organizes the contents of Dt09, Dt10 using a SPREADSHEET clearly showing the 3 ascents of 40 days, what was done on each ascent, when they began and when they ended.
    6 18.6a Ex20-22d SYMBOLISM item Rashi symbolically interprets individual items or simple procedures. Rashi accomplishes this symbolic interpretation by studying the FORM, FUNCTION and LINGUISTIC DESCRIPTION of the item. Do not use CUTTING TOOLS whose function is DESTRUCTIVE to make the ALTAR whose function is to bring PEACE and ATONEMENT between MAN and MAN or between MAN and GOD. Rashi makes explicit the symbolic nature of CUTTING TOOLS and the ALTAR. Rashi identifies SYMBOLIC MEANING using the FUNCTION of the ITEM. Rashi is justified in using a SYMBOLIC approach because the Biblical text itself does so.
    6 18.6b Ex20-23a SYMBOLISM item Rashi symbolically interprets individual items or simple procedures. Rashi accomplishes this symbolic interpretation by studying the FORM, FUNCTION and LINGUISTIC DESCRIPTION of the item. Don't go up to STEPS on the altar [Rashi: instead use a RAMP] so that you don't expose your nakedness to the stones [Rashi: The Bible uses ANTHROPOMORPHISM---if you shouldn't embarrass stones how much more so you shouldn't embarrass people] Rashi makes explicit the Bible's use of SYMBOLIC ANTHROPOMORPHISM---if you shouldn't EMBARRASS stones how much more so you shouldn't embarrass people.
    6 18.6b Ex20-23b SYMBOLISM item Rashi symbolically interprets individual items or simple procedures. Rashi accomplishes this symbolic interpretation by studying the FORM, FUNCTION and LINGUISTIC DESCRIPTION of the item. Don't go up to STEPS on the altar [Rashi: instead use a RAMP] so that you don't expose your nakedness to the stones [Rashi: The Bible uses ANTHROPOMORPHISM---if you shouldn't embarrass stones how much more so you shouldn't embarrass people] Rashi makes explicit the Bible's use of SYMBOLIC ANTHROPOMORPHISM---if you shouldn't EMBARRASS stones how much more so you shouldn't embarrass people.
    6 19.6 Gn48-11d WORD MEANINGS root Rashi infers the meaning of a word from the meaning of its underlying Biblical root. He washes his GARMENTS in WINE and his (wife's) LINGERIE in the BLOOD OF GRAPES The meaning of the root SAMECH VAV TAUV is SEDUCE. When we combine the root meaning, SEDUCE, with the general meaning of the word, GARMENT, we arrive at the concept of NIGHTGOWN or LINGERIE.
    6 20.6 Ex04-09b FORMAT underline/bold Rashi treats a REPEATED Biblical word the same way a MODERN reader would treat an UNDERLINE or BOLD. The BOLD or UNDERLINE or REPEATED word indicates EMPHASIS. God told Moses (a) take WATER from Nile, (b) Spill WATER in hand on ground (c) it becomes blood. [Rashi: The WATER remained WATER in Moses hand and only turned to blood when it hit the ground] Rashi identifies the REPEATING WORD WATER. This repeated word is like an UNDERLINED word in a modern text--the underline creates emphasis--the WATER was still WATER in Moses hand and it did not turn to blood till it hit the ground.
    NotDone 21.7 Ex25-31a OTHER VERSES word meanings Rashi takes a term whose intuitive general meaning is known and defines it further through an OTHER VERSE which provides further details. The phrase HARD PRODUCTION occurs in several verses (e.g. Nu10-02). However Ex25-31 defines HARD PRODUCTION as SCULPTURED from one piece vs SOLDERED from several pieces. Rashi reviews all verses using a Biblical word and identifies the verse that precisely defines its meaning
    NotDone 22.7 Gn24-29a GRAMMAR sentence Rashi presents grammatical rules that affect whole sentences vs. individual words.One such rule are the CONNECTING rules. There are 3 methods to CONNECT sentences: CAUSE, CONTRAST, UNIFYING THEME. Gn24-29 states a) Laban saw the bracelets and b) Laban Ran to Eliezer who gave them. [Rashi states: He ran because he wanted more gifts Here Rashi connects sentence (a) as the CAUSE of sentence (b)] Rashi identifies the two sentences (SAW BRACELETS and RAN TO GIVER) and CONNECTS the 2 sentences as CAUSE EFFECT (He saw the bracelets and this caused him to run because he wanted more)
    NotDone 23.7 Ex20-03a ALIGNMENT 2 cases Rashi ALIGNS two clauses with almost identical phrases and shows that they deal with two cases Ex20-03 states DON'T MAKE idols, DON'T POSSESS other gods. [Rashi comments: These are two prohibitions: A prohibition of MANUFACTURE even if you sell it and don't keep it and a prohibition of POSSESSION even if someone else made it] Rashi identifies and ALIGNS the two verse clauses and shows they differ in that one prohibits DON'T PRODUCE while the other prohibits DON'T POSSESS thereby indicating two prohibitions.
    NotDone 24.7 Nu08-24b CONTRADICTION 2 stages Rashi resolves 2 contradictory verses by seeing them as two stages of one process. Nu08-24 states that Levites start their TEMPLE EDUCATION at 25 while Nu04-03 states that LEVITES start their TEMPLE SERVICE at 30 Rashi identifies a CONTRADICTION in two verses (Levites start at 25 vs 30) Rashi resolves the contradiction by seeing the two verses as describing two stages of one process (EDUCATION, SERVICE)
    NotDone 25.7 Ex21-06d CONTRADICTION broad-literal Rashi resolves 2 contradictory verses by using BROAD-LITERAL interpretation of terms in these verses. Ex21-06 states: a slave who refused freedom is enslaved FOREVER. This contradicts Lv25-10: all slaves GO FREE in the JUBILEE year. Rashi INTERPRETS the word FOREVER broadly vs literally--FOREVER means FOR A LONG TIME Rashi identifies the two contradictory verses. Rashi resolves the contradiction by interpreting FOREVER broadly to mean A LONG TIME. Hence a slave can go free in JUBILEE and this does not contradict being enslaved A LONG TIME
    NotDone 26.7 Dt25-04a STYLE broad Rashi GENERALIZES a verse. Alternately he sees the verse as only indicating an example of a more general obligation. Dt25-04 prohibits muzzling an OX while threshing. Rashi generalizes this: You can't muzzle ANY ANIMAL while it is doing its work. Rashi identifies the verse content as indicating only an example and generalizes the prohibition from OXEN to all ANIMALS.
    NotDone 27.7 Nu15-05a FORMAT paragraphs Rashi identifies a collection of Biblical verses as forming a STRUCTURED PARAGRAPH. The PARAGRAPH STRUCTURE implies that specific TOPICS are being discussed in certain parts of the paragraph Rashi identifiesNu15-01:10 as a paragraph dealing with the libations for a) LAMBS (Nu15-04:05), b) RAMS (Nu15-06:07), and c) OXEN (Nu15-08:09) Rashi identifies the paragraph structure. Each subpart of the paragraph deals with a distinct animal and describes its libations.
    NotDone 28.7 Ex28-37a SPREADSHEET diagrams Rashi verbally describes a complicated picture or diagram. Rashi describes how the Priest mask was fastened to the head: One set of threads went AROUND the head from ear to ear; another set of threads went OVER the head. Thus the mask and its threads resembled the outline of a HELMET Rashi verbally describes a complex diagram or picture.
    NotDone 29.7 Nu15-36a SPREADSHEET consequences Rashi takes a verse whose meaning is understood and adds CONSEQUENCES or indicates PREREQUISITES The verse says: The criminal was TAKEN OUTSIDE THE CAMP to be executed.[Rashi concludes: The execution chamber was distant from the courthouse (The extra distance allowed time for last minute defenses should they arise)] Rashi gives a CONSEQUENCE of the verse--if the executed was TAKEN OUT then the execution chamber had to be DISTANT from the court.
    NotDone 30.7 Nu07-19c SYMBOLISM chapter Rashi interprets an entire Biblical Chapter or Procedure as symbolic --- this involves integrating the symbolic meaning of several items in the chapter. Rashi interprets the gifts of the princes at the consecration of the Temple as symbolically describing all of human history from Adam thru Moses thru the building of the Temple. Rashi gives an INTERPRETATION THEME (human history) and INTERPRETATION KEY (use of numbers) to the SYMBOLIC interpretation (So 130= Adam's age when he begat successors, 70=# of nations, 10=10 commandments)
    NotDone 31.7 Nu04-24a OTHER VERSES citation Rashi identifies the CITATION cross referenced in a verse. Nu04-24 states that a SIN offering should be slaughtered IN THE SAME PLACE THAT AN UP OFFERING is slaughtered (Rashi cites Lv01-11 which states that UP offerings are slaughtered in the NORTH). Rashi identifies the REFERENCE cited in the other verse


    APPENDIX: THE 30 Rashi Methods
    The material in this appendix is suitable for manipulation on spreadsheets. It is ideal for review. This appendix is (C) July 2006, RashiYomi Incorporated as part of this book.


    Lesson Example Verse Method Sub Method Brief Explanation of Method Brief summary of Rashi The contribution or Novelty of Rashi
    1 2.1a Dt26-05d OTHER VERSES further details Rashi adds further details to the meaning of a given verse by citing an OTHER VERSE Dt26-05 states that the Jews came down to Egypt with a TINY number of people. Gn46-27 further clarifies this by explaining that the number of people going down to Egypt were 70 Rashi clarified the meaning of the term TINY by citing an OTHER VERSE which provided numerical information
    1 3.1a Ex16-20b GRAMMAR noun-verb transforms Rashi coins a verb form of a noun--for example to DUST, to FLOWER or to HAMMER the manna WORMED worms Rashi clarifies that the VERB FORM is derived from the NOUN form (TO WORM means that WORMS formed)
    1 4.1 Gn50-15c WORD MEANINGS special connective words Rashi explains and lists all usages of special connective words like AND, OR, IF, WHEN, BECAUSE, ALSO, THAT After their father died the brothers were afriad: PERHAPS Joseph will hate us... Rashi clarifies that the Hebrew connective word LAMED VAV can mean a) if b) if only it were so and c) perhaps
    1 5.1 Gn48-11d ALIGNMENT word meanings Rashi identifies the meanings of words by using parallel terms in ALIGNED pairs of verses He washes, CLOTHING in WINE, and SAMECH-VAV-TAUV in GRAPE BLOOD Rashi identifies the ALIGNED terms: WINE=GRAPE BLOOD and SAMECH-VAV-TAUV=GARMENT. Rashi translates SAMECH-VAV-TAUV as GARMENT
    2 6.2a Lv02-05a WORD MEANINGS synonyms Rashi explains the nuances and differences between two SYNONYMS with almost identical meanings if you offer a Minchah offering on a FRYING PAN Rashi identifies FRYING PAN and POT as two cooking utensils and explains the difference that one is FLAT and one is DEEP
    2 7.2a Ex01-11b STYLE general-detail Rashi identifies a paragraph unit as consisting of a GENERAL THEME followed by DETAILS. Rashi interprets the paragraph unit as focusing only on the DETAILS but not on other aspects of the GENERAL THEME. the tax-masters AFFLICTED THEM BY making them BUILD CITIES Rashi explains that although the concepts of TAX and AFFLICTION are GENERAL the Egyptians accomplished this affliction thru making the Jews BUILD CITIES
    2 8.2a Ex01-16c CONTRADICTION 2 aspects Rashi resolves 2 contradictory verses by viewing them as describing 2 different aspects of the same item Ex01-12 says that the Egyptians EMOTIONALLY hated the ENTIRE Jewish people; Ex01-16 states that Pharoh POLITICALLY hated the MALES because he was suspicious of a savior who could arise from them Rashi resolves the contradiction (Hatred of ALL PEOPLE vs Hatred of MALES) by distinguishing two aspects of the Jews: THE NATION vs the MALES and by distinguishing two aspects of HATRED: EMOTIONAL vs POLITICAL
    2 9.2a Ex18-10a FORMAT bullets Rashi interprets a repeating keyword as creating a BULLET like effect. Rashi then interprets the BULLET like effect to indicate contrastive emphasis on a group of items being discussed. God saved the Jews FROM PHAROH, a harsh LEADER, and FROM EGYPT, a harsh Nation. Rashi interprets the repeating keyword FROM as indicating BULLETS. Both PHAROH and EGYPT are bulleted creating a contrastive emphasis: Both the LEADER and NATION
    3 10.3a Nu09-22a FORMAT climax Rashi perceives a LIST of paragraph or sentence items as listed in CLIMACTIC order. This CLIMACTIC order allows inferences of nuances. The Prophecy cloud lasts a a) night, b) day-night, c) 2 days, d) a month or e) DAYS=A YEAR Rashi infers from the CLIMACTIC LISTING ORDER--eve, day-night, 2 days, month, DAYS that DAYS means A YEAR
    4 11.4a Lv02-11a WORD MEANINGS metonomy (FFF) An item is named by its FORM (e.g. PENTAGON), FUNCTION (e.g. United Nations),FEEL (e.g. HARDSHIP), by something closely RELATED (e.g. WEAPONS are called ARMS), or by an EXEMPLARY MEMBER (e.g. HONEY means ANYTHING SWEET) HONEY means any SWEET FRUIT JUICE Rashi names the WHOLE GROUP of SWEET ITEMS by an EXEMPLARY member, HONEY
    4 12.4a Ex10-08b GRAMMAR root conjugations Rashi reviews the technical rules of conjugation roots and their meanings (Today most of this material can be found in standard grammar textbooks) And Moses and Aaron WERE RETURNED to Pharoh Rashi identifies the CONJUGATION as the PASSIVE CAUSATIVE--that is someone CAUSED Moses and Aaron to return
    4 13.4 Ex10-11a SPREADSHEETS spreadsheets Rashi clarifies the consequences and definitions of a complex set of computations, associations or diagrams. Today such associations are normally clarified with a SPREADSHEET Pharoh allowed the WARRIORS (seniors and lads) to go but prohibited the INFANTS (boys and girls) to go Moses asked that SENIORS,LADS,BOYS,GIRLS be allowed to Go. Pharoh said YES to WARRIORS and NO to INFANTS. Rashi uses a SPREADSHEET to line up SENIORS,LADS,BOYS,GIRLS with WARRIORS,INFANTS
    4 14.4 Ex04-14a DATABASE patterns Rashi makes a broad DATABASE query that reviews and uncovers patterns over the entire Bible or large parts of it Whenever the Bible records a loss of God's temper we also find a punishment---since God lost His Temper on Moses for requesting not to be the leader of the Jewish people, therefore, he was punished and was not allowed to become Priest Rashi is not simply commenting on a word phrase (such as Aaron the LEVITE). Rather Rashi's primary contribution is to make a broad DATABASE analysis of all verses where GOD LOST HIS TEMPER. In each case we find a PUNISHMENT nearby.
    5 15.5a Ex14-27a WORD MEANINGS idioms Rashi explains the meaning of IDIOMATIC phrases -- that is, a group of word which together has a meaning that is distinct from the sum of the meanings of its component words Rashi explains that the phrase TURN OF MORNING means DAWN Rashi identifies the IDIOMATIC meaning of a group of words
    5 16.5a Nu14-01a ALIGNMENT 2 nuances Rashi ALIGNS verses or verse clauses with almost identical wording. The minor differences in the ALIGNMENT implies nuances. The Biblical use of ALIGNMENT is similar to the modern use of FOOTNOTES to indicate extra nuances to a text. The verse says: CONGREGATION moaned, NATION cried. Rashi interprest: NATION=people, CONGREGATION = LEADERS Rashi identifies the ALIGNED nature of the ALMOST identical verse clauses. From the minor differences CONGREGATION vs NATION Rashi infers that two groups are spoken about: The actual NATION and the CONGREGATION =the LEADERSHIP
    6 17.6 Ex18-23a STYLE general-detail-general Rashi sees a Biblical paragraph unit as consisting of a PARAGRAPH THEME sentence accompanied by DETAILS developing the PARAGRAPH THEME. Consequently the DETAILS are generalized since they are seen as examplifying the GENERAL THEME. Ex18-19:23 has an ABA form and states (A) Seek Gods approval (B) appoint a hierarchy of Judges (A) If God approves it will be well with you. Hence the Rashi comment: Jethro's advised Moses to seek Gods approval of a Judge Hierarchy Rashi identifies the GENERAL (God be with you) DETAIL (create a hierarchy of Judges) GENERAL (If God approves it will be Good) structure of Ex18-19:23. This GENERAL-DETAIL-GENERAL structure implies that Hierarchy needed Gods approval
    6 18.6a Ex20-22d SYMBOLISM item Rashi symbolically interprets individual items or simple procedures. Rashi accomplishes this symbolic interpretation by studying the FORM, FUNCTION and LINGUISTIC DESCRIPTION of the item. Do not use CUTTING TOOLS whose function is DESTRUCTIVE to make the ALTAR whose function is to bring PEACE and ATONEMENT between MAN and MAN or between MAN and GOD. Rashi makes explicit the symbolic nature of CUTTING TOOLS and the ALTAR. Rashi identifies SYMBOLIC MEANING using the FUNCTION of the ITEM. Rashi is justified in using a SYMBOLIC approach because the Biblical text itself does so.
    6 19.6 Gn48-11d WORD MEANINGS root Rashi infers the meaning of a word from the meaning of its underlying Biblical root. He washes his GARMENTS in WINE and his (wife's) LINGEREE in the BLOOD OF GRAPES The meaning of the root SAMECH VAV TAUV is SEDUCE. When we combine the root meaning, SEDUCE, with the general meaning of the word, GARMENT, we arrive at the concept of NIGHTGOWN or LINGEREE.
    6 20.6 Ex04-09b FORMAT underline/bold Rashi treats a REPEATED Biblical word the same way a MODERN reader would treat an UNDERLINE or BOLD. The BOLD or UNDERLINE or REPEATED word indicates EMPHASIS. God told Moses (a) take WATER from Nile, (b) Spill WATER in hand on ground (c) it becomes blood. [Rashi: The WATER remained WATER in Moses hand and only turned to blood when it hit the ground] Rashi identifies the REPEATING WORD WATER. This repeated word is like an UNDERLINED word in a modern text--the underline creates emphasis--the WATER was still WATER in Moses hand and it did not turn to blood till it hit the ground.
    NotDone 21.7 Ex25-31a OTHER VERSES word meanings Rashi takes a term whose intuitive general meaning is known and defines it further through an OTHER VERSE which provides further details. The phrase HARD PRODUCTION occurs in several verses (e.g. Nu10-02). However Ex25-31 defines HARD PRODUCTION as SCULPTORED from one piece vs SOLDERED from several pieces. Rashi reviews all verses using a Biblical word and identifies the verse that precisely defines its meaning
    NotDone 22.7 Gn24-29a GRAMMAR sentence Rashi presents grammatical rules that affect whole sentences vs. individual words.One such rule are the CONNECTING rules. There are 3 methods to CONNECT sentences: CAUSE, CONTRAST, UNIFYING THEME. Gn24-29 states a) Laban saw the bracelets and b) Laban Ran to Eliezer who gave them. [Rashi states: He ran because he wanted more gifts Here Rashi connects sentence (a) as the CAUSE of sentence (b)] Rashi identifies the two sentences (SAW BRACELETS and RAN TO GIVER) and CONNECTS the 2 sentences as CAUSE EFFECT (He saw the bracelets and this caused him to run because he wanted more)
    NotDone 23.7 Ex20-03a ALIGNMENT 2 cases Rashi ALIGNS two clauses with almost identical phrases and shows that they deal with two cases Ex20-03 states DONT MAKE idols, DONT POSSESS other gods. [Rashi comments: These are two prohibitions: A prohibition of MANUFACTURE even if you sell it and don't keep it and a prohibition of POSSESSION even if someone else made it] Rashi identifies and ALIGNS the two verse clauses and shows they differ in that one prohibits DON'T PRODUCE while the other prohibits DON'T POSSESS thereby indicating two prohibitions.
    NotDone 24.7 Nu08-24b CONTRADICTION 2 stages Rashi resolves 2 contradictory verses by seeing them as two stages of one process. Nu08-24 states that Levites start their TEMPLE EDUCATION at 25 while Nu04-03 states that LEVITES start their TEMPLE SERVICE at 30 Rashi identifies a CONTRADICTION in two verses (Levites start at 25 vs 30) Rashi resolves the contradiction by seeing the two verses as describing two stages of one process (EDUCATION, SERVICE)
    NotDone 25.7 Ex21-06d CONTRADICTION broad-literal Rashi resolves 2 contradictory verses by using BROAD-LITERAL intepretation of terms in these verses. Ex21-06 states: a slave who refused freedom is enslaved FOREVER. This contradicts Lv25-10: all slaves GO FREE in the JUBILEE year. Rashi INTERPRETS the word FOREVER broadly vs literally--FOREVER means FOR A LONG TIME Rashi identifies the two contradictory verses. Rashi resolves the contradiction by interpreting FOREVER broadly to mean A LONG TIME. Hence a slave can go free in JUBILEE and this does not contradict being enslaved A LONG TIME
    NotDone 26.7 Dt25-04a STYLE broad Rashi GENERALIZES a verse. Alternately he sees the verse as only indicating an example of a more general obligation. Dt25-04 prohibits muzzling an OX while threshing. Rashi generalizes this: You can't muzzle ANY ANIMAL while it is doing its work. Rashi identifies the verse content as indicating only an example and generalizes the prohibition from OXEN to all ANIMALS.
    NotDone 27.7 Nu15-05a FORMAT paragraphs Rashi identifies a collection of Biblical verses as forming a STRUCTURED PARAGRAPH. The PARAGRAPH STRUCTURE implies that specific TOPICS are being discussed in certain parts of the paragraph Rashi identifiesNu15-01:10 as a paragraph dealing with the libations for a) LAMBS (Nu15-04:05), b) RAMS (Nu15-06:07), and c) OXEN (Nu15-08:09) Rashi identifies the paragraph structure. Each subpart of the paragraph deals with a distinct animal and describes its libations.
    NotDone 28.7 Ex28-37a SPREADSHEET diagrams Rashi verbally describes a complicated picture or diagram. Rashi describes how the Priest mask was fastened to the head: One set of threads went AROUND the head from ear to ear; another set of threads went OVER the head. Thus the mask and its threads resembled the outline of a HELMET Rashi verbally describes a complex diagram or picture.
    NotDone 29.7 Nu15-36a SPREADSHEET consequences Rashi takes a verse whose meaning is understood and adds CONSEQUENCES or indicates PREREQUISITES The verse says: The criminal was TAKEN OUTSIDE THE CAMP to be executed.[Rashi concludes: The execution chamber was distant from the courthouse (The extra distance allowed time for last minute defenses should they arise)] Rashi gives a CONSEQUENCE of the verse--if the executed was TAKEN OUT then the execution chamber had to be DISTANT from the court.
    NotDone 30.7 Nu07-19c SYMBOLISM chapter Rashi interprets an entire Biblical Chapter or Procedure as symbolic --- this involves integrating the symbolic meaning of several items in the chapter. Rashi interprets the gifts of the princes at the consecration of the Temple as symbolically describing all of human history from Adam thru Moses thru the building of the Temple. Rashi gives an INTERPRETATION THEME (human history) and INTERPRETATION KEY (use of numbers) to the SYMBOLIC interpretation (So 130= Adam's age when he begat successors, 70=# of nations, 10=10 commandments)
    NotDone 31.7 Nu04-24a OTHER VERSES citation Rashi identifies the CITATION cross referenced in a verse. Nu04-24 states that a SIN offering should be slaughtered IN THE SAME PLACE THAT AN UP OFFERING is slaughtered (Rashi cites Lv01-11 which states that UP offerings are slaughtered in the NORTH). Rashi identifies the REFERENCE cited in the other verse