Rashi-Is-Simple Mailing List
(C) (C) Dr Jay Hendel, 1999
Volume 01 Number 07
Produced Jan 10, 1999
Topics Discussed in This Issue
------------------------------
v-administrivia-0109-Digests|WrapAround|Modification|Duplicits|v1n5
v2z1-5--TO BE=EMPHASIS--Only true in PRESENT/FUTURE (not past)
v2-8-27----List of Plague stoppages;Frogs died (odor);Others removed
v2b9-31---SPROUTED:TO SPROUT::RUNWAY:PLANE RUN::TO FATTEN: FAT
v2a9-31---NCH = TO HIT vs NooCoo = DEFORMED-INJURED
v2-4-4-----ChZK = Strong; ChZK+B = To hold; ChZK+M=To Overpower
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
v-administrivia-0109
* RECEIPT
=========
One person wrote me that he had difficulty receiving postings
because of internet connections. We were able to resolve this
problem satisfactorally. In general, I and Shamash staff are
more than happy to help solve receipt problems. Please write.
* WRAP AROUND
=============
I have been trying to make my lists so that they will read as
lists (aligned by column) on most standard viewers. I have found
that standard telnet screens are 68 characters in length and
therefore starting with this issue lines are truncated to 68
characters. If you have particular needs let me know about them.
Incidentally, saved files do NOT read well in WP and notepad but
do read well in Dos. I may have a LIST OF LISTS section on the
green room of my website where you can review a hTML version of
all lists.
* CORRECTIONS / MODIFICATIONS
==============================
Again we encourage postings. This week I was asked a question on
my interpretation of 2-1-5 by someone in my Chumash group. The
resulting posting is v2z1-5 where the z stands for a correction
The Yellow room of the website will contain all postings
BY VERSE and therefore an interested reader will be able to peruse
modifications right after the verse.
* DUPLICATION
==============
In general Rashi-Is-Simple duplicates lists and discussions in
cross references. For example, v2-9-2 and v2-4-4 both deal with
the principle that ChZK can mean TO HOLD. Rather than just say
GO SEE THE OTHER POSTING FOR A FULL DISCUSSION we have cut
and pasted everything in duplicate so the reader does not have
to cross reference. Of course if you read the two postings at
once you can freely skip over the other one.
[Moderator: This last paragraph is the original paragraph as
stated on the archives--Volume 1 Number 7. At the time of
rewriting it for the zipping of volume 1, I had developed the
custom of placing several verses in one posting. So I
combined v2-9-2 and v2-4-4. BUT..I cited BOTH verses and
both Rashis. Furthermore, if I cite a verse in a later
issue then I invariably will at least cut the appropriate list
So the policy on duplication is still to be "friendly" to the
user]
* VOLUME 1 NUMBER 5
===================
Vol 1 Number 5 is NOT on the archives. I have finally solved my
archiving problems with help from Shamash. It will be resent at
a later date and archived. Anyone who wants a back copy should
email me.
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: V2z1-5 And Joseph was in Egypt
-----
RASHI: "WAS"=Emphasis; He was the same pastoral shepard boy
------
QUESTION: (By a student in my Chumash class at Lower Merion Syn)
--------
The lists you give emphasize that in Hebrew
Explicit use of the verb "to be" = emphasis
But the examples you gave are all either
Present tense e.g. It IS a Minchah, or
Future tense e.g. He WILL BE Holy
It is true that in Hebrew we don't need explicit use of the verb
to be for PRESENT and FUTURE--in other words, in Hebrew it is not
awkward to say "...Holy" or "...a Minchah" and it is understood
that the verb "to be" is intended.
But the past tense is explicitly needed. Thus in 2-1-5 we
have and "JOSEPH WAS IN EGYPT".This would sound peculiar if we wrote
JOSEPH IN EGYPT.
ANSWER:
-------
It is precisely for this reason that Rashi adds in his commentary
on this verse "Don't we know that Joseph was in Egypt".
Rashi inteprets the addition of the whole sentence "And Joseph was
in Egypt" as emphasis (the same way the verb TO BE by itself
is usually translated as emphasis).
QUESTION2:
=========
Granted that the sentence "And Joseph was in Egypt" is for emphasis
but why then do I bring in the issue of TO BE---the derash is from
the extra superfluous sentence not from the verb TO BE.
ANSWER
------
Unfortunately this would contradict the Rashi on 2-1-1: The WHOLE
CHAPTER IS SUPERFLUOUS. We know the Children of Jacob and we also
know that Joseph was in Egypt.The purpose of repetition is to denote
endearment (in accordance with the REPETITION=Endearment principle)
which occurs in several Rashis.
Since EVERYONE was repeated we cannot ask why JOSEPH was repeated.
Therefore we need two observations: Joseph was repeated & also
was repeated with the verb TO BE (which denotes emphasis). Here is
how the v2-1-1 thru v2-1-5 should read:
And these are name of the children of Israel IN EGYPT
Jacob, He himself and his household. Reuven Shimon Levi
....Joseph. And the total of all descendants of Jacob was 70 souls
This would not present a problem since Joseph is repeated like
everyone else. Rather the text is worded in such a way as to
contrast THOSE WHO CAME and THOSE WHO WERE THERE--the use of the
verb WERE denotes EMPHASIS and this gives rise to the point that
he was the same Joseph.
The question still has strength and we will investigate other verbs
to be, in past tense, in future issues to try and vindicate this.
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v2-8-27 ...and God REMOVED the AROV
------
RASHI TEXT:
----------a) The Frogs DIED vs b) the Arov was REMOVED--a further
punishment to prevent them from selling AROV skins(make profit)
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
----------------------------------------
Rashi reviews the LIST of all 10 Plagues and contrasts language.
--The hail was STOPPED,
--the CNIM and LOCUST were REMOVED but
--the frogs DIED
why the difference? (See {LIST1} and {LIST2} for details on
the differences)
Rashi answers with a theme (2-10-2)--
>>God "wanted to increase the wonders done to Egypt" <<
Hence
---the frogs died " giving a horrible odor"(2-8-10).By contrast
---the CNIM and LOCOSTS did not die, but were removed, in order to
prevent making a profit by selling them.
RASHI'S FORM
------------
Rashi as is his custom only takes ONE EXAMPLE from the list.
Frogs vs Arov. He uses his famous workbook methods and leaves it
to the reader to apply the same methodology to other list members
Similarly Rashi leaves it to the reader to strengthen his examples
by finding supporting verses (Thus we have brought in 2-8-10
showing how the frog death caused bad odor.)
LISTS:
------
{LIST1} {We review all 10 plagues and study the language
by which the Torah indicates that the
plagues ceased. The word indicating stoppage is
surrounded by underlines. The contrasting language
is further elaborated in {LIST2}}
PLAGUE VERSE HOW DOES THE VERSE INDICATE THE PLAGUE STOPPED
------ ----- ----------------------------------------------
Blood 2-7-25 There were 7 days _AFTER_ God had smitten the Nile
Frogs 2-7-9 The Frogs _Died_
CNIM NO STOPPING MENTIONED
Arov 2-8-27 And God _Removed_ the Arov
Dever NO STOPPING MENTIONED
Shchin NO STOPPING MENTIONED
Hail 2-9-33 And the thunder and hail _stopped_
Locust 2-10-19 .It carried the locust & _staked_ them into the sea
Dark NO STOPPING MENTIONED
1stBorn NO STOPPING MENTIONED
{LIST2} {Continuation of the study of the different language used
to describe the STOPPING of each plague. This study was
begun in {LIST1}. In this list we note that certain plagues
had to stop anyway (e.g. Darkness was decreed for 3 days);
similarly certain words were inappropriate to indicate
cessation of certain plagues (e.g. the hail couldn't DIE)}
WAS THERE A WHY WAS or HOW DID THE WHY
PLAGUE NEED TO STOP WASN'T THERE BIBLE INDICATE DID IT
THIS PLAGUE A NEED TO STOP STOPPAGE USE THIS
LANGUAGE
====== ============ === =========== ===
Blood No 1 time smite
Frogs YES Death Odor
CNIM No 1 time smite
Arov YES Removal No profit
Dever No Killed animals$
Schin No 1 time smite
Hail Yes Stopped ##
Locust Yes Removal No profit
Dark No 3 day period #
1stBorn No Killed 1st born$
FOOTNOTES:
==========
# DARKNESS was only decreed for 3 days--hence
there was no need to have it stopped (also note that Pharoh
stopped asking Moses to pray to God and threatened to kill him if
he ever came back during the Dark plague (2-10-25).
## Note that HAIL could not DIE and
it didn't have to be REMOVED--it had to be STOPPED.
$ Certain plagues intrinsically dealt with death (DEVER,
FIRSTBORN) and therefore the plague natually terminated when all
target-victims were dead.
CROSS REFERENCES:
----------------
ACKNOWLEDGEMENTS:
----------------
RULE CLASSIFICATION: DOUBLE PARSHAS | LIST
--------------------
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v2a9-31 ..because the barley had "sprouted"
------
RASHI TEXT: "Sprouted" is the adjectival form of "to sprout"
----------
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
----------------------------------------
* The root ABB has 3 forms in Tnach
* AViV = Spring,the holiday = The TIME of sprouting
* AeBo = The ACT of sprouting
* AViV = while sprouting The ATTRIBUTE of sprouting
Rashi simply notes how VERBS denoting ACTION can become ADJECTIVES
denoting that things have had this ACTION happen to them. {LIST1}
gives some simple examples: A FROZEN object is something that had
the activity of FREEZING done to it. Similarly a GROWN plant is
a plant that had the activity of GROWING done to it. We conclude
by analogy that a SPROUTED PLANT is a PLANT that had the act of
SPROUTING done to it.
* Just as
there are rules of GRAMMAR so to
there are rules of SEMANTICS
* Hebrew grammar tells us how a verb can indicate such things as
-TIME - when the action happened (past, present..)
-PERSON - who did it (me, you, someone else)
-PLURALITY - were WE doing or ME doing it
-GENDER - whether the doer was MALE or FEMALE
-MODE - how the action was done (Passive, active..)
* Semantics tell us how to take one part of speach and convert it
to another part of speach. For example taking a verb(action)
and making it an attribute (adjective) etc.
Rashi here is teaching us SEMANTIC rules (which
are usually not taught in elemantary school. We will have more
occasion to see such rules later on as the list develops.
Rashi here shows us how the root AB=TO SPROUT can refer both
--to the action of SPROUTING
--the attribute of HAVING SPROUTED
RASHI'S FORM
------------
As is our custom, we will always emphasize the inadequacy of
computers when appropriate. In this case, although powerful CD ROMS
exist for GRAMMATICAL FORMS there are few if any computer resources
for SEMANTIC FORMS. In other words if I wanted to check all forms
that begin with "H + Chirik== Hi" then I could easily do so with
a CD ROM. However if I wanted a list of adjectives that came from
verbs I could NOT do this. It is important to be aware of these
deficiences when studying Rashi since Rashi can only be properly
understood with methods that aren't always available to 20th
century man.
LISTS:
-----
{LIST1} {Adjectives,Nouns and Verbs that come from each other
Where necessary further clarification is given in the
footnotes. {LIST1} reveals 4 methods by which NOUNS,
VERBS, and ADJECTIVES interchange. This list of 4 methods
is summarized in {LIST2})
VERB ADJ/NOUN RELATION OF ADJECTIVE/NOUN TO VERB
==== ========= ==================================
Grow Grown The action of the verb was ALREADY DONE
Freeze Frozen The action of the verb was ALREADY DONE
Widen Wide Increase the AMOUNT of an ATTRIBUTE
Fatten Fat Increase the AMOUNT of an ATTRIBUTE
Chair# Chair Performs the USUAL ACTIONS of
people who have the attribute
Fan # Fan Perform the USUAL ACTIONS of
an object with this attribute
Run Runway * The PLACE WHERE planes do the ACTION (run)
FOOTNOTES:
=========
# "TO CHAIR" an event means that a person performs the USUAL
acts of the person who has the ATTRIBUTE "CHAIR"
TO FAN a person means to perform the USUAL ACTIONS that
are done with a FAN.
*The RUNWAY is the PLACE planes do the act of RUNNING (pre-flying)
{LIST2} {Summary of the 4 methods by which Nouns, Verbs and
adjectives interchange. All examples are listed in
{LIST1}. The list is further amplified in the footnotes}
EXAMPLE FROM YOU CAN GET BY-meaning
======= ==== =========== ==========
Grown Verb Adjective The action was done to it #
To Faten Noun Verb Increase amount of attribut $
Runway Verb Noun-Adj Place where action is done %
To chair N-adj Verb Usual actions of N-Adj *
FOOTNOTES:
==========
# A GROWN object is something that had the act of GROWING done to it
$ To FATTEN an object means to increase the AMOUJNT of FAT it had
% A Runway is a PLACE where the planes RUN
* To chair an event means to do the usual actions of the chairperson
{LIST3} {Of forms of the root: ABB}
FORM MEANING TOTAL NUMBER OF TOTAL PERCENT
OCCURENCES IN TNACH #
==== ======= =================== ===== =======
AViV Spring 6 10 60%
AViV Sprouted 2 10 20%
AeBo Sprouting 2 10 20%
FOOTNOTES:
=========
# Some people might argue that Rashi is not teaching semantics but
just avoiding possible confusion: AVIV usually means SPRING, the
TIME when the action of SPROUTING takes place while here it means
the ATTRIBUTE of sprouting.
For the benefit of these people I have included statistics on
occurences of AB roots. Notice for example that ABB refers
to SPRING about 1/2 the time while the other half it refers either
to the ACT or ATTRIBUTE of sprouting.
CROSS REFERENCES:
----------------
ACKNOWLEDGEMENTS:
----------------
RULE CLASSIFICATION: SEMANTIC | ADJ-VERB
--------------------
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v2b9-31 The flax and barley were SMITTEN
-----
RASHI TEXT: The root NCH: a) In HIPHIL = To hit;
---------- b) In PUAL = Deformed
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
----------------------------------------
Rashi here uses his famous workbooks methods technique--a modern
pedagogical technique, to teach grammar. The root NCH has two
fundamental meanings: a) LeHaKoTH = To hit and b) NKU = injured,
deformed.
Most people are unaware that the so called MODES of grammatical
roots---(Kal, Nifal, Piel, etc ) can have a variety of meanings.
In fact very often the grammatical MODES simply are place holders
for several meanings of the same root--that is, if a root has two
meanings one meaning may be assigned to say KAL and another meaning
to PIEL (the assignment being almost arbitrary)
* The root NCH usually means to HIT.
* The traditional form of NCH is HIPHIL (HaKoTH)
* The Pual form has a related but separate meaning: INJURED/DEFORMED
(Just to emphasize the point you can hit someone without deforming
them and e.g. you can be born deformed without having been hit by
someone--so DEFORMED/INJURED is really a separate meaning)
See {LIST1} for a study of verbs in Pual and their meaning.
RASHI'S FORM
------------
The Sifsay chachamim, on this verse, falls into a
COMMON RASHI FALLACY--namely to try and explain Rashi as DEALING
WITH A PROBLEM. Rashi, of course, frequently does DEAL WITH A
PROBLEM. And a good rule of thumb when learning a Rashi is to ask
WHAT IS BOTHERING RASHI---WHAT IS RASHI'S PROBLEM. But the truth
of the matter is that Rashi does not always deal with problems.
Sometimes, as in this verse, he simply teaches details and meanings
even though there is no danger of misinterpretation.
As is our custom we will always emphasize when appropriate the
inadequacy of computers. GRAMMATICAL FORM theory is normally
thought to be based on thousands of cases and a complete theory.
While many grammatical forms are based on many cases, nevertheless
there are also many forms that are based on a few cases.
In particular there are very few occurences of the PUAL form. Rashi
gives one (ShooPoo)--and I have added 3 others. I would be
surprised if we couldn't double the amount. The point of all this is
that Grammar is NOT fixed and anyone wishing to come up with
Chidushim can do so.
Finally in our continual effort to promote Rashi as an educator
note the modern methodology by which Rashi teaches.
* TRADITIONALLY grammar is taught by giving grammatical forms to
students on a silver platter and asking students to memorize them.
This method was also used in mathematics---you give students
formulae and you ask them to memorize them. A new approach that has
popped up the past 10 years is to present situations to students
and ask THEM to come up with solutions, definitions, methods etc.
Such an approach by discovery helps retention and makes learning
more enjoyable.
We see here that Rashi used similar methods. He teaches grammar by
seeking out similar cases. The student is then encouraged to seek
further cases. Such learning by student self research and patterns
stimulates retention and makes learning more enjoyable.
LISTS
-----
{LIST1} {Of PUAL FORMS. THe PUAL has a FORM and MEANING. The PUAL
form has a characteristic SHOROOK (oo sound). The PUAL
meaning is usually taken to mean PASSIVITY; however
as can be seen from this list, this is not entirely true}
VERSE ROOT ROOT MEANING FORM FORM MEANING
===== ==== ============ ======= ============
2-9-31 NKH To hit NooKoo Injured
Job33:21 SFH # To slip ShooPoo Dislocated
Job33:21 RAH To see RooOoo Seen
2-38-21 PKD To assign PooKad Were assigned
1-3-23 LKCh To take LooKaCh Taken
FOOTNOTES:
=========
# SFH is interpreted by the RDQ as CRUSHED. I believe
that SLIP is a better translation. (To defend the RDQ over me
look at 1-3-15 which strongly supports him)
CROSS REFERENCES:
----------------
ACKNOWLEDGEMENTS:
----------------
RULE CLASSIFICATION: GRAMMAR | PUAL
--------------------
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v2-4-4 ...and he grabbed it (Moses grabbed the stick)
------ v2-9-2 ..and you still hold them (i.e. hold the Jews)
RASHI TEXT: (2-4-4)ChZK + B = To grab
---------- (2-9-2)The root ChZK can mean to HOLD
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
-----------------------------------------
Rashi simply explains that CHZK + B = To Hold.
ChZK has about 8 meanings {LIST1}
If
a) Chzk is in the hifil and
b) the preposition B (in) is used then
ChZK means TO HOLD or TO GRAB
See {LIST2} for a good set of examples illustrating this.
RASHI'S FORM
------------
* This Rashi is a real treasure chest on form--
we compare it to the Rashi on 2-9-2.
Both Rashis use the principle that
ChZK + B = To hold
As noted in {LIST1} this principle is also mentioned by the RDQ.
But look at the differences in the Rashi
ITEM V2-9-2 v2-4-4
---- ------ ------
Means to hold Mentioned Mentioned
# of Examples 1 3
ChZK+B = To Hold Not mentiond Mentioned
Yet in application both Rashis are the same. We conclude something
I have mentioned several times: Rashi is meant to be read
--by looking up lists &
--by making explicit principles based on generalizations
Sometimes Rashi will do the work for us and sometimes he will only
give one nifty example.
The reason for the absence of explicit principles and mutiple
examples by each Rashi is because of the WORKBOOK APPROACH that
Rashi uses--A good workbook fills in some examples completely and
leaves other examples for the student to fill in
Regarding lists: Note how we used the RDQ not the Konkordance to
create the above list. Indeed computers and Konkordances give lists
by ROOTS. They do not gives lists by MEANING. The serious student
must avail himself/herself of those works which give lists by
meaning.
Finally note also how we supplemented the RDQ with the relationship
between meaning and grammatical mode. The serious student must be
open to the fact that Biblical Hebrew grammar is NOT fully
understood and there is much work to be done.
LISTS:
------
{LIST1} {Of meanings of the root ChZK--courtesy of RDQ)
MEANING VERSE FORM
======= ===== ====
Become Strong Jud-1-28 Kal
Strengthen 2C2-28-20 Kal*
Strengthn object 2-19-19 Piel**
Inflexible 2-4-21 Piel**
Repair Kings2-12-7 Piel**
Overpower 2S-10-11 Verb + M (From)
Pressing 1Ch-21-4 Verb + AL (on) #
Hold 1-21-18 Hifil + B (In) #*
Volume capacity 2C-4-5 ?
Appear Strong 4-13-20 Hithpael #**
FOOTNOTES:
=========
*There is considerable controversy on what ChZK means in
this verse--see RDQ for a summary (Both the commentary and the book
of roots)---but I feel that OVERPOWER is an unlikely interpretation
here. Also compare Ps18-2=God is My strength = He Who Stengthens me
** RDQ does NOT make explicit the relationship between meaning
and grammatical mode. Nevertheless it appears that
the KAL is used for strengthening of PEOPLE
the PIEL is used for strengthening of OBJECTS
So we have
Strong Shofar blast (2-19-19)
Strong material (Is 54,2)
Inflexible (2-4-21) like the English metaphor inflexible
Repair = (Kings 2-12-7) to make a structure strong
.
# This (V+ON) is my own observation. Compare 1-47-20 & 2C25-3?!?
Maybe
ChZK+M = (complete) overpowering.
ChZK + AL = pressing / urgent
#* RDQ like Rashi mentions the "Verb + B" form. But Radaq also
brings other forms where it means TO HOLD but may not have a "B".
For example (2S-15-5 ChZK L (TO), or Jer 8,21). I have also found
verses like 2R25-3-"and the famine ChZK IN the city" where it could
mean "The famine took hold in the city (like English)" or perhaps
it might be translated in other ways. Finally many of the meanings
of TO HOLD or TO GRAB occur in the Hiphil (RDQ does not make
explicit the relationship between meaning and grammatical mode)
I think the above list should suffice since it is based on the RDQ
and many examples. However some further speculations (that we
can't prove) would give finer nuances
Hifil + No preposition = To spread thru
Hifil + B = To hold / To grab
Hifil + L = To hug ((2S-15-5))
This last example poignantly illustrates the richness of Biblical
interpretation. TO HUG = a Holding that expresses concern while
TO HOLD means to TAKE CONTROL of an object. Unfortunately HIFIL+L
which we claim means to hug only occurs once in Tnach
#** RDQ (and Rashi) mention the relationship between meaning and
prepostions only with "B"; they do not mention the relation between
meaning and other prepositions; they also do not mention the
relationship between meaning and mode. The idea that different
grammatical modes can have different meanings is well known. It
appears from the list presented by the RDQ that the following hold:
MODE APPROXIMATE MEANING
==== ===================
KAL Strengthen PEOPLE
PIEL Stengthen objects, sounds, emotions (non people)
HITHPAEL Appear Strong (in conditions of fright)
HIFIL Grab, hold or have power spread thru something
{LIST2} {List of verses where Chzk B = To Hold}
VERSE MEANING
===== =======
1-21-18 ...and grab the child (Angel speaking to Hagar)
1-19-16 ..and they (the angels) grabbed him (Lot)
Job2,9 ..you still hold on to your (claim of ) innocence
2-9-2 ..you still hold on to them (the Jews)
2-4-4 ..and he grabbed it (Moses grabbed the stick)
Prv-26-16 Like a person grabbing the ears of a dog so too is
a passerby who mixes into a dispute not pertaining
to him
CROSS REFERENCES:
----------------
2-9-2 Another use of the CHZK + B principle
1-41-8B (Volume 1 Number 3) The principle that meaning is an
attribute of Root+Preposition not Root alone
ACKNOWLEDGEMENTS:
-----------------
RULE CLASSIFICATION: VERB + PREPOSITION | MODES
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
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Produced Jan 10, 1999
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*