Rashi-Is-Simple Mailing List
(C) Dr Russell Jay Hendel, 1999
http://www.shamash.org/rashi
Volume 3 Number 17
Produced Sep. 17 1999
Topics Discussed in This Issue
------------------------------
v5a32-2 Moses teaching Torah is compared to Heaven raining water
v5b32-2 ARF = drip (From ARF=neck==>to slaughter neck==>spill
v5c32-2 DEW liked by everyone; RAIN not liked by people on journey
v5d32-2 SAR=Windy Mist. Mist grows grass::Torah grows students
v5e32-2 RVV = Rain (From RVH KSHATH=Archer=Forceful-drop-rain)
v5f32-2 DSH = Meadow (State of grasses covering land)
v5g32-2 ASV = individual grass or species of grass
v5z33-13 Correction of Missing headers, List1, v5b33-13, v3n16
SORRY FOR LATE DELIVERY---FLOYD CAUSED A BLACKOUT IN BALTIMORE
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
***************************
*** READING TIPS ***
***************************
IF YOU ARE IN A HURRY WE RECOMMEND THE FOLLOWING SECTIONS:
* VERSE:
* RASHI TEXT:
* BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
"HOW DO I FIND QUICKLY A SPECIFIC SECTION?"
ANSWER: Use your FIND menu
For example: FIND VERSE:
takes you to the beginning of the next section.
Similarly
FIND NARRATIVE EXPLANATION:
takes you to the brief explanation of Rashi.
"IS THERE AN EASY WAY TO GO TO EACH VERSE AND POSTING?"
Yes. Use your FIND menu.
"FIND #*#*#*#" takes you to the next posting
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v5a32-2
v5a32-2 My TEACHINGS will BREAK like #RAIN#
v5a32-2 My TEACHINGS will #BREAK(ARF)# like RAIN
v5c32-2 My SAYINGS will DRIP like #DEW#
v5d32-2 like #MIST(SeeReeM) on a MEADOW
v5f32-2 like MIST on a #MEADOW#(DSH)
v5e32-2 like #STORMS#(RVVM) on a GRASS
v5g32-2 like STORMS on #GRASS#(ASV)
RASHI TEXT:
v5a32-2 Moses teaching Torah = Heaven dripping rain
v5b32-2 ARF has a meaning like drip (cf 5-33-28)
v5c32-2 The difference between DEW and RAIN is as follows:
DEW, everyone likes while RAIN is distasteful eg
to people on the ROAD
v5d32-2 SeeReeM refers to rain carried by winds
[Moderator: I have translated this as MIST]
v5f32-2 DSH refers to a meadow--the STATE of the ground
being covered with many types of grass
v5e32-2 RVVM refers to a rain descending strongly.
[Moderator: I have translated it as STORM]
It appears to me that the etymology is fromRVH which
means to SHOOT (cf 1-21-20)---the rain descending
strongly appears as a shot arrow.
v5g32-2 GRASS refers to EITHER an individual blade of grass
or to a SPECIES of grass.
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
The Rashis and explanation of the verse, 5-32-2, happen in 3 stages.
--STAGE 1: Rashi explains both the MEANINGS and NUANCES of words
--STAGE 2: Rashi explains the analogy of RAIN and TEACHING
--STAGE 3: Rashi hints at differences between the 4 verse phrases.
A word about understanding this analogy. All translations are
approximate. Therefore in an attempt not to turn people off we
> emphasize the minimal amount needed for understanding
> indicate further details (Which the reader can ignore).
STAGE 1: There are 5 words that have to be explained in the verse.
--ARF---RainBreaking--All that is important is that the reader
believe that
>RainBreaking (ARF) and RainStorm(RVV) are stronger than
>Dew (TL) and Mist (SeeRim) {LIST1}
However we conjecture that ARF comes from NECK. It also means to
>SLAUGHTER
since slaughtering is done at the neck. Hence it could
refer to the
>breaking forth of liquid.
--LKCh--Teachings (Like the verse in Prov4-2 said every week)
>For I have given you a good Teaching, do not desert Torah
We conjecture that the word LKCh corresponds to the English slang
>LKCh = a Take {LIST2}
--SAR--A small rain. This is the translation of RDK and Rashi.
I conjecture it means a MIST. However, all that is necessary is
that the reader believe that
>SAR, TL means a small rain while
> RVV, MTR means a big rain
Both RDK and I connect the meaning with
>SAR = Hair
Thus walking thru a MIST is like being brushed by HAIR. Or as RDK
says it could refer to a thin rain. Rashi adds the dimension that
it is a rain carried by a WIND. {LIST3}
--DSA--Means
> DSH = MEADOW while
> ASV = GRASS
MEADOW denotes the state of a field being covered with lots of
grass while GRASS refers to the individual species.
(By analogy
MEADOW is to GRASS like JUNGLE to ANIMALS or POPULACE to PEOPLE
or SMORGESBORD to FOOD) {LIST4}
--RVH--means RainStorm according to Both RDK and Rashi. There is
a controvery on the eytmology. Both RASHI and RDK believe that the
etymology comes from the ROOTS RVV and RVH which means ALOT or MANY.
RDK thinks that the MANYNESS of a storm is in the ALOT of DROPSwhile
RASHI thinks that the MANYNESS of a storm is in the ALOT OF FORCEper
raindrop (Like RVH KSHATH-an archer who can shoot with alot of force
(See {LIST5})
This completes STAGE 1 where RASHI explains 5 words (corresponding
to {LIST1} thru {LIST5})
STAGE 2: Rashi now explains the MAIN ANALOGY. This can be found
in v5a32-2. The MAIN ANALOGY is that
> TEACHING = RAINING
> GIVING KNOWLEDGE = GIVING RAINWATER
Again we warn the reader against attaching too much significance
to the terms we use. All that is important is that we see
>4 stages/types of RAINING in the verse
>4 types of LEARNING.
The 4 stages are as follows. First we have
>TEACHING/LECTURING = Giving lots of water= RAINING
The verse could apply to TEACHING, or it could also apply
to SERMONS, COUNSELING etc Any transmission of knowledge.
We just use the word TEACHING for convenience.
Next we have
> HOMEWORK/REVIEW = Short summarizing sayings=Dew
the point being that just as DEW refers to small amounts
of rainwater so too does the REVIEW stage after a lecture
refer to
> REVIEW = SHORT PITHY sayings of the teacher.
Again we warn ther reader against reading too much into the
specificity of the word HOMEWORK. It can refer to ANY type
of REVIEW/SHORT SAYINGS/SUMMARIES etc which take place
after a LECTURE/SERMON/COUNSELING.
Next we have
> CLASS REVIEW/RECITATION = Short give-take=WINDY MIST
In other words after hearing the lecture and summarizing with
short statements the class has dialog. At this point it is
helpful to have many types of students giving and taking ideas.
Corresponding to the variety of students the verse uses the
word DSA=MEADOW (carrying a variety of types of grass)
The verse compares the synagogue with give and take about
the Rabbis sermon or the class with give and take about the
teachers lecture to a WINDY MIST.
Finally we have the
> APPLICATION/SPECIALIZATION stage=DEEP APPLICATION=Storm
The emphasis here is on forceful applications (like powerfully
descending drops).
Again the reader should not read too much into the word
SPECIALIZATION. Let me give an example of a non teaching
situation to show how the verse still fits it. The verse
is referring to ANY transmission of knowlege.
For example a couple went to a Rabbi
for counseling (TEACHING) and then the Rabbi SUMMARIZES(HOMEWORK)
followed by the couple discussing ideas (DIALOG STAGE) This
is followed by the couple going home and applying the Rabbis
advice to solve their problem (forceful applications).
Thus the emphasis is on
>FORCEFUL applications of the ideas like
>FORCEFUL descent of raindrops.
In the application stage it is important to have specialization
(GRASS vs MEADOW--specific species vs everybody).
In summary we have 4 stages and 4 phrases:
>TEACHING/LECTURE/SERMON/COUSEL = RAIN
>HOMEWORK/REVIEW/SUMMARY = DEW
>CLASS DIALOG = WINDY MIST
>SPECIALIZATION/APPLICATION = HARD RAIN
This is further summarized in {LIST6}.
The reader will probably ask if Rashi said all this.
My response as usual is that
> Rashi explained the nuances of the words
> he explained SOME differences (like DEW vs RAIN or
the WINDY MIST)
> he left the rest to the reader (Workbook methods)
We have used the principle of CLIMAX to explain the verse.
While we have used specific terms we don't intend that this
is what the Chumash meant. Rather each term should be enlarged
to include a variety of TEACHING situations where knowledge is
given. If readers think I have left out cases or have better
analogies please email them in.
STAGE 3: We now compare the differences between the 4 verse phrases.
There are 4 main differences and they are summarized in {LIST7}.
We have used the method of alignment
--DIFFERENCE 1: It says
> My TEACHINGS will BREAK like rain
> My SAYINGS will SPRINKLY like dew
But then in the remainder of the verse it says
>No VERB(like BREAK SPRINKLE) and
>no OBJECT (like Teaching saying)
The explanation is clear. The first 2 phrases refer to TEACHING
and HOMEWORK when the teacher is needed (and hence there are
TEACHING VERBS and TEACHING OBJECTS (Teaching saying)--the next
two phrases refer to STUDENT ACTIVITIES which happen after
teaching (DIALOG APPLICATION) and hence there are no verbs
---DIFFERENCE 2: Difference between
> TEACHINGS will BREAK
> SAYINGS will SPRINKLE
Again recall our approach that the reader need not believe that ARF
means BREAK. All that is important is that the reader believe that
>BREAK is a stronger term than SPRINKLE
But then we immediately understand that
>TEACHING requires MORE TRANSMISSION of KNOWLEDGE while
> SUMMARIES requires LESS TRANSMISSION of NEW KNOWLEDGE
Hence
>the first phrase uses ARF=BREAK(?)
a stronger term of RAINING
>the 2nd phrase use SPRINKLE, a lighter term of raining.
Notice how our particular conjecture that
>ARF = BREAK
is not needed to understand the verse. All that is needed is the
belief that ARF is a stronger term.
---DIFFERENCE 3: Difference between
> RAIN BREAK (Strong term)
> DEW SPRINKLE (Light term)
> WINDY MIST (Light term)
> RainStorm (Strong Force) (Strong Term)
Again we remind the reader that they need not believe
in the particular meanings we conjectured---it is
sufficient to believe that certain terms are STRONGER
while certain terms are LIGHTER.
Hence
>TEACHING and APPLICATION involve
>STRONG application of Knowledge
(RAIN and FORCEFUL RAINSTORM)
while
> HOMEWORK, DIALOG involve
> LIGHTER applications of Knowledge (Dew, Mist)
Rashi's clever addition of WIND to the mist idea (not mentioned by
RDK) picturesquely describes the chatter of a classroom dialog.
COMMENTS ON RASHI'S FORM:
We merely mention 3 items
--Rashi gave meanings of all words and SOME elaboration
on the metaphors and distinctions. He expected the
reader using workbook methods to complete the rest. The
guiding principle would be one of CLIMAX.
--We have introduced the idea in this posting of
describing meanings as
> STRONGER and LIGHTER (Eg Rain vs Dew)
without emphasizing more specific details.
This principle of STRONG vs LIGHT is an important
principle in understanding verses where there is
much controversy.
It is also the basis of much of halachic Midrash which
focuses on (ADD MORE DETAILS and RESTRICT).
--Finally I give acknowledgement to the Ralbag who in his
commentary on the difficult book of Job used a threefold
approach. He explains
> Words
> Phrases
> Overall chapter
This is much the approach of Rashi here who explains
> All words
> Some phrases
> Something of the overall verse
Unlike the Ralbag (who can be very wordy) Rashi leaves the
remainder to the reader (WORKBOOK METHODS).
LISTS {For ADVANCED students and for those with more time}:
{LIST1} {Meanings of ARF}
MEANING VERSE TEXT
========= ======= =============================================
Neck Jer2-27 They have faced me with their neck
Stubborn 5-32-9 For you are a stiff necked nation
Slaughter 5-21-4 And you will NECK the calf (ie slaughter)
RainBreak 5-32-2 My teachings will BREAK like rain *1
Fog??? 5-4-11 Darkness, clouds and fog??? *2
Stubborn ? Isa5-30 The nation is dark..darkness in the stubborn*3
FOOTNOTES
*1 Several comments are in order
--There are only two verses (5-32-2 and 5-33-28) where RAIN
BREAKING is mentioned using the ROOT ARF
--It would appear the the etymology is as follows:
>ARF means neck
>ARF as a verb means to kill (slaughter the neck)
>When you slaughter the blood breaks out
>So ARF came to mean a sudden outpour of liquid
In other words the NUANCES of ARF would be a completely
calm day which all of a sudden BREAKS out in a storm.
--For this reason I have translated ARF as BREAK. Needless
to say this is an English approximation. The above explanation
should enrich this translation with the proper nuances. If
anyone has a better translation kindly email it.
--BOTH the RDK in his book ROOTS and RASHI (on this verse)
translate ARF as having a meaning like DRIP. This has a
nuance different than BREAK. However as I have indicated
in the BRIEF EXPLANATION section the reader need not
accept my etymology. All that is necessary is that the
reader believe two things
>That ARF has a meaning like TZL = sprinkle/pour
>that ARF is a stronger term than TZL=sprinkle
(This follows from the fact that ARF is associated
with RAIN while TZL is associated with DEW and
RAIN 'breaks' harder than dew)
*2 It is not clear weather ARFL should be on this list. It is
possible it comes from a 3 letter root. However it is also
possible it comes from 2, two letter roots and is itself a
4 letter root. The derivation would be as follows
> ARH = Feel
> FLA = To distinguish
> ARFL (fog) = You have to feel (ARH) to Distinguish (FLA)
and would denote a state where you have to grope to
'see' things (You have to 'feel' your way around).
*3 This word (AReeFeHa) occurs only once in the Bible. It has
been translated as
>darkness (Like ARFL--see footnote *2)
>Pillars
The translation of AReeFeHa is not relevant to this posting. My
own opinion is that since the chapter (Isa5) is speaking about
a powerful nation that will descend on the sinful people
it makes sense to translate the verse consistently with the
theme of the chapter
> and if you look to the people you see darkness
> her stubborn people are dark.
{LIST2} {Meanings of LKCh, courtesy of RDK}
MEANING VERSE RELATION OF THIS MEANING TO TAKE
======== ========== ===========================================
Take 1-3-22 TAKE
Death 1-5-24 TAKE his soul
Assert 4-16-1 *1 TAKE a hold of oneself
Tongs 2-25-38 Tools for TAKING things from fire
Booty 4-31-11 Things TAKEN during war
Marketing Neh10-32 The MARKET is a place of TAKING and GIVING
Teachings Isa29-24 *2 The student TAKES teachings from the teacher
FOOTNOTES
*1 This is ONE POSSIBLE interpretation of this difficult verse
>And Korach ASSERTED himself...and said 'We are all holy
There are other interpretations--the exact meaning of this
verse would not affect this posting. We have already discussed
4-16-1 in a separate posting.
*2 We should mention the famous verse where LKCh=TEACHING, Prv4-2
>>For I have given you a good TAKE, do not forsake my Torah
Rabbi Hirsch in a beautiful essay points out that this verse could
have referred to the Torah as EITHER
>A gift (I have given you a good gift)
>A take (like the English slang word..a 'take')
The selection of TAKE vs GIFT is because
>GIFT emphasizes what the TEACHER gives while
>TAKE emphasizes what the student receives.
Rav Hirsch states that the important thing in a teacher-student
relationship is how much the student can receive (The teacher can
always give more then the student can receive; the important thing
to emphasize is the TAKE--how much the student can receive)
{LIST3} {Meanings of SAR, courtesy of RDK}
MEANING VERSE RELATION OF MEANING TO HAIR
======= ======== ===============================================
Hair 3-13-3 Hair
Wheat 5-8-8 Wheat on a field looks like hair on a head
Goat 3-4-24 Because Goats HAVE a lot of Hair
Wheat 5-8-8 Wheat on a field LOOKS like hair on a head
ToAttack Dan11-40 Goats are agressive animals
Mist 5-32-2 A moist mist FEELS like lightly brushing hair*1
FOOTNOTES
*1 Some comments are in order
---Both Rashi and RDK translate SAR has a LIGHT RAIN.
---RDK emphasizes that SAR is a HAIR LIKE rain (Hence
we have translated it as MIST)
---RASHI emphasizes that it is rain brought by winds (Hence
again we have translated it as mist)
---The Sifsay Chachamim suggests that Rashi believes that
SAR (with a SIN) means the same as SAR with a SAMECH because
of letter interchange (SAMECH and SIN sound the same).
However there is no reason to believe that Rashi and RDK
differ. They both would agree that
>SAR is a HAIR LIKE rain
which is consistent with the other meanings of SAR.
Rashi simply ADDS the dimension of rain carried by the wind.
Hence we have translated it as MIST which carries both nuances
>a hair like rain
>rain supported by wind
---Again, it is not necessary to accept my translation of MIST
for purposes of this posting. All that is necessary is to
>to understand that SAR means some type of rain
>to see SAR as a LIGHTER rain than MTR(Rain) RVV(Storm)
The particular nuances of WHAT type of light rain it is
whether MIST or WIND CARRIED or whatever is not relevant to
the posting.
{LIST4} {Collective nouns. The words in the right column denote
INDIVIDUALS or SPECIES. The words in the left column
denote the SOME TERRITORY BEING COVERED WITH
LOTS OF SPECIES. So for example ANIMALS can refer
>to individual animals
>to whole species
while the JUNGLE refers to the
>state of some territory being covered by
those species. The examples should all be
clear. The nouns on the right are all collective
nouns except for PEOPLE.}
WORD COLLECTIVE
DENOTING NOUN DENOTING
STATE OF SPECIES and/or
SOMETHING EXPLANATION OF STATE INDIVIDUALS
============ ================================== ==============
MEADOW State of ground covered with grass GRASS
JUNGLE State of many animals roaming ANIMALS
POPULACE State of land covered with people PEOPLE
SMORGESBOARD State of table covered with food FOOD
{LIST5} {Controversy of RDK and RASHI on the eytmology of RVH=RAIN.
They both agree that RVV/RVH means MANY. The controversy
is whether the MANYNESS is in the NUMBER of drops or
the INCHES/DISTANCE that each drop travels.
RDK hold that the RainStorm means ALOT of DROPS, from the
root RVV which means ALOT, while RASHI holds that the
RainStorm means that each drop has alot of FORCE, from
the root RVH which can mean a good archer *1}
WORD MEANING ROOT RELATION TO MANY RDK/RASHI
====== ================= ==== ================ =========
HRBH Many RVV Many
RVVH 10000 RVV Many things
RVU Fruitful/Multiply RVH Many children
RVH Archer RVH Long distance
RVeViM RainStorm RVV Many drops RDK
RVeVim RainStorm RVH Much force RASHI
FOOTNOTES
*1 Some would translate
>RVH KShaTH as a TEACHER OF ARCHERY
I would suggest that
>RVH KShaTH means an EXPERIENCED ARCHER
someone who can shoot long distances.
{LIST6} {The analogy in 5-32-2. The 4 phrases in the
verse illustrate 4 stages in TEACHING. The main analogy is
>TEACHING WISDOM = RAINING/GIVING WATER
The 4 types of RAIN mentioned in the verse 5-32-2 correspond
to 4 types of teaching. This is elaborated on in the
footnotes and in column 3.The analogy may look too specific.
Therefore the footnotes ENLARGE on the analogy,broadening it
to more general settings}
TEACHING PHRASE IN Analogy between RAIN/TEACHING
COMPONENT VERSE 5-32-2
=============== ================= ================================
The Lecture My teachings will Raindrops=words of wisdom *1
*1 break like a rain Giving raindrops=Teaching wisdom
Homework My sayings will Sayings=Main points/Hilights *2
*2 drip like dew Dew=small drops=short review
Class discussion Like a windy mist Windy mist=Class dialog *3
/recitation on a meadow Meadow=Variety student types
/review *3
Specialization Like a rainstorm Long range drops=big applications
*4 on grass Grass=Species=Each specialization
FOOTNOTES
*1 LECTURE can be replaced by ANY delivery of ideas such as
>Sermons
>Counseling of Rabbis to congregants
>Teaching known laws (Shulchan Aruch)
>Teaching Talmudic analysis
>Telling stories to little children
>Vocational teaching
The LECTURE is characterized by
> transmitting ALOT of ideas
Similary the RAINSTORM (vs dew) is charecterized by
> transmitting ALOT of drops
*2 HOMEWORK can be enlarged to include ANY type of individual review
>Doing problems assigned by the teacher
>Gathering sayings illustrating hilights
>Reciting over summaries to people who didn't hear lecture
>Composing SHORT ANSWER sheets to review material
HOMEWORK is characterized by
> Short answer specific questions that review material
> Going over (instead of receiving) material
Similary DEW in contrast to rain is characterized by
> small droplets rather than downpours
> being surrounded by droplets (vs coming down)
*3 RECITATION can be enlarged to include ANY class discussion
> debate in class over meanings of lecture
> debate in class over consequences of taught material
> debate in class
RECITATION is characterized by
> many types of students
> a small number of ideas per student(vs many from teacher)
> a give-take atmosphere
Similarly MIST ON MEADOW is characterized by
> many types of grass (MEADOW)
> hair like rain vs downpour
> wind carrying ideas
*4 SPECIALIZATION could be enlarged to any APPLICATION of the
teachers ideas (eg going out and building a Mechiza after
learning the laws).
SPECIALIZATION corresponds to
> long term applications
> by people who specialize in that application
Similarly RAINSTORM ON GRASS is characterized by
> droplets with force (Rashis etymology of ReVeeVim)
> Grass=specific species
{LIST7} {Summary of
> the 4 phrases in 5-32-2
> the analogy of 4 stages of teaching
> 4 differences in the phrases
> Footnotes explaining these differences
This LIST is especially important for elaborating
on the DIFFERENCES in the 4 phrases}
TEACHING BREAK like RAIN my TEACHINGS
HOMEWORK DRIP like DEW my SAYINGS
CLASS REVIEW like MIST on MEADOW
SPECIALIZE like RainStorm on GRASS
============== ===== ============== ============= ==========
Teacher/Student *1 *1
Teach Big/Small *2
Big/Small rain *3
All/Some students *4
FOOTNOTES
*1
---TEACHING and to a certain extent HOMEWORK involve
>The TEACHER (For lecture and to help with HOMEWORK)
Hence we have the following words on the TEACHING HOMEWORK lines
>BREAK DRIP TEACHINGS SAYINGS
--CLASS REVIEW and SPECIALIZATION are after TEACHING
and hence on the REVIEW SPECIALIZE lines we have
>no VERBs of transmission
>No TEACHING/SAYING mentioned
*2
--TEACHING involves transmitting
>MANY ideas
Hence we use the verb
>BREAK
--HOMEWORK involves applications
>of ONE idea at a time
Hence we use the verb
>DRIP
*3
--TEACHING and SPECIALIZATION involve
>MAJOR ideas
Hence we use the words
>RAIN and RAINSTORM
which correspond to
> major falls of water from the sky
--HOMEWORK and CLASS REVIEW involve
> short ideas
Hence we use the words
> DEW and MIST
which correspond to
> small falls of water from the sky
*4
-- CLASS DIALOG invovles
> All students of
> Many types
Hence we have the words
> Meadow
denoting a general collection of everybody
--SPECIALIZATION/APPLICATION involves
> only those who specialize in a subject
Hence we have the words
> Grass
which denotes individual species.
CROSS REFERENCES:
ACKNOWLEDGEMENTS:
RULE CLASSIFICATION {See the web site for comparable examples}:
CLIMAX
WORD MEANINGS
CLIMAX
WORD MEANINGS
WORD MEANINGS
WORD MEANINGS
WORD MEANINGS
SQL {Database query comments for those who know Database theory}:
SELECT Root.Meaning FROM Dictionary WHERE ROOT='LKCh'
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v5z33-13
My apologies. The HEADERS from {LIST1} of v5b33-13(v3n16) were
accidentally left out. Here is the entire {LIST1} reproduced
The archives will remain as is however when volume 3 is
condensed into one book the file will be rewritten with the
correct headers.
{LIST1} {Of verbs M+XY where MM=SOURCE OF. Thus the etymology
of these roots is M+XY=SOURCE XY. As an example
MRD=REBELLION, RD=DOWN. So we have the derivation
REBELLION = MRD = M+RD = SOURCE(M) OF DOWNFALL(RD).
Various subtleties in these derivations (like use
of poetic lisence are brought down in the footnotes)}
MEANING OF
LAST TWO LAST TWO
ROOT MEANING M=SOURCE ROOT LETTERS ROOT LETTERS
==== ======= ========= ============ ============
MAN Refuse Source of nothing AyN *2
MAR ThornPain Source from plucking ARH
MGD SWEET Source of Sweetness GD *1 *2 *7
MDN Municipality Place where Laws hold DyN *3 *7
MDA Why? Source for Knowledge YDA *7
MTR Dew Source of Pussiness TRH *4 *7
MLCh King Source of nations walkings hLCh *5
MSR Turn over to Source of Departing from SooR
MTzDH Cave(?) Source of Hunting TzD *6
MTzR Gates Source of Bundling TzRR *7
MRD Rebellion Source of Downfall RD
FOOTNOTES
*1 4-11-7 shows that GD was perceived as a sweet seed
*2 In some of these examples the M+ROOT and the ROOT
have the same meaning (in other words we have lost
knowledge of the nuances differentiating them).
Thus we could also say ARH=CURSE; MAR=SOURCE OF CURSES
and there would be no real difference between them.
However based on Rashi we would take MAR as the type of
pain you have when you pluck out a thorn (this would tie
in nicely with the skin disease, TZARATH).
*3 That is laws hold over the domain of the municipality
(Outside the municipality they do not hold)
*4 That is the dew creates the "pussy like" texture in the
morning
*5 This etymology, MLCh = MoLiCh (KING=The Walker) is due to
Rav Hirsch who sees the King as LEADING (=walking!!!) the
people and guiding them.
*6 That is the MTzuDaH is the source or hangout from which
you can hunt (it wouldn't exactly be a cave but rather an
ambush grounds)
*7 There is an element of poetic lisence in some of these
etymologies. For example THE MUNCIPALITY is not the SOURCE
of LAWS but the SOURCE/PLACE where LAWS hold; WHY is not the
SOURCE of KNOWLEDGE but the VEHICLE to get knowledge from
its source; DEW is not the SOURCE OF PUSSINESS but the SOURCE
of the PUSSY LIKE APPEARANCE in the morning; GATES create
borders and APPEAR to BUNDLE up the city. Similary MGD is not
a source of GD seeds but a source of things as sweet as GD
seeds.
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
COMMUNICATIONS
--------------
Send via email SUBMISSIONS/responses/contributions to
rashi-is-simple@shamash.org
If you want your communication published anonomously (without
mentioning your name) simply say so (and your wishes will be
respected). All other submissions (whether thru Shamash or ANY
of my email addresses are made with the understanding that
they can be published as is or with editing)
NOTATIONAL CONVENTIONS
----------------------
e.g. v5b2-1 means as follows:
The "v" means verse
The "5" means Deuteronomy--the 5th book
The "2" means The 2nd chapter
The "1" means The 1st verse
The "b" means The second rashi on that
verse ("we rounded mount
Seir)
Similarly v5-2-1 would mean Dt 2:1 and probably refer to all
Rashis. (These conventions start with issue 14---beforehand
the notation is similar and will be updated retroactively
in the future)
Asterisks (*,#) in a list usually refer to footnotes that follow it
Parenthesis with the word List and a number--[LIST3] refers to
LISTS in the LIST section of each posting.
THE WEB SITE
------------
To review all past issues as well as to see all principles go to the
web site HTTP://WWW.Shamash.Org/Rashi/Index.Htm. You can download all
past issues from this website.
THE ARCHIVES
------------
Alternatively to get PAST ISSUES goto
http://www.shamash.org/listarchives/rashi-is-simple/
To retrieve a specific past issue email to listproc@shamash.org and type
in the body of the message: get rashi-is-simple rashi-is-simple.v#.n#
Issues 5,10,12 are not located here but can be retrieved from the
web site.
SUBSCRIBE & UNSUBSCRIBE
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To UNSUBSCRIBE send mail to listproc@shamash.org and type in the body
of the message: unsubscribe rashi-is-simple email-address.
To SUBSCRIBE send email to listproc@shamash.org, and type in the body
of the message: subscribe rashi-is-simple email-address FName LName
OUR GOALS
---------
RASHI-IS-SIMPLE
* will provide logical explanations to all 8,000 Rashis on Chumash.
* the preferred vehicle of explanation is thru list of verses and
exceptions
* These postings will be archived in Shamash in Quartuplet
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* Rashi-Is-Simple should prove useful to
layman, scholars, rabbis, educators, and students
* Although this list is orthodox we welcome all logical
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provided they are defended with adequate examples.
BACKGROUND INFORMATION
----------------------
For further information on the character of this list
* read your welcome note from Shamash
* read PESHAT and DERASH: TRADITION, Winter 1980 by Russell Hendel
End of Rashi-Is-Simple Digest
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*