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#       10 YEAR Ayelet DAILY-RASHI-YOMI CYCLE             #
#                 October 12th, 2001                      #
#          Rashis 997-999 Of 7800 (12.8%)                 #
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#       http://www.RashiYomi.Com/calendar.htm             #
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#    Reprinted with permission from Rashi-is-Simple,      #
#  (c) 1999-2001, RashiYomi Inc., Dr Hendel President     #
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   =============  HOT ITEMS ================================
   Read the essay on the next world:
                http://www.RashiYomi.Com/olamhaba.htm

   ENGLISH RASHI:       http://www.mnemotrix.com/metsudah
   THE WHITE PAPERS:    http://www.RashiYomi.Com/white.htm
   =========================================================
GOALS
=====
This module studies Rashis treatment of classical grammar.
In other words how did Rashi treat the rules you find in
modern LEARN-HEBREW textbooks

TODAYS UNIT
===========
Rashi had a unique method of teaching Hebrew Grammar.
He used the method of NEAR MISSES. In the next few
days we present some examples and clarify this method

REFERENCE:
=========
Todays unit comes from the following postings

http://www.RashiYomi.Com/gn41-35a.htm
#*#*#*# (C) RashiYomi Inc., 2001, Dr. Hendel, President #*#*#*#*#
RASHI TEACHES GRAMMAR BY NEAR MISSES


NOTATION: In todays posting: O<-->KAMATZ; A<-->PATACH

EXAMPLE 11: Gn49-04d (PACHAZ means FIZ; POCHAZ means TO FIZ)
EXAMPLE 12: Ex19-18a (OSHON means SMOKE; OSHAN means TO SMOKE)
EXAMPLE 13: Dt07-23a (HOMAM means SMASH; HOMOM means SMASH THEM)

BACKGROUND
----------
As is well known Hebrew Grammar rests on 3 letter roots. These
3 letter roots may be conjugated in various ways to obtain
various meanings. There are many books and many charts showing
these conjugations.

RASHIS METHOD
-------------
Rashis attitude was that anyone can memorize charts. The job
of the teacher is not to drill. Rather the job of the teacher
is to point out potential pitfalls. If 2 conjugations LOOK ALIKE
then the teacher must tell the student so they can avoid them.
We will call this the method of NEAR MISSES. They are quite
popular vehicles on multiple choice exams.

THE TEXT
--------
In todays unit Rashi focuses on 2 NEAR MISSES

NEAR MISS #1
------------
The past tense 3rd person is punctuated KAMATZ-PATACH: For
example HE SMOKED would be OSHAN. By contrast the NOUN
denoting SMOKE would be punctuated with two KAMATZ (OSHON)

Similarly I translate the root PAY-CHETH-ZAYIN as meaning
to FIZ and BUBBLE (Like soda fiz*1). Thus the Katatz-Patach
punctuation would correspond to the verb: TO FIZ while the
Patach-Patach punctuation would correspond to the NOUN: FIZ.

NEAR MISS #2
------------
Another near miss comes from the observation that a
Kamatz-Kamatz punctuation can indicate either a noun
or it can indicate a Verb with an object suffix: Hence
HOMOM (Dt07-23a) means to SMASH THEM (While HOMAN means
to SMASH).

THE LIST
--------
Here is a summary of the above. In the next few days
we will review many more NEAR MISSES
VERSE #1 PUNCTUATION#1 MEANS#1 #2 PUNCTUATION#2 MEANS#2
Ex19-18a OSHON KAMATZ KAMATZ Smoke Oshan KAMATZ PATACH To Smoke
Gn49-04d PACAZ PATACH PATACH Fiz PoCaz KAMATZ PATACH To Fize
Dt07-23a HOMAM KAMATZ PATACH ToSmash HOMOM KAMATZ KAMATZ Smash Em
COMMENTS
*1 Charming? Isnt it!? But a beautiful exterior does not
   contradict a sturdy skeleton. Many roots whose second
   letter is CHET have meanings similar to the 1st-3rd letter:
   Thus PACHAZ would come from PAZ (Glittering GOld). The fiz
   of a soda would resemble the glitter of Gold (And yes it
   is charming and in the dictionary, charm leads to truth)

   There is a cute story behind this. The last time I was in
   Israel was in 1980. It was Parshat Vaychi and I was at
   the Vishnitz Hotel. The above etymology is what came out
   of a conversation in a Bnay Brak Shule. (If anyone knows
   the father and son I spoke to on that Shabbat 20 years
   ago I would really like to meet them again)

   For purposes of this posting, however the meaning of
   PACHAZ is irrelevant as the purpose of the posting
   is to show rules of grammar.
#*#*#*# (C) RashiYomi Inc., 2001, Dr. Hendel, President #*#*#*#*#