Rashi-Is-Simple Mailing List
(C) Dr Russell Jay Hendel, 1999
http://www.shamash.org/rashi
Volume 4 Number 17
Produced Dec, 22 1999
Topics Discussed in This Issue
------------------------------
v1a49-4
Roots whose 2nd letter is Chet=Roots with a weak
letter(called two letter roots by
rashi):a)BCHR=Choose=BRR, b)BCHL=Fright=Confusion=BHL,c)
MChTz = Crush = Squeeze=MTzTz e) RCHV=Spatiousness =
Alot (RVH) of space;f)PZZ=Glittering Gold=Fizzing water=PChZ
v1d49-4
(a)A 3 letter root punctuated with a PATACH PATACH
refers to a noun(eg NAAR=the lad);(b) if punctuated with
a KAMATZ-PATACH it refers to a verb (eg NoAR=to grow
up);(c)if punctuated with two kamatz itrefers to a
verb-object(eg HoMoM=pulverize them 5-7-23
v2a1-20
Three cases of verbs: a) 1-2-H root AND causative
tense==>Tsazray (VaY-AY-Tiv 2-1-20), b) 1-2-H verb AND
active===>CHIRIK (Va-YEE-tav 3-10-20); c) Yud-2-3 AND
active ===> Tzaray (Va-YAY-Lech 1-18-33)
#*#*#*#*#*#*#*#*#*# (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: v1a49-4
======
v1a49-4 ...(you Reuven) are like water fizz, (therefore)
you will not get the extras (of the firstborn)
RASHI TEXT:
===========
v1a49-4 the "fizz" and "hurriedness" that you hurried to
show your anger (over my living with a handmaid
rather than your mother ) was like hurried water
(that shows 'fizz')---therefore
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
=========================================
There is alot of confusion over Rashis so called belief in
the two letter roots so let me briefly explain the nature of
grammar and why Rashi's approach is tenable.
Grammar has three ingredients. The first is a discovery of
pattern between
>FORM and MEANING
Thus for example the
>PIEL BINYAN
has a
>FORM (eg PI KAD TI (use of Chirik and Dagesh)
as well as a
>MEANING (usually (but not always) a more intense activity)
The 2nd element of grammar is the ability to justify it by
examples using a database query. Thus I could ask in a query
>Present all 3 letter roots that appear with a
>Tav Yud at end with a chirik at the beginning
I would obtain all past, 1st person,singular occurences of
Piel in Tnach and could inspect meaning to see if it was
a more intense meaning.
The 3rd element of grammar is statistical justification. For
example after defining PIEL and performing the query I could ask
>what percent of piel verbs (with a chirik) actually
>mean a more intense form of the activity.
Most people are surprised that there are NOT rigid statistical
requirements for grammatical rules. 50-70% agreement with a rule
may be adequate. For in such a case the rule is still useful
even if it is not 100% accurate.
We can summarize the above by asserting that
>GRAMMAR = statistical utility in association of
>form with meaning as evidenced by a query
Thus the fundamental thesis of this email list is that
>all Rashis (without citation of sources) are grammatical
(If Rashi cites a source he may just believe the position can
be strongly defended without believing it is grammatical.But
if Rashi does not cite a source then what he brings is pure grammar)
Notice how the above also gives a defintion of PSHAT. The major
problem with books on pshat today is that they avoid doing
research into finding the grammatical rules of rashi and instead
go off on philosophical tangents. The real issue of Pshat is NOT
its definition but rather the challenge of finding the grammatical
rules on which Rashi based himself.
Having said all that let us examine the two letter root theory.
Recall that every Hebrew root has 3 letters. However if one of
those letters is doubled, a hay, an aleph, a yud, a vav etc
then we have a weak root. In Rashis' language
>A 2 letter root = a weak root
It is called a 2 letter root because one of its 3 letters
frequently does not appear.
Some statistics may help. There are about 2000 Hebrew roots. About
half of these are 2 letter (or weak). Furthermore many pairs of
weak roots with the same 2 letters have similar meanings.
{LIST1} shows the relationship between 3 letter roots whose 2nd
letter is CHETH and other weak roots. Note how the meanings are
closely related. Thus we have
>B CH L = fright = confusion = BHL
>B CH R = Choose = choose = BRR
>M Ch Tz= crush = squeeze = MTz
Sometimes the meanings are related but not identical. Thus
we have
>TzChN = a stinging Stench
>TzNH = A Thorn
Clearly
>A Thorn:Touch :: Stinging Stench:Smell
Similarly
>RVH = Alot
>RCHV = Spacious = alot of space \
FInally we bring the pair PACHAZ and PZZ.
>ZHV = Gold
>PZZ = GLittering Gold
>PCHAZ = fizz (like the white foam by ocean waves)
Clearly
>Fizz:Water :: Glitter:Gold
In other words the fizz on a water looks like the glitter on gold.
Rashi explains that Reuven despite his many good characteristics
was too hurried---he fizzed like water---if he saw something bad
(like Jacob living with a bondmaid vs Reuven's mother, Leah) he
had to do little things like mix up the beds. He fizzed with
activity and it is this which invalidated him from leadership.
In passing we should mention that 1-49-3:4 are read as one verse
>Reuven you are My eldest
> my strength
> my beginning virility
>... ...
> like water fizz
Finally {LIST1} brings down three other slightly controversial
examples of root relationship. We especially mention
>MCHR = Tomorrow = The Replacement (MOR) of Today
This cute etymology is due to Rav Samson Raphael Hirsch.
COMMENTS ON RASHI'S FORM:
=========================
LISTS {For ADVANCED students and for those with more time}:
===========================================================
{LIST1} {Showing how 3 letter roots with a cheth in the
middle come from weak roots using the other two
letters of the 3 letter root. Some of these
derivations are clear
>B CH L = fright = confusion = BHL
>B CH R = Choose = choose = BRR
>M Ch Tz= crush = squeeze = MTz
Some of the pairs are related but not identical
>TzChN = Stinging Stench(smell)=Thorn(touch)=TzNH
>PCHZ/PZZ = Fizz/Sparkling Gold both glitter alike
>R Ch V = Spacious = alot OF SPACE = RVH
Some require poetic lisence
>B Ch N = Tested = Well Built = BNH
>D Ch K = to shove = to thin his space= DKK
>M CH R = Tomorrow = REplacement(MR)of Today *2}
Root Root
with with
Cheth Meaning weak
letter*1 Meaning
====== =================== ======== ======================
B Ch L Fright B H L Confusion
B Ch R Choose B R R Choose
M Ch Tz Squeeze/Crush M TzTz Squeeze
TzCh N Stinging Stench TzNH Thorn
R Ch V Spacious R V H Alot
P Ch Z Fizz P Z Z Sparkling Gold
B Ch N Tested(well built) B N H Build
D Ch K Shove him D K K Thin his space
M Ch R Tomorrow M O R Replacement of today*2
FOOTNOTES
*1 Rashis actual term is
>a root with two letters
Some people think Rashi actually believed there were roots
with two letters. But this is rediculous. Rashi actually
called
>weak roots (eg one letter is a hay,aleph,doubled..)
as
>2 letter roots
since one of the three letters frequently disappears.
*2 Due to the Master of Nuance, Rabbi Samson Raphael Hirsch
CROSS REFERENCES:
=================
ACKNOWLEDGEMENTS:
=================
This above explanation was first given (by me) in 1980 in
a synagogue in Bnay Brak near the Vishnitz Hotel. We were
shmoozing before davening and I related the
>Glittering gold = fizz
idea to a person and his son. I have since forgotten their
name (If anyone knows who they are please forward their name
or email address to me).
RULE CLASSIFICATION {See the web site for comparable examples}:
===============================================================
WORD MEANINGS
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v1d49-4
======
v1d49-4 ...(you Reuven) are like water fizz (PCHZ),
(therefore) you will not get the extras (of the firstborn)
v2a19-18 ...And Mount Sinai was smoking (ASHAN)
v5-7-23 ..and you will PULVERIZE them (HMM)
RASHI TEXT:
===========
v1a49-4 The Hebrew word
>PChZ
is punctuated with two
>PATACHs (pAchAz)
showing that it is a
>noun.
By contrast the
>verb form
has a
>Kamatz-Patach (pOchAz)
This also explains the placement of accents
In other words
>PATACH-PATACh = noun
>KAMATZ-PATACH = verb
v2a19-18 The Hebrew word
>AShN
which means
>WAS SMOKING
is a
>verb not a noun
and therefore
it is punctuated with
>Kamatz-Patach (pOchAz)
(All other occurences of
>AShN
in the Tnach (Bible) are verbs.)
This also explains the placements of accents
In other words
>PATACH-PATACH = noun
>KAMATZ-PATACH = verb
v5-7-23 The Hebrew word
>HMM
is spelled with
>KAMATZ-KAMATZ (hOmOm)
showing that the
>terminal MM = The Object = Them
In other words
>HMM + 2 Kamatzs = hOmOm = pulverize THEM
By contrast
>HMM +Kamatz+Patach=hOmAm= pulverize
In other words
>Kamatz-Patach = Verb
>Kamatz-Kamatz = Verb-Object
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
=========================================
Rashi is simple--he is teaching us basic grammar.
Take a simple hebrew root like
>NAAR NUN AYIN RAYSH
We have 3 cases
CASE 1: PATACH PATACH=NOUN
---------------------------------------
If you place a PATACH under both the 1st and 2nd letter you
obtain a
>NOUN---the LAD
There are many such SEGOLATE nouns in Hebrew which have two
patachs. Some other examples are presented in {LIST2} they
include
>ZAAM = Anger
>TAAM = Taste
>NACHAL = stream
>NAAL =shoe
CASE 2: KAMATZ PATACH = VERB
----------------------------
If you place a KAMATZ under the 1st letter but a PATACH under the
second letter you obtain a
>VERB----to become a lad--to grow up.
This is true for the other examples in {LIST2} also. In each row
of {LIST2} we have a 3-letter root which can be either a noun or
verb depending on whether we use a PATACH-PATACH or KAMATZ-PATACH
spelling. Thus we have
>TOAM = To taste
>ZAAM = TO get angry
>NACHAL = To stream down possesions(ie to inherit to someone
>NAAL = to close or lock (the activity=verb)you do to a shoe
CASE 3: KAMATZ-KAMATZ=VERB+OBJECT
---------------------------------
When the last of the three letters is a MEM we have another case;
The form
>HOMAM(Kamatz-Patach)=a verb/activity (To pulverize)
>HoMoM(Kamatz-Kamatz)=verb+object=to pulverize THEM
In other words the terminal MEM could be part of the verb OR
it could indicate the OBJECT of the activity/verb.
These 3 rules are illustrated in the 3 Rashis above. The rules
are compactly summarized in {LIST1}. The rule is illustrated
with noun-verb pairs in {LIST2} and is illustrated with a
variety of verses in {LIST3}. Comments on Rashi's pedagogic
methods are presented in the COMMENTS ON RASHI'S FORM section.
COMMENTS ON RASHI'S FORM:
=========================
Rashi, the master pedagogist! To appreciate what Rashi did
let us look at an analogy in modern math teaching.
The last 10 years in math have seen changes in remedial math
textbooks according to the following simple principle
>A Good textbook only gives Rules
>A Remedial textbook gives rules AND possible confusions.
We consider a very simple example which everyone can try on
their calculator. If I asked someone to compute
>Two plus three over one plus four
There would be two ways of calculating it.
We could interpret this as
>2 + 3 / 1 + 4 = 9
Or we could interpret it as
>(2 + 3)/ (1 + 4) = 1
Those who want can test this out on their calculators.
A good remedial textbook gives not only the rules for evaluation
of expressions but also gives pairs of easily confused examples
such as the one above. As I mentioned, this emphasis on
>things to avoid
as well as
>rules
has particularly cropped up in the past 10 years as educators
become aware that preventing errors requires more than teaching
rules---it requires making people aware of frequently confused
items also.
But that is exactly one major difference between Rashi and
other grammarians. Whereas traditional grammar is based on
>LISTS and TABLES
Rashi's grammatical approach is based on
>pairs of similar but confusing examples.
For example what is the difference between the same letters
spelled with
>Patach-Patach
>Kamatz-Patach
>Kamatz-Kamatz
Why is one a NOUN, one a VERB and one a VERB-OBJECT pair. It
is skillfully selected word pairs that differ in only
one or two details that make Rashi's approach so powerful
and helpful.
LISTS {For ADVANCED students and for those with more time}:
===========================================================
{LIST1} {Summary of rules for distinguishing in the spelling
of the same letters between a
>Noun
>Verb
>Verb object
The examples in {LIST1} are further illustrated
in {LIST2} and {LIST3}}
1stLtr 2ndLtr Noun/Verb Word Verse Meaning
====== ====== =========== ==== ======= ==============
PATACH PATACH NOUN NAAR Sam1-24 A Lad
Kamatz Patach verb Naar Sam1-24 Become a lad
Kamatz Kamatz Verb-object HMM 5-7-23 Pulverize THEM
{LIST2} {The Same 3 letters can mean EITHER
>a verb ---if it has a KAMATZ-PATACH spelling
>a noun ---if it has a PATACH-PATACH spelling}
WORD VERB=Kamatz-Patach NOUN=PATACH-PATACH
===== ================== ==================
Naar Grow up Lad
Zaam Be angry anger
Taam To taste taste
Nchal To stream possessions(inheritance Steam
Naal Lock/close Shoe (something you close)
{LIST3} {A variety of WORDS that have 3 letters that are punctuated
>patach-patach
>kamatz-patach
>kamatz-kamatz
and refer to either
>noun
>verb
>verb object
The rule is summarized in {LIST1}. For each pattern several
examples are given with a verse, word, its form and text.
{LIST2} is derived from {LIST3} and shows the SAME 3 LETTERS
as either a noun or verb by its punctuation}
VERSE 1stLtr 2ndLtr WORD Noun/Verb Text
======== ====== ====== ====== ========= ======================
v1d49-4 Patach Patach PaChaZ Noun Like the FIZZ of water
v2a19-18 Kamatz Patach AShan Verb Sinai was SMOKING
Isa28-28 Kamatz Patach HaMaM Verb & they will PULVERIZE
v5-7-23 Kamatz Kamatz HoMoM Verb Object they'll PULVERIZE THEM
Zach2-16 Kamatz Patach NoChal Verb God will inherit Judah*1
1-32-24 Patach Patach NaChal Noun they passed the STREAM
Jud3-23 Patach Kamatz NaOL Verb ..and he LOCKED the door
1-14-23 Patach Patach Naal Noun ..lace of a SHOE*2
Sam1-24 Kamatz patach Naar Verb become a lad (grew up)
Sam1-24 Patach Patach Naar Noun lad
4-23-8 Kamatz Patach Zaam Verb ..get angry
Isa10-25 Patach Patach Zaam Noun ..the anger
1Sm14-24 Kamatz Patach Taam Verb ..he did not taste food
Prv11-22 Patach Patach Taam Noun ..a women without taste
FOOTNOTES
---------
*1 INHERIT = TO STREAM ones possessions.
So Zach2-16 means
>God will STREAM (His Portion) to Judah
*2 The verb
>NAAL = Close/Lock
So the noun
>NAAL = the Shoe = the thing that is closed/locked
CROSS REFERENCES:
=================
ACKNOWLEDGEMENTS:
=================
RULE CLASSIFICATION {See the web site for comparable examples}:
===============================================================
GRAMMAR
GRAMMAR
GRAMMAR
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
VERSE: v2a1-20
======
v2a1-20 And God made it good for the midwives...
RASHI TEXT:
===========
v2a1-20 He made it good for them. There are 3 cases
of verbs here.
CASE 1:a)A verb whose 3rd letter is Hay;b)in the Causative mode
---------------------------------------------------------------
Then the YUD is punctuated with a TzaRay = VaY-ay-Tiv{LIST1}
i.e. He caused it to be GOOD FOR THEM
CASE 2:a)A verb whose 3rd letter is Hay;b)in the active mode
------------------------------------------------------------
Then the YUD is punctuated with a Chirik = VaY-ee-Tav{LIST1}
ie It was GOOD in his eyes
CASE 3:a)A verb whose 1st letter is yud;b) in the Active Mode
-------------------------------------------------------------
Then the YUD is punctuated with a TzaRay = VaY-ay-Lech{LIST1}
ie he walked.
BRIEF BUT COMPLETE NARRATIVE EXPLANATION:
=========================================
Rashi is Simple and clear with adequate lists and we have nothing
to add. See the RASHI TEXT section for the full text.
COMMENTS ON RASHI'S FORM:
=========================
Note again how Rashi's treatment of grammar is based
>not on lists and tables
but rather on
>similar looking forms which differ in 1-2 details
By doing this Rashi practices remedial pedagogy and helps
avoid errors.
Thus here the
>Tzaray form
belongs to both
>1-2-Hay verbs in causative mode and
>Yud-2-3 verbs in active mode
By contrast the
>active mode
can be
>Chirik for 1-2-hay verbs
>Tzaray for Yud-2-3 verbs
Such a teaching methodology is consistent with advanced remedial
methods that are currently being developed and practiced.
LISTS {For ADVANCED students and for those with more time}:
===========================================================
{LIST1} {Use a TZARAY for verbs whose
a)3rd letter is Hay (1-2-H)
b)is in the CAUSATIVE tense
Use a CHIRIK for verbs whose
a)3rd letter is Hay (1-2-H)
b)is in the ACTIVE tense
Use a TZARAY for verbs whose
a)1st letter is Yud(Y-2-3)
b)is in the ACTIVE tense}
VERSE VERB TEXT ROOT MODE
======= ======= ======================================= ===== ====
2-1-20 yAYtiv God made it good for the midwives 1-2-H Cause
Th2-5 yAYriv God caused anguish to increase in Judah 1-2-H Cause
2C36-20 yAYgel ..caused the remnant to go into exile 1-2-H Cause
Ju15-4 yAYfel ..caused the tails to intertwine 1-2-H Cause
1-18-1 yAYrah ..God caused Abraham to SEE a vision 1-2-H Cause*
3-10-20 yEEtav it was GOOD in his eyes 1-2-H Active
2-1-20 yEErev the nation MULTIPLIED 1-2-H Active
Jb36-10 yEEgel and he OPENED their ears to rebuke 1-2-H Active
2-2-12 yEEphen and he TURNED here and there 1-2-H Active
1-13-14 yEEven and he built an altar 1-2-H Activ*
1-28-10 yAYtzay and he WENT OUT from Beer Shevah Y-2-3 Active
1-37-1 yAYshev and he DWELLED Y-2-3 Active
1-11-5 yAYred and He went DOWN to investigate Y-2-3 Active
1-18-33 yALlech and He LEFT when he finished speaking Y-2-3 Active
1-4-17 yAYdah and Kayin knew his wife Y-2-3 Activ*
FOOTNOTES
*1 These 3 examples were not in Rashi. The rest were
CROSS REFERENCES:
=================
ACKNOWLEDGEMENTS:
=================
RULE CLASSIFICATION {See the web site for comparable examples}:
===============================================================
GRAMMAR
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*
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--------------
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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
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the notation is similar and will be updated retroactively
in the future)
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---------
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End of Rashi-Is-Simple Digest
#*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 1999 *#*#*#*#*#*#*#*#*#*#*#*#*#*