for Fundamental Biblical Hebrew and Aramaic. Andrew H. Bartelt and Andrew E.
Steinmann. Intermediate Biblical Hebrew: A Reference Grammar with Charts.
Fundamental Biblical Hebrew and
Fundamental Biblical Aramaic
Also from Concordia Hebrew and Greek Studies
Biblical Studies
Workbook and Supplementary Exercises for Fundamental Biblical Hebrew and Aramaic Andrew H. Bartelt and Andrew E. Steinmann
Concordia Commentary Series: A Theological Exposition of Sacred Scripture Leviticus, John W. Kleinig Joshua, Adolph L. Harstad Ruth, John R. Wilch Ezra and Nehemiah, Andrew E. Steinmann Proverbs, Andrew E. Steinmann Ecclesiastes, James Bollhagen The Song of Songs, Christopher W. Mitchell Isaiah 40–55, R. Reed Lessing Ezekiel 1–20, Horace D. Hummel Ezekiel 21–48, Horace D. Hummel Daniel, Andrew E. Steinmann Amos, R. Reed Lessing Jonah, R. Reed Lessing Matthew 1:1–11:1, Jeffrey A. Gibbs Matthew 11:2–20:34, Jeffrey A. Gibbs Luke 1:1–9:50, Arthur A. Just Jr. Luke 9:51–24:53, Arthur A. Just Jr. Romans 1–8, Michael Middendorf (forthcoming May 2013) 1 Corinthians, Gregory J. Lockwood Colossians, Paul E. Deterding Philemon, John G. Nordling 2 Peter and Jude, Curtis P. Giese 1–3 John, Bruce G. Schuchard Revelation, Louis A. Brighton
Intermediate Biblical Hebrew: A Reference Grammar with Charts and Exercises Andrew E. Steinmann Concordia Hebrew Reader: Ruth John R. Wilch Fundamental Greek Grammar James W. Voelz Religion and Resistance in Early Judaism: Greek Readings in 1 Maccabees and Josephus John G. Nordling
FUNDAMENTAL BIBLICAL HEBREW ANDREW H. BARTELT
FUNDAMENTAL BIBLICAL ARAMAIC ANDREW E. STEINMANN
Fundamental Biblical Hebrew © 2000 Concordia Publishing House Fundamental Biblical Aramaic © 2004 Andrew E. Steinmann Published by Concordia Publishing House
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FUNDAMENTAL BIBLICAL HEBREW ANDREW H. BARTELT
Contents
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiii Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1. Spelling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2. Noun Morphology: Gender and Number. . . . . . . . . . . . . . . . . . . . . . . . 15 3. Prefixes: Article, Prepositions, the Conjunction . . . . . . . . . . . . . . . . . . 21 4. Verb Morphology: The “Perfect” Aspect (Afformative Verb Forms). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 5. Verb Morphology: Variations of the “Perfect” Aspect. . . . . . . . . . . . . 39 6. Verb Morphology: The “Imperfect” Aspect (Preformative Verb Forms). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 7. Verb Morphology: Major Variations of the “Imperfect” Aspect. . . . . 54 8. “Waw Consecutive” (wayyiqṭōl). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 9. Noun Morphology: Absolute and Construct States. . . . . . . . . . . . . . . . 72 10. Personal Pronouns, Pronominal Suffixes. . . . . . . . . . . . . . . . . . . . . . . . 81 11. Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 12. Participles, Relative Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 13. Nominal Sentences of Existence; Possession; Interrogatives. . . . . . . 118 14. Imperative, Jussive, Cohortative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 15. Infinitives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 16. Object Suffixes, Review of Qal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 17. Derived Conjugations, Piel Conjugation (D). . . . . . . . . . . . . . . . . . . . 158 18. Hiphil Conjugation (H). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 19. Niphal Conjugation (N). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 20. Pual (Dp) and Hithpael (HtD) Conjugations. . . . . . . . . . . . . . . . . . . . 193 21. Hophal Conjugation (Hp), Hishtaphel, Qal Passive. . . . . . . . . . . . . . 202 22. Geminate Verbs; Polel, Polal, Hithpolel; and Verbal Hendiadys . . . 210 23. Numerals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 24. Masoretic Accents and Spelling, Sentence Syntax. . . . . . . . . . . . . . . . 225
Appendices I. Noun Formation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 II. Pronominal Suffixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 III. Regular (Strong) Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 IV. Irregular Verbs A. I-Guttural Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 B. II-Guttural Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 C. III-Guttural Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 D. III-ʾAlep̱ Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248 E. I-Nun Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 F. I-Yoḏ (Original I-Waw) Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 G. Hollow (II-Waw / Yoḏ) Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 H. III-Hē Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Preface
T
he title of this textbook addresses at least two basic issues of scope and
purpose. The term Biblical Hebrew indicates a focus on a specific corpus of Hebrew texts also known as the Hebrew Scriptures, the Tanak, or the so-called
“Old” or “First” Testament. Even within that limited corpus, however, the
reader finds a wide spectrum of stylistic, historical, and even dialectical
differences and distinctions, some of which still remain discussed and debated
within learned circles. Variations in spelling, oddities in morphology, archaic
forms as well as characteristics of later development, or the vast stylistic and
even grammatical differences between prose and poetry soon confront the
beginning reader of the biblical text. Nevertheless, there is significant consensus
concerning basic Hebrew grammar of the so-called classical, “monarchic,” or pre-exilic period of biblical Hebrew, and it is essentially such a consensus that is
reflected in the presentation in this textbook. With that focus, this is also a fundamental approach. The objective of this
textbook is to provide a basic understanding of grammar, including vocabulary, morphology, and syntax, to facilitate reading of elementary to intermediate level
biblical texts with the aid of a lexicon. While the presentation is consistent
with the insights of more technical grammars, many fine points are left for the
additional refinement that comes with further study. Already—especially—at a fundamental level, however, students should be
aware of two axioms of language study: “all grammars leak” (as one pundit has
put it), and “all language teachers lie” (especially at the fundamental level), or at
least they occasionally conceal the fact that all grammars leak! That is to say
that a fundamental approach focuses on the regular and normative with the full
recognition that the realities of languages are filled with irregularities and
deviations from the norm, some of which can be explained and predicted, some
of which cannot. At the same time, such irregularities confirm both the
existence and the helpfulness of recognizing and learning the regular principles
and patterns. Exceptions prove the rules even as they probe the rules. This textbook unashamedly follows a more traditional and deductive
approach, emphasizing the memorization of basic vocabulary, morphology, and
paradigms. While an artificial and unnatural mode of learning a language, this
method is both time-tested and time-efficient in presenting and learning material
in a systematic manner and logical sequence. On the other hand, there is an intentionally more inductive and “userfriendly”
manner to the presentation. Students will be engaged in the actual ix
x
Fundamental Biblical Hebrew
biblical text
already in chapter one. Examples and exercises move logically from the known
to the unknown, from regular to irregular forms, from general rules to
exceptions. Technical fine points are acknowledged but not overly emphasized. An outline format provides a sense of order and is reproduced in summary form
at the end of each chapter to faciliate self-study and review. Both students and instructors might note the following specific features
which may add to the usefulness of this text: 1. The chapters tend to treat a specific grammatical topic in a complete
manner. For example, the definite article is covered in one chapter, presented in
logical order from the regular to the irregular features. Pronouns are discussed in
a holistic way (Chapter 10), so that the students quickly see the relationships
between the independent pronouns and the various uses of pronominal suffixes. Experience has shown this form of organization to be extremely helpful also for
later review and reference. 2. Thus some “chapters” are longer than others and should not be
perceived as “lessons” in every case. Instructors can easily adjust to the needs of
a class, including multiple presentations on single chapters as needed. Certain
exercises and drills are prescribed at specific points within chapters. 3. The presentation of verb forms begins with the finite tenses (and not
the participle) to enable understanding of common sentence structure early on.
Beginning with the traditional paradigms of Qal (G) perfect and imperfect (using
the standard third-second-first person format), the student is immediately
introduced to the so-called “waw consecutive” (wayyiqṭōl) to facilitate reading
narrative texts within a few lessons. 4. Since the vast majority of verb forms are in the Qal conjugation (68.8 percent, according to Waltke and
O’Connor, p. 361), this binyan is
presented fully (moving from regular to irregular forms in logical and regularized
sequence) as a template for understanding the distinctions in form and translation
of the other conjugations. While traditional terminology is used (Qal, Piel,
Hiphil, etc.), the student is also introduced to the general Semitic descriptors (G,
D, H, etc.). 5. The vocabulary has been carefully selected on the basis of frequency
and biblical use. At the conclusion of the book, the student should be familiar
with most words in the 100+ frequency categories. The number of new words in
each chapter is slightly smaller than in some textbooks to reduce the burden of
rote memorization of vocabulary, arguably the most difficult aspect of learning
Hebrew, especially for adult learners. Words introduced in a chapter are often
used in examples within the presentation of that chapter, and no additional words
are used in examples or in presentation that have not already been learned. Grouping of
Preface xi
vocabulary by idiomatic phrases, word pairs, or semantic fields has
been attempted where possible. 6. The exercises, like the presentations in each chapter, are structured to
move from the regular to the irregular, from the known to the unknown. The
drills are constructed with very specific teaching objectives in mind for every
question, and they move logically to illustrate specific features. Teachers will
quickly observe that drills can be used as supplemental and inductive teaching
tools, and that often a student’s question will be answered by the next example. This also helps the student in self-study and review. 7. Sentences used both as examples and as translational exercises are
carefully written to teach biblical style and idiom while meeting the specific
learning objectives of each chapter. This has proven to be more helpful than
finding actual biblical quotations, which, while psychologically helpful in
presenting real biblical texts, do not always achieve the most effective
pedagogical results. 8. A supplemental exercise book with additional and annotated biblical readings provides a workbook for completing
all the exercises (in larger format), allowing the exercises in the textbook to
remain clean for students to use as review, if desired. The workbook will also
contain an answer key, a composite list of each chapter summary, and a larger
version of the noun and verb paradigm charts from the appendices in the
textbook.
Acknowledgments
T
his work is dedicated to all students of the Hebrew Scriptures, past, present,
and future, as they share the joy of being engaged by the biblical text through its
original language. As those who introduced me to the fundamentals of biblical
Hebrew and who taught with such a wonderful and contagious enthusiasm for
both language and text, I am grateful to Roddy Braun, Herbert Spomer, Merlin
Rehm, and John Ribar, participants at that time in the great educational
enterprise known as Concordia Senior College. Those who honed those basic
skills into scholarly tools include Ronald Clements and especially Henry St.
John Hart, whose love for both the language and his learners remains legendary
in the lore of Cambridge. Recognition is due those at the University of
Michigan who placed Hebrew into the larger world of the Ancient Near East:
George Mendenhall, Charles Krahmalkov, Piotr Michalowski, Peter Machinist,
and especially David Noel Freedman, whose dedication to a close and careful
reading of texts highlights the importance of appreciating both basic structures
and sophisticated nuances of grammar and style. Above all, I would honor my teachers, colleagues, and friends at Concordia
Seminary, who share also the profound message of God’s salvation in yešûa̻ʿ hammāšîa̻ḥ, which is the truth that the text conveys. Among so many I would
note especially Horace Hummel, Paul Raabe, Paul Schrieber, and James Voelz,
whose encouragement has taken the form of both personal motivation and
professional model through his well received and much used Fundamental Greek
Grammar, to which this work stands as both complement and compliment. Of those directly involved in this project I would hold in highest esteem the
hundreds of students from whom I have learned much in the teaching of biblical
Hebrew, especially those who have served in the “living laboratory” as these
materials were produced and tested. For some, those pages are probably long
lost from a loose-leaf binder; for many, I hope, this book will serve as a more
permanent replacement. Especially helpful, also in field testing these materials
and offering numerous suggestions, are colleagues Stephen Stohlmann of
Concordia University, St. Paul, and Mark Meehl of Concordia University, Seward. Closer to home, William Carr has made significant contributions toward
both presentation and pedagogy, as has Philip Penhallegon, who has also come
to know with patience and good cheer the very close reading of text that is the
editorial process. This project would not have been completed without his
valuable assistance, and I owe him a special debt of gratitude and my highest
respect for his xiii
xiv
Fundamental Biblical Hebrew
careful and diligent work. I would also extend to Marilyn Kincaid
a hearty tôḏāh rabbāh for her encouragement and energetic śimḥaṯ tôrāh from
the perspective of the synagogue. Finally, I would express my appreciation for the support and patience of
those involved with Concordia Academic Press, to Charles Arand and Ken
Wagener, and especially to Wilbert Rosin, whose steady guidance has played a
major role in bringing this project to publication. Above all others, it is to my family, to Lucy, Marybeth, Allison, and Amy, whose patience and prayer, love and loyalty, support and sacrifice are treasured
beyond measure, that I offer my loving thanks even as I repent of the time too
often taken from them. May God grant wisdom and insight to all whose study of biblical Hebrew
will provide greater understanding of God’s torah and truth, of His goodness and
grace, of His prophetic Word and of that prophetic Word made sure in the Word
Made Flesh.
Introduction
L
earning biblical Hebrew is, indeed, fundamental for anyone who takes
seriously the text of the Hebrew Scriptures. Every student of literature knows
the basic importance of utilizing the primary sources and original texts, but
those who understand such scripture as an authoritative Word of God have a
particular interest in the particularities of that text. Luther’s comments regarding
the need for knowing and using the biblical languages in pastoral ministry are
well known but worth repeating: Let us, then, foster the languages as zealously as we love the Gospel. . . . Let us ever bear this in mind: we shall have a hard time preserving the Gospel without the languages. The languages are the sheath in which this sword of the Spirit is contained. They are the case in which we carry this jewel. . . . Although faith and the Gospel may be preached by ordinary ministers without the languages, still such preaching is sluggish and weak, and the people finally become weary and fall away. But a knowledge of the language renders it lively and strong, and faith finds itself constantly renewed through rich and varied instruction.1
The Hebrew language itself has a long and noble history, though modern
linguistic research has dispelled the romantic notion fostered at least since
Jerome that God communicated a hebraica veritas through a special language of
revelation. Quite the opposite is true, with even greater theological significance. Not unlike koine Greek, biblical Hebrew was a common and popular language,
very much integrated into the everyday realities of life and woven into the fabric
of a particular social-cultural history that, in turn, was set within the larger
context of the ancient world. As a “Semitic” language, biblical Hebrew is part of a vast family of ancient
Near Eastern languages that is often divided into “East Semitic” or Akkadian
(Babylonian and Assyrian) in the Mesopotamian areas and into “West Semitic”
that includes the languages of Canaan. Further dividing into quadrants, the
Mesopotamian languages make up a northeastern group, with various forms of
Arabic to the southeast and southwest. From the northwest quadrant of this
entire region comes the family of “Northwest Semitic” that divides into Ugaritic,
Aramaic, and Canaanite. The Canaanite subgroup includes Hebrew, along with
Phoenician, Moabite, Ammonite, Edomite, and some lesser-known dialects. Within the Bible itself, the few references to “Hebrew” describe persons or a
social group. The language of Jerusalem and Judah is once called only the “tongue 1
Martin Luther, “To the Councilmen of All Cities in Germany That They Establish and Maintain Christian Schools” in Luther’s Works, American Edition, vol. 45, ed.Walther I. Brant (Philadelphia: Muhlenberg, 1962), 359ff. passim. 1
2
Fundamental Biblical Hebrew
(lip) of Canaan” (Isaiah 19:18) or otherwise simply “Judahite” (as distinct
from Aramaic, 2 Kings 18:26, 28 = Isaiah 36:11, 13). Students should consult
standard reference works for further detail concerning the history and place of the
Hebrew language, including inscriptional evidence and the ancient poetry which
reflects the oldest form of the language within the biblical corpus. The importance of learning Hebrew for biblical studies cannot be overstated.
Both Judaism and Christianity share a common bond in claiming the Hebrew
Scriptures as their own. Even for Christians, these texts (including the chapters
in Ezra and Daniel written in Aramaic) comprise about 75 percent of the Bible, and knowledge of this “First Testament” is simply fundamental to understanding
the Jewish religious claims of the first century that came to be called
Christianity (from the Greek word for “messiah”) and for understanding the
Jewish writings that became the “New” Testament. Indeed, anyone who would
understand the Scriptures as authoritative certainly must recognize that they were
not written in English. Such students will rejoice at the insight gained in
reading the biblical text in the very language and words of Moses and the
prophets. In addition to the obvious awareness that any translation only approximates
the original, students will also quickly realize that differences in various
translations, from questions of vocabulary or nuance to variants in the ancient
manuscripts, can only be addressed through access to the original sources. So
also word studies, concordance work, and other textual research cannot yield any
significant results without reference to the actual biblical text in its original
language and without an understanding of basic principles and practices of
translation. To be sure, numerous scholarly tools, reference works, biblical
helps, and a host of modern translations can aid the Bible reader, but those who
would be true students and interpreters of the text are soon aware of the
limitations of a translation-bound approach. Although so often taken for granted, clear communication through careful use
of language is often more difficult than it may appear, and students of even ancient
languages may well discover a new appreciation and understanding for their own
mother tongue, as well as for the art of translation and of the transference of
message and meaning from source to receptor, both within and across linguistic,
cultural, and chronological barriers. Indeed, it is often at the level of simple
translation that much of the interpretive work is appreciated and already achieved. Finally, the study of biblical language draws us into the realities and the
particularities of the biblical world, even into the very lives of those to whom
God chose to reveal His plan of salvation, for them and for all. Indeed, the fact
that God chose an ancient language of real people in a particular time and place
is significant in itself, but it is also consistent with His mode of revelation and
communication throughout history. Difficult though it may seem to bridge the
gap from ancient language to modern reader, God used, and still uses, ordinary
words to speak the most extraordinary message, the common to communicate
the most uncommon, even as He chose to send His divine Word in human body
and blood.
1
Spelling
§ 1 The Hebrew Alphabet The Hebrew alphabet consists of 22 consonantal signs (read from right to left). (See table below, D, p. 4).
כ
י
ט
ח
ז
ו
ה
ד
ג
ב
א
שׁ ת/ ר שׂ
ק
צ
פ
ע
ס
נ
מ
ל
A. Six letters have both a “hard” (stop) and a “soft” (spirant) sound:
= ב ג ד כ פ תbgdkpt, known as the “begad kepat” letters A dot (dagesh lene) marks the hard sound (used following a consonant or no sound). The absence of the dagesh lene marks the soft sound (following a vowel). B.
Five letters have a final form, used at the end of a word: ( ( צ ) ץ ( פ ) ף ( נ ) ן ( מ ) ם כ ) ך
C. Four letters are distinguished as “guttural” letters (sound is made in the back of the throat, from the Latin guttur), which cause some special problems in spelling and pronunciation: ( ) ר
ע
ח
ה
א
NOTE: Reš shows one of the problems of the guttural letters, to be discussed below (§ 3 F, p. 10).
3
4
Hebrew Chapter 1
D. Summary of Consonantal Alphabet sign
א ב ג ד ה
ו ז ח ט י כ ל מ נ ס ע פ צ ק ר ׂש ׁש ת
name
sound
ʾalep̱
ʾ
(glottal stop)
beṯ
ḇ
van
b
bed
g̱
dog
g
get
ḏ
these
d
dog
hē
h
waw
w
hay way (also “v”, vav)
zayin
z
zebra
ḥeṯ
ḥ
Bach
ṭeṯ
ṭ
get
yoḏ
y
yet
kap̱
ḵ
ache
k
key
lameḏ
l
lad
mem
m
mad
nun
n
now
samek
s
sip
ʿayin
ʿ
(guttural stop)
peh
p̱
phone
p
pot
ṣade
ṣ
pots
qop̱
q
unique
reš
r
rat
śin
ś
sad
šin
š
shine
taw
ṯ
thin
t
top
בּ gimel
גּ daleṯ
דּ
כּ
פּ
תּ
transliteration
dagesh lene
final form
guttural
א
בּ גּ דּ
ה
ח
כּ
( ך ) ְך
ם ן
פּ
ף
ע
ץ ( ) ר
תּ
Spelling 5
Complete Drill 1A
§ 2 Vowels (See vowel chart below, D, p. 6) A. Vowels are divided into three “families”: a / (e) i / (o) u B. Within each family there are long and short vowels. Long vowels can shorten; short vowels can lengthen. 1. “a” family: short: long:
) ַּב paṯaḥ (
) ָּב qāmeṣ (
2. “(e) / i” family: short: long:
) ֶּב se̻g̱ōl ( ) ִּב ḥîreq (
) ֵּב ṣērê (
3. “(o) / u” family: short: long:
) ָבּ qāmeṣ-ḥāṭûp̱ (
) ֻּב qibbûṣ (
ֹ) ּב ḥōlem (
NOTE: The name of each vowel is a Hebrew word represented in transliteration. Hereafter, the vocalic diacritical marks will be omitted for simplicity. C. Some long vowels are marked by vowel letters called mater letters (from matres lectionis, Latin for “mothers [helpers] of reading”). Such letters do not function as consonants but simply indicate a long vowel.
ה י ו
used with “a” family vowels used with “e / i” family vowels (and sometimes “a”) used with “o / u” family vowels
NOTE: Vowels marked with mater letters are unchangeable. They will not ordinarily shorten.
6
Hebrew Chapter 1
D. Vowel chart vocal shewa
regular
composite (with gutturals)
ֲא
ḥaṭep̱paṯaḥ ( ă )
short vowels
ַּב
paṯaḥ (a) father (dad)
long vowels
ָבּ
qameṣ ( ā ) father
ֶּב
ֱא
ְּב
( e̻ )
ḥaṭep̱seg̱ol ( ĕ )
seg̱ol ( e ) bet
ִּב
ḥireq ( i ) bit
ֵּב
ṣere ( ē ) they
ָּב
ֳא
ḥaṭep̱qameṣ ( ŏ )
qameṣ ḥaṭup̱ ( o ) bottle
ֻּב
qibbuṣ ( u ) but
ֹּב
ḥolem ( ō ) bone
with mater letter
ָּבה
ā(h) father
vowel family
A
) ֶּבי ( ֵּבי ( ê ) they
ִּבי
(E) / I
( î ) unique
ּבֹו
( ô ) bone
ּבּו
šureq ( û ) tune
(O) / U
Spelling 7
E. The shewa symbol ( ְ ) marks two different shewas, which serve two functions: 1. The vocal shewa indicates a true shewa, i.e., an inarticulate vowel sound. a. The regular vocal shewa is used after consonants except the gutturals. EG 1
ְּד ָב ִרים
de̻ / ḇā / rîm
b. Following a guttural letter, a composite shewa is used. (1) This sign is also called a “reduced vowel” or a “ḥaṭep̱ vowel.” EG 2
ֲע ָב ִדים
ʿă / ḇā / ḏîm
(2) Although there is a composite shewa for each of the vowel families, the “a” family is the most common. NOTE: Gutturals prefer “a” vowels. 2. The silent shewa is used to mark the empty space after a closed syllable (see below, § 3 A). Words that end with a consonant do not show a silent shewa at the end, except in the case of final kap̱ ( ) ְך. EG 3 EG 4
שְּׁפט ָ ִמmiš / pāṭ ַמ ְל ָאְךmal / ʾāḵ
Complete Drill 1B and 1C § 3 Spelling A. Syllables 1. All syllables begin with a consonant. 2. Syllables are either open or closed: a. An open syllable ends in a vowel: Consonant + vowel (Cv) EG 5
The first syllable of ָּד ָבר ( ָבר/ = ָּדdā / ḇār )
8
Hebrew Chapter 1
b. A closed syllable ends in a consonant: CvC EG 6
The second syllable of ָּד ָבר ( ָבר/ = ָּדdā / ḇār )
3. As a general rule, a. an open syllable will have a long vowel; b. a closed syllable will have a short vowel (but see accent rules, below, C). B. Accent 1. The accented syllable (in a multi-syllable word) is called the “tonic” syllable (accent = tone). 2. Most words are accented on the final syllable (ultima). (Such an accent is called milraʿ : “from below,” i.e., from the end of the word. Words accented elsewhere than the final syllable are called milʿēl: “from above,” i.e., from the beginning of the word.) 3. For now, accent marks will be used only if the accent is not on the last syllable. NOTE: Words are accented on the last syllable unless otherwise noted. 4. As a general rule, a. an accented syllable will have a long vowel; b. an unaccented syllable will have a short vowel (unless it is also open, see below, C). C. Summary of vowels and accents in syllables: 1. A syllable that is either open or accented will likely have a long vowel. 2. A syllable that is both closed and unaccented will (always!) have a short vowel. long vowel open syllable or accented syllable
short vowel closed syllable and unaccented syllable
Spelling 9
3. A metheg (a secondary accent marked as a short vertical line) is used to mark an open syllable and to indicate that the vowel ( ָ ) is qameṣ and not qameṣ-ḥaṭup̄.
= ׇ ּֽב ְר ׇכהbā / re̻ / ḵā(h)
EG 7
not
bor / ḵā(h)
D. The most significant exception to these principles is the “segolate” class of nouns, with an accented first syllable (and a dominance of the vowel seg̱ol). This is due to their historical development from two-syllable nouns (when Hebrew had case endings) to monosyllabic nouns and back to two-syllable nouns: malku
→
malk
→
malɛk
→
melek
=
ֶ֜מ ֶלְך
(“a” family)
sipru
→
sipr
→
sipɛr
→
sēper
=
ֵ֜ס ֶפר
(“e / i” family)
boqru
→
boqr
→
boqɛr
→
bōqer
=
בּ֜ ֶֹקר
(“o / u” family)
Complete Drill 2 E.
Dagesh: There are two dageshes: 1. Dagesh lene hardens a “bgdkpt” letter (see above, § 1 A, p. 3). This has to do only with pronunciation and not with spelling. 2. Dagesh forte indicates a doubled consonant. EG 8
ִק ֵּטלis really ֵטל/ ִקט
a. Dagesh forte hides a closed syllable with a silent shewa: EG 9 cf.
ִק ֵּטלis really ֵטל/ ִק ְט ָפּט = ִמ ְׁש ָּפט/ ִמ ְשׁ
NOTE: It is really the first of the two (double) letters (with its silent shewa) that is written as the dagesh forte. b. If a dagesh forte falls in a “bgdkpt” letter, the doubled consonant will also be pronounced “hard.” Thus a dagesh forte in a “bgdkpt” letter also functions as a dagesh lene. EG 10
ִּד ֵּברis really ֵבּר/ ִדּ ְב
NOTE: Technically, this should be pronounced diḇ / bēr, but in reality, both “bgdkpt” letters are heard as “hard.”
10
Hebrew Chapter 1
F.
Guttural letters cause some special problems: 1. Guttural letters cannot be doubled. (They will never have a dagesh forte.) In this regard, reš ( ) רacts as a guttural. 2. Guttural letters followed by a vocal shewa will use a composite shewa in place of the regular shewa. 3. A mappiq (another type of dot) is used to mark a hē ( ) הthat is used as a consonant instead of as a mater letter. EG 11
ּגָ ַבּהhas three consonants, with a short vowel
EG 12
גָּ ָבהhas only two consonants, with a final
in the second, closed syllable: gā / ḇah
mater vowel (in an open syllable): gā / ḇā(h)
4. Guttural letters generally prefer “a” family vowels. a. An “a” vowel often replaces the expected vowel of a certain pattern: EG 13 The “segolate” noun ֜ ַנ ַערis of the same pattern as ֶ֜מ ֶלְך. b. A “furtive paṯaḥ” usually appears before a final guttural, especially ḥeṯ ( ) חor ʿayin ( ) ע, for the sake of pronunciation. EG 14 EG 15 EG 16
ׁש ֵֹל ַח רּוח ַ נָ ִט ַיע
šō / lēa̻ḥ rûa̻ḥ nā / ṭîa̻ʿ
Complete Drill 3
Spelling 11
Vocabulary, Chapter 1
ָאב
ֶ֜מ ֶלְך
father (m)
ִאיׁש
man, husband (m)
ֶ֜א ֶרץ
earth (f)
ַ֜נ ַער
boy, lad (m)
ֵּבן
son (m)
ֵ֜ס ֶפר
scroll (m)
בּ֜ ֶֹקר
morning (m)
ֶ֜ע ֶבד
servant, slave (m)
ָּד ָבר
word, thing, matter (m)
ֶ֜ע ֶרב
evening (m)
יֹום ֜ ַליְ ָלה
day (m)
שְּׁפט ָ ִמ
king (m)
ּתֹורה ָ
justice, judgment (m)
“Torah,” instruction, “law” (f)
night (m)
Summary, Chapter 1 I. Consonants A. “bgdkpt” letters: ּד ּכ ּפ ּת B. Final forms: ך ם ן ף ץ C. Gutturals: ) א ה ח ע ( ר
ּב ּג
II. Vowels A. “a / (e) i / (o) u” families B. Short / long / mater letters C. Shewa 1. Vocal (open syllable, will follow “bgdkpt” with dagesh lene) 2. Silent (fills space after a closed syllable and a short vowel, will follow a “bgdkpt” without dagesh lene) III. Spelling A. Syllables: open and closed B. Accent: on last syllable unless noted C. Vowels: 1. Long vowel: open or accented syllable 2. Short vowel: closed and unaccented syllable D. Dagesh 1. Lene hardens “bgdkpt” letters. 2. Forte doubles all but gutturals (and reš [ )] ר.
12
Hebrew Chapter 1
Exercises, Chapter 1 Drill 1 A. Practice writing each consonant, including final forms. 1. Learn the name of each letter and the transliteration symbols. 2. Insert dagesh lene in those letters in which it may appear. 3. Know which letters are “gutturals.” B.
C.
Name each letter and write in transliteration. (1)
ֵּבן
(6)
ְׁש ַמע
(2)
ָאב
(7)
סּוס
(3)
ָּד ָבר
(8)
יְ ָל ִדים
(4)
ֵ֜ס ֶפר
(9)
יכל ָ ֵה
(5)
ֲחלֹום
(10)
יִ ְׂש ָר ֵאל
Write in Hebrew letters. (1) dāḇār
(6) kāḇôḏ
(2) yôm
(7) ḥoḵmā(h)
(3) kōhēn
(8) ye̻lāḏîm
(4) ʾîš
(9) ʾaḇrāhām
(5) ʿîr
(10) yiśrāʾēl
Spelling 13
Drill 2 Read out loud, identify each letter (consonants and vowels), and divide into syllables, noting whether syllables are open or closed: (1)
ָּד ָבר
(6)
ֶ֜מ ֶלְך
(11)
ְמ ָל ִכים
(2)
ֵּבן
(7)
ִאיׁש
(12)
ֶ֜ע ֶבד
(3)
ָאב
(8)
ּתֹורה ָ
(13)
ֲע ָב ִדים
(4)
ָּכבֹוד
(9)
ִמ ְׁשפָּ ט
(14)
ָח ְכ ָמה
(5)
ְמאֹד
(10)
ֲא ָד ָמה
(15)
ָ ּֽב ְר ָכה
Drill 3 Divide into syllables. Identify every shewa as “silent” or “vocal.” Identify every dagesh as “lene” or “forte.” (1)
דָּ ָבר
(5)
ִּד ֵּבר
(9)
ִק ַּט ְל ֶּתם
(2)
ְּד ָב ִרים
(6)
ַּד ְּברּו
(10)
ִּת ְקוָ ה
(3)
שְּׁפט ָ ִמ
(7)
ְּב ִרית
(11)
ִמזְ ְּבחֹות
(4)
ִק ֵּטל
(8)
ֲע ָב ִדים
(12)
ָּב ֲחרּו
Hebrew Chapter 1
14
Reading Exercise Practice reading Deuteronomy 5:1:
֝אמר ֲא ֵל ֶהם ל־ּכל־יִ ְׂש ָר ֵאל וַ ּי ֹ ֶ וַ ּיִ ְק ָרא מ ֶֹׁשה ֶא ָ ת־ה ִּמ ְׁש ָּפ ִטים ת־ה ֻח ִּקים וְ ֶא ַ ְׁש ַמע יִ ְׂש ָר ֵאל ֶא ַ יכם ַהּיֹום ֲא ֶׁשר ָאנ ִֹכי ּד ֵֹבר ְּב ָאזְ נֵ ֶ ּוׁש ַמ ְר ֶּתם ַל ֲעׂש ָֹתם׃ ּול ַמ ְד ֶּתם א ָֹתם ְ ְ
FUNDAMENTAL BIBLICAL Aramaic ANDREW E. STEINMANN
Contents
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285 2. Basic Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .288 3. Phonology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 4. Nouns and Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
5. Prepositions, Pronominal Suffixes, and the Relative Pronoun ִּדי. . . 300 6. The Verbal System and the G Perfect . . . . . . . . . . . . . . . . . . . . . . . . . . 306 7. G Perfect: Weak Verbs and Pronominal Suffixes for Verbs. . . . . . . . 310 8. G Imperfect and Jussive: The Strong Verb. . . . . . . . . . . . . . . . . . . . . . 315 9. G Imperfect: Weak and Unusual Verbs. . . . . . . . . . . . . . . . . . . . . . . . .319 10. G Participle, Imperative, and Infinitive. . . . . . . . . . . . . . . . . . . . . . . . . 324 11. Pronouns and Syntax. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330 12. D Stem: The Strong Verb.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 13. D Stem: Weak Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339 14. H Stem: The Strong Verb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 15. H Stem: Weak and Unusual Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 16. Reflexive/Passive Conjugations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353 17. Passive Conjugations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358 18. Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Appendix: The Strong Verb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363 Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 Topical Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 Scripture Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
Preface
T
he study of the Bible is not truly comprehensive without a knowledge of Aramaic. While many learn Greek and Hebrew to read the Scriptures in their original languages, the study of Aramaic, unfortunately, is often neglected. Perhaps the additional effort to learn Aramaic is considered too high a price to pay to read a few chapters in Ezra and Daniel. Perhaps the limited availability of instructors trained to teach this biblical language proves problematic. This grammar cannot, by itself, overcome these obstacles. However, it is hoped that it will make the entire Scriptures more accessible to those who seek to study God’s Word. The goal of this grammar is a modest one: to enable undergraduate and seminary students who possess a working knowledge of biblical Hebrew to obtain reading proficiency in biblical Aramaic. While it is not designed to introduce other Aramaic dialects, such as Old Aramaic, Jewish Palestinian Aramaic, Palmyrene, or Nabatean, it is written so the advanced student may continue on to explore other ancient Aramaic dialects. To that end, periodic references are made to the historical developments in ancient Aramaic. To reach the goal of reading proficiency, this grammar concentrates on biblical Aramaic, primarily emphasizing the grammatical features the student will need to understand. Each of the eighteen chapters can serve as a one-hour lesson for students who already read Hebrew. This allows the student to finish the grammar and to read the biblical texts in a typical semester of about fifteen weeks. All the exercises, with the exception of the beginning exercise in chapter 3, are drawn directly from the Bible, exposing the student to biblical Aramaic while learning the grammar. The only variation from the text is an occasional substitution of a qerê form for a keṯîḇ form. The reading of biblical passages will be challenging at first and will require the instructor to review the passages with students. However, such exercises will build student confidence in handling Aramaic. In addition, the vocabulary introduces all words that occur five times or more in the Aramaic texts of the Bible. Words occurring less frequently, but necessary to complete the exercises, are given in the exercises themselves. Because many students will learn Aramaic only to read the Bible and may never buy another Aramaic grammar, this grammar is designed not only to be a teaching tool but also a reference book. Thus the student will find a complete strong verb paradigm in the back of the text, as well as a topical index and an index to Scripture passages cited in the text or assigned in the exercises.
281
282 Fundamental Biblical Aramaic
It is hoped that this grammar will be used fruitfully by those who wish to explore the full counsel of God in the languages that He has used to communicate His word of Law and Gospel to us.
Acknowledgments
I
would like to thank those who have helped produce this book, including students who studied Aramaic with me, especially Emily Carder, Ryan Markel, Kevin Austin, Paul Elliott, Adam Gless, and Aldebaran Schneeflock. I would also like to thank those at Concordia Publishing House who saw this project through to completion, especially the Rev. Mark Sell, for his vision that a complete set of grammars for biblical languages is needed for students, and Dawn Weinstock, who handled many of the production details.
283
4
Nouns and Adjectives
§ 1 Declension of Nouns A. In Aramaic there is no formal distinction between nouns and adjectives, though the vowel patterns pe̻ʿil and paʿil are more closely associated with adjectives (e.g., “ ְּד ִחילfrightening”; “ ַח ִּכיםwise”). B.
Some patterns in nouns indicate various classes.
“ ַּדּיָ נִ יןjudges” paʿ ʿāl profession (cf. Ezra 4:9) preformative ַמor ִמplace
“ ִמ ְׁש ַּכןdwelling” (cf. Ezra 7:15)
abstract concept “ ַמ ְלכּותkingdom” suffixed יִ תor ּות (Dan 5:9, 20, 21) suffixed ( יָ יplural ) יָ ֵאיgentilic noun
“ ַּכ ְׂש ָּד ֵאיChaldeans” (Dan 2:10; 4:4; 5:7)
C. As in Hebrew, nouns and adjectives exist in one of two genders: masculine or feminine. They also may have three numbers: singular, dual, and plural. D. Like Hebrew, the dual is normally reserved for numbers, nouns denoting time, and items that are thought of as naturally occurring in pairs. The dual ending for both masculine and feminine nouns and adjectives is ַ יָ א ) ַ יִ ןfor dual determined nouns, see §2). Only a few duals are used in biblical Aramaic. They are:
ֲא ְל ַפיִ ם יְ ַדיִ ן יֹומּיָ א ַ אתיִ ן ַ ָמ ַרגְ ַליִ ן ַק ְרנַ יִ ן ָׁש ְל ָטנַ ּיָ א
two thousand (keṭîḇ) (two) hands the two days two hundred (two) feet (two) horns the dominion 295
296 Aramaic Chapter 4
ְׁש ַמּיָ א ִׁשּנַ יִ ן ְּת ֵרי ַתּ ְר ַּתיִ ן
the heavens (upper and lower sets of) teeth two (construct state) two (absolute state)
E. Nouns and adjectives exist in three states in Aramaic: absolute, construct, and determined. The absolute and construct states are familiar from Hebrew. The determined state corresponds to the noun with an article in Hebrew. The endings for these three states are: singular absolute construct determined plural absolute construct determined
Masculine
Feminine
[none]
—ָה
[none]
—ַת
—ָא
— ָתא
— ִ ין
—ָן
—ֵי
—ת
— ַ יָ א
— ָ ָתא
It should be noted that the feminine suffix ָ הis sometimes spelled and the determined suffix ָתאis sometimes spelled ָתה.
ָא
The declension of masculine and feminine nouns from the root מלךis: Masculine singular absolute construct determined plural absolute construct determined
Feminine
ֶמ ֶלְך
ַמ ְל ָּכה
ֶמ ֶלְך
ַמ ְל ַּכת
ַמ ְל ָכא
ַמ ְל ְּכ ָתא
ַמ ְל ִכין
ַמ ְל ָכן
ַמ ְל ֵכי
ַמ ְל ָכת
ַמ ְל ַכּיָ א
ַמ ְל ָכ ָתא
Some nouns are feminine but do not show a feminine ending. Most of these are nouns that naturally come in pairs (e.g., יַ ד “hand”), though some do not fall into this category (e.g., ֶא ֶבן “stone”). A few nouns and adjectives have irregular plurals:
ֲא ָב ָהןfathers
Nouns & Adjectives 297
נְ ִׁשין women (singular does not occur in biblical Aramaic) ַר ְב ְר ָבןgreat ְׁש ָמ ָהןnames § 2 Determined State of Nouns Nouns in the determined state are generally equivalent to Hebrew nouns with the prefixed article. Thus ַמ ְל ָכאmeans “the king,” ַמ ְל ַכּיָ א means “the kings,” “ ַמ ְל ְּכ ָתאthe queen,” and “ ַמ ְל ָכ ָתאthe queens.” Occasionally, Aramaic will use the number “( חדone”) to denote lack of determination. A few examples are:
ִאּגְ ָרה ֲח ָדה ְמגִ ָּלה ֲח ָדה ְצ ֵלם ַחד ָׁש ָעה ֲח ָדה ֶא ֶבן ֲח ָדה ר־חד ַ ְׂש ַט
“a letter”
Ezra 4:8
“a scroll”
Ezra 6:2
“a statue”
Dan 2:31
“an hour” (“a while”) Dan 4:16 “a stone”
Dan 6:18
“one side”
Dan 7:5
The determined state also is used for vocatives; thus ַמ ְל ָכאalso can mean “your majesty” (“O king”). Compare the analogous use of ַה ֶּמ ֶלְך in Hebrew (Judg 3:19; 1 Sam 17:55; 23:20, etc.). Perhaps the most familiar use of the determined state as a vocative is αββα = ַא ָּבא, which means “Father!” (Mark 14:36; Rom 8:15; Gal 4:6).
§ 3 Genitives A. Construct chains are similar in Aramaic and Hebrew. Occasionally, the final noun in the chain is indeterminate (in the absolute state), making all elements of the chain indeterminate (e.g., ֲענָ ׁש נִ ְכ ִסין “property fine” [Ezra 7:26]). More often, however, the final element in the chain is determinate (i.e., in the determined state, having a pronominal suffix or a proper noun), making all the elements in the chain determinate (e.g., ית־א ָל ָהא ֱ “ ֵּבthe house of God” [Ezra 4:24, etc.]). In general, nothing can interrupt a construct chain, but some exceptions do exist. Most common is the use of a construct noun before a prepositional phrase, such as
ל־ׁש ַמּיָ א ְ ַמ ְל ְכוָ ת ְּתחֹות ָּכ
“the kingdoms under all the heavens” (Dan 7:27)
298 Aramaic Chapter 4
B.
Use of ִּדי The genitive relationship may also be expressed in Aramaic by the use of the relative pronoun ( ִּדיsee chapter 5, §3).Two nouns in the determined state are linked by this pronoun, forming the equivalent of a construct chain. Thus
“ ּגֹב ַא ְריָ וָ ָתאlions’ den” (construct chain) “ ּגֻ ָּבא ִּדי ַא ְריָ וָ ָתאlions’ den” (use of ; ִּדיlit. “the den that is the lions’ ”)
§ 4 Adjectival Modification Adjectives decline in both genders and in all three states. As in Hebrew, attributive adjectives follow the noun that they modify. Predicate adjectives are always in the absolute state and may precede or follow the noun they modify. They will agree in number and gender (but not necessarily in state).
Vocabulary, Chapter 4
ֶא ָלּה
god; God (when this Aramaic word is plural, it always refers to pagan gods)
יכל ַ ֵה
temple, palace
ַח ִּכים
wise
ַאתּון
furnace
ָמ ֵרא
lord
ָּב ֶבל
Babylon
נּור
ּגֹו, גַ ו
interior
נְ ָחׁש
bronze, copper
relative pronoun
ַפּ ְרזֶ ל
iron
decree, law
ַׂשּגִ יא
great; much, many; very
one
ְׁש ַמיִ ן
heaven, sky
ִּדי ָּדת ( ַחדm), ( ֲח ָדהf)
fire
Nouns & Adjectives 299
Exercises, Chapter 4 Translate )(Dan 2:47) (1
ֱא ָלּה ֱא ָל ִהין
)(Dan 2:47) (2
ָמ ֵרא ַמ ְל ִכין
)(Ezra 5:13) (3
ַמ ְל ָּכא ִּדי ָב ֶבל
)(Ezra 6:3) (4
ית־א ָל ָהא ְט ֵעם ֵּב ֱ
)(Dan 4:7) (5
ּגֹוא ַא ְר ָעא
)(Dan 3:6) (6
נּורא ּגֹוא־אּתּון ָ ַ
)(Ezra 5:14) (7
יכ ָלא ִּדי ָב ֶבל ֵה ְ
)(Dan 2:18) (8
ימי ָב ֶבל ַח ִּכ ֵ
)(Dan 5:8) (9
ימי ַמ ְל ָּכא ּכֹל ַח ִּכ ֵ
)(Dan 2:32) (10
ְּד ַהב ָטב
)(Dan 2:31) (11
ְצ ֵלם ַחד ַׂשּגִ יא
)(Dan 5:4) (12
ֵא ָל ֵהי ַּד ֲה ָבא וְ ַכ ְס ָּפא נְ ָח ָׁשא ַפ ְרזְ ָלא ָא ָעא וְ ַא ְבנָ א
)(Ezra 7:12) (13
י־א ָלּה ְׁש ַמּיָ א ָּד ָתא ִּד ֱ
