Chapter 5 (10.19.2025)
RESOURCES
Transcript
All right, good morning, everyone. Let's get started. We want to get started for a good use of time, but also because today I do have a quick meeting before the service starts and so we need to get done by 10:10 today. So we're going to going to be mindful of that. Let's get started. I want to read first in Greek to us as we've been doing every week, that may or may not, we may or may not talk more about today in this class, depending on time, but we will also, we considered it last week in our sermon, and we will consider it in part today for our sermon. Romans 5 1. So there's some things that we've been talking about in Greek that could apply to that, but if nothing else, we'll hear it in Greek this morning, and then we can meditate on that as the word is preached as it was last week. So Romans 51 says, un, Jesu Christ. Therefore, since we have been justified by faith, we have peace with God through our Lord Jesus Christ. Let's say a quick prayer and then get started. Father, we thank you for the peace that we have through Jesus since we have been justified by faith. We ask this morning that you would bless not only our time as we study Greek this morning, the language that you providentially ordained, the New Testament to be written in, but also that you would bless us as we gather for worship with your church, around the Word in the sacrament, we pray, in the name of Jesus, and by the power of the Holy Spirit, Amen. Okay, so let's begin class as we have the last week or two. I can't remember, with a little bit of review, a little parsing, first declension nouns, some in there, some second declension, and then even the Amy paradigm that we considered last or two last week? Last week, when we did our verb overview. And Mike, if you don't know those yet, that's okay. Oh, no, I listened to the. You listened to it? Okay, so you are familiar. So let's look at these and see what we come up with. You' this first one. Hey, cardilla. And I'm not, as you can see, I'm not concerned about accent marks too much here, but that shouldn't matter for us. Hey, Cardilla, what is the case? Nominative. That's right. Good work, nominative, and what is the gender? We look look at our article, we look at our ending. What's the gender? I'm gonna say feminine. Feminine, that's right. It's the first declension now, feminine, is this singular or plural? I'm so sorry. Singular. It's a nominative feminine singular, and we know that because it's the nominative, that this is the lexical form. This is the dictionary form. So it's a nominative feminine singular of hey cardia, which means what? How would we translate that? Heart or the heart? Yeah, good job. All right.. What case is that? We got some clues. What case is that? Data. That's the dative. What's the gender? Um. Duter. No? No, let's look. Max. It's. That's feminine. That's first the clension we see that. Those Adas. And is it singular or plural? Singular. It's singular. of what word, what is the lexical form? What's the nominative form of that word? Is that. Do? Well, that's where we get the word doxology. That's right. That is true. It is actually not dox saying. That is what we would assume looking at it, right? But remember, this is one of those funky forms. D. Whenever these first declension nouns have a sign or a double sigma, like the word the l, then they take this weird, they have this weird pattern. It's only in the singular, it doesn't affect the plural, but it goes alpha, aa, aa alpha. So the genitive and the data are both aa form and the alpha or the nominative and theQitive are both alpha form. So this is Tak say, the dative feminine, singular of Daxa, which means glory majesty. So how do we transfer this? in the data? Oh, two for the day? Yeah, two for the glory two for glory. Yeah. All right, what about high phone nine? Hi bonine. We look at our clues, what is the article, or what is the ending? What's it showing us about how it's functioning? What's the case? No. It is nominative. Oh. We know it's feminine, right? Vension. Singular or flural? It is a plural. It is a plural. That's right. A, A N I own ice o. So that is the nominative plural of the first theension. Now we see that alpha yoda article with the rough breathing mark, and we have the alpha yoda at the end nominative feminine plural of, what, word? What's the lexical form? Dictionary form. Nominative, singular form.. Yeah, That's right. So how would you translate this? The boys. Yeah, the voices, or voices, right? Remember, when we're translating that article, we're either gonna add it or drop it in English, which to make it best fit. Our English translation. Okay, what about Este? What is that? Yeah. What? Y'all are all y'all. That is the translation. So how would we parce that? But let's start with what is the lexical form of this word? Amy. Amy. That's right. Amy, so how would we parse that? You remember how we talked about parsing birds? It's a little different than parsing nouns? What kind of do the same thing? Parsing just means, tell me everything you know about the word. So how would we parse as day? What is the tense? We only learned one tense for a kne. President. It is the present. Oh, yeah. Gabby's bringing the info. President, it is present, indicative, and this is a present active. indicative is how we're gonna.. we're gonna label that Present active indicative of a, as Gabby said, you are, y'all are. And that's real wooden translation, you know. As we're translating, this verb basically just means to be. It's a copulative verb. It's like an equal sign. So sometimes we wouldn't even necessarily translate it at all, depending on what the Greek is communicating. Context, right? Always context. All right, Ta Tekna. What case is that? Any guesses? or anyone who knows? No. No.. Jan. Oh, wait, you said.. Accusitive. Which one? Oh, no. It's. Okay, Mike, Mike was right. Mike was half right. You say it again? It's nominative and accusative. Nominative and accusive. How do we know? Context. Context is how we would determine that, because this word in the nominative and the accusatives is the same. It looks the same. Context is going to determine for us how it's functioning in the sentence. What is the gender? Can you explain again why it's either or for the doative or the? Yeah, so if you look at the paradonym, someone may a page of paradigms on for the neuter. 209. Page 29., you're going to see in the singular and the plural, for the neuter, both the nominative and the accusative has the same forms. The singular nominative and accusative look exactly the same. The plural nominative and accusative look exactly the same. And so the only thing that is going to let us know how it's functioning in the sentence is the context. If there's a different nominative in the sentence that is very clearly the subject, then we're going to know it's in the accusative or vice versa. So it's a neuter, right? Nominative or accusative, neuter, and is this singular or plural. Plural. It's plural. And what is the lexical form? What is the nominative singular form?. Cont n, which means what? How would we translate this? They' children. The children, E as the subject or the direct object. Good. Tone, la. Now, this one, again, we should, as we get more familiar, this should just be a dead giveaway in our minds that we know what's going on there. What is that? What's the case? G. It's genitive. Is it. What gender is it? I ask. Masculine, singular or plural. plural, plural. That's right. When you see that own ending as a noun, the first declinension, the second declension, doesn't matter if it's feminine, masculine, neuter, they all look like that. You're just gonna know genitive plural. And what is the lexical form of this word? What is the dictionary form, the nominative singular? Anybody?.os. So how would we translate tone lagone? Of the words. Of the words. Yeah, good. All right, last one. I see, or I in. How are we going to parse that word? Tell me everything you know about that word. It's a nerous? It is a verb. That's right. There's no article. Like, there's our clue, especially on this board. There's two that look different than the rest, right? So within this exercise, we should have a clue that this is a form of ame, right? It's the only verb paradigm we've learned so far. So it is a form of ame to be, and how would we parse this. What is the tense? We learned one tense, right?. Oh, yeah, I forgot to write this up here. President I addicted second. So it is a present. Present active indicative. And with the. this is this is just, again, all we've learned so far and that's all we need to know at this point. But what is the number, what is the number here? I see or is in.? It is plural. What number? Verse third person plural. That's right. Did anybody listen to the song for the paradigm? They used the BIBLE for the Amy Paradigm. It's. Maybe it's helpful for you, maybe it's not. It's super silly. I'm telling you, that's how I remember it. That's how it's in here. So for whatever that's worth, what is this called? Does anyone remember? Why is that new in parentheses? It'sable. It's a movable new. That means in the text, it may or may not be there. It's the same word. The overwhelming majority of times this word occurs in the Greek New Testament, the new is there. But so if you memorize it, Ien, that's fine. That's mostly going to be what you see, but then you may see icy at some point and be like,W, what's going on? You got to remember, there's a movable noon. Why did they do that? Whether it sounded good in the with the word that followed. In the Greek language, it was you could slang it if you wanted to, if it sounded better. That's basically what's going on there. So yeah, I see your I in of present active indicative third person plural of a me. They are. Right? Any questions about any of this parsing doll? We parsed words from all three here. First declension, second declension, Amy Paradigm. Any questions about any of this? Does it all make sense what we're doing? understand, even if it's difficult at this point, you understand how you're supposed to be thinking about these words. And hopefully the way we've talked about this so far is not only that you can see this kind of in it neutral grammatical way, but you can see the benefits of why we need to understand this in order to reap the Greek New Testament, right? So we always want to keep that light at the end of the tunnel in front of us so we don't sink into despair, right? So no questions? Everyone's good. Everyone's good on that, good to go. Okay, does anybody have any questions about last week? Remember I said last week, besides the Amy Paradigm, we were just overviewing everything we were going to do moving forward. So even if it felt a little overwhelming, we're not expected to have all of that content internalized at this point, which is kind of like a roadmap of where we're going. But is there any questions as you if you've gone back, read the chapter, I don't know, done exercises, watched plumber's lecture, any questions about anything from chapter four? No. Okay. So, are we good to talk about chapter five? We we're not feeling too oppressed by that idea. We're not needing to do too much review right now. When oppressed, what we need to move on. But we need to move on. Yes, indeed. And I will tell you guys this, too. I don't know, we've already we already off our syllabus schedule, which is fine. But if you'll notice from the syllabus schedule, if you looked at it and remember looking at it, that we will not have any Bible classes in the month of December, for any of the as we're celebrating advent together. So what we're going to do the week before that, we're going to just, like, review everything. bolster ourselves back up. The week we come back in January, we'll spend that class reviewing everything, bolstering everything up. But I do will, and I will at that point want to encourage you, you know, over the holidays, that we're all busy, we all have family stuff and not to just let it go, because you, if you don't use it, you lose it, and we've moved a little know we're moving somewhat slowly, and this isn't too much info yet, but that's true. for as much Greek as I've studied over the years, if I went a long period of time, I'd have to really refresh myself again and stuff, you know, because with languages, that's just how it works. So And over that break, you know, any communication we don't want to have together, to encourage one another in studying or if anybody wants to get together and hang out and do some Greek, like all of that, will be encouraged, but we will not have class at all in December. So All right, let's talk about chapter 5, and at this point, we have about 30 minutes, because, like I said, I do have an important meeting to get to. So does Dr. Brett. So, chapter 5 is present indicative verse. That's what that a paradigm we learned is a present indicative verb. If you'll recall from last week, we talked about this big overview of all the different tenses, of all the different moods, of all the different voices. So this morning, what we're considering together is one t and he even offers or the book offers, what is he offers a different what are they did he say they call it? Tense form. Okay. So this is helpful to think about just for a minute. Today we're just talking about the present. Historically, as Greek has been studied present and ones we will look at in the future in Perfect, heiress, perfect, blue, perfect, future, whatever, have always been referred to as Tensis. But if you'll remember last week, we noted that in Greek, the Greek language, when we talk about tense, we are not exclusively talking about time. In English, tense indicates time, right? If we say " present, tense, we say "res, we're thinking of in terms of time. past, future. That's kind of how we communicate and how we think of things. In Greek, the the emphasis of tense, and this is why more recently Greek scholars, Greek teachers, Greek researchers, have advocated for calling this category tense forms, not just tense, because our minds think of tense in terms of time. But in Greek, time is not the major emphasis. It's not the major purview. And so they said, like, refer to them as tense forms because it's the forms that were were learning, the forms, how they look, that were thinking about, and then what are those forms communicate? So in Greek time is only a consideration in the indicative mood. And that's we're considering that mood today. But there are other moods that we mentioned last week, right? There's the subjunctive mood, there's the optative mood, there's the imperative mood. We're not thinking about this today. Don't let that overwhelm you. We're thinking about the indicative. In the indicative mood, the mood of a verb is the author's perspective on what they're saying in relation to reality. The indicative mood is communicating us, communicating to us that the author is presenting what they're saying as a fact, as if it's reality. And it is only in the indicative mood that time is a consideration at all in the grammar, in the syntax. So in the subjunctive mood, which we're not learning about, yeah, time is not a factor whatsoever. In the optative mood, in the imperative mood, time is not a factor whatsoever, even if it's a present tense or a future tense. And so that's where we got to retrain our brains some. In the indicative mood, time is a consideration, but it is way subservient. to verbal aspect. Remember, verbal aspect means what what is the verb, how is the verb being communicated in terms of the action going on? So present tense in a Greek verb may and oftentimes does in the indicative mood, it does it can communicate time. That's something is present, presently a consideration versus a past 10 or versus the future tens. But what the present is actually communicating to us is the nature of whatever was happening as it was going on with no consideration of what happened before or of what happened after. It's called It's called an imperfective aspect. Imperfective aspect. So the emphasis, the major emphasis is on the fact that something was happening, that it was going on. Maybe time is part of that, but it's way smaller consideration than the nature of the thing going on. And then, of course, we have the voice, which we talked about, and this one's easier for us to understand, so we want to spend more time on the things that are more difficult for us to understand, but is something active, is the subject actively performing? whatever's going on, is it passive or is it middle voice, which, again, needs more consideration from us. But let's take you one bit at a time. What questions do you have about mood? The indicative mood, the indicative mood communicates, this is being stated as reality. This is being stated as fact. This is not a command, this is not a request, this is not like viewing something as a possibility or something as hopeful or wishful, this is just being stated as fact. Does that make sense to everybody? That's what indicative the indicative mood means.. You said the last time I think that even that, even if it's not the truth, because they're stating it that's just how they're stating it, it doesn't equate whether it's true or not true. It's just how they're stating it, correct? That's right. Think about a news report versus you know, versus a wish list or versus a request, command, or versus, you know, theoretically hoping or thinking about something. This is just, these are the facts. Maybe Satan tells a line when he does it in the indicative mood because saying that's what he was doing. So you'll notice on page 53, that's what we're talking about, we're talking about indicative. That's all we're considering right now is indicative. So the other moods you can keep in the back of your mind if you want, but we're not considering them yet. So let's just keep our focus here. So everyone understands that this is what indicative means. Okay? And so in the indicative, because we we're living in the indicative right now, in this mood, when you see present, because that's what we're talking about, present indicative verbs, so we understand verbs. We're talking about nouns anymore. We're talking about verbs. It's what you do. We're talking about indicative verbs. And in the indicative is that's the only one where time is part of what we're saying or what the author is saying. But it's never the main focus. The main focus is the verbal aspect. This is something I really want to try my best to help you guys understand this, because when I first learned Greek, either the professor didn't communicate well or I just didn't internalize it well, because I continued for a long time to think of tense in terms of time. And that's a hard thing to retrain our brains with, right? 'cause that's how we think in English. And so the best we can do to sit in this together is going to serve us best, you know, wherever you end up taking your greed, study, or usage or anything. That verbal aspect is what the tense or the tense form is communicating strongly. And so today we're talking about present indicated verbs. We're not talking about any other tenses. We're not talking about any other moods. We're talking about present indicative. And so the present may or may not be emphasizing to us that something happened presently versus past or versus future, but always, it's indicating to us the nature of the action. The action was happening. Think about it like this. So I can let me try and think of a good illustration real quick that I didn't write down, because clearly I'm not as prepared as I should be. But you know, it's like I'm I'm speaking right now. I'm speaking. I'm speaking. And, you know, we might think, well, but what were you doing before you were speaking? You, what are you going to do after you speak? No, no, no, no, no, just right now. I'm speaking. Like, the action that I'm doing that's going on is speaking. No consideration of what happened before, no consideration of what's happening after. If something's in the present tense, the author wants you to think, wants us to think about the nature of the action as it's happening. There are other tenses that may communicate to us what was going on before, or what's going to happen after, or even the fact, like, there's another tense called the Ast, where I may say to you on Sunday morning I spoke. and I'm just communicating to you the fact that there was an event or there was a time where I spoke, not the actual speaking going on. That's verbal aspect. How what is being communicated or what is being emphasized based on the tense or the tense form? And in the present tense, we're talking about the nature of what is happening. So it'll be like now. Yeah. Right. Well, now, now or thing. But see It still sounds like it's. Yeah, Oh, so that's looking at it as time, though, right? Right. When it be like, say, you were sending out an email next week, that was recapping this week. And I said, Alex speaks about the indicative, and I don't see Alex spoke or Alex had spoke, but I'm using the present tense, and it's not, I speaking about passive and in the present tense and Alex speaks Greek to us when he says, A,. Yeah. Does that, because it's the present tense in a located pass. And so the time is irrelevant. I'm. So time-based. It's not. It's not.. And then we're like, because what I would say is Al spoke to us in Greek when he said, A, A. Yeah. You know what I mean. But when I say Alex speaks, we all know that like this happened in the past, but I'm used what you're talking about has happened. Yes, the actual character. Yeah, yeah. Yeah, that's And that's what we would call, this is a little deeper for us, but historical present or narrative present. This happens a lot in the Gospels or in acts. We might even translate it in the past tense. You know, Jesus spoke these words and our minds are going to want to translate it, when we see it as Jesus is speaking these words. But what's being communicated there is that not just the complete action of Jesus, but like, the emphasis is on, okay, he's speaking it. Like, there may be a theology of a word there, a theology of communication there. Yeah, so it doesn't matter when it happened. It matters what happened while it was happening. Right. of thing. Exactly. What is the emphasis on the nature of the action? What is the emphasis on the nature of the action? Is it are we viewing it as a completed whole? Are we viewing it as the ongoing acting of it? Are we viewing? That's the verbal aspect. Okay. But you can't get away from the timing. I mean, really, I mean. It seems like time is always a part of it. Yeah, and I'm not saying it's not. I'm just saying it's not it's not the emphasis. It's not the point. You know, and the indicative time is a part of it. It's just a smaller part of it, though. Like, our brains want to think that the time is everything, and there's nothing else going on. Where in the Greek mind, they were thinking of verbal aspect primarily, and then time, I mean, if they're using the indicative, they know time is a part of it. But that's not, and I know this is, I'm telling you, we only think in terms of time. Yeah. This is a big, like, rewiring type thing. This is something I still, like I would have to force myself and translation to consider that. And sometimes it doesn't affect the translation necessarily, but sometimes it would, or sometimes it affects the theology or the meaning of what's being communicated. And that's where if you're translating it, you got to translate it, try to translate it well to communicate that. And that's where English translations may have different ways of saying translating different verbs to try and communicate that verbal aspect. I was just going to say, like, we're such Americans, too, in terms of time and how we think about time. And if you think about when Greek was a language, like they would not have thought about time in the same way that we do because they wouldn't have had synchronized global time. Like even in the 1940s, 1930s, like watchmakers had to go travel to find the clock that was saying the time so that they could set their watches. Like this is a very recent thing that we have synchronized global time. So if you think about the time that they were living in, it's like time would not have been as measured and as precise and even as much of a consideration because like they were measuring seasons and like just general rhythms of time, like it wouldn't have been the way that we think about it. So to me, that's kind of helpful to think through what was their culture. How did they perceive time? Because it would have been so different from ours. Our perception. So I think like just getting yourself back into the mindset of like they were more focused on like being instead of doing. Like the productivity and time and money would not have been as high of a consideration as it is for us today. Exactly. 100%. That's good. That's helpful. Because this isn't, again, this isn't just. If we think of this just as like some dry, removed academic exercise, maybe for some people you can still internalize that, but all of these other considerations that help when something is so difficult or so different than how we view or think to consider what they, again, they lived in a different culture. They thought about time and money and these things in a different way, and their language reflects that. The way they communicated with each other reflects that. Now, here's the thing, because we've got about 10 minutes. I want to look at these paradigms, and if we need to we need to bark in chapter 5 next week, too, that'll be fine, because this is, again, like like when we started chapter two, and nouns were a new thing for us. Chapter 3 was easier, remember, hopefully. Once we knew the categories of nouns and right now we're learning new categories of verbs. So if we let me just expose you to the paradigm so you could look on them this week, and then if we need to come back and do more conversation, conceptually on what it all means, we can do that, but we want to learn the paradigms too, and then understand the paradigms together better. So we're talking about present and indicative. That's the same for both of these. If you look at page, let's see, 56, we have two paradigms. They're both present indicative. There is the active, and there is the passive. So all of both of these paradigms are communicating the present tense, the imperfective state. Both of these are in the indicative. They're communicating, stated as fact, reality. We have an active a paradigm for active, which active means the subject is performing the action. Passive. slashm. We talk about that. Now we're more and more next week, but just so you can get the paradigm down, passive, passive means the action is being performed on the subject. We understand that. With English, that lines up. Middle is, again, a little different. We talked about that a little last week. We could talk about that more next week, if needed, but let's at least just get the paradigms here. So we're going to use the word luo. That's what they use in the book. I've gone through multiple Greek grammars. Everyone I've ever seen uses the word luo for these verb paradigms. Throughout the history of teaching, Greek and learning Greek, Luo has mostly been the word used for this. Why? Well, number one, it's a short word. It's helpful, right? Luo, I loose, or I am loosing. We talked about that a little last week. And it takes this form. It's like the most basic. There's nothing weird that goes on here. It's It keeps the form as is most common. So we'll start with all of our stems, loo, just like a, the paradigm has six, each three for the singular, three, four, the plural. and we have, again, first, second, and third, just like a me, and we have singular and plural, just like a me. The first person singular ending is O. Lu O. Second person. Oh. Okay, this is you getting messy. And you can look at at your book while I'm doing this too. It'll look better. Ace. Luo. Lu. Lu. Right? Is that correct? I think so. No.. It's not. There got Lu Lu Lu. Luan. Lua. Lu, C, or sin. Remember, or you notice in the third person plural again, that movable new. So, Luo, I loose or I am loosing. Luis, you loose, or you are losing. Lu, he, she, it, looses. He she it is loosing. Lu, we are loosing. Lu, y'all are loosing. You guys are losing. Lucin,uci. You get mostly loose in. They are loosing. Present tense. And then there's a song for this one, too. You can look up on that whole YouTube playlist. This song is set to the hymn, if anybody remembers it. Well, how does it start? Oh, it's like, oh Lord God, you have made the heavens in the earth with your outstretched arm. That's I can't carry it to it, but something like that. Does anybody does that sound familiar to anybody? Vaguely familiar. It's a really old one. Oh, Lord God has made the heavens in the earth Something like that. So if you don't know what I don't know, maybe it would be helpful. But it is a song. It helped you you learn it. And then the passive or the middle form is different, which is going to indicate to us that it's not active. It's when we see this, it's going to indicate to us that it's either passive or middle Lu. Lu Lu. Lu Lu. When we see, so if we see, oh my, instead of O telling us not active. Different form. Remember, this is how the Greek language communicates to us. They're not they pack all of this info into the verb. So let's just think about it in the passive. lu o mind, I am loosed, or I am being loosed. Lu, you are being loosed. Luetai, Ii it is being loose. They would be the plural. Oh, okay. Yeah. Luamo, we are being loose. Lu, y'all are being looed. Lu untai, they are being loosed. We can talk about this two more next week, so maybe just right now, again, unless you're just real smart overachiever kind of personality like my wife, maybe you'll just get this super quick. But right now, think about it in the passive, like this means present, this means passive. We talked about the middle some last week. We can talk about the middle more next week and what that means. Because based on context, a word like lu o my could either be passive, like, I am being l," or it could be a middle verb, which remember, the middle communicates that you're doing something like for yourself. I am being glsed for myself, for the benefit of myself. There are verbs, there are verbs that only take this ending. Luo can take both, and it's going to communicate to us whether it's active or passage. If a verb only has these endings and never has those, it's a middle verb only, meaning it's always translated in the middle. It's always understood in terms of doing something for your yourself. Like I said, we talked about that some last week, but, like, remember the verb that we considered in Romans chapter 4, La Gizzo mine. The lexical form is oh my. There is no log is oh, there's no logizzo. It's always lizzo my, and it's always translated middle. It's never translated active, it's never translated passive. That, oh my ending is letting you know that it's it's a middle only verb. And we can, again, we can we can spend next week reviewing, unless we come back and everyone's like, nope, I got this, I'm good to go. But if we need two weeks on it, it's okay. The important thing for this week is to be looking at these two paradigms. Oh, my. O, a,.C that this root's always the same, isn't it? Look at that. That's gonna let you know what the word is. But these endings are gonna communicate what's going on with that bird. Instead of in English, what we need three words for, Greek only needs one word. I am loosened, Luo. That ending is communicating the I am part. It's communicating. It could be worse. Could be German.. I don't know, German. It's still one word, but it's. Yeah. There you go. See? We're taking it easy, guys. We're taking it easy with grief. Okay, any questions? Look at those two paradigms, memorize them, study them, lecture, or exercises, whatever you guys do or have been doing, ask questions, text me, talk to each other, study together. Come back next week, doing your best to know those two paradigms, along with first declension, second declension, Amy, and we haven't really talked much about vocabulary along the way. Knowing the vocabulary is going to help you to know more words. So I would encourage you as well. I can always study more vocabulary that I haven't always done well. But know these two of the best you can and we'll come back and we'll review, we'll talk about aspect, we'll talk about middle voice, we'll try to you know, to really help bolster that or internalize that together. But if we work on those two paradigms, we'll, even if you know it, but you don't fully understand it, come back knowing it's the best you can, and I'll try to help you understand it more, what it is, okay? Any questions right now? No? You're good? Sure. I love you guys. This is fun. Let's remember that part, right? No one's making any of us do this. Next year's Latin. Next year's Latin. Second year Greek, next year. Okay. Appreciates you guys too. Yeah, I've told you guys before, too. If we get through all this and everyone's like, hey, let's dig deeper, we can do that. We can do that. Now, if anybody wants to do Hebrew, I'm really going to have to bolster myself up, ' because Hebrew is harder than Greek. So, Doc, why don't you pray and close out of class? pray. Hea Father, we do. come prayer this morning and do thank you for the opportunity, even to study the word, just how accessible the Greek language is to us with resources a teacher who studied for years in different capacities, degree language. I'm thankful this morning for that. I do find this phone reading word word. is paramount to our spiritual sanctific occasion and so what a gift it is. I do thank you for the gathering of the church in just the beauty that is displayed when we can gather in a herald the name of the Lord Jesus. And so I I'm thankful this morning, as we approached the service, I pray you, give us hearts of gratitude in prepared to worship you with our mind, body, and spirits. And we ask Lord Jesus that you would work in and through us to be faithful that we would watch over our lives and our doctes, and when we ask Lord Jesus in your name, we pray by the power of your Holy Spirit. Amen will thank you.