Chapter 6 (11.9.2025)

Transcript

? Yes. to believe. Okay. And I got in started on how he learned in his classes and his interpretation of such. Yeah. And then that it was it was different than what you previously described. Okay. And kind of led to, well, okay, what's what's the, you know, the writing? teaching methods out there? And I don't think there's a single answer to that. Yeah. So we didn't truly review. We just talked about how it's taught, which is semi- review in itself. I mean, like I've been re-listening those videos on the Daily dose of grief.. And how he teaches is very different from what you've been doing, but he's got a funky electronic blackboard, a whiteboard. Makes it quite handy. to do that. Yeah. Yeah. Yeah. That number one, that definitely sounds like what Brett would spend the whole class talking about? That adds up for Brett, for sure. And yeah, and that guy, it's like I told you, those lectures, I mean, that guy is, you know, he's got a PhD in Greek, and he's taught it for decades. So I'm sure he's honed his craft. Yes, he has. In fact, even takes the extra step of mentioning about how he pronounces stuff and understanding that he's from the South and how that light sound a little hipper from his teachers, from other other areas.. He recognizes those can be, you know, potentially important.. Absolutely. All right. Well, good. I hope that was helpful. It was helpful. Yeah, that's good. That is good. All right. Well, let's get started. What how are we feeling about. We're going to talk about the imperfect indicative verbs today, chapter six. But before we do that, we do want to spend some time on that because we have had a lot of review time, but is there just, you know, briefly, let's say briefly, anything from chapter 5, that anyone has any questions about or, I guess, any remaining questions from pro from the chapters before that, but we, you know, if we want to keep moving, we have to keep moving. So we we don't want to always have to review the same things that you guys know. I mean, this is we've said this and this is just common sense, I suppose, especially after you've been in the class for a certain amount of time. At a certain point, you just you got to like study it, right? I mean, like they're paradigms, their vocabulary words, we're just doing grammar. And so there's not very much, we're not doing like a lot of syntax where there can be discussions and disputing, you know, what, how something might be functioning. We're just learning the basic paradigms and vocabulary, et cetera. So, but also, I don't want to neglect if anyone did have any questions, but I would Any ongoing kind of verbal questions to, if you have questions about, like, the middle voice and stuff like that, like, we'll constantly be talking about that with each chapter. So that's, we'll keep that discussion going, but. No, everyone's good for right now? Okay. Well, so, let's talk about the imperfect, then. Let's first of all, let's note. as we look at chapter 6, starting chapter 6 this morning, the. Uh oh, there we go. Imperfect indicative verbs. Notice, we're on page 61. That we're. They're talking about verbs. So chapter 4 was about verbs, chapter 5 was about verbs. chapter 6, we're still talking about verbs, and we're still talking about indicative verbs. Remember, indicative is the mood that's communicating to us that the author intends to communicate that this is reality. Now what he's saying is it's not hypothetical, it's not a request or a command, it's stating a fact in terms of reality. So we're still talking about verbs. We're still talking about indicative mood, with the imperfect, we still have two paradigms. We've got an active paradigm and a middle passive paradigm, which is the same as chapter 5, with the present indicative verbs. And so there's going to be similarities with these paradigms, we notice that we have first person, second person, third person, just like we did with the present active or with the president indicative, first person, you know, I, I loose, or I am loosing, you lose, or loosing, he she it. These are all the same. We, y'all, they. That's the same. Singular and plural is the same. So we're all that's changing now is when something is in the imperfect, what's in a different tense, it's going to look different. There's gonna be different endings, and there's gonna be an augment now that we're going to talk about. But we start with by noticing all the similarities, so we can feel a little more comfortable, right? When we talk about the imperfect now, if you'll notice on page 61 in that first paragraph, the book says that the imperfect tense describes a past action that was not completed or perfected. So remember that we said with Greek verbs that the main what's being communicated, the focus of verbs is the main thing is what we call verbal aspect. But also in the indicative mood that time can be communicated, but it's secondary it's a verbal aspect. In English, when we think of tense, we always think of time past tense, present tense, future tense. In Greek, time is a part of it, to some degree, especially in the indicative, or only in the indicative. But aspect is the main focus. This is important here because with the imperfect, it's sometimes communicating past tense action. That's not, again, that's not the main focus. The main focus of it is that is on the action as it's being completed without any thought of what comes before or after it. That's still the main focus of the imperfect. The imperfect and the present are of the same in that. They are imperfective as the book says. But a lot of times, not all the time, because in Greek, there's nothing, that's all the time. There's nothing that's all the time. Everything has an exception, there's always, there's nothing that you can just put your finger on and say, this is always the case. Like, don't any language. Exactly. And so, but for the imperfect time is sometimes a consideration. And so it's helpful as we get started for us to think about this as kind of like past tense. That's not all it is. There's a lot more to it, but as a helpful starting place, we can think about this as a past action that was not completed or perfected. And what's gonna be helpful for us, you can actually even notice, before we look at the paradigm, I'm page 62 in that tense form and meaning, 6.3. Those three bullet points. He even gives us some illustrations of different ways that the imperfect is used. that are not all past tense, like that won the inceptive imperfect, which is emphasizing the beginning of an action or a state began or started. And so you noticed in the example, look at that, the x 38 Does everyone see that? Mm hmm. how it says, este kai, Perip. Like when you're how they translated that, he stood and began to walk. There is no Greek word began there. It just says, he stood and walk. He walked, basically. But it's in the imperfect. And so the job of us, I guess we learn more Greek and learn how to translate, is, how do we best communicate that in English, right? And so what the point he's making here is that the fact that it's in the imperfect is communicating us, that it's the beginning of an action. And there's different ways, this is why we say, you know, we think of these grammatical categories in these basic terms just so we can start learning them, but the deeper you get into Greek, to any language, but to Greek, you're going to see there are all these nuances of how these forms are used. And so here are three examples on page 62 of how the imperfect, why the imperfect is used to communicate a certain idea. Whether it's progressive action, inceptive, action, itertative action, whatever. And there's this kind of stuff for all of it, right? That's the good news over the bad news, depending on how you want to look at that. If you want to study this for the rest of your life, you can do it and never exhaust all the details of the Greek language that you want to learn. But we're going to begin as a starting place in thinking of the imperfect as a past action that was not completed or perfected. A past action with just thinking about the action itself as it's going on in the past, with no consideration of the start or the end. And that's where we are, as we're thinking about the imperfect, we are considering both aspect and time. Does Does that make sense? Remember, we've talked a lot about how aspect is more important than time in terms of the tense, with the present tense. But here, especially with the imperfect, we're gonna begin by thinking about both, but aspect is always bigger. Aspect is always more the emphasis, meaning the point is more on the nature of the action as it's happening than it is on the fact that it was in the past tense. Like that like, he doesn't like, the emphasis is not on the fact that it was the past tense. The emphasis is on the action as it's happening. That's the starting place. Jared.'s just an oddball question. Are therebs where only the aspects is in the game and not time at all? Yes. Thank you. Yeah. And anything, so any other mood other than the indicative, time is not a consideration, no time. Cross it off. Subjunctive mood, optative mood, imperative mood. Thank you. Yes. But in the indicative time is a consideration, but it's smaller. Mine. Yeah, minor. Yeah, it's So, but great question. Great question and true. And we'll, you know, as you get further into the chapters you learn all the different moods, but with the indicative, because it's because what's being communicated is being communicated as fact and not a wish or hypothetical or a command or something like that, then time can be a consideration. Yeah. So let's look at these paradigms. We've got two new paradigms here set up exactly like our chapter 5 paradigms were. Luo, Luis Lu, Lu Lua, Luin. You guys all have that locked in right? Memorized. everyone knows them. Oh, not yet. Okay. Who am I, Lu, Luai, Lua, Lua, Lu? Gabby's nodding. No, okay. That's okay. That's okay. We're Hey, guys, we're This is just for fun, right? Don's make a any of us be here, right? We're We're just getting exposure at the very least. There you go. I like that. Yeah, you're getting some exposure. Actually, you make a point there when I was reviewing the videos, and's also emphasizing those six different stuffes. He's making it very clear. You've got to remember this. And use the Nonics that you know song type things or the English sounding types. Then it's starting to kick in. Yeah. Starting. Yeah.. It's time next. Yeah. There you go. Well, you got a real teacher now. So keep watching him and then we'll just come in here and try to scrape the pieces together. So soft aprecating. So modern. So modest. Honest is what it is. What this. Okay, let's look at these now. We notice all the similarities, but it's all like all the first person, second person. We notice's a singular plural. It's still indicative. We notice it's active or middle passive. We've all seen that before. So, like, that's not that's not new. Let's even notice, because this is for Luo, so we notice that all of our roots are there, just like they were in the present. Lu. See all the L's. We got lots to lose. All the same. We notice also that this first person and second person plural of the middle passive, exactly the same ending, right? Amath and Est. Those are the same as before. So there's some similarities here. But there are some differences, and the first difference that is the most noticeable, right, is this augment. Why is there an Absalon on the front of this word? Like, that's not something we saw with the present, right? I mean, this is Lou O. We started as with the root. And that's Luo, obviously, is the dictionary form, right? So we're starting with the basics, with the building blocks. But here, for the imperfect, and we'll see this too, with other types of verbs, like the Ast sometimes, is that we have this augment on here, this epsilon on the front of the word. And what that is communicating to us is past tense. The augment on the front of the word, the E, the epsilon, on the front of the word, is like adding ED to the end of an English word. It's You're making it past tense. And so that's why the the imperfect, we start by saying, especially that time is a consideration. It is a lesser consideration, but in a lot of the imperfect, it is a consideration. And that augment is signaling that to us. It's letting us know past tense. And then we have the root, they all have the augment. They all have the root, and then now we have these new endings, these new endings that are communicating to us that this is imperfect, because that's what Greek does, right? Greek is communicating., is communicating the information with the endings. The first person, the second person, that's how we know what it is, because of the endings. And so let's just let's just go through them now, because again, we they're the only way to learn is to learn. And like Jerry said, there are songs, there's road memorizations, whatever's best for you, writing them out. But this is what they are. Aluan. El, Alen, notice again. movable noon. Same as the present, right? There was a movable new and the third singular. Alluan, Eles, Elen. Alamen, Eleta, Eluan. These are the same. The first person singular, and the third person plural are the same. Oh, boy. How do we know which it is? Context. It's always context. It is always context. But it gives you one less ending, but you have to don't now, so that's helpful, right? No, it isn't. No. Not helpful. Okay. Remember the movie new. Could be there, could not be there. Literally, was just whatever sounded best. You know, whatever was best to the ear for them, whether they would use it or not, doesn't affect the meaning, doesn't affect the translation. just what it is, the movable. So that is the active paradigm, imperfect, active paradigm, and he in the paradigms in your book, page 63, you can see these kind of real generic translations that he's giving. Alluan, I was loosing. El, you were loosing. Eluen, hee, she, it was loosing. Eluen, we were loosing. Elueta, you were loosing, or y'all were loosing. Eluan, they were loosing. Any questions about the active paradigm? No, Makes sense, everybody? is there times when the stem stands alone without the ending or the prefix? No. I didn't think so, but I had to ask. Yeah, yeah, yeah. The fair question, no, it doesn't because it wouldn't grammatically work in any sentence, because the prefix or the ending is communicating. You always have to have aspect. Yeah. Always, there's always aspect. Okay. There's always aspect. Because remember, the verb is the root, the cornerstone, the starting place of the Greek sentence. Everything else in the sentence is responding to the verb. It's information that is either flowing out of the verb or the subject of the verb, or it's all in relation to the verb, all other parts of the sentence. Yeah. Okay, so if everyone, if that's clear, at least starting, you know, as a starting place for everyone, let's talk about the middle passive paradigm. So again, just like we had with the present present indicative, there is an active paradigm and there is a middle passive paradigm. So Iular proural first, second, and third person, notice, again, that we have for all of them, the augment, which is communicating past tense to us, all of them have the root, Lou, and again, the first person plural in the second person plural endings are the same. So if you just throw that augment on there and you know your present, paradigm, then you're good to go on those two already. Little different ending because remember, for the present tense we had Lu Oai, Lui, Luai, Lua, Luesta, Luantai, for the imperfectu, elueta, eluamada, eluesta, elua. Little different. He has a silly little thing. Has Did anybody watch the? He's gotten silly little things for everything. Literally? Yeah, Literally. If anybody watched any of the lectures for the present middle passive, he has this like story about this kid going to a Baptist church with wearing a, with John Wesley on the tie. Oh my, hey, a tie. Yeah. And so for this one, he has one about the same guy shows up and he's got like a hole in issue and he's got he painted John Wesley on his toe. So it's, oh, man, oh man, ooh, a toe, which that's not even how you pronounce it. It's a top. And he acknowledges it. He's like, it's just to make the silly thing work. But anyway, if that kind of stuff is helpful for you, you know, you can watch his lecture because again, he is like the king of the cheesy songs and illustrations and all that kind of stuff. But, yeah, this is so this is, again, for the middle passive. When we see this, especially for a word that we know is not middle. If a word is middle only, air, or logizomine, any word that's ending in O mine in that present middle passive ending, it's always middle. You don't have to figure out if it's active or passive. How do we know if a word is middle holding? We know I'm vocabulary words. That's the only that's the way. We We know what it is. We know Eric Kai. We know Faru Oma, we know the isizomai, whatever, they would be. But if it is not middle only, if it's luo, by loosing, if it's a Kuo, I am hearing, you know, whatever word that's ending in that omega, best bat assume it's passive. And then if the context is gonna maybe dictate otherwise, we consider that it's middle. But, especially for us, like, none of us are us are on Bible translation committees or anything like that, you know, we're gonna be messing something up too bad. Like just for our own personal devotion, whenever we get to that spot, assuming if it's a middle only word, it's only ever going to be middle. Oh, mine, ending it on mine. If it's not, we assume it's passive and then context might tell us otherwise. Does that make sense? Yeah. Okay, cool. So, yeah, and this is the paradigm, just like chapter 5, we have the two paradigms.,ueta, elam, eluesta, eluanta. Notice the augment, the root, the ending. That's imperfect. That's the the two imperfect paradigms. And again, what's the point? What's the point of us knowing this? Could it be to be like self righteous about how we know Greek? Like, I guess maybe we could do that, but that wouldn't be good, right? Like, the point is, when you see this word in your New Testament to know what it is and how to translate it, right? That's the point. That's what we're doing. And so we want all the information, we want to know how to talk about it, think about it, so that when we're trying to actually read God's Word to engage Christ through the Scriptures that we understand what we're reading.. That's the goal. We always want to remember the goal. The goal is to see Jesus, to see Jesus, to experience Jesus, to read God's Word, to be shaped by God's Word and if we can do it in the original languages, even better, right? Even clearer to us. Any questions about the middle passive paradigm, or either? Paradigm? No? Mm hmm. Everyone feels good about that, or everyone, at least. We're with you. You're with me, at least? Do you have a question, like, if we look at chapter five vocabulary on page 60? Because I know, like, Luo is a short word. Yeah. So, like, if you if we're looking at like, I baptize, I heal, I cry out, like even like baptizo is I baptized with the root word be the whole word just minus the omega or is it a shorter version of it? Like, for our purposes, yeah, it would be Baptis. Okay. So, like, it would basically be this, but just instead of Lou, it would be Baptis. Anything that's not the ending, yes. Right. Which the ending is in this case, the Omega, because it's in the first person. Yeah. Singular. Yeah. Got it. Yeah. So. A, Baptizan. Mm. You just You're plugging and playing. Right. Plug it and playing with all of them. Which that's true. Is that true? Like Obviously, I don't think about English as I speak it, right? I mean, because most of us, I would assume don't. Or I'm a dummy, but I don't. And Hebrew is like.. Hebrew is weird and different. And so, like, I don't know, are other languages like that, like Spanish or French or is it like plug-in play like that, pretty much? Yeah. Oh, okay. See, that's So if you've done any other language stuff, then that should be a.. Not to that extent. Yeah. Not to that extent. Not to this extent. Because this feels kind of mathematical, almost, formulaic. Well, you'll have like the singular or the plural, and then you'll have the same thing for a second, third person in certain things. But I not to that extent. It's usually just the ending, I think,. Yeah. Yeah. It is. It's like, it's weird. It's like it's helpful. It's a lot, but it's helpful. Again, it's just like time, you know, it's You just got, it's time. I mean, and I guys, I'm saying this like to myself of like however much I want to further deepen and develop my like understanding and application of Greek and and doing this class for me has really, like, I've really been baptizing myself, baptizo myself in it more than I have in a long time, but again, it's like with anything, you go deeper, you understand more, it's clearer to you, the more you're doing it, right? Living in it. All that good stuff. All right, let's talk about what if a word, and this will be on page, let me see, so you could have it in front of you. On page 64, what do we do with the augment if the word if a word starts with a vowel? Because what we're not going to do is start with the augment and it's not going to stay the same. They're not going to allow it. For some reason, it didn't sound good to them, maybe? I don't know, whatever reason, they're not gonna allow it. So we're gonna have to lengthen some vowels is how that's going to go. Look on page 64, you can see that alpha is going to lengthen to Ada. Esilon's going to lengthen to Ada in Omicron is going to lengthen to omega. So with a ko, we're gonna add the epilon, the augment, and then that's going to lengthen, and then we're going to get a kon. You see that? Mm hmm. You I see how that's happening for ekai, we're going to add that augment, and it's going to become. eromaine.. It's going to look different, right? I mean, but But again, we're reading if I know Echom means, you know, I come, I go, whatever, whatever the context demands. When I see that, even though that that AA is going to kind of throw me off at the beginning, but the row and the K and the like, all of the recipe, if I glance at it, it's still this kind of looks like Equomai to me, right? Even though it has like a different a different first letter. It's Is everyone tracking with me or no? It does. Do they have Eai here or you? Yeah, the second, the middle one, page 64. Oh, okay, okay. Yeah. See, Akuo was first, then E will mine, then. Yeah. So, look all the way over to the right, how it starts with an Ada. You guys see that? The length thing with the augment. What I'm trying to say is, like, obviously understanding all this is going to help us process why that's going on, but even if you know your vocabulary and you're reading through it, you see that, like, you know it looks different, but your brain's going to think this is something with Equamine, right? And even if you don't remember your endings or whatever, you can start to put the pieces together from there. Those root, those roots are really going to be helpful to us with that kind of thing. For whatever paradigms are not readily coming to our brain, whatever words we know, the vocabulary we know, the root is gonna help us begin to investigate. But my point originally was the lengthening, that the vowels are gonna lengthen. And the omicron to the omega notice there the adding of the augment Aoon with the augment turns to becomes Oon. So on the left, they're giving you the root word that they're then putting into the imperfect, that they're then shown you.. You see, that's exactly right. The real word, the lical form, the dictionary form, ao, E, a phalo, as they become imperfect, the augment in the ending, that's the middle section, and then the lengthening that happens because of the two vowels that they's those short vowels is what they are, especially. Because if you look at the paragraph two right below it, about in the middle, he says, verbs beginning with Ada or Ioda, or osalon, or omega. Leave their vowel unchanged when the augment is added. So is scuon, He gives the example there. There is no augment. If a word starts with Ada, Eoda, Oilon, or Omega, there will be no augment on an imperfect. And we know why. It's may throw us off when we look at it, but we know why it's because of these words starting his valves. Words that start with consonants exactly like this, always. Words that start with vowels, either onchanged or lengthening. There's this weird one here at the beginning of the next paragraph, the verb echo does not augment to Akon, but to icon. And then he gives some explanation about the morphology of the development of the word echo and everybody in class always thought that was fascinating because the root form of echo is the word s, and it's spelled like how you would think it would be you see here in the middle of the paragraph. And so that was, you, in college, everybody thought that was funny, of course, because everyone was 18 or 19. But yeah, Echo was a weird one. That's one. I mean, but again, the more you see it, you just, you'll just know what icon like icon is Echo. You know, that's that kind of just over and over. Like how we talked about seeing the genitive plural. Like, you see the genitive plural in your mind doesn't even think about you. At a certain point, you see enough or ST endings and you're, okay, first plural, second plural. I may not know anything else about the word, but I know it's first plural or second plural, you know, that kind of thing, repetition. And so the lengthening of the vowels to the more you see it, you just Okay. Even if you're like, I know something's going on here. I know this is Erica my, and it's lengthened and like, then your brain will start to work, you know. Is it imperfect, or is it ast or whatever? And so bunch of, he likes to have a lot of sections on morphology, and if you're into that kind of thing, you can read all about it we won't spend time on it. Two more things. Well, any questions about the lengthening, length than you valves? No. Track it with me? Can you track it? Okay. Okay. Some shoulder shrugs. Page 66. The word, the particle. That's been a part of the vocabulary, has it? Ooh, o, o o. Does that look familiar? Yeah. Yeah, so o is is a negates a word. If oo is in front of a word, it's going to be translated not. So, he is not losing. It' It's the negative. There's a bunch of He gives a bunch of explanation here about if a vowel has a smooth breathing mark, then it's good that the form o is going to be used. If it has a rough breathing mark, then o with a k is used. Oi is only used 54 times in the New Testament, and it's an emphasis. And all of these different ooh, o with a kappa or o with a kai, the differences in them are all for how it sounds. Just like he gives an illustration of why we if a word starts with a vowel, we add, we say and instead of A. We don't say A, apple, we say an apple.? Why do we do that? Because it sounds more pleasing to the ear. Right. That's the kind of how it developed. So same with this, with this is a particle. It's called a particle. It's just a small word that doesn't really decline all these rules that we're learning of paradigms and everything doesn't apply to these words. They just are what they are. Kai means and even, but also day. All these little particles that are basically just, they're putting the ideas together in the sentence. They're connecting everything up and oo is one of those. It's a negative particle. It's telling us no. May is used in nonindicative for nonindicative verbs. o is used for indicative verbs. And I'm assuming both of those have been in the vocabulary to also some good explanation about the discourse, use there, the paragraph in the middle, page 66., that if there's a question that's expecting a positive response, who will be used, if there's a question that's expecting a negative response, may is used. So that's that's all good. That's all helpful. Again, when you see it in the text, you're just going to know it's it's a negative. It means no or not, and you're just going to figure out how it sounds best, you know, in English, if you're thinking about it. Any questions about that, about the particle? No? Tracking? We're tracking. All right, one more thing. At the bottom of 66. Irregular masculine nouns. So remember how we said that, like feminine is always feminine and looks that way and masculine, is always masculine, looks that way. This is where we find out that not exactly. And we've already had these vocabulary words. some of them, right? Mataste Have we had that? And like Prophetes? These are some weird words that are masculine, but have follow the feminine paradigm. And you'll notice at the bottom of 66, all the articles are masculine, right? Ha, two, toe, tan, h, tone, toysus, all masculine articles. Even the genitive singular is the same as the masculine. M2, that'd be the same as Lagu or Theu, right? I mean, that's masculine genitive singular. But all of the data been accusative singular and all of the plural follow the feminine, like the plural follow the cardia paradigm, right? And the date of an accusative singular follow the phet paradigms that look familiar. So it's that nominative singular that's weird, and it's the genitive singular that's masculine, and then the rest of it is, it's kind of like, remember when we talked about Da, how that was weird with the singular. It how it kind of went cardia, like the nominative and the accusative or cardia pattern and the genitive and the dative were phony pattern. This is like that. There's just weird words, wordss that don't fit the pattern. Basically. And again, as we have said, ad nause, right? Every language has such things. English has all sorts of things that don't fit the pattern. And this words like matase, prophetase, they don't fit the pattern, Jerry. Why is this being covered in this chapter which is supposed to be about verbs? I do not know. Thank you. Good question.Cause he put it in there. He put it in there.Cause I don't know, I guess he's smarter than us, I don't know. I don't know if it's because they want to start introducing things in the practice exercises that would help be helpful for translation, you know? or if it's so random that if he didn't want to overload us too much in the nouns and now that they're just trying to slip it in here when we're what I was we put earlier when we were talking about. Yeah. It's a good question. Okay. It's an answer. Yeah. It's an acceptable answer. Yeah, yeah. I don't know, man. Great, great question. But that's that's what it is, and there it is. At first I was thinking, okay, this was got something to do with birds that I did not figuring it out. Yeah. And that's fair. And it turns out it does not. And you were you were right to be confused. Yay. Yeah. So.. I mean, even the the particle ooves, you know, I mean, I guess that at least ties in and how it's relating to verbs, but I think they're just, I think for some of this stuff, they're just trying to sprinkle in it all in, you know, as you go and. Well, the ooh thing actually makes sense because it works with a bird. Yeah. It's what it's supposed to be. You can do it. At first I thought it was going to be another prefix. Yeah. No, it's actually another word. S separate word, yeah, it's. But it's right in front of the bird. Right. like A, Exactly.. Exactly. That's exactly what it is. Yeah. So I don't know. My best guess would be as they're trying to expand the exercises, giving different, you know, so now they can put matatase or prophetase in ask us to parse it or even put it in translation and expect us to know it. You know? an off the wall question that's not about this particularly, if this Greek was presented to someone from Greece, how would they see this as we see old English? Yeah, yeah, I King James English? Yeah. I think that would be. Is that analogous? I think that would be analogous. It's interesting because there's a greater span between this and modern Greek than there would be between us and King James English, but also the Greek language has changed less in that bigger span of time than English has changed from King James English. And so I think that's analogous, because there are a lot of similarities, but there would also be enough differences that they would think, "Oh, you're speaking some weird, older, you know, like classical Greek or Homer, you know, Homer and the Ili and all that. This was a period of time when the Greek was exactly like this, you know, like a snapshot of a moving object, as we say, but I think that would be analogous, yes. Okay. Yeah, 100%, yeah. Any other questions about the imperfect paradigms, just go home, learn those, write them, practice them, sing them, whatever you gotta do. Just make note of the irregular masculine nouns thing and the ooh, the particle thing. I don't know how we've been doing in terms of practice exercises, if anybody's been doing those or looking over vocabulary. We haven't talked much about vocabulary in class because of vocabulary really is just kind of something you gotta like study, right? You got to memorize. I will confess I am not I do not keep up well with vocabulary. I've been in the waters enough to know quite a bit of vocabulary, but I could be a lot better on just going through and solidifying all that. So no judgment. If you've not been good on your vocabulary. But I don't know, anything, anything else? Anyone wants to talk about. Can you just read through the vocabulary? I. Absolutely. Thank you. If I stumble through it, then don't judge me. Don't Don't give me feeling self conscious and anxious here. Kind of remind me of a quote atomic scientist. The best way to learn something is to teach it. Yeah, yeah. Well, I've been learning. I've been learning some Greeks. All right, I haven't looked at these, so let's just see how they sound coming out. Are we talking about the ones chapter 68, right? Page 68? Yeah. Yes. All right. Agapo, I love Go. I give birth to, bear, beget., Eoo, Eoto, I ask. Eoto, I ask, question, request, ATo, I ask or demand..kao. Akal. Akkao. There you go. Akaluo. I follow. Zo, I seek or look for. Ko, I call, invite, name. Laleo, I speak or say.Marto. I testify or bear witness, like the word martyr. This is where martyr comes from.Pacalo, I call, urge, or comfort. P You're good... I'm stuttering right now..p. No tail. Yeah, periapatetic is in the parentheses, so peripo. Peripateato, thank you. Peripateato. as my head explodes. I walk or live, Carapo. That is a word. literally, that's the word we were looking at in that in the example at the beginning of class. That's supposed stupid I am. Peripateo. There you go. Poo, I do or make. Fobo mine, I fear, or I am afraid, I fear, respect, like phobia. Fobomine? And notice, it's middle only, O mine. It's never going to be active, it's never going to be passive. Fear is something that's right to the individual, like the individual within themselves. You could start to see those connections, right? And play Rao, I feel, fulfill, complete. It's my best, guys. Thank you. Thank you. It's the best I've got to give. Thank you. You're welcome. Well, you should do next time. I just have one of us read it and then it sound much better when you read it. Yeah, everybody. Everybody gets the word reading that loud. But you know what? And I said, I've said this over and over again. Look at at outside. Is wild. Dude, it is pretty. That, you know, I'm not ever trying to pretend to be like Greek expert guy, right? Like, this is the first time we've done a class like this. You know, we're so we're all just stumbling our way through it together. Hopefully in humility and grace towards each other. But I can tell you, I've really appreciated not only our dynamic of being able to learn it together or refresh together, but, you know, like I said, my own kind of personal deepening and refreshing that's been encouraging. And I've tried to apply even to the Roman sermons and stuff like that. So I's been super, super grateful for that. It's been good. So I've been having fun. I've been having fun. Even if I'm the only one and I've been having it fun. So All right. Love you all. Let's does everyone good? Everyone's good for now? Okay. Let's pray and then go to church. Holy Father, we give you thanks for this day for Sunday morning, for the Sabbath, for the Lord's day. The day that Jesus rose from the dead, and we gather now as your church, Christ community church to worship the crucified and risen Lord Jesus, and we ask that Father, you would accept our worship in Jesus' name and through the Holy Spirit that it would be pleasing to you because of Christ and His work on our behalf. We pray for the word as it is preached. We pray for your people as we come to your table, and we ask that you would give us hearts that are humble and thankful in response to your grace and your mercy. We pray, in the name of Jesus and by the power of Holy Spirit, Amen..