Biblical Greek - Lesson 22

Dr. Bill Mounce
Biblical Greek
NT201-22
Second Aorist Active/Middle Indicative
Lesson Transcript

[00:00:00] Well, welcome to chapter 22. And in chapter 22, we're going to learn something called the second arrest. And we're going to be learning it's active and it's middle forms. In the last chapter, we looked at the imperfect tense. And the imperfect tense describes an action occurring in past time that is always continuous in its aspect. The Aristocrats, on the other hand, generally describes a past action. But the difference is that it's aspect is always undefined. In other words, the Irish doesn't tell us anything about the aspect of the action. It doesn't tell us whether it's continuous or whatever. And so when we translate the arrest as opposed to the imperfect, we tend to use the simple form of the verb. The imperfect would be. I was hitting the arrows would be I hit. So the arrest generally describes a past action that is undefined in this aspect. But we're also going to see that there's two ways to form an interest. In other words, some verbs have what is called the first dearest, and other verbs have what is called the second arrest. We're going to look at the second arrest first and the first arrest in the next chapter. Sorry about that, But the second arrest is very close in form to the imperfect, and I think it's easier to move from the imperfect into the second arrest. We'll look at the first errors in chapter 23. How, then, do you form a second arrows active? Well, it's very straightforward. You take an argument. And then you have the ERIS active ten STEM. We'll talk about that in a second. And then you have your connecting vowel and your secondary active personal endings. And so, for example, you're going to learn in this chapter a word.

[00:02:00] Lombardo that has the verbal route lob. And what's your going to do to form? The second largest is you can take your augment your second RS tent stem, which in this case is larb, connecting vowel and secondary active personal endings, and you get Alabaman. So Alabaman is a first person plural. Eris active. Indicative from Lum bar? No. Okay. Let's talk a bit about the second arrest. Active tense stem. If you go to the Lexicon, lookup a word, you'll find that the error is active. Tense STEM is the third one that's listed. So if you went to Lombardo, you would see Lombardo linked to my 11. Q That tells you that the arrest is 11. But there's an easier way to figure these things out. And that is this whole issue of verbal routes that we've been emphasizing since chapter 20. What you will find and this is a bit complicated, but if you can understand this, it makes life much simpler. What you will find is that if a verb. Has a second arrest. The second error stem is identical to the verbal route. Okay. In other words, they took the verbal route and let's use Lab as an example. And they bring that verbal route directly into the secondaries, active without modification, and you get 11. Now, here's the other thing to know. If a verb has a second arrest. It will always have modified the verbal route in the formation of the present tense stem. Now, say that over about 20 times. Let's work at it the other direction. You memorized the verb Lombardo with the root lob. Okay. Once you see that, you can tell that the verbal route lob has been modified in the formation of the present tense Dem Lombardo.

[00:04:22] But that's no big deal because you're memorizing Lombardo and Labbe. But what that also means is that when you C11, it's no big deal. There's the verbal route. There's your augment. There's your connecting vowel and secondary actor personal endings. ELA Bond must be a second artist from Lombardo, both of which are from the verbal route. Lob. Now, where this becomes especially important is comparing the imperfect to the arrest. If you saw the Form Epsilon with two lambdas, the question that you ask yourself is, is the temp stem that I'm looking at in Abelard the same as the present tense form that I memorized? In other words, am I looking at the present tense form or am I looking at something different? Well, when you look at Zebulon, you have two lambdas and you say, Yeah, that's the form I memorized. That's the present tense form. And then you can realize you have an augment on a present tense stem. You have to be in the imperfect. But if you saw the Form Epsilon with a single lambda, you would say, What's the verbal route here? It's ball with the single lambda. And you would ask yourself, Is this the form I memorized? In other words, am I looking at the present tense form? And the answer would be, No, I'm not, because the present tense form has a double lambda. So when I'm looking at evolution with a single lambda, the minute that I recognize that the tense stem I'm looking at with a single lambda is not the same as the lexical form, the present tense stem. I therefore know for sure that I'm outside the present tense and therefore I'm also outside the imperfect. Now, if that's confusing to you, you need to go back over this several times because this is absolutely key.

[00:06:23] Let me summarize it. The verbal route is the basis of all the different tense stems. If a verb has a second Everest, there are two things that are going to have happened. One, the route will always have been modified in the formation of the present tense stem. And two, the verbal route will come unmodified into the Eris tense stem. If there wasn't that difference, you couldn't tell the difference between an imperfect and an arrest. Okay. So what you do is that you look at your inflected form, you try to see what the tense stem is that you're looking at, and you ask yourself, Is this the same that I memorize? Is this the same form as the present tense stem? In other words, is the answer is yes. Then the inflected form you're looking at is present or imperfect. But as the tents them you're looking at is not the same, such as evolution with a single lambda. Then, you know, you're not looking at the present tense stem. And therefore, you have to be in a different tense system. In this case, the arrest. And so you look at the paradigm and you get 11 Ella, Bess, Ella bear, Alabaman, ella, but 11. Nothing unexpected at all. It's just an issue of understanding this change. Intense steps. Okay. How then, do you form the second Everest middle? Well, it's just like the second year active, except that you have secondary, middle, passive personal endings. When you memorize dynamite, you memorize it. The root is again with an epsilon, not an iota. And so to form its earnest middle, its augment plus gin plus kinetic vowel plus secondary middle pass of personal endings. And you get, for example, again, I mean, absolutely regular, as long as you understand that the verbal route of dynamite is dyn with an epsilon.

[00:08:42] And so you look at his paradigm and you get again, I mean, again, you again add to again ometer again us that again on to. Everything's regular, as you would expect it. Notice that the definitions are still all active. Why? Because the only errors, middle forms that I'm going to show you, even through chapter 22, are all departments. And therefore active in their meanings. And finally we have our master verb chart have two new lines added to the bottom. Second eras active. And second terrorist middle. Okay. Great.