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20260418-Ancient Greek Intensive Course - Part 10

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>> All right. I'm sorry I'm so late. God. That was a little took me too long. I apologize. You there, Madalena? I'm here. All right, floor is yours. I know you're tired. I'm I'm late. So, you just do whatever you're going to do to teach me this material. I've got my textbook in front of me. And I'm going to leave it to you. Yes. Okay. Well,

Story time for us all.

Um So, page 203. >> [clears throat]

>> We have nouns and verbs. And nouns are things, places, people. Verbs are actions. And participles are verbs that act like an adjective. They act like a a descriptive word. Um and they they participate in both worlds.

Um It it entangles both being and action. And so, um

But below where it says on the first page, their nature is shown by the fact they have gender, number, and case. And they can modify and agree with nouns and pronouns. So,

It says there's active, middle, and passive participles of present, future, aorist, and perfect tenses. Each of these has a masculine, feminine, and neuter. So, we're going to look at um the tenses of the participle

To look at the relationship between it and the verb. So, first is the perfect. Let me interrupt for a second. Let me interrupt and ask you a question. Sure. Could you just tell me in like one sentence or two sentences what a participle is? Um it's a it's a verb that acts like an adjective, right? So,

Uh it's um like I just like a descriptive word, kind of like the the running man. The running would be describing the noun, right? There you go. That's what I wanted. It seems like it's Okay. >> That's what I wanted. I want to make sure that you had an example in your head or could produce an example in your head of that actual participle, which is running. Bingo. Keep going. >> Okay. So, the the present is continuous

Continuous action and it becomes the action um in similarity to the main verb in the sentence, like um educating. Then future is action with a destination, so showing what's about to happen. Um

It says always indicates subsequent action. Um and usually expresses intent or purpose. Um so, it's talking about you're about to do something or intending to educate.

Um So, we should be concerned about the time of this participle. Is it taking place at the same time as the main verb? If it is, it's present. Is it taking place at a subsequent time? Then it's the future. Right? What about the aorist? Look, it says sometimes simultaneous.

Right? Often prior to. Prior to the aorist is acting prior to the main verb. That's I know it sounds weird, like why the hell do I even need to know that? Cuz you can't translate these things if you don't understand those where the participle stands in time. If you get a participle with your main verb that's in the present, know that it's going to be the same time. Future, know that it's going to be subsequent. It's going to be future. Right? Aorist, it's going to be most of the time time before, but then sometimes

It's the same time as. So, you just have to tell from context. Yeah. Perfect. Okay, sorry. I'm going to let you continue. Oh, no, you're good. Um so, yeah. Aorist is completed action. Um unconcerned with timing, but noting an action has occurred. Um for example, having come to the city. Um coming to the city after uh coming to the city. Laughing once and for all with a laugh. So, um

Yeah.

Below it says um

Yeah, so the aorist would have been uh something that's already happened. So, the perfect stresses the completion of the action. So, it but it also has an ongoing result. So, um it it's almost like it has a consequence. And um

Yeah, so showing something that's been done, like having educated. Um yeah, having educated for oneself, having been educated. Um >> Good. Do you understand that? I I think so. Yeah. Good. Good. So, conceptually you understand what's going on. Good. Okay.

The three the three bold words in the next paragraph. >> Yeah. The attributive, circumstantial, and supplementary. That Those are the terms that we're going to be using for participles all the time. So, I want you to be, you know, participles are kind of an art and you kind of have to remember, oh, is this thing just an attribute, you know? Is it just describing something? Is it trying to communicate the circumstances?

Or is it just supplementing? [snorts] When I say circumstances, I mean like this participles will be used and Galen does this a lot. Participles will be used to kind of preface the verb to tell you everything that's built up to the verb. Right? So, it's they're really, you know, it's it's hard to look at this and you know, anyway, keep going. Keep going. It looks like we've got some uh uh morphology to consider, huh? >> Yeah. Yeah, so I wrote um I know about about the difference between attributive

And um circumstantial is that the the attributive uh describes a noun uh such as um the sleeping dog. Um you know, which which dog is the sleeping dog? So, and then the the circumstantial would be um

Sleeping, like the dog whimpered. Um or when did he whimper? While he was sleeping. Why? So, it it's more environmental and then the attributive is not. It's more describing >> Good. the subject, right? Um

To add more context. Anyway, >> [clears throat] >> Good. Good. Good. Gorgeous. You said that better than I could. So, I should just get up and let you say it. Oh. >> Okay, now, tell me, what do I have to do with the morphology to make these participles? Okay, so first you find the stem. And all of these have different stems. Um so,

This first one, which is You can start. >> It's nice that it has all of it right here in the beginning. Okay. Nice. Um but um So, um paideuo turns into paideuont.

Um in the present. And

Then you would kind of um use the endings to add on to the stem, right? So Mhm. the in in present the masculine and neuter um have the stem onts, but the feminine Mhm. does not kind of is identical to the third or sorry the um

Oh Yes, you're right. The third declension. >> yeah, the third declension, yeah. Mhm. You're right. >> So um The feminine looks like this. >> changes to right >> The feminine looks to me like the second. Is that right? Is Is it >> Yeah. I Yeah, I meant to say second and then the masculine and neuter No, now you Hey, you let me throw you off. No. Don't say that. It's They look like the first. They look like the first, right? Don't they look like feminine Yeah, the feminine

>> Declension nouns? The Yes, with the singular Yeah. Um >> Good.

Okay, um then so the the future active um

Uh it uses the same endings, but different stem. So Correct. pay Oh my gosh, paid a song. And then the second aorist pattern is with is Yeah. paid a song sonatas

Where am I? Okay. I'm ahead of myself. Okay. Um

Yeah, and then um the second aorist is irregular. So you see it's a they use a different word a different um word that ends with a uh um not a What is it? Not a epsilon or it is an epsilon. But um

You're good. Keep going. >> um So Okay. So yeah, second aorist active it um also you can see how the feminine looks just like the first declension and then the masculine neuter are um

The same pretty much except for the the nominative in the plural. But um

Perfect active participle its stem is from the fourth principal part. So um pepaid co

Cots >> Yeah. So I'm going to have my fan on in the background. It's way too loud, but I need it for a second. I'm sorry. >> Oh, I don't I don't hear it at all. So you're good. Um so that's the stem and it it's the you should note that there's there's an absence. It says down below in observations on on two eight now. Um note the absence of the new before the tau in the masculine. And um otsi would become osi or osi. Um probably.

And um the the feminine is declined regularly. For the middle and passive participles um they don't have any weird stems and they decline like regular adjectives. So um

So it's similar to present with the ending by day and then you add the masculine which is ominos >> [snorts] >> and um

The the feminine omine omine and uh ominon for the neuter. And the future adds the same endings, but um adds the sigma to the stem. And then aorist middle uses the stem paideusa. And then the second aorist just doesn't use the the sa. The perfects

Adds um the repeated prefix

For the stem. Okay, I'm going to blow my brains out now. Okay. Oh. I'm sorry. It's It's too much morphology. Are you joking me? Are you >> [laughter] >> You're You're You're overloading me completely. Oh, I'm sorry. As I just No, that's okay. It's You're supposed to. Um As I look through all the different forms, active, middle, and passive for the participles that you're You're beautifully going over the morphology for, right? That's exactly right. That's how you got to learn them, right? Um It strikes It strikes me that Is there

Is there something going on here that makes this a little easier than it than it maybe appears? I mean it It looks like a lot of forms. >> Did you notice any Did you notice any patterns though? Like Did you notice that like with um when you're talking about Well, it follows the pattern of a third declension noun. Right? Then you can kind of you can kind of guess what the next form is going to be because you've got those basic endings down already. Yeah.

>> Like with the ominos omine ominon endings you know those follow first and second declension nouns. So you really already have those memorized. Yeah, so now you just have to focus on identifying those stems really. Yes, exactly cuz the stems that matter You got the big point of the stems. That I went When you said that a few minutes ago, I thought okay, that was a good move. That was a good move. Uh that was like a good graduate student move. Right? So good. The fact

That you you recognize It's just about picking out the stem. Nice job. Okay. Yeah. Now I'm going to shut up and I'm going to say um before you finish discussing all the mor- morphology.

Okay. >> Um can you please tell me about the words that we'll be using this chapter? I meant to ask you about those right up front. But can you go over vocab- Sure. >> vocabulary with me, please? Yes. Um so 218

Um ago axo

Uh egagon echa egamai echthein

Is to lead.

Asthene asthenios Is that a very common Is that a very common verb, ago?

Uh I think so. Yes, it is. It's one of the most com- It's one of the most common verbs. One of the most common verbs in Greek and you're going to be adding prefixes of all kinds to this verb. Yeah. >> So I want you to notice how its form changes. Notice the og becomes an ox. And that becomes an egg. Then you know, you you can see that you augment that alpha to an eta egg. Mhm. And that becomes aicha in the perfect and egmine

Perfect passive. egthein Good. Okay, sorry. Keep going. Uh So astheno asthenaios asthenaia

Um asthenion as an asinian um

Ahama at the same time

Uh could be an adverb or a preposition in the dative. Um hat hate hate

Um

Is a particle um noting uh assertion um it's a it's a causal participle. Good. Which is a form of um the a circumstantial participle, right? Good. Good. Which we'll talk about. Which you'll show me how to use in a second. Yep. Yes. Um and then there is a a few more particles and adverbs, so Um a a epita is [clears throat and snorts] an adverb means then, thereupon.

Eko ekso ekso have come or be present.

Kaiper although Um mete mete are conjunctions, neither nor.

Um ahoya is another causal participle. Um

A hom homos nevertheless

Oute oute is neither nor as well. Um conjunctions. >> the way, by the way, what do we get from oinos, which is wine in English? Do you know of any words in English? What's the study of it? >> Uh we The study of wine? Yeah. Um I don't know. Oinology oinology, you just put an ology on the end of it. Oinology and it's study of wine. Love it. Oinos is so so common. It's all over the place. Anyway, sorry. Pas pas upon is all and every. Mhm. Um stratos is an army,

Right? Nothing big there. Hos not conjunction. Look what they say with participle. Of cause or purpose. >> [laughter] >> Not asserted by speaker of the sentence. Wait a minute. What? Oh god. It's going to get so Notice they gave you the vocabulary notes for ago. Right? You Why? Cuz it's a hugely hugely common verb. So, yeah. >> Yeah. Yeah, okay. Okay, now explain to me how to use these participles. And I'm serious. Um like make it simple so I understand how to do this. Already. So,

The So, the attributive participle is found often between a um an article and a noun. For example, the sacrificing poet, wherever wherever he is. Oh, yes. Um 213. They use the example of sacrificing poet. The poet was sacrificing. The >> [clears throat] >> The poet who was sacrificing was saved. Um

And

Horeusa the dancer Um and versus it being the woman who danced. Um so, the attributive participle describes the noun, but it's all folded up. When in English, you can unfold it to understand its the full extent of its meaning, but in the Greek it it's all folded up and um it can be specific or generic. Um

So, yeah. >> Yeah. Don't you love that? Isn't Isn't that gorgeous? Um horeusa The one she who is dancing is like literally who it is, but you've just taken a verb. I mean, that's a verb. Horeo is just a dance. That's a verb, dude. >> Yeah. Right? So, and then you're taking it and putting an ending on it that looks feminine. Right? Matches the article and all of a sudden all of a sudden you've got That's really a noun. The dan- The dancer is a noun.

But somehow you've transformed an action into a person. And I They love doing participial tricks like this. Okay, sorry. Shut I'll shut up. Keep going.

The um So, the circumstantial participle is one that's not attributive. But basically,

It describes um

The circumstances of what's happening around the noun and then it answers why um when and how. So, attributive would describe the noun. Um It would limit or identify. And it usually has the article. A circumstantial shows the environment. It modifies the verb. And it usually um does not have an article.

And then on 215, um it describes uh different adverbs.

So, the On number one, it's the temporal adverb. So, they use epita, which is then or thereupon. So, the temporal adverb shows something that's um or when something is happening. So, it has to do with time. Um

And adds time. So, >> Do the Read Read me the examples in Greek there. I want to do the temporal adverb in Greek. So, read me the examples and explain to me what's going on. alysantes epita tois theois esusamen

Freed we then sacrificed to the gods. Or upon being freed, we then sacrificed to the gods. After being freed, we sacrificed and after we were freed, we then sacrificed to the gods. So, >> So, that So, that participle can mean all of those things, right? Yeah. Right? >> Okay. It's most literal form. Yes. No, that is It's most literal form. Luthentes is just freed. Something is freed, right? And they're trying to tell you, well, with that epita then, we're trying to explain the time, you know, what's going on with the time.

Upon being freed, after being freed, right? Yeah. Okay. Thereupon, yeah. It's all a dimmer switch a dimmer switch to how specific and and not, you know, and condensed it is. Yes, gorgeous. I like that. Exactly, right? And they're They're going to be doing this. They're going to be showing It's like varying levels of complexity. And here they want you to know there's a temporal thing going on. And this this participle is giving you kind of the circumstances of you know, what where the main verb is, right? Where

Does it say circumstantial? Oh, there it is. Circumstantial. Yeah, these are circumstantial participles. Gorgeous. Okay, keep going. I want another example with with homos. Okay. Um So, homos

Um means nevertheless or is used in that way. Um and with the verb it is concessive, which means uh when something happens it it's when something happens in spite of something. Um so, it is the type of um the type of participle that describes an environment that then causes

Or creates tension. So, below it says it uses the example of the same similarly as as the temporal, but um it says freed we nevertheless did not sacrifice to the gods. Upon being freed, we nevertheless didn't sacrifice to the gods. Although freed, we nevertheless did not sacrifice to the gods. And although we were freed, we nevertheless did not sacrifice to the gods. So, you can see how it it is doing something and then we nevertheless

Something, you know, happened. We did something else. So,

That's homos. And um Almost like I mean, don't fail to see the kind of intricate nature of the the fact that the of what the Greek is doing. The fact that you have like four different English expressions

Sitting underneath one Greek expression. If you didn't know either Greek or English and you look at this, you'd think, "Wow, that big blocky English language is not very efficient. It can't It takes them four sentences, right? Whereas the Greek has captured all that data in one line." S- You know, it's kind of like it looks inefficient. Whatever that second one is, it's wasting a lot of a lot of time and effort. That little adverb almost is doing something that's

Setting up a concession. It's like the Greek wants to know, okay, if you really want to know if there's some kind of concession going on here, we can use it this way. You know, so anyway, I love it. Anyway, how about kai per? What was that What does that one do? Kai per, um it's although and um it means it's

It well, kai per plus a participle means um that it's concessive. So, um kai per although indicates parts Yeah, okay. Uh So, it shows the thing was true, but then something else happened. So, it's background

Um for something that happens and doesn't prevent something else from happening. So, um freed and I'm as a speaker I'm asserting that this is the cause, then they sacrificed to the gods or it's almost like um

They are proving something in a way, you know, they're causing it Yeah. I've never found anybody who can translate who can use and I as a speaker I'm asserting that this is the cause. I've never seen somebody translate it, but that is what hate and hoya are doing with that participle. So, how do you express

That you that you the speaker are you know, standing behind this is fact. You use a hate or a hoya to do that. Be Yeah. Because they were freed. Now, how do you get How do you get How do you get that into the translation is what I'm asking. Because they were freed, they sacrificed to the gods.

Like how do you fit that in there without saying something stupid and blocky like and I as a speaker I'm asserting this is the cause. Because none of that is there, right? None of None of that is actually there. Yeah. >> So, yeah. I mean it just gives the reason for the action. Um of the verb. So, it's like saying for why or or for what? Be because for why? Yeah. Yeah. Because they were freed, because they were freed, right? That's what we all think. I see,

I don't know. You still You can't really do anything to sneak that in there. So, as a trans As a translator though, you have to make take a note of that, you know, make note of that. And you would you don't want to leave off If it's really important that Say the speaker here is Aristotle. And Aristotle is saying, "Yeah, I think this, but some other bonehead thinks that." Right? And And then he uses a hate or a hoya, right? And he says, you know, you've got to recognize that's on his

Authority. Yeah. >> So, it It's not really translatable. Right? A lot of things in Greek aren't really translatable. Yeah. Shui, can you close that? So, but you're going to be hearing them when you translate. When you hear the hate or the hoya, you're going to be thinking, "Yeah, Aristotle. This is his assertion, right?"

Okay. Do you see how much detail there is in this? It's a Yeah. >> It's just, you know, it's just amazing. How about hos? Hos is next. Um So, hos, let's see.

Expresses cause or purpose. Um This is the cause or purpose is one given by the subject of the sentence, not [clears throat] one asserted on the authority of the speaker or writer. So, and this reason may be either real or pretended. [clears throat] I wrote that if you combine um hos and the participle, then the meaning shifts from because um to or as if

Oh, because um to as if, sorry. I was >> [snorts] >> not understanding my reading. Um or it's just claiming something. It's the It's subjective and not fact, so it's the um

It could be real or pretended. So, what the subject believes or interprets or perceives um as a reason um according to the speaker. What the subject >> Yeah. Yeah, explain that to me. Okay, explain it to me using the example now. Okay. So,

>> Of the sentence there ethoson is the they. Yeah. >> Right? So, we're not necessarily getting our impression. We're the speaker or the writer. We're getting the impression of the subject here. Right? Yeah.

So, Why is that important? I'm just going to ask you Why the [\\h__\\h] is that important? Who cares? Who cares what the speaker or writer thinks? Yeah. >> about is that it says they sacrificed to the gods freed.

Yeah. Hos freed, right? Because they were freed, they sacrificed to the gods. Isn't that [\\h__\\h] enough? No, it's not. Because I am not seeing I am not seeing Yeah, I am not seeing that the speaker is not making this assertion. It's so It's very like uh a sarcastic sounding, you know? >> [laughter and snorts] >> Right. Right. Good. Good.

>> [Sighs]

>> They Look at the second example. They were sent to sacrifice to the gods and then they have in parentheses as they said. Epemps the son. Right? Epemps the son. They were sent hos thusontes

To sacrifice. They're turning it into a purpose clause. Right? Turning it into a purpose clause. Well, you Here's something that was told to me that I'll tell you now. When you When it comes to hos, Mhm. you should You should try it. Always try it as a purpose. Yeah. >> If a purpose doesn't work, try thus, t h u s. >> Yeah. Yeah. >> Okay. Right? Thus sacrificing to the gods, they were sent. They were sent to the gods to sacrifice. Right? You try Oh, the purpose fits.

Right? Hos can be a whole bunch of things. You're going to get really You're going to get really uh Watch Watch this. Um Well, I can't do it now, but sometimes Sometime on TLG I mean on the TLG God, sometime on LSJ, I want you to look up hos. And when you see that it's like 18 pages long, okay? You're going to be like You're going to be like, "Oh, okay. I kind of I know that there's a whole neighborhood of [\\h__\\h] that can happen when you get

Hos, right?" Yeah. >> So, now they're teaching you cause or purpose. Right? Since they were freed because they were freed, they sacrificed, right? As opposed to they were sent to sacrifice. Good. Okay. Yeah. >> All right, let's take a break. They're going to give us the negatives and then I want to start the adjectives. Um pas pas upon and that'll be it for your explanation. And I know it's late, but do you still have time to do some exercises or no? Uh sure. Okay, good. I don't want to like I don't

Know your kids are probably asleep and Yeah, they're they're They're good. They're good. Everything's good. Do you need to give it Okay, fine. If you need to get up and run and put somebody back to bed or something, please feel free. Um I know it's later there. Okay, how long of break do you want before we do adjectives and exercise? Um I mean, we could do like 10 minutes. 10 minutes. Let's do 10 minutes. Nine Let's see, 55. 55, I'll be here. Okay, cool.

>> Hos. You read You read it better than I do. You should have You should do the vocal recording for the for the book if they have an audio version. That was fantastic. You have That was Paet. You have a gorgeous voice, Paet.

Thanks, Doc. Mhm. Madalena, you want to continue? Uh sure. Okay. How How How are you understanding all the material? Is it You seem like you're acing it. Like, you know, good? >> Well, we'll see when we get to the exercises. I mean, I don't have any of them memorized or anything yet, so. >> [laughter] >> Okay. >> Um but I I understand the concepts and I understand like the endings and stuff. I just It's just a lot of stuff to remember all at once, so. Um

>> Keep your Keep your finger back on the page with the circumstantial participles in case we get any of those Mhm. words that are used with them, we can go flip back and say, "Well, what was it Which one was that?" Okay, sorry. Go ahead. Oh, yes. All those. Okay. But we were at may. It's a negative. So let's see.

So the negative it says use may. Um

Circumstantial participles uses protases of conditional sentences use

May. And And all circumstantial Wait. All circumstantial participles is ou except for conditional participles which uses may. Okay. I think I read that backwards. But

With the circumstantial Yeah, use ou and conditional use may. If you don't have a negative or an adverb or um a conjunction, then only way to tell between circumstantial participles is context. So what I think it says that down here. So Can we do one of those negative examples with uh that they give in Greek? Yes. Um

So

It shows the difference between the conditional and then the circumstantial. So in the negative, the conditional would be ou blaptomenoi.

Esthelomen doron pempomen. So not being harmed, we are willing to send gifts. Since we are not harmed, we are willing to send gifts. Whereas the circumstantial Mhm. >> [clears throat] >> it is it's formulated differently. So it starts with blaptomen blaptomenoi.

And then ouk. So we do not wish to send gifts. So the focus is on not wishing to send gifts instead of not being harmed in the conditional. And Yeah. It's a lot to remember, isn't it? Yeah. Lots of little rules.

Yeah. Just remember, you know what Remember that ouk and that may are going to switch and conditionals, of course, are going to are going to bend toward may. Right? So okay. All right. Otherwise, if you just look at that example, blaptomenoi

You know, being hit being hit is what that means. Being hit ouk esthelomen, you know, we don't wish we don't want to send any sort of gifts, you know, since we're since we're being blaptomenoi, you know. Um you can just see that that is setting up the circumstances. Right? It's just setting up the circumstances. When we're hurt when we're harmed, we don't want to do things, right? So

Yeah. Nice. Nice. Okay. Okay. Fantastic. And you may be tempted, by the way, that esthelomen you may be tempted to think that that is in the past tense cuz it's got an epsilon on the front of it. Looks like an augment. But don't be. Yeah, be careful. Don't because the verb can be either esthelo in the first principal part or it's just thelo. Some >> Yeah. Some dialects use the epsilon. Some don't. So whatever, I don't care. It's, you know, either way. As long as we know it's not a it's not a past tense. Okay, sorry. Go

Ahead now. These adjectives you've got some a new adjective. Yeah, so this ad- adjective is um pas pas pan. Um all every whole. And it below it'll tell the difference of how it appears. Um but it has the same endings as aorist uh principle the our participle um active. So the masculine and the and the neuter stems are um neuter and the feminine has the sigma. And um

The In the observation, it talks about how to just take note of the accent changes and that the data, for whatever reason, has no tau with long alpha.

Uh And in predicate position with an article, so down below the different to distinguish between all every and whole pas pas pan um the adjective has an article um in the clause. Right? So

Um

It says all the teachers or all the land. So you see it has hoi or hai. And um in the singular without the ar- the article so just pas anthropos

This means just every. So every man. And then the attributive, it means whole. So it's he pasa chora.

And it um and it and focuses on the the whole or the group, the entirety. Yeah. All every or the whole. It can mean all three of those things depending on how you use it. It's usually kind of intuitive, too. Like you know, pas anthropos, right? Every person as opposed to all person, you know, you try all person there, you're like, "No, that didn't work." Right? Didn't fit the concept. So yeah, good good good. And now you know the grammar of how to use it when it's

What's the difference when it's a predicate, you know what I mean, as opposed to attributive. [clears throat] Anyhow. Good. Fantastic. Okay. Now give me your how you feel about the entire chapter and let's do some exercises um if we don't find any notes. Were there any good notes in here in the vocabulary notes? Um I mean, I didn't really read those that much. Yeah, I didn't either. I just skimmed through them, so Yeah, no. They They might be a couple things. But They told us when we did the course

Just to read them for your own information, but it's not like it's you know not like it's absolutely necessary. Um >> Yeah. Look Look at the note that says uh hate and hoia. This is on 219. About halfway down the page. Note that hate and hoia with causal participles both indicate the speaker's taking responsibility. Contrast this with hos which indicates that the cause or purpose is that of the subject of the sentence or someone else important in the sentence. Right? Isn't that [laughter] weird? Again, it's like

It's like I still don't quite understand what this is doing. I can't put it into English, right? How do you translate How do you How do you translate that Okay, this is indicated it's the idea of someone else important in the sentence. It's not the idea of the speaker. I mean, how are you going to relate that? It's It's just, you know, Yeah. It's It's an art. And you'll see when you're doing it, you'll see, "Oh, I can emphasize this a little bit here or something," you know, just to make it

Work. Uh Uh let's see. Yeah, I don't see any other notes that really stick out. Uh

Right, but we know that. Uh cognates. Okay. And what Oh, they have oinos in the end. Oinos, yeah. Wine. They They just give you the oinom. Now, it is uh We should have a digamma on the front of that one. I have a Yeah. Let me check LSJ really quick.

Um Oops.

That would make sense. Yes.

Let me see. Oh god, where is it?

They changed their format for some reason. I don't know why. They I think they're

I think they're uh I don't know. Look at this. I hope you can see this what I've got. Have you got oinos on your page? >> I see. Yeah.

Look for the digamma, goddammit. I want to see if this is if this is This is some good information, though. Look, they've got the in vino

Like 3/4 of the way down that first paragraph. See the in vino veritas, the in in wine is truth. Um there's the Greek phrase that that the Romans are stealing it from. So, you if you thought in vino veritas was was Latin, you're full of [\\h__\\h] because it was far earlier in the Greek oinos kai alatheia.

>> [Laughter] >> They say they say wine and >> Number I found the digamma number three. Did you find it? Where is it? Number three. Yep, there it is. Yeah, I knew it was in there. I knew it was in there. Why? Because in the Latin, look what it does. It becomes vinum. They took the word and the Greek digamma is the Latin V, which is actually the U. Right? Which is actually the U. So, it's the upsilon. Right? But it looks like a V to us. And that's why people who take medieval

Latin um will say in vino veritas, right? Um cuz they'll pronounce their V's, they'll pronounce their classical U's like V's. But that's just how you can tell somebody's somebody's got shite medieval pronunciation for Latin. Anyway, um But part half of classics is Latin, so we have to do we have to give it over to those people, too, even though they're mostly just stealing from the Greek. >> [snorts]

[sighs]

>> God. In vino veritas, there's a lot thasos. Here's some places that it's produced. They talk about see Chios here. They talk about Chios, the island, as a place that, you know, is is well known. Chian wine and all that kind of stuff. Thasian wine from Thasos, that's another one. Oh, look, they used the resin as a preservative with their pissitis oinos.

Oh god. Nice. See all the things that you know we ought to throw some of this at Luke. Which by the way, I think he's going to he's just responded. He's I think we Yeah, the show pulled him out of his pulled him out of his hole. I think he's trying to

I think he's >> was so funny. That was great. >> [clears throat]

>> Do you think? Um

Oh god, what yeah. Oh, whatever. He's going to want rules. [\\h__\\h] you. Translate the [\\h__\\h] Greek. Mhm. Rules for translation? What What are the [\\h__\\h] What [\\h__\\h] rules for translation? Could there possibly be? Translate it. That's the [\\h__\\h] rule. Oh my god.

I think it'd be fair for each of us to be able to nominate authors. Are you [\\h__\\h] sh You know what he's trying to do? He's trying to limit He's trying to say, "Okay, let's talk about a couple of authors." No, no, no, no, no. We're not talking a couple of authors. We're going to look at every goddamn Christing that ever existed and to find out what the [\\h__\\h] a Christing is. I don't care if it's in a New Testament author, I don't care if it's in goddamn Aeschylus, I

Don't care if it's Homer, I don't care if it's some church father. We [\\h__\\h] look it up. We have them. I've got all the references. Bam, bam, bam. I can just call them all up. Bam, bam, bam. [\\h__\\h] this guy. My god, what do you think, Madelaine? Yeah, I don't think he knows how to do the work, to be honest.

The judges. Now he wants judges. Judges? Yeah, you're going to need judges. Given your clear confidence in your Greek abilities, I'm sure [\\h__\\h] you. Here's the parameters, [\\h__\\h] Greek. Okay? That's all and we're there to talk about Christing, so good luck. Go. Oh god. Where's the But it's good that he said he's going to do it cuz I honestly I don't think he'd do it. Cuz he's going to get embarrassed, dog. I'm telling you there it's not easy to It's not difficult to embarrass yourself. Madelaine, you've been doing this now,

Right? In every chapter you come across new sentences and you get a sense of you get a sense of kind of fright and terror at the new sentence cuz you know there's going to be new [\\h__\\h] in there that they're throwing in there to try to get you to practice it, right? Yeah, that's how I feel right now. >> [laughter] >> Yeah. Well, magnus magnify that feeling by about a thousand times because now you're a PhD in it and you're going to have to go on international stage and do it live

With any of the authors that come up. You know how [\\h__\\h] hard that is? That's really, really hard. And he knows it. That's why he wants to limit it to certain authors and [\\h__\\h] like that. No, dummy, it's just a Christing. Just whoever. Mhm. No. Oh my god. Okay, anyway. Anyway, he'll get it as he'll get it. All right. Now, let's go back to the text, which I think was right here. I hope you hope you can still see my text. Okay. And you

Go ahead. Oh, I was saying I could see it. Okay. Now, explain a couple of these sentences to me, please. Pick out a couple of these ex exerci Oh, wait, wait, wait. Before we do the exercises, I know you're teaching um Can we go to Which one is this? That's the anthology.

Ah, [sighs] it's not that exciting.

How about Solon? Let's do this fragment of Solon on page 229. Okay. >> Read Read that and tell me what it means. It's got a nice participle in it, didaskomenos, right? Yeah. Yeah. Didaskomenos. Okay. Um Didasko dia bola

Didaskomenos. So,

Didask shows me that it's um

Um >> [clears throat]

>> Oh. Um

Omenos. And if you've forgotten, by the way, I forgot to tell you. I should have told you this like two units ago. Okay. >> But if if you've forgotten the word, like didasko, just say you Let's just do this do this exercise. Say you've forgotten what didasko is. You have a dictionary a Greek lexicon in the back. Look it up. Look it up and and find it. So, I want to actually do this. Go as exercise. Quick, first one to the page wins. Didasko is what we're looking for. First

One First one who gets there wins. Oh god, it's going to take me forever if I don't do this.

Did you get there? No. No, no, no. I'm going to be No.

Here it is. Uh Scott found it. I got it. Did you, dammit? Oh, I was so close. There I am now. Okay. So, Yeah, so look at what they give you, at least, you know? They give you all six principal parts for it. That's pretty cool. Then they tell you what it means. All right? And yeah. Yeah. Teach.

Teach in the active, taught in the passive, right? Middle cause someone to be taught. Good. Okay, now how do we fit that in? Oh, goddammit, now we got to go back to What was that? 229, I think.

Yeah. 229. Didaskomenos.

Omenos is

>> So long, early 6th century. Oh god. Yeah.

It's didaskomenos. Okay. >> [clears throat] >> Um

Oh. Uh

Give me a second. I'm going to check I'm going to put my phone No, you're good.

Okay. And >> All right. I don't [clears throat] know. >> Where's your main verb? Where's your main verb? Well, it's My main verb is didaskō, right? No, it's not. Yeah, your participle can't your participle can't be your main verb. You got to You got to have a nice >> didaskomenos is the main verb then? No, didaskō didaskō.

It Okay. Um No, I think she got confused. You were saying I said so the the main verb is didaskō? Yes. >> Or it's not. Oh, okay. Yeah, it is. Oh, oh, you were confused by what I Oh, I'm sorry. Yeah, didaskō is the main verb. And then didaskomenos is just your participle. >> is the participle, right? Yeah, but I was trying to remember. So, is it's just didaskomen which is um um in like um

Um I I'm kind of confused as to how to tell between like

I don't know. So, no, that's okay. That's okay. It's didaskō the verb, right, to teach. And this is with the omenos ending is going to be either a middle or passive. And didaskō is the present, right? So, this looks like a present stem with a middle passive participle ending on it. So, just use it in the present. It's happening it's happening because it's in the present. It's happening at the same time as your main verb, which is didaskō. Didaskō is also in the present, right? Yeah. So, just translate as a present.

Didaskō Just translate that by itself. Didaskō. Okay. Growing old. Yes, it's first person singular, right? Yes, I'm growing old. Good. And what's happening while I'm growing old? The participle is going to tell you what he's doing or what's being done to him while he's growing old. He's what? Didaskomenos.

He's um he's teaching himself? Yeah, do you think that's a middle or a passive? Depends if you think that's a middle or passive. >> Yeah, that's true. Um >> [snorts]

I I thought it was uh um

Oh, it's it's passive, right? Okay, try it as passive. Try translating it. So

I'm growing old.

Um Having having been taught or having learned. >> Yeah. Right? In the state right now in the present. I mean, I'm translating this as a perfect, but in the state right now of the present. Didaskō as I grow old. Right? I am learning polla, always learning polla, many things, right? Many things you're being taught, right? I'm being taught many things. Yeah, good. Good, fantastic.

Now, it could also it could also be didaskomenos with a in the middle. Right? It could be in the middle. Putting something So, putting someone else into a place of instruction. Okay. >> Um Always teaching many things. Always causing many things to be instructed. It doesn't quite fit. So, that's why I'm not doing it translating it that way. Good. He's He's celebrating the fact that he learns [\\h__\\h] as he as he gets old, right? Yeah. >> [laughter] >> Right? Okay, fantastic. Um

Let's do the let's do the exercises that you want to um focus on.

Are you there? I think I lost you for >> Yeah. What? I'm here. >> I lost you for a second. Okay. Let's go to the exercises. Okay.

Uh I have no preference to which one we we could we could do. But um

We could do like number nine or something. That looks like a um

Interesting one. Um

Number nine, let's do it. Do you like that one? Okay, read it. Read it to me and translate it and tell me how you're translating it. Go ahead. All right. hos me didaskei didaskeis

Didaskei de ta biblia ta hupo gar son poiounton graph omenon graphomenon Um So

Um first I just noticed the the verb, so didaskei and um

And then you can see that the didaskeis is a participle and it's negative. Um

And omenos Do you want to know that? >> Okay, where did where did we see that negative participle? Negative or negative maybe >> circumstantial, right? Okay, let's go back there in the text. Go back there to the page. Take me to page

Um

Okay. Page 216 there in the middle and Look at number six. Negative with all circumstantial participles. Is ou except for those conditionals. So, that like the example we've got me blaptomenoi. I just want you to see that look, our example in number nine is using the same structure as this. Yeah.

All right. Mhm. So, it's >> Yeah, it's the very first >> kind of conditional. It's kind of conditional not being harmed or if we are not harmed. >> Oh, then it So, yeah, it would be conditional because it's talking specifically about

Um

Yeah, about the teaching, right? >> [clears throat] >> Yes, good.

So, what is What is do lao u sas? Let's Let's get that Let's get that tamped down. Okay.

U sas So,

It doesn't work as a conditional, does it?

I'm trying to find it. I'm I'm sorry. >> Yeah, it's hard it's hard. This one's hard. You have to pick a really hard one. Let me Let me help out a little bit. Let me help out a little bit. Before Before you slip, continue slip, go to your main verb. You know that do lao u sas is a participle, so that's not going to work. Yeah. >> Right? di dax e, that's a that's a nice one. That That'll work as a main verb, right? Cuz it's indicative. di das go di

Dax o, so it's a future. Oh. >> It's so he o a s a, it's a third person singular. He, she, or it He, she, or it will teach. Now, look the tas there. That's a that's an accusative, so it looks like it should be the object of something. So, try that the tas do lao u sas as your

Participle that is standing in the place of a noun. tas, those who may do lao u sas, those who do not serve. Those who are not servants. Right? He will instruct those who are not servants. He will teach them. What will he teach them? ta biblia, the books. books

Yeah. The books. What kind of books? ta biblia ta graphomena It's like books graphomena written written Yeah. >> written written what? hupo agathon poieton Um

By a good poet Excellent. In the plural, by good poets. poets, yes >> Gorgeous. Gorgeous, gorgeous, gorgeous. Oh god, there's a kai pair. Oh god, they They added a kai pair plus a whole new thing. What is that one? >> kai pair. No, no, no. Here, do 13. Oh. Come on, man. Do 13. >> [snorts] >> All right. uh a re te toi tou pas san kho ran soi son

O gei ron Okay.

Mm. So,

A re te, is that the word for excellence? I was going to make sure. Yes, it is. >> Okay. Um

Speaking to someone like So,

>> It's short and looks easy, but it's not. I want to give you a clue. I want to give you a clue. As you start As you start slip cuz you're going to look at it and you say the a re te Right? Virtue of some sort, toy. Fine, we'll leave that. to, wait, I got a definite article there. Well, where's the Where What What noun is going with to? Um it's not pas san and it's not kho ran. Right? Cuz kho ran is feminine. It'd be tain kho ran. It

Wouldn't be to. So, what is the to going with there? Well, look at the soi son. That looks like the verb soi son. But it looks like it's been put in It looks like it's been put into the imperfect without an augment. And you're like, what the hell is that? No, no, no. Those participles don't have augments. So,

That is That is the participle. That's the participle. Okay. So, >> [clears throat] >> And it's neuter because you have to coming before it that's neuter. It's to soi son. Right? The saving Right? The saving or saving >> of the country Um Yeah, good. Of the what country? pas san kho ran of What is pas san? pas pas upon all all, yeah. Okay, that's the new one. Yeah. >> It's the one that comes Wait a minute. It's the one that comes Right? It's the one that comes Look at it. It's It comes between the article

And it's noun. So, go back up Go back up to the page. Okay. >> Go back up to the page and show me. Which one is it? Um Which example is it? Oh, it's uh um it's

The predicate position, right? So, the Is it in the predicate? No, it's not in the predicate. Wait. It's in the attributive. No, it's in the attributive. It's be It's between the article and it's noun. >> it is Yeah, pas san, so that one is attributive.

And so like the whole, right? >> Good. There you go. >> Okay. There you go. Perfect. >> That's That's what I thought, but Yeah. What Did I correct Did I correct you wrong? I maybe I thought you said something else. Okay. Oh. Maybe [clears throat] I said something else. Okay, good. I I don't And what do you do with the o gei ron at the end of it? o gei ron It's like that's vocative, right? Yeah. So, it's

Saying oh man right? Yeah. Yeah, hey old Hey old guy. Hey old guy. the um

The saving of the Yeah, the saving of the um

Of the whole country is >> is is excellent? Is excellence, yes. Saving the whole country, you could just say saving to

Saving the whole is virtue, right? Old man. What is that? Stupid old man. Right? Do. Okay. Now, look at 14 now. 14 takes the pa since we're talking about pa san there and we're focusing [clears throat] on pas pas upon. Um look at pan ta below that one. So, look that's the same exact structure as number 13. It's the same. You've got an invisible verb to be and your subject is ta pe pragmena

All right? The things having been done. That's what pe pragmena does. It's a perfect participle, so it's having been something. Right? The things having been something. The things done theois. Now, what would you do with with the theois? things Uh okay. That's a uh

The things uh The things >> [laughter] >> [laughter] >> The things done Remember when >> Okay, yeah. Doing When you have a perfect When you have a perfect, your agent will be in the dative. The things having been done

By by theois by gods Yes. Um are what? Are what?

Uh all all um not just not all just. Yes, good. Right? Panta. Right? All of the things done by the gods uk dikaya are not just. Are not just, right? With an invisible verb to be, but it's a question. Look those bastards, they put a semicolon on the end. >> So, it's asking, are are the all are the things done by the gods not all just? Right. Nice. Gorgeous.

Gorgeous. Okay. Um, and I want to do one of these. Okay, look at number 18. Okay. Okay. Now, they're going to try to really butt hump us on this one. Okay. You I want you to go back to hotay. And I want you to tell me how I'm going to I want you to tell me how to use hotay again because that's what they got here. All right. Well, Flip back. What page was it? And just read read read it to me. Where am I? Where is my

Where's the hotay? I think it's the only

Here it is. Yeah. Okay, so hotay. Oh, yes. Um, the speaker is asserting that this is the cause. It's the the causal stating the cause is the own responsibility.

So, it would be braso is uh uh um

Yeah, so It's a participle. >> things. Yeah. Yeah. Yeah, yeah. You do want to you got it doing bad things, right? Hotay. Hotay doing bad things, right? >> Um, so

But, that's what I don't understand. How to do that. That's all right. Um Yeah. What is hotay again? How how are we translating hotay? You said Did you say causal? Yeah. Yeah. So, how do you turn this into a causal? Is this because?

Oh, thus, right? It's not what it says. How about do they No, do they give you because? Um, yeah. Oh, for the reason that Right? >> Yeah. Yeah. Okay.

Oh, I thought it was Oh, yeah, it is, I guess, for host. That's what I wrote down. So, it's right. Yeah, it's I'm telling you that's That's why I'm telling you to flip back because there is so much information. It sounds like you made it. It sounds like you made a cheat sheet, right? Yeah.

Okay. >> For those, yeah. So, we can use hotay as because, and we've got to remember I as a speaker am asserting that this is the cause. Okay.

Yeah. Is that Is that okay? Okay. Yeah. Is that Is that okay? Okay.

So, back we go. What number was that? I'm sorry. Uh 18. [clears throat] 18. There we go. So, the I'm causing the bad things that um

Things I don't know, because

Because you're doing so poorly. Because you're doing so poorly, friends. Oh, friends. Right? >> Yeah. Because you're doing so poorly, friends argomen. Argomen mate to ed ain't it? What is that? Argomen. It looks like a some kind of subjunctive.

Yeah. What kind of What kind of subjunctives are we going to have there? We're going to have We get Think of your independence. Let's try a hortatory. Okay. Let's not Yeah, go ahead. >> know how the hortatory work yet. It's just let us. You just translate it as let us. Let us do something. Right? Argomen. Let us lead, but then there's a mate in front of it. Let's not bring peace or douleomen.

Yeah. Or Yeah, and let's Yeah, let's not become slave. Become slave. >> Yeah. Enslaved to whom? Kakois. Kakois, the bad the evil. Yeah, good. Good. Good. Right? Yeah. That mate to got me took me out. Yeah. Because of you're doing poorly, right? Now, uh assumedly I'm not bringing this myself. It's not the assertion myself, right? Oh, god. Seriously, I have to take that into consideration? That's colossally stupid.

Right? I have No, it is. It's absolutely For an English speaker, it's too much information. And I'm telling you when we translate Greek when we translate Greek, English speakers will leave out this information. And it's not just these. It's a lot of the particles don't come across in translation. They absolutely do just people just don't um translate them.

Okay. Um I just want to identify No, that one's got a quote.

How about number 32? I just want you to see in number 32 didaskomenoi. Right? >> Didaskomenoi. Yeah, it's another one of the same >> Mhm. Right? Mhm. It's a participle. Right? Participle. It's plural nominative plural, right? Masculine. So, nominative plural masculine, and it's a present stem. Mhm. So, it's going to it's going to be taking place contemporary with the verb. Yes.

So, being taught. Didaskomenoi. Being taught. >> Hupo ton agathon. What would you Being taught by what? By the good. Yeah, by the good. Yeah, being taught by the good oh adelphoi. Oh, adelphoi. What do you get for that? >> Oh, brothers. Yes. Mhm. Being taught by the good what? Grapsesthe. Grapsesthe.

Oh, it's one uh >> [sighs] >> um um

Grapsesthe. We got to identify >> uh uh you you

Right? Gra grapsesthe. Um, it would be the same thing. >> What principal part? Identify it first. It's from grapho, right? So, what principal part is this? Grapho grapso egrapsa gegrapha gegrammai

Egraphen. So, what It looks like a future, doesn't it? Yeah. Okay, but it's got an esthe ending on it. It's got an esthe ending on it. So, it's not active. >> [snorts] >> It could be but well, it can't be passive. Why why can't it can't it be passive? Be because although it has a passive

[laughter]

Although it has a passive looking ending, um the future passive as you learned right? The future passive is based on the sixth principal part that you add an a to Yeah, that you add an a to sigma two. And then your endings. And this isn't that. So, it's got to be a >> isn't it? No. No. No. It's got It's got to be a future middle. Future middle. Yeah, I need to memorize those better. So, [snorts] go back. Wait wait. No, I want you to see this.

Go back to your chart that has your middle verbs in unit seven. I told you how important this chart was. This is This is exactly what I mean. It's on page Um, hang on. I've got it right here. Oh, 168?

168. God damn it. How did you get there? I don't know. Yeah. Or is it the 172 chart?

169 And 70. Blah blah. No. Where'd you go? Oh god. No, it's right in the beginning. Okay. Let's see. Is that big chart? Here. Oh, I got it. It's on page 168. You're right. 168.

Okay. Look at the grapho now. Grapho on the active side means to write. Graphomai

To know down. Yeah, to indict. You could You could try indict. You know, something like that. Okay, now what page is this bastard on again? 226 226. See how we all We always go flipping back and forth. And people who get the digital version tell me this is a pain.

Okay, so you sit there and try to figure out how to translate that thing. I got you.

What What number? We will call out 32. The page is 226. 32. I got it. So it'd be to or >> [snorts]

>> You will cause you will cause to be written. Yeah. Or you will indict. Yeah. Yeah. Okay. The

Yeah, good. The speakers who what?

The speakers notice the twos after the ray toras. Your speakers. Notice it's twos again. So the twos The second twos there is telling you

Is going with pay thol men who Yeah, rhetoricians who pay thol men who who who are persuading who persuade Good, who are persuaded. And it's Yeah, by people who buy toys agathois may. By people who are may agathois. Not good. Yeah, exactly. Exactly, right?

Right? [laughter] Oh man. Oh god. And what is the charge? You said you will indict. You indict somebody in Greek on a charge of something in the genitive. That's why that little word That's why that little word doron is sitting there. Doron. It's of the gifts. Of the gifts. Okay. Yeah. You're going to indict somebody on the charge of

It's It's the charge of the gifts, which is really like We can translate that into English as bribery if you wanted to. Oh, that makes sense. Yeah. [laughter] You get it. Okay. Put everything down now. Let me see if I can get rid of this and show you. We started way too late tonight. I'm sorry. I don't want to I don't want to do that again. I don't want to start that late again. But the Friday night Lady Babylon, I think, has to be Am I muted?

What? Can you hear me? I can hear you. Oh, the Okay, so the Friday night Lady Babylon has to be I have to start that thing at 7:00, but I don't have to go as long as I did. So I'd like to start earlier because you're you're way later than I am and I'm sure you're tired and I'm later. And it's like 1:00 here. Yeah, I know. That's It's It's way late. So we'll figure that out. But you got through the entire unit. And you did

Exercises. I would like to We had one practice with hate. I would love to have maybe four more practices with chi pair and hos. So you can see how those are played out. If we had another 2 hours, that's all we would do is go through those examples and you would feel very comfortable. Now with the material. If we had If we had about another 2 hours practice, which we don't. There's no way we can do that in this four-week course. So you're going to have to do that yourself.

Okay. And then tomorrow before we continue on or next time we meet, before we continue on with the unit, ask me questions. Right? Remind me. Hey, you know, we need to do a couple more of these exercises. Can we do a couple more? Right? Let's do those and then jump into the next unit. Now, I don't want you to have to teach me this next unit. I don't want you to have to teach me this next unit, okay? I'm going to do the teaching cuz I want to give you a little break.

So what I want you to do is I want you to read just do three four more Just do four. Four more examples that have a chi pair or hos hos pair, one of the one of those in the sentence so that we can practice it before and then I'll go on to teach unit nine. Okay? And trust me,

I know that participles is a huge unit. Right? Participles is is huge. But you're going to be practicing participles now every time we translate. They're going to be everywhere. Okay? So you're going to get plenty of practice with them as long as you've seen a few a half a dozen circumstantial participles, you'll know how to use them. No problem. Fantastic. Okay. Do you have any questions for me tonight? No, I think this unit will be helpful for translating stuff in the wild and yeah. understanding

That better. Good. And you know what? I've got it. If I had a lot more time, I'd I'd be bringing in text every time. We can't We There's no way I can get you through the material and do that. It's It's one thing I learned about this. That first day that we spent I was talking to other people. That that No, you don't have time for that, right? You don't have time for Heraclitus. She has got to understand what a participle is. We've got to get that down. So

Um Yeah, so what I'm Yeah, anyhow, I've got to I've got to try to cram some in somewhere, but the book is going to be doing that. You noticed today that we read so long with the guy who's I'm aging as I age, I'm learning lots of things always. That guy That's real Greek and it's a real person that was really significant in ancient Greece. So, you know, you're We're going to be doing more readings from the chapter. So get ready next time if you want as you

So you'll do a few more examples from this chapter from the exercise, then you go right into the next unit. You'll read the next unit. Just casually read it just to get a general view of it. And this time instead of looking at the exercises, I want you to go to the real Greek that's at the end of the chapter. It's always after the vocabulary and everything. It's right at the end of the chapter. Okay, that. Pick one or two of those selections that you're going to translate to me and let's do that cuz

That way you're at least reading real Greek. Yeah. Okay? Okay. All right, good good. I'll let you go. I know it's late there. I'm sorry to keep the kids up. I hope I didn't keep your kids up or anything like that. No sleeping. I hope I thank you for coming on Lady Babylon and I hope you have a great weekend. I hope it's restful and you get some time to yourself. Thank you. Yeah. Thank you, doc. Thank you, Magdalena. Thank you. Nice job, guys. Thank