Medu Netcher - Egyptian Hieroglyphs
In this course you will be introduced to Medu Netcher (Divine Speech), the Kemetic (i.e. Ancient Egyptian) sacred language and script, commonly referred to as Egyptian hieroglyphs.
DR. MARIO BEATTY, INstructor
Associate Professor of Afro-American Studies Howard University.
About this Course
Overview
Instructor
Lesson Descriptions
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In this course, Dr. Mario Beatty introduces you to Medu Netcher (Divine Speech), the Kemetic (i.e. Ancient Egyptian) sacred language and script, commonly referred to as Egyptian hieroglyphs. The course focuses on a phase of the language conventionally known as Middle Egyptian, dating from around 2100 BCE onwards. Using primarily the book by James Allen, Middle Egyptian (2014), the course will acquaint you with the fundamental elements of grammar and vocabulary in order to provide a unique and innovative examination of this African civilization from the inside through highlighting and translating numerous primary texts.
Dr. Mario Beatty
Mario Beatty, Associate Professor of Afro-American Studies, received his B.A. degree in Black World Studies at Miami University, Oxford, Ohio, his M.A. degree in Black Studies at The Ohio State University, and his Ph.D. degree in African-American Studies at Temple University. He has taught at Morris Brown College, Bowie State University, and he served as Chairperson of the Department of African-American Studies at Chicago State University from 2007 to 2010. From 2004 to 2007, he served as an educational consultant for the School District of Philadelphia where he helped to write curriculum and to train teachers in the novel, district-wide mandatory course in African-American history. He currently serves as President of The Association for the Study of Classical African Civilizations (ASCAC). His research interests include the Ancient Egyptian language, history, wisdom literature, astronomy in Ancient Egyptian religious texts, comparative analyses of African cultures, the image and use of ancient Africa in the African-American historical imagination, the theory and practice of African-American Studies, and Pan-Africanism.
Lesson 1 - The Uniliterals
In this lesson, you will learn all of the hieroglyphs referred to as uniliterals. These glyphs represent all of the fundamental consonants of the language and are the foundation needed to understand everything else in the course.
Lesson 2 - The Uses of Egyptian Hieroglyphs
In this lesson, you will
learn about the four major uses of Egyptian hieroglyphs as ideograms, as
phonograms, as determinatives, and as phonetic complements. The primary focus
is on the concepts of hieroglyphs as ideograms, phonograms, and determinatives.
Lesson 3 - The Uses of Egyptian Hieroglyphs
Building on lesson #2, this lesson begins with a discussion of determinatives, but primarily focuses on the use of hieroglyphs as phonetic complements. This lesson prepares you to largely complete the important exercise at the end of Chapter 3 in James Allen, Middle Egyptian.
Lesson 4 - The Uses of Egyptian Hieroglyphs
This lesson focuses on special cases in the use of hieroglyphs as determinatives and phonetic complements.
Lesson 5 - Introduction to the Saidic Coptic Alphabet
This lecture explains the importance of Coptic as the last stage of Medu Netcher and introduces you to the Saidic Coptic Alphabet. Various Coptic equivalents are provided for Kemetic words drawn from Leo Depuydt's Core Vocabulary Noun List.
Lesson 6 - Egyptian Nouns: Gender and Number
In this lesson, you will learn about nouns in Medu Netcher in reference to the concepts of gender (i.e., masculine and feminine) and number (i.e., singular, plural, and dual). This lesson prepares you to complete exercises #1 and #2 at the end of Ch. 4 in James Allen, Middle Egyptian.
Lesson 7 - Egyptian nouns (Special Cases)
This lecture video focuses on special cases for
nouns that do not behave as expected in reference to gender and number. This
video highlights special cases involving some individual nouns, geographical
place names, collective nouns, nouns that are viewed as non-countable,
and false plurals. This video is primarily to be used for reference purposes.
Lesson 8 - Egyptian Noun Phrases
This lecture video focuses on noun phrases, i.e., two or more words used to express a relationship. In Medu Netcher, noun phrases are used to express three different relationships: possession (i.e., direct or indirect genitive), apposition, and connection (i.e., conjunction and disjunction). In addition to explaining these noun phrases, the video also highlights a special type of noun phrase referred to as "honorific transposition." This video prepares you to complete the exercise on noun phrases at the end of Chapter 4 in Allen's book.
Lesson 9 - Egyptian Noun Phrases (Allen Exercise)
This lecture video focuses on Exercise #3 at the end of Allen, Middle Egyptian, Ch. 4 on transliterating and translating noun phrases. Through the use of the PAC Method where P= possession (direct genitive, indirect genitive, or direct genitive in honorific transposition), A= apposition (nouns side by side referring to the same entity), and C= connection (conjunction "and"; disjunction "or"), this video concretely demonstrates how to transliterate, translate, and provide the appropriate grammar for examining noun phrases.
Lesson 10 - Egyptian prepositions and prepositional phrases
This lecture video introduces you to major prepositions in Medu Netcher as a building block for understanding a prepositional phrase (i.e., a preposition + a noun or noun phrase). With the understanding of the prepositional phrase, the lesson provides you with a brief glimpse of what is called the Adverbial sentence in Medu Netcher where the Subject is a noun or noun phrase and the adverbial predicate that follows is a preposition + a noun.
Lesson 11 - Adverbial Sentences
This lecture provides you with a clear sense of the basic structure of an adverbial sentence in Medu Netcher which often begins with an optional particle, and is followed by the subject (i.e., noun or noun phrase) which is, in turn, followed by the adverbial predicate (i.e., an adverb or a prepositional phrase). Since this is the dominant sentence type in Medu Netcher, you need to master its structure. Being familiar with the major prepositions and particles will tremendously assist you in deciphering the elements in this sentence structure, even if you are not familiar with all of the vocabulary.
Lesson 12 - Adverbial Sentences
This lecture introduces you to suffix pronouns and describes their three major uses: 1. as a genitive after a noun with our sense of possessive adjectives; 2. after prepositions; 3. as a noun with the simple tense of the verb. Please note that these uses are taken from Gardiner's Egyptian grammar book because Allen's grammar book does not provide enough clarity in Chapter 5 for the learner. The lecture concludes by highlighting a couple of examples from Allen's grammar book that show suffix pronouns in the context of adverbial.
Lesson 13 - Adjectives
This lecture introduces you to adjectives and focuses on two major uses: 1. adjective as modifier; 2. adjective as predicate. When adjectives are used to modify nouns in Medu Netcher, they follow them and agree in gender and number. When adjectives are used as predicates they are positioned before the noun (i.e., subject) and do not agree in number and gender with the noun. When adjectives are used as predicates, only the masculine singular form is used. In Allen's grammar book, these two uses are actually found in two different chapters, 6 and 7, but I think it is much easier to explain them together at the same time so that you can see the contrast. As I have indicated on a number of occasions, my approach transcends going chapter by chapter in Allen, but we will eventually cover everything.
Lesson 14 - Adjectives (The Nefer Her construction)
The lecture introduces you to a special type of adjectival construction called the Nefer Her construction that, on the surface, looks the adjective as predicate, but various context clues allow us to see the uniqueness of this construction. Medu Netcher uses this construction to describe the characteristics of someone or something. Unlike the adjective as predicate construction, the Nefer Her construction attaches the adjectival quality to the person rather than the thing being talked about. Knowing how to distinguish between the Nefer Her construction and adjectives used as predicates will be very important moving forward.
Lesson 15 - Apparent Adjectives and Beginning the Translation of First Egyptian Scene
This lecture introduces you to apparent adjectives (i.e., words that are not really adjectives in Medu Netcher, but are usefully translated as such in English). This video focuses on apparent adjectives that are really nouns from the standpoint of Medu Netcher. After beginning the discussion on apparent adjectives, the lecture introduces our first Egyptian scene for translation which is a ritual libation scene between a deceased mother and daughter.
Lesson 16 - Apparent Adjectives and Completing the Translation of First Egyptian Scene
The lecture continues our discussion on apparent adjectives (i.e., words that are not really adjectives in Medu Netcher, but are usefully translated as such in English). This video focuses on apparent adjectives that are really prepositional phrases from the standpoint of Medu Netcher. After completing the discussion on apparent adjectives, the lecture provides a full transliteration and translation of our first Egyptian scene which is a ritual libation scene between a deceased mother and daughter.
Lesson 17 - Demonstrative Pronouns
Lesson 17 focuses on explaining demonstrative pronouns and provides specific examples utilizing the exercise at the end of chapter 5 in Allen's grammar book. All of the examples in the lecture are taken from a very important literary text more appropriately termed by Jacob Carruthers as "The Nine Petitions of the Farmer Whose Speech is Good" and commonly referred to as "The Eloquent Peasant." The lecture provides a general background of this story before providing the examples taken from the text.
Lesson 18 - Verbs
This lesson introduces you to verbs in Medu
Netcher and exclusively focuses on categorizing and describing verbs based upon
their root class.
Lesson 19 - Dependent Pronouns and Verbal Sentence Structure
This lesson presents and explains dependent
pronouns and their three major uses: 1. as subject after adjectival predicate;
2. after a number of particles except iw; 3. as object of a verb. After
introducing the third use of dependent pronouns, the outlines of the verbal
sentence structure that is abbreviated as VsdoSOA are explained.
Lesson 20 - Verbs
Using small examples taken from Sir Alan Gardiner's Egyptian Grammar, this lesson focuses on introducing you to basic translations of primarily verbal sentences. It also provides you with initial conceptual tools to analyze sentence structure. Key terms discussed are main and subordinate clauses, marked and unmarked clauses, and the 3 types of subordinate clauses in Medu Netcher: adverb clauses, noun clauses, and relative clauses. This lesson highlights the adverb clause, the most dominant clause that you will encounter in reading Middle Egyptian.
Lesson 21 - Verbs
Building on the foundation of Lesson 20, this lesson focuses on the various ways to translate what is called the Sedjemef form. Since Medu Netcher does not have a rigid tense system, the sedjemef form can be translated as present, past, future, or subjunctive, but context will usually call for translations that are subjunctive or future. Elements can also be inserted between a verb and its subject to communicate additional information in translating the verb. The sedjemef form can be made passive by adding an element "tw" between the verb and the subject (sedjemtuef= "he is heard). The sedjemef form can be made to communicate completed or past action by adding an element of "n" between the verb and the subject (sedjemenef= he heard, he has heard).
Lesson 22 - Independent Pronouns and Nominal Sentences
This lesson begins by presenting independent
pronouns and follows with a discussion on nominal sentences. It explains the 3
nominal sentence patterns, AB, A pw, and A pw B with examples.
Lesson 23 - Early Kemetic History, the Ruler, and the Fivefold Titulary
As a prelude to the discussion on the Coffin of
Amenhotep II, this lesson focuses on some important aspects of early Kemetic
history, highlighting the famous Narmer Palette. He explains the early concept
of the Ruler as the embodiment of the falcon divinity Horus and describes the
evolution of the fivefold titulary attached to the Ruler.
Lesson 24 - Osiris, Isis, and Horus (Part 1)
As part of providing necessary context to the
divine imagery of Isis on the coffin of Amenhotep II, this lesson describes and
explains the beginnings of the myth of Osiris, Isis, and Horus in the late Old
Kingdom. The lesson presents late period accounts of this myth by Greek
scholars Diodorus (1st c. BC) and Plutarch (1st c. AD) that dominate popular
discourse. The lesson deconstructs these accounts steeped in Greek
interpretation in order to ground the explanation of the myth in actual Kemetic
texts.
Lesson 25 - Osiris, Isis, and Horus (Part 2)
As part of providing necessary context to the
divine imagery of Isis on the coffin of Amenhotep II, this lesson describes and
explains the beginnings of the myth of Osiris, Isis, and Horus in the late Old
Kingdom. The lesson concretely demonstrates in narrative form how to decenter
Greet accounts of the myth as primary texts by focusing on select excerpts from
the Pyramid Texts.
Lesson 26 - Osiris, Isis, and Horus (Part 3)
As part of providing necessary context to the
divine imagery of Isis on the coffin of Amenhotep II, this lesson describes and
explains the beginnings of the myth of Osiris, Isis, and Horus in the late Old
Kingdom. The lesson concretely demonstrates in narrative form how to decenter
Greet accounts of the myth as primary texts by focusing on select excerpts from
the Pyramid Texts and Coffin Texts.
Lesson 27 - The Coffin of Amenhotep II in the Valley of the Kings (KV 35)
This lesson presents a complete transliteration
and translation of a scene from the coffin of Amenhotep II in the Valley of the
Kings (KV 35). The scene depicts the goddess Isis situated at the foot of the
coffin with her hand on a "shen" ring and squatting atop the symbol
for gold. In addition to the transliteration and translation, the lesson
provides descriptive grammatical and cultural commentary to assist in
contextualizing and interpreting the deeper meaning of the scene. Please find
below the specific readings that were referenced in the video.
Lesson 28 - Prepositional Nisbes
This lecture introduces prepositional nisbes. A
prepositional nisbe is an adjective derived from a preposition. Most
primary prepositions have a nisbe form. Prepositional nisbes are heavily used
in epithets and titles of officials and divinities. After explaining
prepositional nisbes, major examples of their use in titles are presented.
Lesson 29 - Prepositional Nisbes
This lecture continues the discussion on
prepositional nisbes and provides major examples of their use in the titles of
officials and divinities.
Lesson 30 - Reverse Nisbes, Relative Clauses, and the Htp di nswt offering formula
This lecture begins by explaining the reverse
nisbe, a relatively rare grammatical construction which is an adjective and
like other adjectives, it can be used in something like the nfr Hr
(i.e., "beautiful one of face) construction that has already been
introduced and discussed. The lecture introduces and explains marked and
unmarked relative clauses as a prelude to beginning the discussion on the Htp
di nswt offering formula.
Lesson 31 - Participles and the Htp di nswt offering formula
This lecture continues the discussion of the Htp di nswt offering formula and introduces and explains major uses of active participles with an example from the offering formula and the Horus names of Amenemhat I and his son Senusret I.
Lesson 32 - The Htp di Nswt Offering Formula
This lecture continues the discussion of the Htp
di nswt offering formula. In terms of new grammar, it introduces what is called
the superlative which is used to indicate that the quality of someone or
something is the highest of all.
Lesson 33 - The Htp di Nswt Offering Formula
This lecture completes the discussion of the Htp
di nswt offering formula. In terms of new grammar, the lesson introduces you to
how Medu Netcher can form various verbal nouns as an extension of the root,
focusing on the word Htp. It concludes with a discussion of the important
concept of imakh based on a selection of primary texts from the Old Kingdom.
Lesson 34 - The Concept of Akh
This is the first part of a detailed discussion
on the important concept of Akh. After introducing basic, essential vocabulary,
it begins the definition of Akh in its cosmic context, highlighting its
importance at creation and its link to the invisible power of light.
Lesson 35 - The Concept of Akh
This is the final part of a detailed discussion
on the important concept of Akh. This lecture highlights information gleaned
primarily from non-mortuary texts (i.e., Old Kingdom tomb autobiographies
and Middle Kingdom stelae). The ancient and enduring ritual of the
"Opening of the Mouth" is centered to provide additional context on
the process of being and becoming an Akh in the afterlife.
Lesson 36 - On African Cultural Unity and the Tomb of Mehu
The first part of this lecture highlights
important features of African cultural unity between Ancient Egypt and other
African cultures by explaining the meaning and importance of leopard skin and
walking sticks (i.e., medu) in the hands of high officials. The latter
half of the discussion focuses on providing some necessary background to the
discussion, transliteration, and translation of the late Old Kingdom tomb of
Mehu by focusing on how Egyptologists generally describe architectural features
of the ka-door and also highlighting the most important titles that Mehu held
as Prime Minister of the country.
Lesson 37 - On the Goddess Seshat and Framing the Idea of Kemetic Governance
The first part of this lecture is a continuation
of our discussion on leopard skin last week through highlighting the importance
of the Goddess Seshat and her role in the temple foundation ritual ceremony
referred to as "the stretching of the cord." The session highlights
an innovative view of Seshat's headdress in the work of the Spanish astronomer,
Juan Belmonte. The second part of the lecture focuses on framing part of the
essence of the idea of Kemetic governance through engaging select excerpts from
a work authored by Jacob H. Carruthers.
Lesson 38: On Anubis and Translating the Ka Door of Mehu
This lesson formally begins our translation of the ka door of Mehu by focusing on the first two lines of the upper lintel which highlight the divinities of Anubis and Osiris respectively. The lesson goes into greater detail in discussing Anubis in his foundational role in successfully transforming the deceased through contextualizing some of his most important titles. It concludes with an initial discussion of the beginning of the second line focusing on Osiris.
Lesson 39: On the Per Ankh (The House of Life) and Translating the Ka Door of Mehu
This lecture begins by completing the translation of the second line in the upper lintel of the Ka Door of Mehu. The balance of the session focuses on providing the necessary context to explain a very important Kemetic scribal institution referred to as the Per Ankh (The House of Life). Through an engagement with the major work on this institution by Sir Alan Gardiner, author of the foundational Egyptian Grammar book, this discussion highlights both the insights and some of the conceptual and textual limitations of his article. This session prepares us to go into greater detail next week around all of Mehu's titles that have the element of House (per) contained within them.
Lesson 40: On the Ka and the Power of the Cosmic and Human Creation of Life
This lesson attempts to lay a beginning foundation to understanding the complexity of the Kemetic Concept of the Ka. The Ka is often left untranslated, but it is often imprecisely translated as "spirit." When attempting to translate it into the English language, many Egyptologists opt for translations like "double, life force, animating force, vital force," yet these translations do not exhaust its immensity and complexity. This lesson begins with a discussion of the formation of the Ka by the divinity Khnum on his potter's wheel and provides a detailed excerpt from a Hymn to Khnum in the Temple of Esna that describes the complexity of the various divine actions involved in forming the Ka and creating a new life. In reference to creation, the lesson also highlights Utterance 600 in the Pyramid Texts which discusses how the essence of the Ka is transmitted from Atum to Shu and Tefnut as an embrace in the form of the Ka hieroglyph and animates the creation of all life thereafter. The work of two continental African scholars, Mouhamadou Nissire Sarr and Yao Fabrice-Alain Davy Mene are discussed briefly as modern attempts to explain the Ka in reference to other African cultures like the Peul and the Akan respectively, but also to gesture to the continuity and cultural unity of these ideas vis-a-vis Kemet. The work of Andrey Bolshakov is important for his comprehensive literature review on various interpretations of the Ka and his particular focus on the Ka in tomb representations which emphasizes how the Ka manifests in the context of the afterlife. I share some basic, but fundamental vocabulary around the Ka and human anatomy linked to both men and women. The dissertation work of Maylana Williams is highlighted for her contribution in reconceptualizing the N41 glyph in Gardiner's sign list that he refers to as "a well full of water." Williams argues that the glyph is actually and "womb-vulva" and goes into great detail in explaining how this reinterpretation greatly adds to all of the various contexts in which this glyph is depicted either as a phoneme or as a determinative (i.e. classifier). The lesson concludes by briefly engaging the concept of "a container" in the work of Michael Rowlands on "the unity of Africa." That is to say, the womb is a sacred container of life, but this idea is also extended to many other features in African cultures and I concluded on this point as what I think can be a useful concept to ground further deeper exploration and examination of the complex views of life found on the African continent from antiquity to the present.
Lesson 41: On the Kemetic Festival Calendar and Translating Titles on the Ka Door of Mehu
This lesson begins by translating the third line of the upper lintel on the Ka Door of Mehu. Phrases and Titles found on Ka Doors are often given greater context in more narrative form in other parts of the tomb. In translating the third line, I highlighted a phrase that asks for offerings to be provided to Mehu during "every festival and every day." Referencing part of the handout that was originally provided on the Ka Door of Mehu, I cite and explain the specific festivals that Mehu makes reference to in another part of the tomb. This provided us with another opportunity to discuss the historical complexity of the Kemetic Calendar(s), civil, lunar, and eventually civil-based lunar, and situating important festivals within them. The second part of the lesson focuses on translating and explaining all of the titles on the Ka Door of Mehu that integrate the element of pr "house" within them in some way.
Lesson 42: On “Time,” “Eternity,” and the Ka Door of Mehu
This lesson focuses on continuing our discussion of the third line of the upper lintel on the Ka door of Mehu by examining the important concept of Djet time which is commonly translated as “eternity.” Djet time is often contrasted with Neheh time which is also commonly translated at “eternity.” The major work by the prominent German Egyptologist Jan Assmann entitled The Search for God in Ancient Egypt, pp.73-80 was used as a starting point not only for our discussion, but to also provide a sense of major issues in orientation and perspective in examining Djet and Neheh time. Although Assman rightly asserts that these two concepts do not have one word equivalents in English translation, he is on less solid ground in arguing that the Ancient Egyptians had no concept of “space” as part of the cosmic totality, but only of “time.” Since Assmann used Chapter 17 of the Book of Coming Forth By Day in the New Kingdom to emaphasize this view, I presented two visual images from the shrines of Tutankhamun in the New Kingdom to ground an alternative view. Since an understanding of Maat is also inextricably linked to this discussion, I also highlighted Assamann’s view that Maat in the New Kingdom in the post-Amarna period was stripped of its central importance as a moral code as texts begin to emphasize a closer relationship to divinity. The work by Emily Teeter entitled The Presentation of Maat critiques the fundamental inaccuracies and limitations of Assmann’s interpretations and conclusions regarding this period. In attempting to define Djet time, Assmann also attempts to grapple with the dominant aspectual framework of Medu Netcher to contain the interpretation of Djet and Neheh time within an exclusive temporal environment. I present an alternative view that argues that Djet time that speaks to the timeless, permanent, expansive, metaphysical and unchanging essence of creation where Atum-Ra emerges from the primeval waters on Nun at the Sep Tepy “the first occasion” implies an inherent atemporal aspect that is part and parcel of the temporal environment. Assmann attempts to solidify his interpretation of Djet time by contrasting the divinities of Ra and Osiris. He links the sun divinity Ra to Neheh time and Osiris to Djet time. I argue against this rigid separation and assert simply that Osiris is not only considered the “Ruler of Djet time” as Assmann argues, but he is also commonly referred to as Neb Neheh, “the Possessor of Neheh time.” I conclude with the imperative for comparative studies to be done on this issue between Kemet and other African civilizations and to think deeply through the problems of orientation, evidence, perspective, and interpretation.
Lesson 43: The Tomb of Mehu: Examining Major Remaining Titles and Issues
This lesson focuses on completing our discussion on the Ka door of Mehu through highlighting and examining major remaining titles and issues. Two major issues highlighted in the discussion centered on Mehu's judicial titles and his titles dealing with the regalia of the Ruler, especially the Crowns of Upper and Lower Kemet. The next lesson will focus on Lady Peseshet, a Director of Female Physicians in the Old Kingdom. In the readings you will find the original description of Peseshet's Ka door in Selim Hassan's Excavations in Giza and an excerpt on her importance by Theophile Obenga in preparation for next week.
Lesson 44: On Lady Peseshet and Male and Female Physicians in Kemet
This lesson focuses our attention on the importance of the Ka door of Lady Peseshet who was the Director of Female Physicians during the 4th dynasty. She is the first recorded female physician in world history and evidenced by her title, she was not alone. Her Ka door is in the tomb of Akhethotep, who is probably her son and she is positioned beside a man named Kanefer on her Ka door who scholars think is probably her husband and thus, Akhethotep's father. Her tomb was initially published in Selim Hassan's Excavations at Giza, 1929-1930. Her Ka door provides us with an opportunity to contextualize her identity within the broader Kemetic social order and medical profession. The excerpt on "Male/Female Relations in Ancient Egypt" by Theophile Obenga is used to provide some necessary context on the importance and power of women in Kemet. In the discussion, I also made reference to a work by Barbara Lesko entitled The Remarkable Women of Ancient Egypt that can be utilized to expand and amplify some of the ideas in Obenga's work. The work by Paul Ghalioungi on The Physicians of Pharaonic Egypt is used to discuss the debate surrounding the essence and meaning of the Kemetic word "swnw" "physician,"; the education of the physicians in the House of Life; the various important medical titles and specialization within the broader organzational structure that was, at once, national, regional, and local.
Lesson 45: Djehuty (Thoth) - Reflections on the Master of Medu Netcher (Divine Speech), the Possessor of Khemenu (the City of the Eight Infinite Ones), and the Divine Messenger and Healer
This lesson seeks to provide deeper context to our discussion of Peseshet and the vocation of the role of the physician in Kemet by investigating and exploring the importance of the divinity Djehuty (Thoth). I begin with a brief excerpt from the late period Book of Thoth (2005) edited by Richard Jasnow that reads like an initiation text between a Master Teacher and a student disciple who is named mer rekh "one who loves knowledge," a phrase that some scholars argue as the source of the Greek word "philosopher." A Kemetic phrase of greeting, ankh, udja, seneb (life, prosperity, and health) is used as a starting point to discuss the deep origins of the cosmos and the role that marshaling these forces and energies plays in healing, especially in highlighting the importance of the eye of Heru (Horus).
The divinity Djehuty (Thoth) is the inventor of Medu Netcher and thus, the divine patron of scribes, priests, physicians, etc. who seek to investigate, explore, and acquire knowledge from the depths of the mysteries of the cosmos in all areas of life. Djehuty is prominently shown in the form of a sacred ibis bird, a bird that frequents aquatic environments, especially the papyrus swamps in Kemet. The word papyrus, from which our word "paper" is ultimately derived, has no known etymology in Greek because this was not an indigenous plant in their environment. It is theorized that the word papyrus may come from the phrase pa per aa "that of the Great House," a phrase referring to the central role of the Greek government in production and distribution of this product when they ruled Kemet. In addition to Djehuty's central importance in terms of both language (oral and written), and writing, Djehuty was also over the sacred city of Khemenu (Hermopolis), a city that refers to the Eight Infinite divinities that collectively form the essence and substance of the primeval waters of Nun that precede what is called the sep tepy "the first time" that creation happens, and the sun divinity Ra emerges.
Djehuty, in the form of the ibis and a reflection of the reactive activity within the primeval waters of Nun, lays the primoridal egg from which Ra emerges to give light and life. The principle of Heka (magic) is also a force that animated and permeated the cosmos, it was not separate from it, and it couldbe both productive and destructive. Djehuty in the form of the moon is also seen as the son of Ra. The Kemites viewed the sky or heaven as a face having two sacred eyes referred to as Udjat eyes of Heru (Horus), the right eye viewed as the sun and the left eye the moon. As a divine healer, Djehuty lessens the injury inflicted on the eye of Heru (Horus) by Seth and initiates divine healing. This archetype becomes critical for grounding what it meant to be physically and spiritually whole and healthy in Kemet. This lays the foundation for a detailed discussion in the next lesson on further explaining illness, healing, and the myriad treatments that physicians engaged in to help restore a person's wholistic health.
The divinity Djehuty (Thoth) is the inventor of Medu Netcher and thus, the divine patron of scribes, priests, physicians, etc. who seek to investigate, explore, and acquire knowledge from the depths of the mysteries of the cosmos in all areas of life. Djehuty is prominently shown in the form of a sacred ibis bird, a bird that frequents aquatic environments, especially the papyrus swamps in Kemet. The word papyrus, from which our word "paper" is ultimately derived, has no known etymology in Greek because this was not an indigenous plant in their environment. It is theorized that the word papyrus may come from the phrase pa per aa "that of the Great House," a phrase referring to the central role of the Greek government in production and distribution of this product when they ruled Kemet. In addition to Djehuty's central importance in terms of both language (oral and written), and writing, Djehuty was also over the sacred city of Khemenu (Hermopolis), a city that refers to the Eight Infinite divinities that collectively form the essence and substance of the primeval waters of Nun that precede what is called the sep tepy "the first time" that creation happens, and the sun divinity Ra emerges.
Djehuty, in the form of the ibis and a reflection of the reactive activity within the primeval waters of Nun, lays the primoridal egg from which Ra emerges to give light and life. The principle of Heka (magic) is also a force that animated and permeated the cosmos, it was not separate from it, and it couldbe both productive and destructive. Djehuty in the form of the moon is also seen as the son of Ra. The Kemites viewed the sky or heaven as a face having two sacred eyes referred to as Udjat eyes of Heru (Horus), the right eye viewed as the sun and the left eye the moon. As a divine healer, Djehuty lessens the injury inflicted on the eye of Heru (Horus) by Seth and initiates divine healing. This archetype becomes critical for grounding what it meant to be physically and spiritually whole and healthy in Kemet. This lays the foundation for a detailed discussion in the next lesson on further explaining illness, healing, and the myriad treatments that physicians engaged in to help restore a person's wholistic health.
Lesson 1 - The Uniliterals:
No Assignment
Lesson 2 - The Uses of Egyptian Hieroglyphs
Common Determinatives
Lesson 3 - The Uses of Egyptian Hieroglyphs
Instructions for James Allen Exercise
Middle Egyptian by James Allen - Chapter 3 Exercise and Sign List
Middle Egyptian by James Allen - Chapter 3 Exercise and Sign List
Lesson 4 - The Uses of Egyptian Hieroglyphs
Copy the whole Egyptian noun list in Leo Depuyd'ts Fundamentals of Egyptian Grammar. As you copy each noun, pay close attention to every glyph. If there is a glyph that you are not familiar with, look it up in the sign list and make sure that you understand what it is as an ideogram, phonogram, and/or determinative.
Look over the Sahidic Coptic alphabet a few times this week. In class on Tuesday, I will introduce this alphabet and demonstrate the importance of this last stage of Medu Netcher.
Look over the Sahidic Coptic alphabet a few times this week. In class on Tuesday, I will introduce this alphabet and demonstrate the importance of this last stage of Medu Netcher.
Lesson 5 - Introduction to the Saidic Coptic Alphabet
Please cross-reference the following Coptic nouns with Leo Depuydt's Core Vocabulary Noun List. Based upon the lecture video, practice pronouncing these Coptic words.
Lesson 6 - Egyptian Nouns: Gender and Number
Please find the homework exercise at the end of Ch. 4 in James Allen, Middle Egyptian. You are to complete the first two exercises. In exercise #1, do not attempt letters "m" and "n." In exercise #2, do not attempt letter "j."
Lesson 7 - Egyptian nouns (Special Cases)
No Course Assignment
Lesson 8 - Egyptian Noun Phrases
No Course Assignment
Lesson 9 - Egyptian Noun Phrases (Allen Exercise)
Please find attached a file on major prepositions in Medu Netcher. I want you to purchase a pack of blank 3 X 5 note cards. As you view the file, on the front of your blank note card should be the preposition and on the back of the note card should be the definition. After you have completed making these note cards, I want you to spend 5 minutes in the morning and 5 minutes at night every day reviewing these and testing yourself until you feel absolutely comfortable that you know them by heart. Do not worry if it takes you a long time. Just stay consistent. Next week we will introduce prepositional phrases and hopefully begin our discussion of the most prominent sentence type in Medu Netcher, adverbial sentences.
Lesson 10 - Egyptian prepositions and prepositional phrases
No Course Assignment
Lesson 11 - Adverbial Sentences
Please find attached a file from Allen's grammar book on Major particles found in section 10.3 and 10.4. I went over all of these particles in the lesson but take some time to review them in written form. I have also attached a file on suffix pronouns and their uses. For this week, I want you to copy what you see and reduce it all to 3 X 5 blank note cards. In addition to this, I want you to copy the whole chart and uses of suffix pronouns 5 times on 5 different days this week in preparation for the lecture next week.
Lesson 12 - Adverbial Sentences
Please find attached the following 3 files and the assignment for each one:
- Note cards on adjectives and their uses in Medu Netcher - I want you to copy what you see and reduce it all to 3 X 5 blank note cards. Each page of the file has a line in the middle of the page indicating what should go on the front and back of the note card. Once you have completed these note cards, just read them over once every day. It doesn't matter if you do not fully understand everything yet. I will explain in greater detail in the lecture.
- Core Adjective Vocabulary for Depuydt's grammar book - I want you to copy the list of major adjectives 5 times. You will frequently see these in texts so it's important to be familiar with them.
- Verb List from Allen's grammar book - Copy the list of 54 verbs from Allen's grammar book. There is a small defect in his font on this page. Any time that you see what looks like an empty circle, just know that this is the so-called placenta when you draw that glyph. Since we introduced verbs in this lecture on suffix pronouns, it is good for you to be familiar with a few more verbs before I formally introduce the verbal sentence. You do not have to memorize these verbs. Just copy them. Over time as you gain greater experience with the language in texts, you will find it easier to spot verbs.
Lesson 13 - Adjectives
No Course Assignment
Lesson 14 - Adjectives (The Nefer Her construction)
Please find attached the first Egyptian scene that we will transliterate and translate in class next week. As you look at the scene, try to figure out all of the vocabulary that you know and then try to figure out how to transliterate and translate the scene. There is actually nothing in the scene that you cannot translate based upon the knowledge of Medu Netcher that you have thus far. Don't worry about if you can't transliterate or translate everything. Just try to make an attempt. With every scene, I will provide not only grammatical commentary, but also historical and cultural commentary allowing us to understand the meaning of the scene wholistically. When you present a scene, it's important to gather as much information as you can about the scene. Here is a general description of the attached scene without going into too much detail. Please note that these types of general details should be written and understood for every scene that you encounter:
General Theme: A Relief with a Libation scene
Present location: Bologna, Civic Archaeological Museum
inv. KS 1914Material: Limestone
Dimensions: 38 X 56 cm
Palagi Collection (Nizzoli)
Provenance (i.e., where it was found in Egypt): Unknown
Historical period: 19th to 20th dynasty (1292-1075 BCE) NOTE: This relief is a part of a tomb decoration.
Book Source: Il Senso Dell'arte Nell'antico Egitto (1990), p.149.
General Theme: A Relief with a Libation scene
Present location: Bologna, Civic Archaeological Museum
inv. KS 1914Material: Limestone
Dimensions: 38 X 56 cm
Palagi Collection (Nizzoli)
Provenance (i.e., where it was found in Egypt): Unknown
Historical period: 19th to 20th dynasty (1292-1075 BCE) NOTE: This relief is a part of a tomb decoration.
Book Source: Il Senso Dell'arte Nell'antico Egitto (1990), p.149.
Lesson 15 - Apparent Adjectives and Beginning the Translation of First Egyptian Scene
No Course Assignment
Lesson 16 - Apparent Adjectives and Completing the Translation of First Egyptian Scene
Please find attached a chart on demonstrative pronouns. Copy this chart five times, preferably on five different days.
Also, find attached Raymond Faulkner's Concise Dictionary of Middle Egyptian. This is the standard reference dictionary used by Egyptologists writing in English. Please read the separate attachment for more detailed instructions on the homework assignment using this dictionary.
Also, find attached Raymond Faulkner's Concise Dictionary of Middle Egyptian. This is the standard reference dictionary used by Egyptologists writing in English. Please read the separate attachment for more detailed instructions on the homework assignment using this dictionary.
- Demonstrative Pronouns
- Homework Assignment- Raymond Faulkner Middle Egyptian Dictionary
- Raymond Faulkner- ME Dictionary
Lesson 17 - Demonstrative Pronouns
Review the list of 54 verbs that I gave you to copy from Allen's grammar book at the end of Chapter 12 in preparation for the lecture next week beginning our focus on verbs.
Please find attached a chart of the dependent pronouns and their major uses. Please copy this chart and uses 5 times. It will be a couple of weeks before this is discussed.
Please find attached a book by David Shennum entitled English-Egyptian Index of Faulkner's Concise Dictionary of Middle Egyptian. This is an important work that you can always use for reference purposes. In addition, please find attached an assignment linked to this index. The assignment will require you to look up words in Shennum's English dictionary which will take you to specific pages in Faulkner's dictionary. Once you find the word, draw the glyphs, provide the transliteration, and translation of the word.
Please find attached a very small book by Raymond Faulkner entitled A Concise Dictionary of Middle Egyptian: Addenda and Corrigenda. This work provides additions and corrections to his dictionary. At your leisure, you can just peruse the work. This is to be used as a reference work. There is no assignment attached to it.
Please find attached a chart of the dependent pronouns and their major uses. Please copy this chart and uses 5 times. It will be a couple of weeks before this is discussed.
Please find attached a book by David Shennum entitled English-Egyptian Index of Faulkner's Concise Dictionary of Middle Egyptian. This is an important work that you can always use for reference purposes. In addition, please find attached an assignment linked to this index. The assignment will require you to look up words in Shennum's English dictionary which will take you to specific pages in Faulkner's dictionary. Once you find the word, draw the glyphs, provide the transliteration, and translation of the word.
Please find attached a very small book by Raymond Faulkner entitled A Concise Dictionary of Middle Egyptian: Addenda and Corrigenda. This work provides additions and corrections to his dictionary. At your leisure, you can just peruse the work. This is to be used as a reference work. There is no assignment attached to it.
Lesson 18 - Verbs
No Course Assignment
Lesson 19 - Dependent Pronouns and Verbal Sentence Structure
Please find attached more detailed instructions for the following assignments:
Complete exercise on demonstrative pronouns in Allen, Ch. 5.
Complete exercise in Allen on identifying the root class of the 54 verbs that you have already copied. I have also attached to this assignment a list of 36 third weak verbs from Gardiner's grammar book that you should copy.
Complete exercises that focus on the basic verbal sentence structure extracted from Ch.2 and 3 of Gardiner's grammar book. I have attached the Medu Netcher verbal sentence structure for reference purposes.
NOTE: Please attempt and complete the assignments in this exact order.
Lesson 20 - Verbs
Please find attached a document on "Notes on Sentence Structure in Medu Netcher" which is a small review of concepts covered in the lecture.
Lesson 21 - Verbs
Please find attached a document on translating the sedjemef, the sedjemtwef, and sedjemenef forms respectively. This is a small review of concepts covered in the lecture video.
Next week we will start translating our second Egyptian scene which is the side of the coffin of Amenhotep II and features the goddess Isis. Please find attached the scene. We will spend at least the next two weeks on this scene. Also, please find attached excerpts taken from the book by George Hart on Egyptian Gods and Goddesses. Read the entries on Horus, Isis, and Osiris.
Please find attached a basic Kinglist and Map of the Nile Valley for reference purposes.
Please find attached the chart on Independent Pronouns. Over the next two weeks, copy this chart 5 times on different days. Also find a document explaining nominal sentences. Please copy this lecture at least one time. We will discuss it in about three weeks.
Next week we will start translating our second Egyptian scene which is the side of the coffin of Amenhotep II and features the goddess Isis. Please find attached the scene. We will spend at least the next two weeks on this scene. Also, please find attached excerpts taken from the book by George Hart on Egyptian Gods and Goddesses. Read the entries on Horus, Isis, and Osiris.
Please find attached a basic Kinglist and Map of the Nile Valley for reference purposes.
Please find attached the chart on Independent Pronouns. Over the next two weeks, copy this chart 5 times on different days. Also find a document explaining nominal sentences. Please copy this lecture at least one time. We will discuss it in about three weeks.
Lesson 22 - Independent Pronouns and Nominal Sentences
No Course Assignment
Lesson 23 - Early Kemetic History, the Ruler, and the Fivefold Titulary
No Course Assignment
Lesson 24 - Osiris, Isis, and Horus
Please find attached an assignment to be completed from Allen, Ch. 7 exercise on adjectival and nominal sentences.
Lesson 25 - Osiris, Isis, and Horus
No Course Assignment
Lesson 26 - Osiris, Isis, and Horus
No Course Assignment
Lesson 27 - The Coffin of Amenhotep II in the Valley of the Kings (KV 35)
Please find below the specific readings that were referenced in the video.
- The white-fronted goose in Patrick Houlihan, The Birds of Ancient Egypt.
- Arielle Kozloff, "Pharaoh Was a Good Egg, But Whose Egg Was He?" in Rozenn Bailleul-LeSuer (Ed.), Between Heaven and Earth: Birds in Ancient Egypt
- Detailed description of "Gold" in Kemet in Paul Nicholson and Ian Shaw, Ancient Egyptian Materials and Technology