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Epiphanius As a Hebraist: a Study of the Hebrew Learning of Epiphanius of Salamis

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Epiphanius As a Hebraist: a Study of the Hebrew Learning of Epiphanius of Salamis Epiphanius as a Hebraist: A Study of the Hebrew Learning of Epiphanius of Salamis by Johnnie Wilder A Thesis submitted to the Faculty of Theology of the University of St. Michael’s College and the Graduate Centre for Theological Studies In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Theology awarded by the University of St. Michael’s College © Copyright by Johnnie Wilder 2017 Epiphanius as a Hebraist: A Study of the Hebrew Learning of Epiphanius of Salamis Johnnie Wilder Doctor of Philosophy in Theology University of St. Michael’s College 2017 Abstract Hebrew learning was rare among Christians in antiquity. When Hebrew scholarship did appear among Christians, it was usually of a poor quality. Since there were no Hebrew grammars or dictionaries at their disposal, Christian scholars struggled to attain even the basics of the Hebrew language. The aim of this study is to confirm that Epiphanius of Salamis (ca. 315-ca. 403) was one of the few Christian scholars of antiquity who attained a grasp of the Hebrew language that was more than rudimentary. Since they often neglected to analyze Epiphanius’ scholarship through the lenses of Late Antiquity, earlier researchers did not always recognize Epiphanius’ attainments in Hebrew. In my analysis of Epiphanius’ Hebrew scholarship, I duly recognize the challenges that learning Hebrew must have presented to both Christian and Jewish scholars in Late Antiquity. I conclude that although Epiphanius’ Hebrew scholarship was far from perfect, it compared favorably to that which preceded it. ii Acknowledgements The goodness of many persons enabled me to complete this doctoral thesis, and it is fitting that I give due recognition to them. Exodus teaches that we must honor our parents. a Likewise, Calvin stated that filial piety is “the mother of all virtues.” b Thus, I begin by giving due honor, thanks, and recognition to my parents, Mrs. Doris and Mr. Johnnie Wilder. They were my first and best educators. They were the greatest benefactors of my education. I also thank and recognize Mrs. Laura Bethea and Mr. Dallas Bethea for all of their support. I acknowledge my mother’s family: Helen, Ethel Mae, Laverna, Dora, Charles (Ronny), Norris, Frank, James, Jesse, Magdalene, Veronica, Deborah, Charmaine, and Shandra. Prof. Howard Adelson taught me how to be a historian. His influence can be seen on many pages of this doctoral thesis. Apuleius described Marcus Terentius Varro as “a thoroughly learned and erudite man”c The description equally applied to Prof. Howard Adelson. Above all, Prof. Adelson was a mensch . His goodness helped so many graduate students, including this one. Prof. Jaroslav Skira and Prof. Pablo Argárate are the scholars who helped me the most with this thesis. There is a saying in Aboth that applies to these great men: ובמקום שאין אנשים השתדל להיות איש. Et in loco ubi non sunt viri , da operam ut praestes virum. a Exodus 20.12. b John Calvin, Commentary on Genesis 9.22. c See Apuleius, Apology . iii In a place where there are no men, strive to be a man.d The subject of this thesis is not easily approached, and it was difficult for me to find a thesis director. When it appeared that I might never find a thesis director, Prof. Skira and Prof. Argárate agreed to direct this thesis. Thus, in a place where there was no helper, Prof. Jerry Skira and Prof. Pablo Argárate stood up to help me. They gave time, encouragement, and scholarly advice. I thank them. I thank Prof. Skira for organizing the committee of scholars who heard this thesis: T. Allan Smith, Robert D. Holmstedt, Young Richard Kim, and John McLaughlin. I thank them. This thesis was mostly financed by emoluments from the City College of New York (CCNY). These are just some of the good persons at CCNY who helped me with the creation of this thesis: E. Maudette Brownlee, Joyce Conoly-Simmons, Hawai Kwok, Frank D. Grande, John Gillooly, Moe-Liu D’Albero, Jennifer Roberts, Gordon Thompson, Arthur Spears, Juan Carlos Mercado, Barbara Syrrakos, Jim Lewis, Harold Forsythe, Elaine Ragland, David Johnson, Cliff Rosenberg, Aaron Goold, Ginny Warner, Gloria Thomas, Matra Hart, and Walton Fenton. I thank Prof. Paul Freedman of Yale for his encouragement. I also thank the many good persons at the LaGuardia Community College, especially George Sussman and John Shean. In addition, I thank Chris Burnham and the many students who took my classes. One friend, Mr. Christopher Wilz, was a consistent presence and helper throughout this process. I thank Mr. Wilz for being loyal, good, and supportive. He is “unus de d Aboth 2.6. For the Hebrew and the English, see Joseph H. Hertz, Sayings of the Fathers (New York: Behrman House, 1945). A more inclusive translation might be: “And where there are no persons, strive to be a person.” For the Latin, see Gulielmus Surenhusius, Mischna; sive, Totius hebraeorum juris, rituum, antiquitatum, ac legum oralium systema, 6 vols. (Amsterdam: Gerardus and Jacobus Borstius, 1698-1703). iv mille” and “ultra magnus.” Mr. Wilz contributed immensely to this thesis. I also thank his wife, Mary, and their Sophie. J.W. Johnnie Wilder v Table of Contents CHAPTER ONE: INTRODUCTION Introduction ..........................................................................................................................1 CHAPTER TWO: HEBREW LEARNING IN ANCIENT CHRISTIANITY Introduction ........................................................................................................................24 Hebrew as it Existed Contemporaneously with Ancient Christianity ...............................25 Hebrew in the Ministry of Jesus ........................................................................................26 Aramaic ..............................................................................................................................28 Hebrew in the Apostolic Age .............................................................................................32 The Peshitta ........................................................................................................................37 Hebrew in Ethiopian and Arabian Christendom ................................................................38 The Hebrew Knowledge of Ante-Nicene Patristic Writers ...............................................43 Hegesippus .........................................................................................................................44 Hebrew in the Works of Justin Martyr ..............................................................................45 Irenaeus ..............................................................................................................................50 Eusebius of Caesarea on Origen’s Hebrew Scholarship ....................................................62 Origen ................................................................................................................................67 Eusebius of Caesarea .........................................................................................................80 Eusebius of Emesa .............................................................................................................83 Hebrew Scholarship in Early Latin Christianity ................................................................84 Tertllian ..............................................................................................................................86 Cyprian of Carthage ...........................................................................................................89 Lactantius ...........................................................................................................................90 Augustine of Hippo ............................................................................................................95 The Hebrew Scholarship of Epiphanius and Jerome .......................................................101 CHAPTER THREE: THE MAKING OF AN ANCIENT POLYGLOT, EPIPHANIUS OF ELEUTHEROPOLIS Introduction ......................................................................................................................108 Eleutheropolis ..................................................................................................................109 Relevant Rabbinic Sources ..............................................................................................113 Epiphanius’ Hebrew Training ..........................................................................................122 CHAPTER FOUR: HEBREW IN THE WORKS OF EPIPHANIUS’ OF SALAMIS The Quality of Epiphanius’ Hebrew Learning.................................................................136 The Hebrew Alphabet ......................................................................................................137 Epiphanius’ Hebrew Vocabulary .....................................................................................139 The Hebrew Zodiac..........................................................................................................144 Epiphanius’ Knowledge of Hebrew Grammar ................................................................146 vi Conclusion of Chapter Four .............................................................................................171 CHAPTER FIVE: CONCLUSION Introduction ......................................................................................................................173 Prior Scholarship on Hebrew Learning in Ancient
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