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Acknowledgments

We thank the readers of the first and second editions of this book. Your invaluable
feedback and input have helped to shape this third edition.
The approach we have used in this book, as in the previous two editions, is
based on our experience in teaching the methods/approaches course at the Master
of Arts in Teaching Program at the School for International Training. This book
would not have been written in the first place if it had not been for the influence of
colleagues and students there. We are indeed grateful for the time we spent in this
wonderful community.
Marti would like to thank Diane for being an inspiring teacher and mentor as
well as beloved colleague and friend. Working with her on this project has been a
great privilege.
Diane would like to thank Marti for her willingness to join her in this project and
her ‘can-do’ attitude throughout. Diane is counting on Marti to make this project her
own and carry it into the future.
We wish to thank our life partners for their encouragement and support.
For the initial faith they showed and for their continued encouragement and
helpful suggestions, Diane acknowledges with gratitude the editors of this series,
Russell Campbell and William Rutherford.
It has also been a pleasure working with the professionals at Oxford University
Press. For this edition, we want to acknowledge Julia Bell’s helpfulness especially,
and Ann Hunter’s and Keith Layfield’s skillful copy-editing.
In addition, this book has benefited from the fact that leading methodologists and
colleagues have generously responded to requests for feedback on portions of this
manuscript, either the previous edition or the current one. We are indebted to Earl
Stevick (To the Teacher Educator), Shakti Gattegno (Silent Way), Georgi Lozanov,
Allison Miller, and Tetsuo Nishizawa (Desuggestopedia), Jennybelle Rardin and
Pat Tirone (Community Language Learning), James Asher (Total Physical
Response), Marjorie Wesche and Ann Snow (Content-based Instruction), Elsa
Auerbach (Participatory Approach), and Leo van Lier and Mat Schulze
(Technology). Their comments have made us feel more confident of our
interpretation and representation. Any errors of interpretation are entirely our
responsibility, of course.

8
List of Acronyms

ALM Audio-Lingual Method

BNC British National Corpus
CBI Content-based Instruction
CLL Community Language Learning
CLT Communicative Language Teaching
CALL Computer-assisted Language Learning
CLIL Content and Language Integrated Learning
ELF English as a Lingua Franca
LCD Liquid Crystal Display
SLA Second Language Acquisition
SAARRD Security, Aggression, Attention, Reflection, Retention, and
Discrimination
SIOP Sheltered Instruction Observation Protocol
TL Target Language
TBLT Task-based Language Teaching
WL Whole Language
ZPD Zone of Proximal Development

9
To the Teacher Educator

The Work of Language Teaching

The work of teaching is simultaneously mental and social. It is also physical,
emotional, practical, behavioral, political, experiential, historical, cultural,
spiritual, and personal. In short, teaching is very complex, influenced not only by
these 12 dimensions and perhaps others, but also requiring their contingent
orchestration in support of students’ learning. When language teaching in particular
is in focus, the complexity is even greater, shaped by teachers’ views of the nature
of language, of language teaching and learning in general, and by their knowledge of
the particular sociocultural setting in which the teaching and learning take place
(Adamson 2004). Indeed, research has shown that there is a degree of shared
pedagogical knowledge among language teachers that is different from that of
teachers of other subjects (Gatbonton 2000; Mullock 2006). Nonetheless, each
teacher’s own language learning history is also unique. The way that teachers have
been taught during their own ‘apprenticeship of observation’ (Lortie 1975) is bound
to be formative. There is also the level of complexity at the immediate local level,
due to the specific and unique needs of the students themselves in a particular class
at a particular time, and the fact that these needs change from moment to moment.
Finally, the reality of educational contexts being what they are, teachers must not
only attempt to meet their students’ learning needs, but they must also juggle other
competing demands on their time and attention.
Because of this complexity, although this is a book about the methods and
methodological innovations of recent years, we do not seek to convince readers that
one method is superior to another, or that there is or ever will be a perfect method
(Prabhu 1990). The work of teaching suggests otherwise. As Brumfit observes:
A claim that we can predict closely what will happen in a situation as complex
as [the classroom] can only be based on either the view that human beings are
more mechanical in their learning responses than any recent discussion would
allow, or the notion that we can measure and predict the quantities and qualities
of all … factors. Neither of these seems to be a sensible point of view to take.
(Brumfit 1984: 18–19)
After all, ‘If it could be assumed that learners were ‘simply’ learners, that teachers
were ‘simply’ teachers, and that one classroom was essentially the same as another,
there would probably be little need for other than a technological approach to
language teaching’ (Tudor 2003: 3), with adjustments being made for the age of the

10
learners, specific goals, or class numbers, etc. However, the truth is that
Learners are not ‘simply’ learners any more than teachers are ‘simply’ teachers;
teaching contexts, too, differ from one another in a significant number of ways.
In other words, language teaching is far more complex than producing cars: we
cannot therefore assume that the technology of language teaching will lead in a
neat, deterministic manner to a predictable set of learning outcomes.
(Tudor 2003: 3).
Tudor goes on to observe that this is true even within a given culture. It cannot be
assumed that all teachers will share the same conceptions of language, of learning,
and of teaching.
Rather than the elegant realisation of one rationality, then, language teaching is
likely to involve the meeting and interaction of different rationalities. Murray
(1996) is therefore right in drawing attention to the ‘tapestry of diversity’ which
makes our classrooms what they are.
(ibid. 2003: 7)

Language Teacher Learning

Recognizing the complex and diverse nature of the work of teaching has stimulated
much discussion during the last 15 years around the question of how it is that
language teachers learn to teach (Bailey and Nunan 1996; Bartels 2005; Burns and
Richards 2009; Freeman and Richards 1996; Hawkins 2004; Johnson 2009; Tedick
2005). In addition, during this same time period, the journal Language Teaching
Research began publication with Rod Ellis as its editor. Much of the research
reported on in these sources can be summed up in what Johnson describes as her
current understanding of language teacher learning:
L2 teacher learning [is] … socially negotiated and contingent on knowledge of
self, subject matter, curricula, and setting … L2 teachers [are] … users and
creators of legitimate forms of knowledge who make decisions about how best
to teach their L2 students within complex socially, culturally, and historically
situated contexts.
(Johnson 2006: 239)
Such a view has radically transformed notions of teacher learning. As Richards
(2008: 164) notes: ‘While traditional views of teacher-learning often viewed the
teachers’ task as the application of theory to practice, more recent views see
teacher-learning as the theorization of practice.’ Rather than consumers of theory,
then, teachers are seen to be both practitioners and theory builders (Prabhu 1992;
Savignon 2007). Given this view of teachers as theory builders, teacher education
must serve two functions: ‘It must teach the skills of reflectivity and it must provide

11
the discourse and vocabulary that can serve participants in renaming their
experience’ (Freeman 2002: 11).
It is these two functions that we believe our study of methods is well-positioned
to address. First of all, by observing classes in action and then analyzing the
observations, we intend to help readers cultivate skills in reflectivity, important for
their sense of self-efficacy (Akbari 2007). The point is to illustrate the thinking that
goes on beneath the surface behavior enacted in the classroom in order to
understand the rationale for some of the decisions that teachers make (Woods 1996;
Borg 2006). A study of methods is also a means of socialization into professional
thinking and discourse that language teachers require in order to ‘rename their
experience,’ to participate in their profession, and to learn throughout their
professional lives.

A Study of Methods
Thus, a study of methods is invaluable in teacher education in at least five ways:
1 Methods serve as a foil for reflection that can aid teachers in bringing to
conscious awareness the thinking that underlies their actions. We know that
teachers come to teacher training with ideas about the teaching/learning process
formed from the years they themselves spent as students (Lortie 1975). A major
purpose of teacher education is to help teachers make the tacit explicit (Shulman
1987). By exposing teachers to methods and asking them to reflect on the
principles of those methods and actively engage with the techniques, teacher
educators can help teachers become clearer about why they do what they do.
They become aware of their own fundamental assumptions, values, and beliefs.
In turn, reflective teachers can take positions on issues that result in the
improvement of the society in which they live (Clarke 2007; Akbari 2007).
2 By becoming clear on where they stand (Clarke 2003), teachers can choose to
teach differently from the way they were taught. They are able to see why they
are attracted to certain methods and repelled by others. They are able to make
choices that are informed, not conditioned. They may be able to resist, or at least
argue against, the imposition of a particular method by authorities. In situations
where a method is not being imposed, different methods offer teachers
alternatives to what they currently think and do. It does not necessarily follow
that they will choose to modify their current practice. The point is that they will
have the understanding and the tools to do so, if they are able to and want to.
3 A knowledge of methods is part of the knowledge base of teaching. With it,
teachers join a community of practice (Lave and Wenger 1991). Being a
community member involves learning the professional discourse that community
members use so that professional dialogue can take place. Being part of a
discourse community confers a professional identity and connects teachers with

12
 each other so they are less isolated in their practice.
4 Conversely, by being members of a professional discourse community, teachers
may find their own conceptions of how teaching leads to learning challenged.
Interacting with others’ conceptions of practice helps to keep teachers’ teaching
alive and to prevent it from becoming stale and overly routinized (Prabhu 1990).
5 A knowledge of methods helps to expand a teacher’s repertoire of techniques.
This in itself provides a further avenue for professional growth, since some
teachers find their way to new pedagogical positions by first trying out new
techniques rather than by entertaining new principles. Moreover, effective
teachers who are more experienced and expert have a large, diverse repertoire
of best practices (Arends 2004), which presumably helps them deal more
effectively with the unique qualities and idiosyncrasies of their students.

Criticisms of Methods
Despite these potential gains from a study of methods, it is important to
acknowledge that a number of writers in our field have criticized the concept of
language teaching methods. Some say that methods are prescriptions for classroom
behavior, and that teachers are encouraged by textbook publishers and academics to
implement them whether or not the methods are appropriate for a particular context
(Pennycook 1989). Others have noted that the search for the best method is ill-
advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods
when planning their lessons (Long 1991); that methodological labels tell us little
about what really goes on in classrooms (Katz 1996); and that teachers experience
a certain fatigue concerning the constant coming and going of fashions in methods
(Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally
relevant language pedagogy has brought about the decline of methods.
These criticisms deserve consideration. It is possible that a particular method
may be imposed on teachers by others. However, these others are likely to be
disappointed if they hope that mandating a particular method will lead to
standardization. For we know that teaching is more than following a recipe. Any
method is going to be shaped by a teacher’s own understanding, beliefs, style, and
level of experience. Teachers are not mere conveyor belts delivering language
through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991);
they are professionals who can, in the best of all worlds, make their own decisions
—informed by their own experience, the findings from research, and the wisdom of
practice accumulated by the profession (see, for example, Kumaravadivelu 1994).
Furthermore, a method is decontextualized. How a method is implemented in the
classroom is not only going to be affected by who the teacher is, but also by who
the students are, what they and the teacher expect as appropriate social roles, the
institutional constraints and demands, and factors connected to the wider

13
sociocultural context in which the instruction takes place. Even the ‘right’ method
will not compensate for inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that teachers make are often affected by
exigencies in the classroom rather than by methodological considerations. Thus,
saying that a particular method is practiced certainly does not give us the whole
picture of what is happening in the classroom. Since a method is more abstract than
a teaching activity, it is not surprising that teachers think in terms of activities rather
than methodological choices when they plan their lessons.
What critics of language teaching methods have to offer us is important.
Admittedly, at this point in the evolution of our field, there is little empirical
support for a particular method, although there may be some empirical support in
second language acquisition research for methodological principles (Long 2009).
Further, what some of the methods critics have done is to raise our awareness about
the importance of critical pedagogy. As Akbari puts it:
By viewing education as an intrinsically political, power-related activity,
supporters of critical pedagogy seek to expose its discriminatory foundations
and take steps toward reforming it so that groups who are left out because of
their gender, race, or social class are included and represented … Critical
pedagogy puts the classroom context into the wider social context with the
belief that ‘what happens in the classroom should end up making a difference
outside of the classroom’ (Baynham 2006).
(Akbari 2008: 644)
Larsen-Freeman and Freeman concur:
It is clear that universal solutions that are transposed acritically, and often
accompanied by calls for increased standardization, and which ignore
indigenous conditions, the diversity of learners, and the agency of teachers are
immanent in a modernism that no longer applies, if it ever did. (Larsen-Freeman
and Freeman 2008: 168)
Widdowson (2004) recognizes the inconclusive cycle of pedagogical fashion in
teaching methods, and observes that what is needed is not a universal solution, but
rather a ‘shift to localization,’ in which pedagogic practices are designed in
relation to local contexts, needs, and objectives (Larsen-Freeman 2000; Bax 2003;
Canagarajah 2005). Such a shift responds to the objections of some critical
theorists (such as Pennycook 2001) to attempts to ‘export’ language teaching
methods from developed to developing countries with the assumption that one size
fits all. Treating localization of practices as a fundamental ‘change in attitude,’
Widdowson adds that ‘local contexts of actual practice are to be seen not as
constraints to be overcome but conditions to be satisfied’ (2004: 369). Indeed,
Larsen-Freeman and Cameron (2008) suggest that one measure of a method should

14
be its adaptability—the degree to which it can be adapted to satisfy different
conditions.
In the end, then, which method is practiced is, or at least should be, a local
decision. In this regard, teachers’ voices must be heeded. And what teachers have
to say about the value of methods is unequivocal:
Few teachers define methods in the narrow pejorative sense used by post-
methodologists. Most teachers think of methods in terms of techniques which
realize a set of principles or goals and they are open to any method that offers
practical solutions to problems in their particular teaching context.
(Bell 2007: 141)
Continuing, Bell writes:
A knowledge of methods is equated with a set of options, which empowers
teachers to respond meaningfully to particular classroom contexts. In this way,
knowledge of methods is seen as crucial to teacher growth.
(ibid. 2007: 141–2)
As one teacher in a study conducted by Bell remarked:
‘I think that teachers should be exposed to all methods and they themselves
would ‘build’ their own methods or decide what principles they would use in
their teaching. We cannot ignore methods and all the facts that were considered
by those who ‘created’ or use them in their teaching. We need a basis for
building our own teaching.’
(ibid. 2007: 143)
Thus, while the criticism of methods is helpful in some regards, we do not believe
that a study of language teaching methods should be excluded from language teacher
education. It is not methods, but how they are used that is at issue. A study of
methods need not lead to the de-skilling of teachers but rather can serve a variety of
useful functions when used appropriately in teacher education. Studying methods
can help teachers articulate, and perhaps transform, their understanding of the
teaching–learning process. It can strengthen their confidence in challenging
authorities who mandate unacceptable educational policies. Methods can serve as
models of the integration of theory and practice (see Introduction Chapter 1, page
1). They can contribute to a discourse that becomes the lingua franca of a
professional community, from which teachers can receive both support and
challenge, and in which continuing education in the lifelong process of learning to
teach can be encouraged (Larsen-Freeman 1998). Teachers and teacher educators
should not be blinded by the criticisms of methods and thus fail to see their
invaluable contribution to teacher education and continuing development. Key to
doing so, though, is moving beyond ideology to inquiry, a movement to which we

15
hope this book will contribute.

16
New to this Third Edition
Some modest revision has been made throughout the book, including a new
discussion in Chapter 13 of Howard Gardner’s habits of mind, which he claims
students need to develop in order to participate effectively in current and emerging
cultural and work environments. Other chapters have remained relatively
untouched. This is because these chapters describe methods that are more historical
than contemporary, although they are all still being practiced somewhere in the
world today. In any case, we believe that educators should have a sense of the
history of the field, not only of contemporary practices. As we have already
indicated, our goal in this book is to expose readers to the ‘tapestry of diversity’
that exists in human teaching and learning, not to convince readers of the value of
any one method over the others.
There are also several major changes that have been made for this edition. First,
three methodological innovations—Content-based, Task-based, and Participatory
Approaches—which were dealt with in a single chapter in the previous edition, are
each addressed in separate chapters in this edition. These three chapters allow for
the more in-depth treatment that these enduring practices warrant. Content-based
Instruction, or Content and Language Integrated Learning (CLIL), has seen
widespread adoption, both in the education of English language learners in the USA
and in language education in other countries, particularly in Europe, where it is
increasingly common for governments to encourage the teaching of language and
other subjects in tandem in state schools. It was also important to expand the
discussion of Task-based Language Teaching, which a new chapter has allowed us
to do, as it is the method that has received the most support from second language
acquisition research. The third new chapter, the Participatory Approach, has
enabled us to elaborate on the political dimensions of language teaching, including
how language study can influence a language learner’s sociopolitical identity.
In addition, we have added a new chapter on technology. Technological aids to
language teaching have been around for some time, of course, but in our opinion,
technology has reached a point where it should be considered not only as a
supplement to teaching or a resource for teachers, but also as an opportunity for
autonomous learning. A technological approach to language teaching rests on its
own unique set of principles, including a new understanding of the nature of
language.

Terminology
Two notes about terminology are also in order:
1 First, we are using the term ‘method’ here not to mean a formulaic prescription,
but rather a coherent set of principles linked to certain techniques and

17
 procedures. Anthony (1963: 64) has made the case for a tripartite hierarchy. As
he put it: ‘… techniques carry out a method which is consistent with an
approach’. Following Anthony, in certain of the chapters we will introduce a
particular method by showing how it is an example of a more general approach
to language teaching. However, not all methods discussed in this book
conveniently follow from a general approach. They all do, though, have both a
conceptual and an operational component, fitting the definition in the Dictionary
of Language Teaching and Applied Linguistics (a method is ‘a way of teaching
a language which is based on systematic principles and procedures’), and thus
justifying our use of the term. Admittedly, we have sometimes found it difficult to
use the term ‘method’ with more recent innovations, such as learning strategies,
cooperative learning, and technology. At such times, we have resorted to the term
‘methodological innovations.’
2 We have used the term ‘target language’ to mean ‘the language being taught’ for
three reasons. First, we intend for this book to be useful to teachers of all
languages, not only English teachers. Second, we acknowledge that many
teachers and students are multilingual or plurilingual (to use the Council of
Europe’s term) and so the use of the term ‘second’ language does not really
apply. Third, we have avoided using the term ‘foreign’ language because this
designation is relative to the speaker and mutable in the context. For instance, in
the USA, Spanish has a heterogeneous identity: it could be considered as a
‘foreign’ language to those with little or no knowledge of it; as a ‘second’
language to those who use it in addition to their first language; or as a ‘native’
language to those for whom it is a home or heritage language (Larsen-Freeman
and Freeman 2008). Although the term ‘target language’ is not without its
problems, using this term seemed a reasonable compromise.
Finally, although we have made every effort toward a faithful rendering of each
method and methodological innovation, there will undoubtedly be those who would
not totally accept our rendition. This is understandable and probably inevitable.
Our description is, as it must be, a product of our own experience.
It is our sincere hope that this book will both inform and stimulate its readers and
that it will encourage them to reflect, inquire, and experiment. If it meets these
goals, then it may help to restore faith in the appropriate use of teaching methods in
language teacher education.
Brattleboro, Vermont and Ann Arbor, Michigan Diane Larsen-Freeman
Bangkok, Thailand Marti Anderson

18
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____. 1992. ‘The dynamics of the language lesson.’ TESOL Quarterly 26/2: 225–
41.
Rajagopalan. K. 2007. ‘From madness in method to method in madness.’ ELT
Journal 62/1: 84–5.
Richards, J. 2008. ‘Second language teacher education today.’ RELC Journal
39/2: 158–77.
Savignon, S. 2007. ‘Beyond communicative language teaching: What’s ahead?’
Journal of Pragmatics 39: 207–20.
Shulman, L. 1987. ‘Knowledge-base and teaching: Foundations of the new reform.’
Harvard Educational Review 57/1: 1–22.
Tedick, D. (ed.). 2005. Language Teacher Education: International Perspectives
on Research and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Tudor, I. 2003. ‘Learning to live with complexity: Towards an ecological
perspective on language teaching.’ System 31: 1–12.
Widdowson, H. G. 2004. ‘A perspective on recent trends’ in A. P. R. Howatt with
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72. Oxford: Oxford University Press.

21
Woods, D. 1996. Teacher Cognition in Language Teaching: Beliefs, Decision-
Making and Classroom Practice. Cambridge: Cambridge University Press.

22
1

Introduction

Goals of this Book

One of the goals of this book is for you to learn about many different language
teaching methods. We will use the term ‘method’ to mean a coherent set of links
between the actions of a teacher in a classroom and the thoughts that underlie the
actions. The actions are the techniques, and the thoughts are the principles in the
title of this book: Techniques and Principles in Language Teaching.
A second goal is to help you uncover the thoughts that guide your own actions as
a teacher. They may not be ones of which you are aware. Seeking to determine
which principles of the methods you read about here are most [dis]harmonious with
your own thinking will help you to uncover some of your implicit thoughts and
beliefs about teaching.
A third goal is to introduce you to a variety of techniques, some of which will be
new. Although certain techniques may require further training, others can be
immediately implemented. Feel free to experiment and adapt those techniques to
your teaching context.

23
Thought-in-Action Links
It is important to recognize that methods link thoughts and actions, because teaching
is not entirely about one or the other. Of course this is as true about your own
teaching as it is about any method you will read about in this book. As a teacher of
language, you have thoughts1 about your subject matter—what language is, what
culture is—and about your students—who they are as learners and how it is they
learn. You also have thoughts about yourself as a teacher and what you can do to
help your students to learn. Many of your thoughts have been formed by your own
experience as a language learner. It is very important for you to become aware of
the thoughts that guide your actions in the classroom. With this awareness, you are
able to examine why you do what you do and perhaps choose to think about or do
things differently.
As an example, let us relate an anecdote about a teacher with whom Diane
Larsen-Freeman was working some time ago. We will call her Heather, although
that is not her real name. From her study of methods in Stevick (1980), Heather
became interested in how to work with teacher control and student initiative in her
teaching. Heather determined that during her student teaching internship, she would
exercise less control of the lesson in order to encourage her students to take more
initiative. She decided to narrow the goal down to having the students take the
initiative in posing the questions in the classroom, recognizing that so often it is the
teacher who asks all the questions, not the students.
Diane was Heather’s teaching supervisor. When Diane came to observe her,
Heather was very discouraged. She felt that the students were not taking the
initiative that she was trying to get them to take, but she could not see what was
wrong.
When Diane visited her class, she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
This pattern continued for some time. It was clear to see that Heather had
successfully avoided the common problem of the teacher asking all the questions in
the class. The teacher was not asking the questions—the students were. However,
Heather had not achieved her goal of encouraging student initiative, since it was
she who took the initiative by prompting the students to ask the questions. Heather
and Diane discussed the matter in the postobservation conference.

24
 Heather came to see that if she truly wanted students to take more initiative, then
she would have to set up the situation in such a way that her participation in an
activity was not essential. Diane talked about several ways Heather might do this.
During this discussion, Heather came to another important awareness. She realized
that since she was a fairly inexperienced teacher, she felt insecure about having the
students make the decisions about who says what to whom, and when. What if the
students were to ask her questions that she was unable to answer? Having students
take the initiative in the classroom was consonant with her values; however,
Heather realized that she needed to think further about what level of student
initiative would be comfortable for her at this stage in her career as a teacher. The
point was that it was not necessarily simply a matter of Heather improving her
technique; she could see that that was one possibility. Another was to rethink the
way in which she thought about her teaching (Larsen-Freeman 1993).
The links between thought and action were very important in Heather’s teaching.
She came to realize that when something was not going as she had intended, she
could change her thought or she could change her action. Heather had an idea of
what she wanted to accomplish—but the action she chose to carry it out did not
achieve her purpose. When she examined her intentions more clearly, she saw that
she was not yet ready to have her students take complete initiative in the lesson. So
for now, the thinking underlying her approach had to change.

25
Other documents randomly have
different content
 1$ 145 omnibus; homo est in xov, a^a praestat zpofjoAaig
Ówravpov luminis et erit elatior iis omnibus; homo est in xo7)49,
&AAo praestaL xepac;.u et erit elatior eo omni; homo est in xorcj4w,
a^a praestat roww omni Ówcavgou et erit elatior eo omni; homo est
in xozju, aAA regnabit mecum in meo regno; homo est in xogvj4w,
aX est rex in lumine; homo est in xocju, aAAa non est e xor, eL dj
dico vobis: homo ille est ego et ego sum homo ille, et in solutione
xovuov, quae est, quum universum evectum fuerit, et quum evecti
fuerint omnes, apibjuoc Wuzxwv T&Xsv, et factus fuerim rex in
medio ultimo «aparraTw, quum sim rex super «pofo^ac omnes
luminis, et quum sim rex super septem dy» et quinque arbores et
tria dj» et novem duAaxec, et quum sim rex super puerum pueri, qui
sunt gemini cwrwps;, et quum sim rex super duodecim cwrwpac et
apióuov omnem *sLvxuwy TtA&v, quae acceperint Lvcrwpiov luminis:
et homo quisque, qui acceperit uucrwpiov Ineffabilis, erunt socii
reges mecum, sedebunt ad dextram mihi et ad sinistram mihi in meo
regno, et.dj» dico vobis: homines illi sunt ego et ego sum illi. Propter
hoc igitur dixi vobis olim: sedebitis super vestros thronos ad dextram
mihi et ad sinistram mihi in meo regno, et regnabitis mecum. Propter
hoc igitur haud peperci neque (cvs) veritus sum vocare vos meos
Íratres et meos socios, propterea quod eritis socii reges mecum in
meo regno; haec igitur dixi vobis sciens, me daturum esse vobis
uuernpiov Ineffabilis, quod 4verwpiov illud est ego et ego sum
guernpioy. illud. Nunc igitur cv ovov vos regnabitis mecum, aAX
homines omnes accepturi uucrwpiov lneffabilis erunt socii reges
mecum in meo regno et ego sum isti et isti sunt ego, 17. uvcrsgiov
luminis (pucrygiv in lumine P.) 18. Ineffabilis (in Ineffabili P.) k 230
231
 232 146 aX^« meus ÜÓpovoc erit praestantior eis,
propterea quod accipietis dolores in xor *apa hominibus omnibus,
éws usque dum x»puEZsre verba omnia, quae dicam vobis, aAAe
vestri Ópovo; erunt. adhaerentes meo in meo regno. Propter hoc dixi
vobis olim: loco, quo ego ero, erunt mecum mei quoque duodecim
9iaxovoi, 44XAa Maria Magdalena et Iohannes xapÓsvo; erunt
praestantissimi inter meos 4aÓwrac omnes, et homines omnes, qui
acceperint perTupiov Ineffabilis, erunt ad sinistram mihi et ad
dextram mihi, et ego sum isti et isti sum ego, et erunt aequales
vobiscum in omni re, aAA« xA»v vestri Ópovot erunt praestantiores
quam sui (sc. Ópovo)), et meus quoque Ópoveg erit praestantior
vestris, et homines omnes, qui inciderint in verbum Ineffabilis, &u»v
dico vobis, homines, qui cognoverint verbum illud, cognituros esse
scientiam horum verborum omnium, quae dixi vobis, quoad «óc; et
quoad altitudinem, quoad longitudinem et quoad latitudinem, dxa£
áxAwc cognoscent scientiam horum verborum omnium, quae dixi
vobis, et quae haud dixi vobis, haec dicam vobis xara voxov et xara
rabw in emanatione universi, et à» dico vobis, cognituros esse,
quomodo xervj4s constitutus sit, et cognituros esse, quo Tuxw hi qui
(pertineant) ad altitudinem constituti sint, et cognituros esse,
propter quid operis universum factum sit. Haec igitur quum dixisset
ewrvp, progressa Maria Magdalena dixit: ,,mi domine, sustine me,
neve irascere mihi exploranti rem omnem in diligentia et ae$aAsa,
nunc igitur, mi domine, num aliud verbum j4verwpiev Ineffabilis et
num aliud verbum cognitionis totius? Respondens cwrzp dixit, utique
aliud puer» Ineffabilis atque aliud verbum cognitionis totius.
Respondens 4 9. Ineffabilis (in'Ineffabili P.) — 13. vestris (vestro P.)
17. et quoad (atque etiam quoad P.) 19. et quae (atque etiam quae
P.) 23. hi qui (hi omnes qui P.)
 147 iterum Maria dixit cwrwp, mi domine, sustine me
quaerentem te, ncve irascere mihi. Nunc igitur, mi domine, sijAWT..
Vivamus, cognoscamus cognitionem "verbi totius Ineffabilis, haud
poterimus xA»povogtw regnum luminis? Respondens ós «wrxrp dixit
Mariae: utique; unus yap quisque accepturus j4ycTwpio» regni
luminis, unusquisque ibit, UL xAx»povopxrw usque ad cozov, cuius
jvcerwpov accepit, «AXa haud cognoscet cognitionem universi,
quapropter haec omnia facta sint, eu4wr; cognoverit verbum unicum
Ineffabilis, quae est cognitio universi, atque iterum da»tpw; ego sum
cognitio universi, atque etiam nulla vis cognoscendi verbum unicum
cognitionis, su«x7: igitur acceperit prius jverwpuv lneffabilis, «44X
homo quisque, qui acceperit uverwpiov in lumine, ibit unusquisque,
ut xAxpovoj.sery usque ad rosov, cuius uverwpiov accepit. Propter
hoc dixi vobis olim, ireucac mpod»nr, accipiet. mercedem powrov, et
wirTtucac Pixaig accipiet. mercedem dixai;s, quod est hoc: cuius loci
Lverwpioy unusquisque acceperit, ibit in eum, qui accepit tenue,
xApovouwre jiugTwpiov tenue, et. qui acceperit j4ueTvpioy
praestans, xAwpovojwce: Toxov excelsum, et unusquisque manebit
in suo To*v in lumine mei regni et unicuique erit sZovcie in raLuc,
quae infra eum, aAA« non erit sZeueia ei eundi in raZuc quae supra
eum, aAAa manebit in rox xApovouiac luminis mei regni, existens in
magno lumine, cui nulla mensura iuxta deos et aoparovc omnes, et
erit in magno gaudio et magna laetitia. Nuuc igitur quoque audite,
loquar vobiscum de gloria horum quoque, qui accipient 4vervpiy
primi jíucTwpiov. — Qui acceperit ouv pueTwpiy primi uueTvpiv illius,
erit tempore quo discedit e vwpuATi UAX6 apxovTuv — veniunt
wapaAwumwTopsó tpua40t, ut ducant 4vx»» hominis illus e ewpari,
et sux illa 21. roxov excelsum (romous excelsos P.) k* 233 234
 236 148 erit magnus radius luminis per «apaAwwxropac
spivaiove, et wapaAX»jmrTa: illi timebunt lumen sve illius, et uz illa
vadet in altitudinem, ut transeat Toxovc; omnes apXorTwv et Towovc
omnes «pofoAwv luminis, et haud dabit axodaciv ouÓ" axoXoyiar
ouÓs muj.Pov^ov in ullo roxco luminis, cJ" in ullo roxw apxovru»,
&AAa; pervadet in coz omnibus, et transgredietur eos omnes, ut
veniens regnet super 7oxouc oinnes primi ewrwpoc. 'Ojwoiwc etiam
accepturus secundum 4veTwpiv primi ,ívcTwovov et tertium et
quartum, £wg usque dum acceperit duodecimum jvernpiey primi
uverwpiv, — quando erit tempore, quo discedunt e cupri OAws
apxovruwv, veniunt vzapaA*sQwxTopeg epuaor, ut ducant Jvxw»
hominis ilius e «war: UA»; et Nuxai illae fient magnus radius luminis
per vapaAwjweropas spivdioUc, et wapaAwa*Tai ili timebunt lumen
«vx»« illius, et consternabantur, ut cadant super suam faciem; et
Voxai ilae volabunt in altitudinem illico, ut transgrediantur roxous
omnes apxovrwuv et Towové omnes mpo[fjoXuw luminis, et haud
dabunt axo$acuw ovÓ' &zoAoyia» in. ullo Toww ouós cuj (JouXov,
aAA transibit roxovc omnes et transgredientur eos omnes intus, et
regnabunt super -owovuc omnes duodecim cwrwpov, wet
accipientes secundum jvcTWpiv primi j&ueTwpiu regnent super
Toxovc omnes secundi CwTWpos in xA«povopiais luminis.
'Oyg«owwc etiam accipientes tertium jveTwjioy primi nveTwpiv et
quartum et quintum et sextum &ys usque ad duodecimum,
unusquisque regnabit super rowoeus omnes cwrwpoc, cuius
uumTwpiv accepit; et qui acceperit duodecimum vrrpiov apud se
invicem primi juveTvpiv, quod est avjsvrec uvoTnpiv, de quo
vobiscum loquar, et qui acceperit cu» duodecim vernpia ila, quae
pertinent ad primum jverwpiv, quum venerit 5. In textu coptico
semper legitur cvaoAor pro cvpgfQovAov P.
 - P . 149 e xorj,o, transibit roov; omnes apxovruv et
Toxovc; omnea luminis, existens magna aoppeis luminis, atque etiam
regnabit super rozou; omnes duodecim cwrspwv, aXA« non erunt
aequales cum his qui accipiunt uver49:v unicum Ineffabilis; aAA« qui
acceperit uuer»i& illa, manebit in TaLsri» ilis, propterea quod sunt
praestantia, et manebit in raLsr: duodecim cuwrwpov. Factum est,
quum lesus cessasset dicere haec verba suis uaÓw1a:s, progressa
Maria Magdalena osculo dato pedibus lesu dixit: , mi domine, sustine
me, neve irascere mihi quaerenti te, aAA« miserere nostri, mi
domine, et reveles nobis res omnes, quas exploraverimus. Nunc
igitur, mi domine, «ws primo purirvpu sunt duodecim Jvrrwpi&? —
Ineffabili uum Tvpiov unicum est. Respondens lesus dixit ei:
uuer»piov unicum perorys est el, aXXa pnumTspiv ilud facit tria
veTwpia, quod juerwmpiv unicum est, a«AAa varius ryxogs unicuique
eorum; atque etiam facit quinque 4vervpia, quod iterum unicum est,
aAA« varius Tuxo; uniuscuiusque, «ers haec quinque 44ucrwpi4
aequalia. secum invicem in jgwerwpio regni in xApgovopuai:cs
luminis, &AA« varius rvzos unicuique eorum, et eorum regnum
praestantius et elatius quam regnum totum duodecim gervpiov iuxta.
se invicem primi privpi0U, aXXa non sunt aequalia in regno primi
uver»piov primi gverwvpiov in. regno luminis. 'Ogoiwc quoque tria
pvvT«pi& non sunt aequalia quoque in regno, quod in lumine, aAA&
varius Tvxoc uniuscuiusque eorum, atque ista quoque haud sunt
aequalia in regno cum juerwpuo unico primi 4verwpiéu in regno
luminis, et varius Tv*oe quoque unicuique eorum trium et Tu*oc
cXxj&a To; uniuscuiusque eorum sunt varii a se invicem; primum
J4£» quum perfeceris eius jue rnpiov. iuxta se invicem, et quum
constitueris te, ut perficias istud xaAw« in suis ex»uaeiw omnibus,
egressus e tuo cwj«ari illico eris magnus radius 237
 238 239 150 luminis, &*ofjoiae, transibit (sc. a-rofjoia)
Towovc omnes agxerruv et Toxous omncs luminis, timentes omnes
lumen Vx» iliius, £»« usque dum venerit in vowo» sui regni.
Secundum quoque 4verrzpiv primi uurTvpiv, quum perfeceris eius
jucTwpiov xaAcs in elus cx»uac. omnibus, homo igitur perfecturus
eius 4verxpicy, quum dixerit 4veTrpi»y illud in. caput hominis omnis
venientis e copa, et dixerit in eius aures duas, quando jv homo
veniens € vcwjaT;, quum acceperit uvezwpiov altera. vice, et fuerit
psroxos verbi aAwÜnac, — dp» dico vobis: homo ille, quando venerit
e cwuaT: )Aws, eius suy» erit magna «vcppous luminis, ut transeat
rowovc« omnes, sw; usque dum pervenerit in regnum j4erwprv ilius;
quando às homo ille haud acceperit verwpiv, neque fuerit jeroxec
verborum aAx»Óuac, perficiens illud jvrrwow», quum dixerit
peTwpiov illud in caput hominis venientis e cw, hic qui haud accepit
juerzp«»v. luminis, neque sxomwve: verbis &AXxÜruac, djs dico
vobis: hominem illum, quum venerit e vcwari, non xpwouciw in ullo
roxw agxovruv, ovs xoXaveovci» eum in ullo oxo, neque (;uó:) ardor
tanget eum e magno nvzrwpio Ineffabilis, quod est cum eo, et
covómrourw in celeritate, ut tradent eum sibi invicem, ut gubernent
eum xara roxov et xara T&Liw, (wc usque dum adduxerint eum
zapÓcvo luminis, voweic omnibus timentibus uue:vpwv et signum
regni Ineffabilis, quod est cum eo, e£ quum adduxerint eum ad
szapówov luminis, xap5ryos luminis videbit signum uverwpiv regni
Ineffabilis, quod est cum eo. Mirata est vapótoc luminis, et Jounale
eum, aAAa haud sinit adduci eum lumini, usque dum perfecerit
zoX:rria» omnem luminis uverwpwev illius, quae haec sunt: dyveia,
axora-ywc xovj«cu atque etiam JAx« omnis, quae in eo. Ilapówos
luminis e$payi(u eum c$payi 28. Mirata est (Miratur P.)
 151 praestante, quae est haec: curabit eum immittendum
quovis mense, quo venit e cw: UA*c, in cwua, quod erit Óxaiov,
inventurum divinitatem aAxÓnuac et umTwpuv excelsum, ut
xAxpovoju»cy ea et xA»povoumry lumen usque ad aeternum; quae
haec est ówpea secundi LverTwpiv primi purrwpuu Ineffabilis.
Tertium quoque j4uervpuv Ineffabilis, homo «v perfecturus
uveTr»piv. illud, ov. j&ovoy quum venerit e cwjuaTi, xAnpovop[awre:
regnum luminis, aAAa quum perpetraverit uuerwpiv, ut perficiat istud
cum suis cxwpari» omnibus, quod est hoc: quum fecerit uver»piy.
illud, ut perficiat istud xaAwe, et ovouacw umverTwpiov illud super
hominem venientem e cwjari, qui cognovit gucTwpiv ilud, hic sive
moratus est, sive haud moratus est, versatur in xoAact: dura
apxovrw» atque eorum »xpicer; duris eorumque ardoribus variis —
djs» dico vobis: hominem illum, quum venerit e cwpar:, quando
ovouaewciv hoc veTxzpiv de eo, cxovdascuriw Ta xswc, ut
transferant eum, ut tradant eum sibi invicem, &v; usque dum
adduxerint eum apio luminis, et «agÓcvoc luminis e$pay:7&. eum
copas: praestante, quae est haec: et quovis mense curabit eum
immittendum in cwqa Óixavv, inventurum divinitatem aAx/rac et
nvcrTrpioy praestans, ut xA» p»vojwey regnum luminis. Haec igitur
ouv est dupsa tertii pertrpicu. Ineffabilis. Nunc igitur unusquisque
accepturus ex quinque 4ucTwpicis Ineffabilis, quum venerit e eua, ut
xA«povojumoy usque ad Toxov jue piov illius atque regnum quinque
4veTwxpuwv ilorum, praestat quam regnum duodecim . uverwowwv
primi puerwpwv, atque praestat quam pue1vpiov. quodvis, quod est
infra ea; aAA« quinque uurTxpi illa Ineffabilis aequalia sunt. secum
invicem in suo regno, aAAa haud aequalia sunt cum tribus
j«vervpiois Ineffabilis. Accipiens quoque e tribus qverwpiois Ineffa8.
luminis (uuzr»4gtou P.) — 14. atque (add. etiam P.) 241
 242 152 bilis, quum venerit etiam e cupuaTi, xA«spevojwre:
usque ad regnum juerwpiou illius; et tria juerwpis, illa aequalia sunt
secum invicem in regno et sunt praestantüora et elatiora quam
quinque uver»pia Ineffabilis in regno, aAA haud sunt aequalia cum
jverwpio unico Ineffabilis. Accipiens quoque ,«verw»piv unicum
Jneffabilis xAspovopart voxov regni totius xara modum, cuius iam
dixi vobis gloriam alio tempore, et unusquisque accepturus perTwpiv,
quod in xwpwuar: universi Ineffabilis, et alia purTwpis omnia dulcia
in jqsAsriw Ineffabilis, de quibus nondum dixi vobiscum et de eorum
emanatione et ratione, qua stant, et rvxy uniuscuiusque, quomodo
sit, et quapropter appellent eum Ineffabilem, aut quapropter stet
disiunctus cum suis usse omnibus, quae pertinent ad oixovojuia»
unius eiusdemque, dei aA»Órac, absque pede — To*ov igitur, cuius
unusquisque accipiet juermwpi» in AXwprisati ineffabilis,
xA»povouwes;, usque ad Towo» suum accipit; et hi qui (pertinent)
ad roxo» omnem zxvwpnuarosc Ineffabilis, haud dant awoacriv xaTa,
Toxov, ou2s dant acAcyiav, cue dant cujJovuXov, sunt yap sine
vcuu[2oAo, neque sunt iis zapaA»wTTopté, GAXo, transeunt Toxovc
omnes, usque dum venerint in Tow regni uurrWpiu0, quod accepere.
'Ojiw; quoque accepturis juerwpwv in secundo Acopnjsaa non est
«oasis, neque (ws) azoAoyia, sunt yag 8. eius gloriam (add.
,,omnem" P.) 13. appellent (appellaverint P.) — 14. stet (steterit P.)
14. usscw omnibus (add. ,,et quot use25 sint in eo, et eius
oixovouuec omnes: haec non dicam vobis nunc; «2A«a, quando
futurus sum (sc. dicere] vobis emanationem Universi, dicam vobis
omnia singulatim, quod eius y«o emanationes, et eius loquela,
quomodo sit, et acervus usAwv eius omnium P.) 15. absque pede
(add. eius" aut vertendum ,,absque eo?" P.) 17. zoxov suum accipit
(rozov, ad quem pertinuit P.) 20. sine cvuQoXos (in textu legitur
,,sine cvu/2ov2oic" P. Item p. sq. 1. 1.)
 153 sine evueAos in xor ilo. Istud est xwpsua prirni
puerTwpiy. — Et hi qui (pertinent) ad tertium quoque xepne, quod
partis est externae, quod ipsum tertium quoque xwp»a est inde ab
externo, sunt varii rowo: in xwpies illo, sui vapa^wa*Ta: et suae
&xooacnu; et suae axoAoyiti et sua cujoXa, quae dicam vobis
tempore, quo dicam vobis 4verxpiv illud, quod hoc est: quum
cessavero dicere vobis emanationem universi, «A» in solutione
universi, quod hoc est: cum impletus fuerit apíój.oc totus sLuxuwv
TsAswv, et perfectum sit. ue wor», cuius universitas facta sit penitus,
transigam mille annos xaT annos luminis regnans super wpgofoAa«
luminis omnes et apióuov totum sux 1eXeiov, quae acceperunt pue
TWpid, omnia. Factum est, quum lesus cessasset dicere haec verba
suis aÓyra:c, progressa Maria Magdalena dixit: ,,mi domine, quot
annos in annis xocjov est annus luminis? Respondens lesus dixit
Mariae: dies luminis sunt mille anni xorj«ou, were triginta sex
myriades annorum et dimidia myrias annorum xoruou sint unus
annus luminis. Regnabo mille cy» annos luminis existens rex in
medio ultimo *vapacrary, existens rex super zgooAac omnes luminis
et super apijuoy totum *juxuv Te£A&iv, quae acceperunt uvrrwpia
luminis, et vos mei uaÓnra: et unusquisque accepturus j«uery9pioy
Ineffabilis erit mecum ad dextram mihi et ad sinistram mibi,
existentes reges mecum in meo regno, et accipientes quoque tria
uuerrpi) quinque 4veTwpiv Ineffabilis illius erunt reges vobiscum in
regno luminis, et haud erunt aequales vobiscum, vos et accipientes
4verwpiov Ineffabilis manebunt quoque post vos reges, et
accipientes quinque 4vrrwoa Ineffabilis manebunt quoque post tria
uwverwpis existentes quoque reges, 10. api uoc totus (del. ,,totus"
P.) 17. dies (unus dies P. 24. erit (manebit P.) — 27. reges (socii
reges P.) 243 ww 244
 245 154 atque etiam accipientes duodecim j4vernpis primi
uerwpiv manebunt ii quoque reges post quinque jucrwpia,
Ineffabilis, atque sunt ii quoque reges xara raL» uniuscuiusque
eorum; et accipientes omnes in jverrprec, in Toxoi omnibus
xwpnaaros Ineffabilis erunt. reges quoque, ut maneant quoque post
hos, qui acceperunt quoque peus Tnpiov primi jkuerwpiov, emissi
xara gloriam uniuscuiusque eorum, cere accipientes 4uerwpiov
praestans maneant in vox» praestantibus, accipientes j«urrwpiv
tenue, maneant in T«*oi6 tenuibus, existentes reges pro se quisque
in lumine mei regni. Haec tantum sunt xA»poc regni primi xwp»aroc
Ineffabilis. Accipientes quoque jueTwpis omnia secundi xwpw»uaroc,
quod est xoa primi uveTxpov, manebunt quoque in lumine mei regni,
emissi xara gloriam uniuscuiusque eorum, existente uno quoque
eorum in jucrwe accepto; et accipientes j4verwpia praestantia
manebunt quoque in rozor excelsis, et accipientes pucr»pa& tenuia
manebunt in roxo tenuibus in lumine mei regni. Hic est x»poc
secundi regis horum, qui accipiunt AurTapiv secundi Ap» p.n ToG
primi AU TWpibU 5 accipientes quoque vero secundi xwpmusaroc,
quod est primum z«wpv,« inde a parte externa, isti quoque
manebunt post secundum regem, emissi quoque in luniine mei regni
xara gloriam uniuscuiusque eorum, unoquoque mansuro in rox,
Cuius uucTwpoy accepit; wers accipientes psTvpia excelsa maneant.
quoque in Toxo excelsis, et accipientes juvrr"pia&. tenuia maneant
quoque in rome tenuibus. Hi sunt tres xAso; regni luminis, uvernpu»
horum trium xA»pav luminis, sunt grandes quam maxime. 1.
duodecim uuz7roit (4, duodecimum uucTwpbv" P.) 2. ii quoque reges
(del. ,,reges" P.) — 9. uuzrvpiv tenue (uvz7voi« tenuia P.) 14.
manebunt quoque (manebuut hi quoque etiam P.) 17. manebunt
quoque (manebunt hi quoque P.) 21. quod est (quod idem est P.)
 155 Invenietis eos in magno secundo libro Ieà, 4144 dabo
vobis, et dicam vobis magna j4erwows cuiusvis xAwpov, qui sunt
praestantiores quam quisque Tozcc, qui sunt xsjaAa: xara, Towor et
xaTa, TaEw, hi qui. ducent ysvo« omne humanum intus in Toxoug
excelsos xara xuwpwua xAvpovopaac, ut reliquorum cuv jvervpiov
tenuium non habeatis xptav, aXXa invenietis ea in secundo libro leà,
quae scripsit Enoch, quum loquerer cum eo ex arbore cognitionis et
ex arbore vitae in xapaóuew Adami. Nunc igitur oy» quum explicuero
vobis emanationem omnem, dabo vobis, et dicam vobis magna
4uerTspia, trium xAvpuy mei regni, quae sunt xtjaAa: pueTrpiuv,
quae dabo vobis, et quae dicam vobis in suis cx*»warcw omnibus et
suis rv«oc Omnibus et suis «do et suis cdpayww ultimi
ZXwpruÉatToc, quod est primum xwpxaas inde ab externo; et dicam
vobis axcdacssic et amoAoyiec et. cuu). xwpnpros ilius, secundum
istud xwpnaa ad internum, non sunt iis a-vojarnc ibi ovd" amoAcyiat
ovÓt cuj OouA a, out noo, ovde c payidic, aXXa Toxo1 duntaxat sunt
et cx»pare dis. Haec omnia quum dixisset cwrwp suis uaÓ»raus,
progressus Ándreas dixit: mi domine, ne irascere mibi, sed (144a)
miserere mei, et reveles mihi uvernpiv verbi, quod interrogavero te,
alioquin est arduum coram me neque vow istud. Respondens
«cwrwo dixit ei: explora, quod vis explorare, et revelabo id tibi ex
facie in facie sine wapaf5s^». Respondens jr Andreas dixit mi
domine, miror et Óauualw valde: homines qui in xorvjc, existentes in
ewjuar: huius 0Aw, «wc, quum egressi fuerint ex hoc xovuco,
transgressuri sint haec crpepewpara et hos &pxovras omnes et
dominos omnes et deos omnes et hos 1. in magno secundo libro (in
magnis duobus libris P.) 7. in secundo libro (in duobus libris P.) 7.
quae (quos P.) 14. et suis coe. (del. ,,suis" P.) — 15. quod est (quod
idem est P.) 18. cuuÓovAa (in textu legitur cuu/oAa P.) 246 247
 248 249 156 magnos omnes «opareuc, et hos omnes qui
(pertinent) ad Toxov horum qui (pertinent) ad juro», et hos qui
(pertinent) ad roxov» omnem horum qui (pertinent) ad dextram, et
magnos omnes «xp.9oAac horum qui (pertinent) ad dextram, ut sint
intra hos omnes, ut xA»povoy.eyrwe: regnum luminis. Hoc opus ov,
mi domine, molestum coram me. Haec igitur quum dixisset Ándreas,
«vsuja cwrwpoc motum est in eo, exclamans dixit, év; quousque
feram vos, éw« quousque avs£w vO8S, tiT€ ax&»» quoque haud
veeire et estis ignorantes? num nescitis vos, et haud voire, vos esse
ayyeAoug Omnes, et apxayys^ouc omnes et deos et dominos et
apxovtac omnes et magnos omnes aopaTous et pertinentes ad rov
omnes et pertinentes .ad oor omnem horum qui (pertinent) ad
dextram, et magnos omnes «(2oXac luminis, suamque gloriam
omnem, vos e vobis omnibus et in vobismet invicem ex massa una
et vAx una et ove;g una, et vos e xspacuu uno omnes, et per
xeAeucw primi j«vaTvpiou. awacyxagÜnvat xepaaquov, fw6 usque
dum purgarint magnae omnes 7pofoAa: luminis et gloria eorum
omnis, et usque dum purgarint xepaejuov, et purgarunt eos haud
per semet ipsas, aA^« purgarunt ex ava*yx» xaT oxovopaay unius
eiusdemque Ineffabilis, et isti haud susceperunt dolores omnino, et
haud jrre9aAov se in Toxo, ovÓ'erxvuAav se omnino, ouÓt&
uerwyywav se in vw.aci Variis, ouJs fuerunt in ullam (Ane; paPacta,
igitur vos estis faex Ówzaupou, et estis faex Toxov horum qui
(pertinent) ad dextram, et estis faex Toxov horum qui (pertinent) ad
sscv, et estis faex aoparu» omnium et apyorvruv omnium, dxaL
áwAwc estis faex horum omnium; atque fuistis in magnis doloribus
et magnis 6»uNan jn peraqyugsos, in ewjuas. variis xorjov, et post
10. vos esse (vos et P.) 16. omnibus et (del. ,,et"" P.) 16. ex massa
(in massa P.) 21. et purgarunt eos (deleatar »€05" P.) 21. ««
purgarunt (add. ,,eos" P.)
 15 157 hos dolores omnes per vosmet ipsos swywrirare, et
pugnastis axora£avTtc xomj.o toti et Ay toti, quae in eo, et haud
remisistis manus vestras pugnantes, éw; usque dum inveneritis
juerxp:a, omnia regni luminis, quae purgantes vos reddiderunt vos
siuxpwse lumen, purum maxime, et facti estis lumen purum. De hoc
igitur dixi vobis aliquando: quaerite ut inveniatis; dixi igitur («v»)
vobis: explorabitis &ucTwpi& luminis, quae purgant cw UAwc, et
facient istud eiuxpiwss lumen, purum maxime, àv dico vobis de
genere humano: esse vUAixovc. EexvuAAov me, attuli «vervpi omnia
iis luminis, ut purgarem eos, quod isti sunt faex J^x totius, suae
JA»x«; alioquin nulla 4uxx in genere omni humano servata fuisset
neque potuissent x^»povojsew. regnum luminis, nisi adduxissem iis
uve rw9is purgatores: wpofjoAa: yap luminis non habent xpsav
uvrT»piov, purae yap sunt, &AAa« *ytvog humanum, isti habent
Xpti4v eorum, propterea quod faeces jua: omnes sunt, Propter hoc
igitur dixi vobis olim: sani non habent xpeiav medici, aAAa habentes
se xaxwc, quod est hoc: qui (sunt) luminis non habent pria»
nverwpiov, quod lumina isti pura sunt. Propter hoc igitur xwpuectsrs
*yeve. humano omni: ne remittite quaerere per diem et noctem,
£uwe usque dum inveneritis vern(i&. purgatores, et dicite ysvat
humano: axorazcert xocj4o toti et UA» toli, quae in eo; alioquin hic
qui accipit et dat in xovc«, et edens et bibens in sua JAy, et vivens in
suis curis omnibus et suis ópiaic omnibus colligit sibi alias jAa« ad
suam quoque )Aw*; propterea quod hic xosj«o« totus et omnia,
quae in eo, eiusque opua omnes faeces vAuxa: sunt, et inquiyent
unumquemque eorum de sua pnritate. Propter hoc 2. emoraccvrsc
(emoreEeusvor: P.) 3. pugnantes (quaerentes P.) 6. De hoc
(Propterea P.) 21. pura sunt. (add. $ 44A& ysvog humanum isti
habent «oua» eorum, quod faeces Vue sunt P.) — 24. emoraccars
(cmoracceSs P.) hl 2950 c?
 2592 . 458 ev» dixi vobis olim: aweraeesrs xocjuw toti et
A» toti, quae in eo, ut ne colligatis vobis alias /Aac ad vestram
quoque JA», quae in iis (l. vobis cf. infra ev ori 14nov). Propter hoc
ovv xwpuecezs ee omni humano: axorameere xomj.u toti eiusque
ójuAie;« omnibus, ut ne colligatis vobis alias óAac ad vestram
quoque uAwv, quae in vobis, et dicite iis: ne remittite quaerere per
diem et noctem, et ne avaxTe(?) vos usque dum inveneritis
«verT»pia, purgatores, quae purgabunt vos, ut reddant vos
«Duxpiec lumen, ut euntes in altitudinem xAxpovouwrwrs lumen mei
regni Nunc igitur tu etiam Andreas et fratres omnes, tui socii
uaܻra:, propter vestras axora/yac et vestros dolores omnes, quos
suscepistis xara Toxov eli vestras xapa&OoXac xara Towov, et vestros
guera/yyumrgouc in cujuact variis, et vestras ÓAnls« omnes; et post
haec omnia accepistis 4ucrwpi& purgatores, facti estis eAuxpwec
lumen, purum maxime: propter hoc igitur ibitis in altitudinem, ut sitis
intra roxovc omnes magnarum omnium mpe9oAus luminis, ut sitis
reges in regno luminis usque ad aeternum. Haec est aw«$aei
verborum, quae exploratis. Nunc igitur etiam Ándrea «rz; es in
azieri4 atque in ignorantia, «4AAa quum veneris e ecwpazi, ut
euntes in altitudinem perveniatis in Toxov apxavrwv», apyovrsc
omnes pudore afficientur coram vobis, quod vos faex eorum vAws,
et facti estis lumen purius quam isti omnes, et quum perveneritis in
roxov magnorum aopaTuv et cowor horum qui (pertinent) ad 4e», et
horum qui (pertinent) ad dextram, et roxov; magnarum omnium
wpoGoAwv luminis, accipietis gloriam coram iis omnibus, quod vos
estis faex eorum vA, et facti estis lumen purius quam 1. axorazctrs
(emorazow2s P.) — 4. amorazss7s (amoraz7ceJ2s P.) 11. fratres
(add. ,,tui" P.) — 14. et (atque etiam P.) 15. et (atque etiam P.) 241.
atque (add. ,,etiam" P.) 22. veneris (veneritis P.)
 159 isti omnes, et Toxe! omnes iUpveurouri; coram vobis,
£we usque dum veneritis in 7oxov regni. . Haec igitur dicente
vwt»pi, Cognovit Andreas davepuc, ov jovov iste, aAA« cognoverunt
omnes uaÓwra, recte, se xAxpovouuwe sy regnum luminis;
prostraverunt se omnes iuxta se invicem ad pedes lesu, exclamantes
fleverunt, wapexaAscav cwrwpa dicentes: domine, remitte peccatum
ignorantiae nostro fratri. Respondens cwrsp dixit: remitto et
remittam; propter hoc igitur misit me primum jguceTwpiov, ut
remitterem peccata unicuique — — — Mepoc TsUXQ» cwrTwpos. et
qui digni uumrwpiic, quae xaro& in Ineffabili, isti sunt, qui haud
«pgowAóov. Hi sunt ante primum j«vervpiov, et xara similitudinem et
«ov verbi, ut intelligatis (vowr:) istud, weTs isti sunt ues Ineffabilis,
et unumquodque est xara TuAw» suae gloriae, caput xara Ti«w»
capitis, et oculus xaTt Tiv» oculorum et auris xara Tiuwv aurium et
reliqua s^», wc7« sit res manifesta: multitudinem «Xov esse, aAAa
cwpka unum. Hoc ps» dico in zapadseypari, et ww et similitudine,
aXA« non in aAwxÜug eps, ovre revelavi verbum in veritate, a1A«
uuctwpiov Ineffabilis, et peXoc quodvis, quod in eo xara verbum,
quo comparavi istud, sunt isti, qui xaroxei in pvo Twpie Ineffabilis; et
qui xaToxe in eo, atque etiam tria xwpx»uara, quae post se xaT4&
jUc199:0», haec omnia in aAxÓnua et veritate. Ego 14. isti (quae
ista? P.) 15. qui (quae? P.) — Hi (Haec? P.) 17. isti (ista? P.) 23.
Equidem hunc locum sic vertendum dixerim: in veritate, «22
uucrzgQiu lnelf. et ue2ouc cuiusvis — alque etiam irium *woxueruv,
quae post ea xera uvcr5ou haec omnia in aAz9ug et veritate ego
sum etc. P. 25. sunt isti qui xerowsi (quae sunt ista, quae »xarowei
P.) 26. qui x«roisx: (quae xaroixm P.) — post se (post ea P.) 27. ware
pucTrgiov (ware puzTzpuc P.) 253
 254 255 160 sum constitutio eorum omnium, praeter quam
nulla alia constitutio, cui non est suum iov in. xocj4«, aAX ari. sunt
verba, et sunt uucerwpiu, et sunt voxo., — Nunc igitur 4«x&pirc est,
qui tulit 4uerwpi& ad partem exteriorem, et deus est, qui invenit
haec verba jvernpiv secundi xepni.aroc, quod in medio, et cwrwp
est, et axwpwroc est, qui invenit verba werwpuv et verba tertii
xwpnuaeoc, quod in parte interna, et est praestans omnino, et est
acceptus his, qui sunt in.tertio axwpnaat: illo, propterea quod
,vrrwpiv, in quo eunt, et in quo stant, accepit, propter hoc igitur est
aequalis iis. Hic invenit quoque verba uvervpiuv, haec quae scripsi
vobis xara similitudinem, ista esse usA» Ineffabilis; duvv dico vobis:
hic qui invenit verba uverwpiuv illorum in veritate dei, homo ille iste
est primus in aAwÓea, et aequalis est ei, propter verba illa et
4vc:»pi4,. atque universum quoque stetit propter primum illum,
propter hoc, hic qui invenit verba pseTn(uv ilorum, aequalis est cum
primo; vues yap cognitionis Ineffabilis, in qua loquor vobiscum
hodie: -— u— -— c-— -—— -———À — (restitit unius lineae spatium
vacuum in hac pagina càa.. &.) Pergens adhuc lesus in sermone dixit
suis «anra, quum venero in lumen, xx»puecere xorj4o toti, dicite iis:
ne remittite per diem et noctem quaerere (in margine neve avaxra
VOS) éwc usque dum inveneritis j«uer»pie regni luminis, haec quae
purgabunt vos, ut reddant vos sbuxpwsc lumen, ut ducant vos in
regnum luminis; dicite iis: azcTacTtTe xoc;49 loti et UA» toti, quae in
eo, atque eius curis omnibus, atque eius peccatis omnibus, ázaZ
áxAw; atque ópiMiu6 eius omnibus, quae in eo, ut sitis digni
piernpiois luminis, ut servemini a xoX«cezi» omnibus, quae 1.
constitutio (thesaurus? P.) 2. constitutio (tbesaurus? P.) 28.
amorascsr: (emoraczs9s P.) — atque (add. etiam" P. 29. atque (add.
,, etiam" P.)
 161 in xpwreciv; dicite iis: aworaeeere murmuri, ut sitis
digni perwpuis luminis, ut servemini ab ardore faciei caninae; dicite
iis: axoraccers obedientiae, ut servemini a xpwreri faciei caninae;
dicite iis: «xoraccsre invocationi, ut sitis digni uve rwpiois luminis, ut
servemini a xoAac:eiv Árielis; dicite iis: axorarvers linguae mendaci,
ut sitis digni uvcTnpi:c luminis, ut servemini a fluviis ardoris faciei
caninae; dicite iis: a&oracceere testibus mendacibus, ut sitis digni
uvcer»pioic luminis, ut extricemini, ut servemini a fluviis ardoris
faciei caninae; dicite iis: avoracvcesrs iactationibus et superbiae, ut
sitis digni uvurrwpicic. luminis, ut servemini a foveis ardoris Arielis;
dicite iis: a*oreresr amori proprio, ut sitis digni jver»piois luminis, ut
servemini a xpiceri Orci; dicite iis: a-orace:r:s loquacitati, ut sitis
digni uuerwpiic luminis, ut servemini ab ardoribus orci; dicite iis:
axeraeesre condemnationibus (?), malis, ut sitis digni 4vernpioic
luminis, ut servemini a xoAacsc;, quae in orco; dicite iis: axoraecere
cupiditatibus avaritiae, ut sitis digni uuer»piois luminis, ut servemini
a fluviis fumi faciei caninae; dicite iis: axoraccete dilectioni xorj«ov,
ut sitis digni uuerwpioic luminis, ut ser-—- — vemini a vestimentis
picis et ardoris faciei caninae; dicite lis: axoracc:Te rapinis, ut eitis
digni uuerwpiois. luminis, ut servemini a fluviis doli Arielis; dicite iis:
«-oraecere verbis malis, ut sitis digni uvuerwpioic luminis, ut
servemini a xoAacecs: fluvii fumi; dicite iis: aroracctr& xovWpia, ut
sitis digni uverwpiois luminis, ut. servemini a ÜaXxarraie ardoris
Arielis; dicite iis: aworaccers immisericordiis, ut sitis digni uverwprorc
luminis, ut servemini a xpwee:w facierum Jpaxorrw»; dicite iis:
axoraccere iracundiis, ut sitis 1. 3. 4. 6. etc. amoraccosrs (emoraccs?
s P.) 6. linguae (vel potius ,, calumniae," nisi forte legendum in textu
à nàac »linguae" pro 4 nàea P. 24. doli (fumi P.) 26. smovyeig
(movygiue P.)
 162 , digni uuerapiois luminis, ut servemini a fluviis fumi fa!
eierum Opaxovruv; dicite iis: e«xoraceere convicio, ut sitis A j JN !
digni juerwpioic luminis, ut servemini ab ardoribus &Aac957 | «uv
(?) facierum Jpaxovrov; dicite iis: a-xoraecsre rapinis, ut sitis digni
jveTwpioic luminis, ut servemini ab dAaecai (7) | ebullientibus
facierum dpaxovrwv; dicite iis: azoraecsre lairociniis, ut sitis digni
&verwpicig luminis, ut servemini ab Ialtabaoth; dicite iis: azoraccotrt
xaTaAaÓua:c, ut sitis digni uvcerwpioic luminis, ut servemini a fluviis
ardoris faciei leonis; dicite iis: azoraccsrs pugnis atque rixis, ut sitis
digni jverT»pi:6 luminis, ut servemini a fluviis ferventibus laltabaóthi;
dicite iis: a*orascsre indocilitaü, ut sitis digni uveTwpiois luminis, ut
servemini a Asrroupyoic laltabaóthi et ardoribus ÓaAaccwv; dicite iis:
a*otaccert xaxoupyiaic, ut sitia digni jvermpioi luminis, ut. servemini
& Óaiuoviois omnibus Taltabaóthi eiusque xoXassemw omnibus;
dicite lis: axoraccers az0voiq, ut sitis digni uvaTwuerc luminis, ut
servemini a Ó(aAarca«i picis Ialtabaóthi ferventis; dicite iis:
axoraecere adulteriis, ut sitis digni veT»pii6 luminis, ut servemini a
ÓaAasca sulphuris et picis faciei leonis; dicite iis: axoracvsre
homicidiis, ut sitis digni uveTwoicis luminis, ut servemini ab agxevr
croco958 | dilorum, qui in gelu prima creatura est, quae in caligine
externa; dicite ils: aToraccsre immisericordiis et aaef2suc, ut eitis
digni uver»pioic luminis, ut servemini ab agxove: caliginis externae;
dicite iis: aworaccsre impietati, ut sitis ; digni uverwpio;s luminis, ut
servemini a fletu et stridore dentium; dicite iis: axoraeerre japjaxiac,
ut sitis digni prThpioie luminis, ut servemini a magno gelu et xaAate
caliginis externae; dicite iis: a*oraccers blasphemiis, ut a —— ^
———M UU — pe omnmesd V RR 2. 4. 6. etc. «moraczirs
(amoracss9s P.) —8. waraMOuas (uereDuDag P.) 19. nuzrnoric (add.
,,regni" P.) 22. apy ovn crocodilorum (c«owxovr: faciei crocodilorum
P.) —29. aA«de (oo xdeug P.)
 163 sitis digni uuer»piocc luminis, ut servemini a magno
dpaxovr, Caliginis externae; dicite iis: «*oracesre doctrinis wAarwe,
ut sitis digni Lurrwpiic luminis, ut servemini a xoAactri» omnibus
magni Ópaxovros caliginis externae; dicite his, qui docent doctrinas
wAavyc et unicuique edocto ab iis: vae vobis, nam quodsi haud
urravowrwsre, ut relinquatis vestram xAavwv, venietis in xoAaeris
magni dpaxovrog et caliginis externae, valde durae, et haud
rediment VOS à xorug usque ad aeternum, «AX eritis haud
existentes usque ad finem; dicite his, qui negligent doctrinam
aA»Ónas primi uucervpiv: vae vobis, quod vestra xo^aci; mala *xap'
hominibus omnibus, manebitis yap in magno gelu, xguctaAAw et
va&Xa(» in medio Ópaxovri et ealigine externa, et haud rediment vos
a xor ab hac hora usque ad aeternum, «AX eritis in loco illo et in
solutione universi eritis avaXurxovjutyoi, ut sitis haud existentes
usque ad aeternum; dicite quoque hominibus. xom;&oU, estote ut
accipiatis pvcerwpi, luminis, ut veniatis in altitudinem regni luminis;
dicite iis: diligite homines, ut sitis digni verrpioic luminis, ut eatis in
altitudinem in regnum luminis; dicite iis: estote mansueti, ut
accipiatis «vet»pia luminis, ut perveniatis in altitudinem, in regnum
luminis; dicite iis: estote eipwvixo:, ut accipiatis uverwpia luminis, ut
veniatis in altitudinem, in regnum luminis; dicite iis: estote
misericordes, ut accipiatis &urrvpi& luminis, ut veniatis in
altitudinem, in regnum luminis; dicite iis: Ójaxeve;e pauperes et
aegrotos 2. emorazctr& (emoraczs?s P.) 15. Spatium hoc vacuum
explet in textu vox opovova, quae nonnisi in hoc libro legitur. Cf.
infra cue, a. coc, &. cq, &. sn, &. Videtur mihi idem significare quod
opowx& i. e. ,,silices, saxa." Cf. Peyronii Lexicon s. h. v. P. 16.
aveuzxovpsvos (aveDuzxopavoi P.) 18. estote (in textu legitur Ri
gopa$, vocabulum dubiae significationis P.) 27. in regaum luminis
(add. ,dicite iis: facite l*
 164 960 et provectos, ut accipiatis jverxpra luminis, ut
veniatis 261 in altitudinem, in regnum luminis. Dicite iis: amate
deum, ut accipiatis uve rvpis luminis, ut veniatis in altitudinem, in
regnum luminis. Dicite iis: estote ómu, ut accipiatis uueTwpio, ut
veniatis in altitudinem, in regnum luminis. Dicite iis: estote a-yaÓo,
ut accipiatis pura luminis, ut veniatis in altitudinem, in regnum
luminis. Dicite iis: axorarcrre omni, ut accipiatis puerwpis luminis, ut
veniatis in altitudinem, in regnum luminis. Hi sunt opo; omnes
viarum dignorum juvrrwpic luminis. His ov» huiuscemodi
axoraecovci» hanc. axorayw date jurTWpi& luminis, et ne celate eos
quidquam, xa sint peccatores, et sint in peccatis omnibus et arouak
omnibus, quas dixi vobis xorjou omnes, ut conversi uc TaVowri», eL
sint in Uzcera*x, quam dixi vobis; nunc igitur date iis &uerw»pi&
luminis, ne celate ea istos omnino; propter commissionem peccati
»y«p tulimus jverwpis in xocj.o», ut remitterem eorum peccata
omnia, quae fecerunt inde ab initio; propter hoc igitur dixi vobis
olim: non venisse me ad vocandos Jixawvc. Nunc igitur tuli
pucTwpus, ut remitterentur peccata uniuscuiusque, et ut
adducerentur in regnum luminis. Mucrwpia, "yap ista sunt dupsa
primi jurrwpiov. ad. delenda peccata et avojuac petcatorum omnium.
Factum igitur est, quum lesus cesdixit cwrxp;, mi domine, num cv»
homines óueiow, perfectos in Jixaicvr;y omni, et hominem illum, cui
non est ullum peccatum omnino, talem flacavwrovsiw xoAacsciw et
Xpirsc;», nec ne? num ipsum hominem illum ioferent in
misericordiam, ut accipiatis uuo7vgie luminis, ut veniatis in
altitudinem, in regnum luminis P.) 1. et provectos (et afflictos vel
potius ,,afllictis" P.) 8. «emoras7&7t (amoraz7:S8£ P.) 11.
eroraccovciv (emoraEapsvoc P.) 16. uvcTyoie luminis (uuzrrpia regni
luminis P.) 26. homines 9uwive, perfectos (hominem Queeov,
perfectum P.) sasset dicere haec verba suis &aÓwraic, progressa
Maria s
 165 regnum caelorum nec ne? Respondens & rwrwo dixit
Mariae; homo Jixwwc, perfectus in ixawrury omni, et qui non fecit
ullum peccatum unquam, et hic talis haud accepit ullum ,4ver»piv
luminis unquam, quum venerit eius tempus, eundi e ewuari, statim
veniunt apaAwwrTA unius magni rpidvvaueo«, qui est magnus inter
eos, ut dxaprucy Nux» hominis ilius a wapaAvuwxTaig spwauoie, ut
tres dies circeumeant. cum ea in creaturis omnibus xoc;4ov. Post
tres dies ducunt eam desuper in chaos, ut eripiant eam é xoAaceci»
omnibus xpirsv, ut ducant eam ad xpieec omnes, et nullus ardor
chaum evwxA «i eam valde, aXX ex parte (ex jiepovc) svuxouriw
eam poc parvum tempus, et in exvÀy in celeritate miserentur eius,
ut educant eam e chais, ut sumant eam e via medii, ab apxovcw
omnibus illis; et haud xoAa(ouciw eam. suis xpwreci duris, «AX ardor
eorum rozwv svwx^ei eam ex parte (sx jospcv«), et quum duxerint
eam in roxov (rwv) axDavaac immisericordem, haud xeAa(eurcw
eam guwvroryr eius xpureci. duris, &AAa xarsxyr eam parvum
tempus, ardore eius xoAacsuv £'wXouvr. eam sx jLepouc, atque
etiam in celeritate miserentur eius, ut educant eam e roxo;c eorum
illis, et haud ducunt eam ex atuC1, ut ne apxovrtc aiwvuv ferant
eam vTspsmiAov, aXXa, ducunt eam e via luminis solis, ut adducant
ad «xapósv luminis. Aoxua(n eam, ut inveniat eam integram
peccato, et haud curat eam ferendam ad lumen, quod signum regni
jvernpiv non est cum ea, aA^a cbpaylu eam e$payiói praestante, ut
curet inferendum eum in cupa auvwy Oixaioruvnc. Hic erit ayaóos, ut
inveniat signa juve r»piwv luminis, ut xAnpovojney regnum luminis
usque ad aeternum. Si iste peccaverit una vice, aut altera, aut tertia,
hunc iterum reprobabunt ad xocpov xaT& TuxXoy peccatorum, quae
fecit, quorum Tusoy 6. eius (del. ,,eius" P.) 6. qui — eos (illi, inter
quos est magnus" P.) 24. adducant (add. ,,eam" P.) 31. altera
(duabus sc. vicibus P.) — tertia (tribus P.) 262 263
 264 166 dicam vobis, quum iam dixero vobis emanationem
universi; aAX djuw», djsy. dico vobis, xav homo óixaic haud fecerit
ullum peccatum omnino, haud potest duci in regnum luminis,
propterea quod signum regni uuerwpuwy non est cum eo; dxab
&x^wc non potest duci Jvx» ad lumen sine uvcrwpiic regni luminis.
Factum igitur est, quum lesus cessasset dicere haec verba suis
j&aÓwrac, progressus Iohannes dixit: mi domine, si homo est
peccator, w«pgavoj.oc, consummatus in avopug quaque, et destiterit
ab his omnibus propter regnum caelorum, et exoTaf« xorgp toti et
UAy omni, quae in eo, et dederimus ei inde ab apx» uveTrpiwy.
luminis, quae in primo xwp»&^atni inde a parte externa, et quum
acceperit ,veTW»i4, post parvum quoque tempus converterit se
apaBaivov, atque etiam post haec converterit se, ut desistat a
peccato omni, et. conversus azoraf4 xocu« omni et jAg omni, quae
in eo, ut venerit quoque, uL sit in magna puTavoit, et sciverimus
aAxÓuc in veritate, eum diligere (pr. velle) deum, ut demus ei
secundum jvervpiov. primi AXwp"aTos, quae sunt a parte externa,
ój«0, quoque iterum conversus v«pa(2», ut sit iterum in peccatis
xoejsev, atque etiam «xorafx xorug omni et UAw omni, quae in eo,
atque etiam fuerit in magna jsravoiq, ut sciamus accurate, et haud
jxoxprg, ut convertamus nos ad danda ei uucTwpi& apx haec,
ójpeies quoque conversus peccaverit, et fuerit in tali rvxy, — visne,
nos remittere ei iw; usque ad septem vices, et dare nos ei uvcervpia.
haec, quae in primo xwp»u4ari. inde a parte interna éwc usque ad
septem vices, nec ne? Respondens iterum cuwr»p dixit lohanni: ev
Movov remittite ei usque ad septem vices, aAX du» dico vobis,
remittite ei usque ad septem vices mul11. 16. «roreEn (eroraEsres
P.) | 12. uvsTrow (vel uvzTuo P.) 21. xocuou (add. ,,atque iterum
post haec conversus desistat s. destiterit a peccatis xocpov" P.) 22.
«moreLo (esrovab«ro P.) 26. in tali zvry (in vario sur P.)
 167 tarum vicium, ut detis el xata vices uurtrvpuv inde ab
ap», quae in primo xwpe»4ari; inde a parte externa; forsitan
lucrabimini juxw»v fratris illius, ut xAwpevopeses regnum luminis.
Propter hoc ovy», quum interrogassetis me aliquando, dicentes, si
noster frater peccaverit in nos, visne, nos remittere ei usque ad
septem vices? respon-. dens dixi vobis in xapa(jo^» dicens, eu vov
usque ad septem vices, aAX usque ad septuaginta septem vices.
Nune igitur remittite ei multas vices, ut detis ei xara vices jurT»piov,
quae sunt a parte externa, quae in primo Xwpnaer, forsitan
lucrabimini «ux» fratris ilius, ut xAwpovojwew regnum luminis. 'Ajw»
dico vobis, qui vivificaverit 4jux»» unam et servaverit eam epi;
luminia sui in regno luminis, accipiet aliam gloriam loco vx quam
servavit, were servaturus multitudinem vov opis gloriae suae in
gloria, accipiet multas glorias alias loco XJvxev, quas servavit. Haec
igitur quum dixisset ewrwp, progressus lohannes dixit: mi domine,
sustine me quaerentem te, inde ab hoc tempore «yap apfoua:
quaerere te de re omni, de modo, quo xwpvzoutv eam generi
humano, si ou» fratri illi, si dedero ei jvermpioy. in po Wpuw &px»,
quae sunt in primo xwpsüsar: inde a parte externa, quum dedero ei
multa uuerrpia, ut haud fecerit dignum regno caelorum, visne, nos
transferre eum in i|iuetwpuv secundi xwpnaroc, ut forsitan lucremur
svxw fratris illius, ut conversus 4sravonzy (el) xAxpovosmey regnum
luminis, visne, transferre nos eum in vwrrwpia, nee ne, haec quae in
secundo xwpnuar? Respondens Or cwrwp dixit lohanni: si frater non
est U-voxgww», aAAa diligit (pr. vult) deum in «Axa, quum dederitis
ei multis vicibus &verwpi& apxsc, et hic propter avayxw» cToixiwy
ei4apJuev; haud fecerit dignum «vermpios regni. luminis, remittite
ei, transferte eum intus, date ei primum qvcTW, quod in secundo
xjxepmuar, forsitan lucrabimini 269 266
 267 268 168 Avxw» fratris illius; et si haud fecerit dignum
uverwpioic luminis, et fecerit vapga9acw et peccata quaevis, atque
etiam post haec conversus fuerit in magna jurravoq, et exoráf» xocp
toti, et destiterit a peccatis omnibus xogjov, ut sciatis accurate, eum
non vxoxpuwt, aAAa diligere deum in aA»/ng, convertite vos iterum,
remittite ei, transferte eum intus, date ei secundum gverwpv in.
secundo xwpwari primi juerwpiov, forsitan lucrabimini 4,vzx» fratris
illius, ut xAmwpovojry regnum luminis; atque eliam si haud fecerit
dignum averszpiic, aAAa fuerit in v&pafact et peccatis quibusvis,
atque etiam post haec conversus fuerit in magna j4rTavoiQ, axoratm
xecj«w toti et jày omni, quae in eo, et destiterit a peccatis xomjuev,
ut sciatis aAxÓwc, eum non üxoxpwtr, aAA diligere deum vere,
convertite vos iterum, remittite ei (in marg. et accipiatis ab eo suam
,eravoiay), quod misericors mite est primum 4ve7*piov, transferte
iterum hominem illum intus, date ei tria uverrpia iuxta se invicem,
quae in secundo Awpnpan primi uucrvpov. Si homo ille zapaCs, ut sit
in peccatis quibusvis, non remittetis ei inde ab hoc tempore, cud"
accipietis ab eo suas gravoiac, aAX esto apud VOS Q6 cxavdaAoy et
qc wapa[aTwc. "Aj yap dico vobis: tria uucTzpi& illa erunt ei testes
de ultima sua jsravoie, neque est ei gus7avoi& inde ab hoc tempore.
'Aumv yap dico vobis, homini illi non est iis reprobatio suae animae
in xomuov, qui in altitudine, inde ab hoc tempore, «AX erit in
habitaculis dgaxovroc caliginis externae. De Xvxuis *yap horum
hominum,ita comparatorum dixi vobis olim in zapafje^w dicens: si
tuus frater peccaverit in te, corripe eum inter temet ipsum eumque;
si audiverit te, lucratus fueris tuum fratrem; si haud audiverit te,
sume tecum alium. Si haud audiverit te et alium, duc eum 4. 12.
anoraEg (enora£yros P.) ——— ^ —-——— CNEMEREEMP — A ^
UE" ua ——cHNDGEEEMMEED EE ERN:
 10 18 169 in exxAvyvia». Si haud audiverit alios, esto
coram vobis ec wapa[)arwe et wc rcxavÓaAow, et quod est hoc: si
non utilis fuerit in primo j&vcerwpiw, da ei secundum; et si haud
fuerit utilis in secundo, da ei tria iuxta se invicem collecta, quae ipsa
sunt exxAx»r;4; et si haud fuerit utilis in secundo j4vuzrwnpip, esto
coram vobis wc exavóaAov et wc wapa(2«r»c; et verbum, quod dixi
vobis olim, ut per testes duos usque ad tres testes verbum quodvis
stet, quod est boc: tria veria, illa testificabuntur de ultima eius
ueravoin, eL dus dico vobis: si homo ille ueravcury, nullum vetzpiv
remittit ei sua peccata, oud' accipiunt suam ,44£74»oi4». ab eo,
ovd" auditur omnino ab ullo uvcTWpie, EtjAwT: à primo jverxpie
primi jiuoTwpibu, et uumtspio Ineffabilis. Hi soli accipient qeravoiwv
hominis illius ab eo, et remittent eius peccata, propterea quod «yap
misericordia (et) mitia sunt uvuerwoia illa, remissores omni tempore.
Haec igitur quum dixisset cwrwp, pergens adhuc Iohannes dixit
vwrwp:: mi domine, si frater peccator maximus &rzora£» xovj4e toti
et UAy omni, quae in eo, et suis peccatis omnibus et suis curis
omnibus, et Joxj«acojsv eum, ut sciamus, eum non esse in dolo et
vsoxpuwti, &A^a vele eum esse in veritate et aAxÓna, ut sciamus
eum esse dignum Jj4verw»piois secundi xwpnisairog aut tertii, visne
áza£z, nos dare ei e secundo xuwpnuari atque etiam tertio,
antequam acceperit 4ucTvpiv omnino xAwporoj:a luminis, visne, dare
nos ei, nec ne? Respondens Js cwr»p dixit lohanni in mediis
jaÓwra«: $i cognoveritis diligenter, hominem illum axora£acÓa: xoc;
toti, eiusque curis omnibus, eiusque ópjia:s omnibus, eiusque 6. in
secundo (in tertio P.) — 14. Hi soli (Haec sola P.) 19. «morata
(emoreatwre: P.) 20. omnibus, et (omnibus, atque etiam P.) 24. e
secundo owgnueri alque etiam tertio (e nuoTwpioie. secundi
9u»exuarosg aut etiam tertii P.) 26. :25govopiae (x2mgovopuwy P.)
269 270
 271 170 peccatis omnibus, et quum cognoveritis in aAsÓua,
non esse eum in dolo, cudr fuisse eum in Usoxewsi, ouds fuisse eum
mepupyov, ut sciret haec, quae (contingant) ad 4veT»pi4, quanam
specie sint, aAAa« diligere (pr. velle) eum deum in aAxÓta, hunc
huiusmodi ne celate istud, aAA date ei ex secundo xwpwxar, et
tertio, et quum vos quoque Joxuuammre, quonam juuerwpig sit
dignus, et hoc, quo est dignus, date ei, et ne celate eum id, alioquin,
quum celassetis eum, prehenderemini magno xpqaar; quum
dederitis ei semel in secundo Xwpnj«uT: aut tertio, atque conversus
iterum peccaverit, vos quoque continuabitis (sc. dare) altera vice,
&«« usque ad tertiam vicem; quodsi iterum peccaverit, non
continuabitis dare ei, quod tria porrwpis illa erunt ei testes de ultima
eius jsravoia, et áux» dico vobis, qui dederit homini illi iterum in.
xxwpnpei secundo aut tertio, prehenditur magno xpisaTi, &AX esto
coram vobis ox xapa(fjaryc et w« cxavónAov; et dg dico vobis:
homini illi non est redemtio suae animae in xovj« inde ab hoc
tempore, «AX eius habitaculum est in medio ostio jgaxorroc caliginis
externae, loco fletus et s» stridoris dentium, et in solutione xosj«v
eius Nux erit eL ava? i7xsra&. a. gelu duro et ardore saevissimo, et
erit haud existens usque ad aeternum; aAAa« si iterum conversus
axoraf» xomjw toti eiusque curis omnibus, eiusque peccatis
omnibus, et fuerit in magna oAmrig, et in magna j4&Tavog , nullum
j4vcrwpiov. accipit ab eo suam psravoinv, ovrs audiunt eum, ut
miserti eius accipiant ab eo suam ,4eravoiay ad. remittenda eius
peccata, eu«wri jcugT"piov primi jaucTwpiou, atque etiam
jgaverwpiov Ineffabilis. 9. istud (ista P.) — 6. ex secundo ouweyaar:
et tertio (e MucTYovue secundi 9woyaeroc et tertii P.) 16. dederit
(add. »AuzT5piv" P.) 22. De spatio hoc vacuo cf. quae supra
adnotavimus p. 163, 1. 15 P. 23. si iterum (add. ,,sr;" P.) 24.
emoraEn (emoraEnres P.)
 19 171 Haec sola accipient j4rravoa» hominis illius ab eo, ut
remittant eius peccata, propterea quod «ap misericordia, mitia sunt
uuctwpiu ila, et remissores peccatorum sunt quovis tempore. Haec
d« quum dixisset cwrwp, pergens adhuc Iohannes dixit: mi domine,
avx« me quaerentem te, neve irascere mibi, exploro yap rem
omnem in diligentia et ac$aArg de modo, quo xwxpv£ousy.
hominibus xov;j.v. Respondens de cwrwp dixit Iohanni: explora res
omnes, quas inquiris, et ego revelabo ea tibi magis magisque in
xeppw»r.e sine xapaPo^x, aut in diligentia (pr. zz axpiBua).
Respondens à: Iobannes dixit: mi domine, quum venerimus
xwpuecovrsc, ut introeamus in vo^; aut in vicum, atque si exierint
coram nobis homines illius woX£wc, quos haud scitis, quinam sint,
versantes in magno dolo et in magna Uzoxpw s, ut recipiant vos, ut
ducant vos in suam domum, volentes «spalev jucTxpiu regni luminis;
et si fuerint U-woxpwovrss vobiscum in uworayy, et si cogitaveritis,
eos desiderare deum, ut daretis iis poceTwpia, luminis; et si post
baec cognoveritis, eos haud fecisse dignum pqvernpio, et sciveritis,
eos U-oxpwacÜa: vobiscum, atque fuisse dolosos in nos, atque etiam
aucTwpia, fecisse aapadtryuata xara Towov suc wAaTi(ovrec nos et
nostra quoque 4veTwpia, quid rei fiet his huiusmodi? Respondens de
vwrwo dixit Iohanni: si introiveritis in xc^.» aut in xwpxr, in quam
domum verneritis, ut recipiant vos ad se, date iis uvernpiv; si sunt
digni, lucrabimini 13. vicum (xeuxv P.) — 14. scitis (scimus P.) — 15.
recipiant vos (recipiant nos P.) — ducant vos (ducant nos P.) 17.
vobiscum (nobiscum P.) 18. cogitaveritis (cogitaverimus P.) — daretis
(demus P.) 19. nvzrxgiv luminis (uvzrvgix regni luminis P.) —
cognoveritis (cognoverimus P.) — 20. sciveritis (sciverimus P.) 21.
vobiscum (nobiscum P.) 22. suce vpueerigovree (svrvyxuarigovrac.
In textu legitur evazaece, cuius vocis prima syllaba ev formam verbi
videtur exprimere P. 272
 974 172 eorum *vxae, ut xAwpovoswroe,; regnum luminis;
aa si non fuerint digni, aAA« fuerint dolosi in vos, et fecerint etiam
4ucTwpi& xapaüdtiyjaTa, eura wuaTiLorrtG VOS atque etiam 4uervpi
, clamate sursum ad primum 4vcTWpiov primi jverTwpiv, quod
miseretur uniuscuiusque; dicite: porro etiam j4verwpiv, quod
dedimus his 4vxas aceecww eU mapavojuo, quae haud fecerunt
dignum tuo peorTwpig, aXXa, fecerunt nos zapaóeryuara, vere p.v
wpioy ad nos, et fac eos aAAotpivc juumTwoUi e tui regni usque ad
aeternum, et abscutite pulverem vestrum pedum in testimonium iis
dicentes iis: sunto vestrae Njuxa: ipsum in pulverem vestrae domus,
et dàj»v dico vobis: hora illa convertentur ad vos uusrvpi&. omnia,
quae dedistis iis, et auferent ab iis verba omnia et uverwoi& omnia,
Toxov, ad quod (?) acceperunt cx»ua. De hominibus ow huiusmodi
dixi vobis in zapas^» olim, dicens: ,;in quam domum veneritis, ut
recipiant vos in eam, dicite iis: eins vobis; et si fuerint digni, vestra
sip»vw venito super eos; et si non fuerint digni, convertitor ad vos
vestra epmva"; quod est hoc: si bomines illi fecerint dignum
j&verwetoi, et desiderant deum vere, date iis uuerwo:a regni
luminis; &AAa Si vuxoxpwwciv vobiscum, et fuerint dolosi in vos, et
si baud scientes dederitis iis jverwp;4 regni luminis, atque etiam post
haec si fecerint uuerwpi& xapadtryp ata, atque fecerint etiam
exxuarigjsoy vobis et. uverwpioic quoque: facite primum uver»piov.
primi uuervpicu, et convertet ad vos uverwpia omnia, quae dedistis
iis, et faciet eos &AAcTpiUc j.umTypioi luminis usque ad aeternum.
Et hi huiuscemodi; et haud reprobabunt eos in xor» inde ab hoc
tempore, aAAa djmwv dico vobis: erit eorum ha3. eus yiserigovrsc
(cf. nota proxime praecedens. ,,09xuczidousvo? cf. 1.258 P.) 4. uuo
(add. ,,utique" vel agite" P.) 21. date (dabo P.) 27. dedistis iis
(,,dedistis ei;" sed legendum videtur in textu nav ,iüis" pro neq ,,ei?
P.)
 10 173 bitaculum in medio ostio ópaxovrog caliginis
externae. Quodsi d« er; tempore jsravcias axora lust xorp.u toti et
UA» omni, quae in eo, et peccatis omnibus xovuou, et si fuerint in
jzoray» omni gernpiv luminis, nullum p.ueTupioy audit eos, ovrs est
eis remissio suorum peccatorum, sx: apud uverspiov unicum
Ineffabilis, quod miseretur uniuscuiusque, et remittet peccata
uniuscuiusque. Factum est, quum lesus cessasset dicere haec verba
suis p.aÓnrac, adorans Maria ad pedes lesu, dedit oscula iis, dixit
Maria: mi domine, avex« me quaerentem te, neve irascere mihi.
Respondens cwrwzp dixit Mariae: explora, quod vis explorare, et ego
revelabo id tibi in vappreia. Respondens és Mariham dixit: mi
domine, est frater ayaÓ.« et bonus, quem asxAxpwcautv juo Typis
omnibus luminis, et fratri illi est. frater aut evyysvnc, &xaL dámAwe
est ei homo omnino, et hic est peccator et aci9w« est, aut non est
peccator, et hoc ita comparato egresso e cwjuaTi COr fratris aao
dolet et Avxe de eo, quod sit in xpwaciw et xoXAacsrw: nunc igitur,
mi domine, quid faciemus, usque dum transtulerint eum e xoAac:civ.
et. xpicsv: duris? | Respondens 3e ecwrwp dixit Mariae: de hoc
verbo ow dixi vobis alio tempore, aA^' audite ovy, dicam iterum,
quod eritis perfecti uverspicic omnibus, quod vocabunt vos perfectos
xAvpwjsar: omni; nunc igitur homines omnes peccatores, aut qui
peccatores non sunt, ov j46voy quum volueritis, eos esse recipiendos
e xpureciv et xoAamtet duris, &AA« transferendos in vua dixaiov,
quod reperiat pocTwpia, divinitatis, ut vadat in altitudinem, ut
xAxvpovop*75 regnum luminis, facite tertium &uer»piov Ineffabilis
et dicatis: sumite 4,uxxv cuiusdam hominis, quem cogitamus in
nostro animo, sumite eum e xoAacesciw omnibus apxorrwv, et
cxovda(:re in celeritate, ut adducatis eam 2. axorabuzi (amoraEuvra:
P.) 30. cuiusdam (cuiusvis P.) 279 276
 277 174 (sc. Xpuxowv) ad. zapbevoy luminis, et hoc ipso
mense zagÓsvoc luminis c$payirro eum e$payidi praestante, et hoe
ipso mense vaepótvos luminis inferito eum in cwua futurum dixauv
et ayaóov, ut vadens in altitudinem xAx»povop»e» regnum luminis.
Haec às quum dixeritis, àj«w dico vobis, exoudacss omnes
uzoupyouvrac in TaLerw omnibus xpurtwv apxovruv, ut dent «ux»
illam sibi invicem, soc usque dum adduxerint eam ad «xagÓwo»
luminis, et «apÓsvo« luminis c$pa-yiw t: eam signis regni Ineffabilis,
et tradet eam suis wapaA»wxToprww, et vapaAnwxte: inferent. eam
in vewjua, futurum Jixatov, et inveniet jvceT»pia, luminis, ut sit
eyabw, ut vadens in altitudinem xA»povowrg regnum luminis. Ecce,
hoc est, quod interrogatis me. Respondens Maria dixit: nunc igitur,
mi domine, haud duxisti uveTWpia in. xocj«ov, ut homo haud
moveretur morte destinata ei ab apxouciw einappsvyc; nam si
destinatum fuerit alicui, ut moreretur gladio, aut moreretur aquis aut
Éfasavous et Darav;cjsoic et Upiwerw quae in vojsoic, aut alia morte
mala, haud duxisti uverwp(z in xcov, ut homo haud moreretur iis per
apxovras sij.apu.evme, a^a, ut moreretur morte repentina, ut ne
susciperet ullos dolores per has talis mortis species, propterea quod
yap permulti persequuntur nos propter te et multi Jiwxove; nos
propter tuum nomen, ut, si £«cavwei nos, dicamus ,vernpor, ut
exeamus e cw; ilico haud suscipientes ullum dolorem. Respondens
cwr»p dixit suis 4aÓwra« omnibus: de hoc sermone, quem
interrogatis me, dixi vobis alio tempore, 4AX audite iterum, dicam id
vobis altera vice: (Uu j4v0Y YOS, «AX homo quisque perfecturus
primum 14. domine, haud (domine, profecto haud P.) — 18.
uucTwert. (uusTyoiv ipsum? P.) — 18. óCpwezw (in textu legitur
evhpicic, quod vitiose scriptum videtur pro ov&pic, et in versione
similiter Uprzezw pro óÉpezw P.): 19. morte mala, (morte mala;
profecto P.)
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