MARK 5:35 Parallel Verse View

Note: This view shows ‘verses’ which are not natural language units and hence sometimes only part of a sentence will be visible—click on any Bible version abbreviation down the left-hand side to see the verse in more of its context. Normally the OET discourages the reading of individual ‘verses’, but this view is only designed as a tool for doing comparisons of different translations—the older translations are further down the page (so you can read up from the bottom to trace the English translation history). The OET segments on this page are still very early looks into the unfinished texts of the Open English Translation of the Bible—please double-check these texts in advance before using in public.

Text critical issues=small word differences Clarity of original=clear Importance to us=normal (All still tentative.)

Key: khaki:verbs, light-green:nominative/subject, orange:accusative/object, pink:genitive/possessor.
Note: Automatic aligning of the OET-RV to the LV is done by some temporary software, hence the RV alignments are incomplete (and may occasionally be wrong).

ULT He still speaking, they come from the synagogue ruler, saying, “Your daughter died. Why trouble the teacher further?”

UST While Jesus was still talking with that woman, some messengers arrived from the house of Jairus, the leader of the Jewish meeting place. They told Jairus, “Your daughter is dead. You should not continue to ask the instructor to help.”

BLB While yet He is speaking, they come from the ruler of the synagogue's house, saying, "Your daughter is dead; why do you trouble the Teacher still?"

AICNT While he was still speaking, they came from the synagogue leader's house, saying, “Your daughter has died; why do you still trouble the teacher?”

OEB Before he had finished speaking, some people from the house of the synagogue leader came and said, ‘Your daughter is dead! Why should you trouble the teacher further?’

WEBBE While he was still speaking, people came from the synagogue ruler’s house, saying, “Your daughter is dead. Why bother the Teacher any more?”

WMBB While he was still speaking, people came from the synagogue ruler’s house, saying, “Your daughter is dead. Why bother the Rabbi any more?”

NET While he was still speaking, people came from the synagogue ruler’s house saying, “Your daughter has died. Why trouble the teacher any longer?”

LSV As He is yet speaking, there come from the chief of the synagogue’s [house, certain], saying, “Your daughter died, why do you still harass the Teacher?”

FBV While he was still speaking some people came from the home of the synagogue leader. “Your daughter is dead,” they said. “You don't need to bother the Teacher any longer.”

TCNT While he was still speaking, some people came from the ruler of the synagogue's house and said, “Yoʋr daughter has died; why trouble the teacher any further?”

T4T While Jesus was still speaking to that woman, some people arrived who had come from Jairus’ house. They said to Jairus, “Your daughter has now died. So ◄it is useless that you bother the teacher any longer by urging him to go to your house!/why do you bother the teacher any longer by urging him to go to your house?► [RHQ]”

LEB While[fn] he was still speaking, they came from the synagogue ruler’s house[fn] saying, “Your daughter has died. Why trouble the Teacher further?”

5:35 *Here “while” is supplied as a component of the temporal genitive absolute participle (“speaking”)

5:35 *Here “house” is implied since the synagogue ruler himself is directly addressed (and therefore present) in the remainder of this verse

BBE And while he was still talking, they came from the ruler of the Synagogue's house, saying, Your daughter is dead: why are you still troubling the Master?

Moff He was still speaking when a message came from the house of the synagogue-president, "Your daughter is dead. Why trouble the teacher to come any further?"

Wymth While He is yet speaking, men come from the house to the Warden, and say, "Your daughter is dead: why trouble the Rabbi further?"

ASV While he yet spake, they come from the ruler of the synagogue’s house, saying, Thy daughter is dead: why troublest thou the Teacher any further?

DRA While he was yet speaking, some come from the ruler of the synagogue’s house, saying: Thy daughter is dead: why dost thou trouble the master any further?

YLT As he is yet speaking, there come from the chief of the synagogue's [house, certain], saying — 'Thy daughter did die, why still dost thou harass the Teacher?'

Drby While he was yet speaking, they come from the ruler of the synagogue's [house], saying, Thy daughter has died, why troublest thou the teacher any further?

RV While he yet spake, they come from the ruler of the synagogue’s house, saying, Thy daughter is dead: why troublest thou the Master any further?
(While he yet spake, they come from the ruler of the synagogue’s house, saying, Thy/Your daughter is dead: why troublest thou/you the Master any further? )

SLT He yet speaking, they come from the ruler of the synagogue, saying, That thy daughter is dead: why yet dost thou importune the Teacher?

Wbstr While he was yet speaking, there came from the ruler of the synagogue's house certain who said, Thy daughter is dead: why troublest thou the Master any further?

KJB-1769 While he yet spake, there came from the ruler of the synagogue’s house certain which said, Thy daughter is dead: why troublest thou the Master any further?
(While he yet spake, there came from the ruler of the synagogue’s house certain which said, Thy/Your daughter is dead: why troublest thou/you the Master any further? )

KJB-1611 While hee yet spake, there came from the Ruler of the Synagogues house, certaine which said, Thy daughter is dead, why troublest thou the Master any further?
(Modernised spelling is same as from KJB-1769 above, apart from marking of added words (and possibly capitalisation and punctuation))

Bshps Whyle he yet spake, there came from the ruler of the synagogues house, certayne, which sayde: thy daughter is dead, why diseasest thou the maister any further?
(While he yet spake, there came from the ruler of the synagogues house, certain, which said: thy/your daughter is dead, why diseasest thou/you the master any further?)

Gnva While hee yet spake, there came from the same ruler of the Synagogues house certaine which said, Thy daughter is dead: why diseasest thou the Master any further?
(While he yet spake, there came from the same ruler of the Synagogues house certain which said, Thy/Your daughter is dead: why diseasest thou/you the Master any further? )

Cvdl Whyle he yet spake, there came certayne from the ruler of the synagoges house, and sayde: Thy doughter is deed, why troublest thou the master eny more?
(While he yet spake, there came certain from the ruler of the synagogues house, and said: Thy/Your daughter is deed, why troublest thou/you the master any more?)

TNT Whyll he yet spake ther came from the ruler of the synagoges housse certayne which sayde: thy doughter is deed: why diseasest thou the master eny further?
(While he yet spake there came from the ruler of the synagogues house certain which said: thy/your daughter is deed: why diseasest thou/you the master any further? )

Wycl Yit while he spak, messangeris camen to the prince of the synagoge, and seien, Thi douytir is deed; what traueilist thou the maistir ferther?
(Yet while he spoke, messengers came to the prince of the synagogue, and said, Thy/Your daughter is deed; what travailest/travail thou/you the master further?)

Luth Da er noch also redete, kamen etliche vom Gesinde des Obersten der Schule und sprachen: Deine Tochter ist gestorben, was mühest du weiter den Meister?
(So he still also talked, came several from_the servants the colonel the/of_the school and said: Your daughter is died, what/which you_struggle you(sg) further the master?)

ClVg Adhuc eo loquente, veniunt ab archisynagogo, dicentes: Quia filia tua mortua est: quid ultra vexas magistrum?[fn]
(Still by_him speaking, they_come away synagogue_chief, saying: Because daughter your dead it_is: what beyond/besides bother teacher? )

5.35 Adhuc, etc. BEDA. Muliere sanata statim nuntiatur puella mortua: quia Ecclesia gentium a labe vitiorum curata, et ob fidei meritum, etc., usque ad sed quod hominibus est impossibile, Deo est possibile.

5.35 Still, etc. BEDA. Woman healed immediately it_is_announced girl dead: because Assembly/Church nations from stain of_vices taken_care_of, and because of_faith merit/reason, etc., until to but that to_humans it_is impossible, to_God it_is possible.

UGNT ἔτι αὐτοῦ λαλοῦντος, ἔρχονται ἀπὸ τοῦ ἀρχισυναγώγου λέγοντες, ὅτι ἡ θυγάτηρ σου ἀπέθανεν; τί ἔτι σκύλλεις τὸν διδάσκαλον?
(eti autou lalountos, erⱪontai apo tou arⱪisunagōgou legontes, hoti haʸ thugataʸr sou apethanen; ti eti skulleis ton didaskalon?)

SBL-GNT Ἔτι αὐτοῦ λαλοῦντος ἔρχονται ἀπὸ τοῦ ἀρχισυναγώγου λέγοντες ὅτι Ἡ θυγάτηρ σου ἀπέθανεν· τί ἔτι σκύλλεις τὸν διδάσκαλον;
(Eti autou lalountos erⱪontai apo tou arⱪisunagōgou legontes hoti Haʸ thugataʸr sou apethanen; ti eti skulleis ton didaskalon;)

RP-GNT Ἔτι αὐτοῦ λαλοῦντος, ἔρχονται ἀπὸ τοῦ ἀρχισυναγώγου, λέγοντες ὅτι Ἡ θυγάτηρ σου ἀπέθανεν· τί ἔτι σκύλλεις τὸν διδάσκαλον;
(Eti autou lalountos, erⱪontai apo tou arⱪisunagōgou, legontes hoti Haʸ thugataʸr sou apethanen; ti eti skulleis ton didaskalon;)

TC-GNT Ἔτι αὐτοῦ λαλοῦντος, ἔρχονται ἀπὸ τοῦ ἀρχισυναγώγου, λέγοντες ὅτι Ἡ θυγάτηρ σου ἀπέθανε· τί ἔτι σκύλλεις τὸν διδάσκαλον;
(Eti autou lalountos, erⱪontai apo tou arⱪisunagōgou, legontes hoti Haʸ thugataʸr sou apethane; ti eti skulleis ton didaskalon; )

Key for above GNTs: yellow:punctuation differs, red:words differ (from our SR-GNT base).

SOTN SIL Open Translator’s Notes:

Section 5:21–43: Jesus healed a sick woman and caused a dead girl to live again

This section tells about two miracles that Jesus did. He healed a woman who had a sickness that caused her to have chronic bleeding. The story about this woman is told in the middle of the story about a dead girl whom he caused to live again. The situation was hopeless for both until Jesus miraculously helped them. His miracles showed the special power and authority that God had given to Jesus as the Messiah.

These stories include the idea of ritual impurity, just as in the story of the healing of the man with a “legion” of “unclean" spirits. Here, the woman was unclean according to the law of Moses because of the bleeding that was caused by her sickness. The dead body of Jairus’ daughter was also ritually unclean. But in spite of this, Jesus touched both of them. Instead of becoming unclean himself, he made them ritually clean by making them well.

Another important theme is faith. Jesus said that the woman who was bleeding was healed because of her faith. Then he encouraged Jairus to keep believing that God could make his daughter well, even after she died.

It is good to translate this section before you decide on a heading for it.

Here are some other possible headings for this section:

Jesus cured a woman with chronic bleeding and gave life to a dead girl

The child of Jairus and the woman who touched the hem of Jesus’ clothing

A dead girl and a sick woman (NIV)

There are parallel passages for this section in Matthew 9:18–26 and Luke 8:40–56.

Paragraph 5:35–43

In this paragraph, Mark returned to the story about Jairus and his daughter. Use a natural way in your language to focus again on the people who were introduced before the story about Jairus was interrupted in 5:25.

5:35a

While He was still speaking,

¶ While he was still saying this,
¶ Before Jesus finished speaking to the woman,

5:35b

messengers from the house of Jairus arrived

some people arrived from the house of the synagogue elder/leader
some messengers from the household of Jairus came to Jairus.

5:35a–b

While He was still speaking, messengers from the house of Jairus arrived: Jesus was still speaking to the woman whom he healed when some men came. Express this timing in a natural way in your language.

In some languages it may be helpful to mention who Jesus was speaking to. For example:

While Jesus was still speaking to her

As Jesus was still talking to the woman

messengers…arrived: The Greek phrase that the BSB translates as messengers…arrived is literally, “they came.” The people who came may have been slaves, or they may have been friends or members of Jairus’ family. Translate this in a general way. For example:

some people (NJB)

some messengers (GNT)

some men (NIV)

from the house of Jairus: The Greek phrase that the BSB translates as from the house of Jairus is literally “from the synagogue ruler.” The BSB and many other English versions supply from the house of because Jairus himself was already with Jesus. The BSB supplies the name Jairus to help identify him.

Consider what would be the most natural way in your language to refer to Jairus, the synagogue ruler, at this point in the story. In some languages it may be enough to simply say “Jairus.” In other languages it may be more natural to avoid using Jairus’ name here and to simply say “the synagogue leader.” See the note on “A synagogue leader” at 5:22a.

5:35c

and said, “Your daughter is dead;

and said, “Your daughter is dead.
They told him, “Your daughter has just passed away.
They told him that his daughter had died,

and said: The men were talking here to Jairus, who was still with Jesus. In some languages it may be necessary to make this explicit. For example:

They said to Jairus

They told the synagogue leader

Some translations place the phrase they said after the words “Your daughter is dead.” In the Greek text, it comes before these words. Place it where it is most natural in your language.

Your daughter is dead: Use a natural expression in your language to tell someone that a family member has died. In many languages, there will be a euphemism for this.

5:35d

why bother the Teacher anymore?”

Is there any need for you^(sing) to trouble the teacher any longer?”
Perhaps you^(sing)/we^(incl) should not trouble the teacher any longer by asking him to come to the house.”
and he should not bother the teacher any more.

why bother the Teacher anymore?: This is a rhetorical question. The men asked this question to suggest that Jairus should leave Jesus and should no longer expect Jesus to go to his house. They believed that Jesus could not do anything to help someone who had already died.

There are at least two ways to translate this suggestion:

As a rhetorical question. For example:
What reason is there to continue to trouble the teacher?
Do you need to bother the teacher any longer?
As a statement. For example:
Perhaps you should not trouble the teacher any further.
Let us leave the teacher, now that there is no reason to disturb him.
There is no need to bother the teacher anymore. (NCV)

Use whichever form is most natural to express a suggestion of this kind in your language. In some languages it may be helpful to supply the implied information that is the reason for giving this advice:

It is too late to save your daughter. Do not bother the teacher any more.

bother: The Greek word that the BSB translates as bother here means “to trouble (someone).” The men assumed that Jesus was a busy teacher and that Jairus had troubled Jesus by asking him to heal his daughter. In this context, bother does not mean to do something purposely to annoy someone.

In some languages, there may be another word or phrase that expresses this sense more clearly. In other languages it may be helpful to make explicit the sense of bother. For example:

do not bother the teacher any longer by urging/asking him to go to your house

the Teacher: The phrase the Teacher here refers to Jesus. The Greek word that the BSB translates as Teacher was a polite title for a Jewish religious leader. It was a title of respect for a Jewish man who had authority to teach the things about God. If you have another term in your language to refer to a religious leader or teacher, it may be appropriate to use it here.

See how you translated this term at 4:38c where “Teacher” is used as a term of address. Be careful not to use a term that can refer only to a school teacher.

UTN uW Translation Notes:

Note 1 topic: figures-of-speech / explicit

ἔτι αὐτοῦ λαλοῦντος

still (Some words not found in SR-GNT: Ἔτι αὐτοῦ λαλοῦντος ἔρχονται ἀπό τοῦ ἀρχισυναγώγου λέγοντες ὅτι Ἡ θυγάτηρ σοῦ ἀπέθανεν τί ἔτι σκύλλεις τόν διδάσκαλον)

Here Mark implies that Jesus was still saying what Mark recorded in the previous verse. If it would be helpful in your language, you could make that idea more explicit. Alternate translation: [He still saying those things] or [He still speaking to the woman]

Note 2 topic: figures-of-speech / go

ἔρχονται

˱they˲_˓are˒_coming

In a context such as this, your language might say “go” instead of come. Alternate translation: [they go]

Note 3 topic: writing-pronouns

ἔρχονται

˱they˲_˓are˒_coming

The pronoun they refers to people who were at Jairus’ house. If this is not clear for your readers, you could refer to them more directly. Alternate translation: [people come]

Note 4 topic: figures-of-speech / metonymy

ἀπὸ τοῦ ἀρχισυναγώγου

(Some words not found in SR-GNT: Ἔτι αὐτοῦ λαλοῦντος ἔρχονται ἀπό τοῦ ἀρχισυναγώγου λέγοντες ὅτι Ἡ θυγάτηρ σοῦ ἀπέθανεν τί ἔτι σκύλλεις τόν διδάσκαλον)

Here, the synagogue ruler represents the house of the synagogue ruler. If it would be helpful in your language, you could use an equivalent expression from your language or state the meaning plainly. Alternate translation: [from the synagogue ruler’s home]

Note 5 topic: writing-quotations

λέγοντες

saying

Consider natural ways of introducing direct quotations in your language. Alternate translation: [and they said]

Note 6 topic: figures-of-speech / rquestion

τί ἔτι σκύλλεις τὸν διδάσκαλον?

why still ˱you˲_˓are˒_troubling (Some words not found in SR-GNT: Ἔτι αὐτοῦ λαλοῦντος ἔρχονται ἀπό τοῦ ἀρχισυναγώγου λέγοντες ὅτι Ἡ θυγάτηρ σοῦ ἀπέθανεν τί ἔτι σκύλλεις τόν διδάσκαλον)

The people from Jairus’ house are using the question form to suggest how Jairus should behave. If you would not use the question form for this purpose in your language, you could translate this as a statement or an exclamation. Alternate translation: [There is no need to bother the teacher further.] or [It is useless to bother the teacher further!]

Note 7 topic: figures-of-speech / explicit