Instructor’s Resource Manual for Athenaze - An Introduction to Ancient Greek - Book One and Two [3 ed.] 9780199363285

Table of contents :
BOOK I
Introduction vii
Chapter 1 1
Chapter 2 11
Chapter 3 20
Chapter 4 27
Chapter 5 35
Chapter 6 43
Chapter 7 53
Chapter 8 63
Chapter 9 73
Review of Verb Forms 84
Preview of New Verb Forms 85
Chapter 10 87
Chapter 11 96
Chapter 12 107
Chapter 13 117
Chapter 14 126
Chapter 15 135
Chapter 16 143
End Matter 151
Translations of Classical and New Testament Greek Readings 154
Word Study Index 158
Word Building Index 159
Index of Teacher’s Handbook: Topics, Language, and Grammar 161
Index of Teacher’s Handbook: Greek Words 163

BOOK II
Preface iii
Chapter 17 1
Chapter 18 11
Chapter 19 20
Chapter 20 30
Chapter 21 38
Chapter 22 48
Chapter 23 56
Chapter 24 66
Chapter 25 75
Chapter 26 84
Chapter 27 93
Chapter 28 103
Chapter 29 114
Chapter 30 126
End Matter 134
Translations of Classical and New Testament Greek Readings 136
Word Study Index 141
Word Building Index 142
Index of Teacher’s Handbook: Topics, Language, and Grammar 144
Index of Teacher’s Handbook: Greek Words 146

Citation preview

Instructor’s Resource Manual for

h

AT H E N A Z E A n Int rod u c t i on t o A n c i e nt G re e k

h

B ook O ne a nd Two t h i r d e di t ion

Maurice Balme Gilbert Lawall Edited by James Morwood

1

Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford New York Auckland  Cape Town  Dar es Salaam  Hong Kong  Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright © 2015, 2003, 1995 by Oxford University Press. For titles covered by Section 112 of the US Higher Education Opportunity Act, please visit www.oup.com/us/he for the latest information about pricing and alternate formats. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016 http://www.oup.com Oxford is a registered trade mark of Oxford University Press. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. ISBN: 978-0-19-936328-5

h Contents BOOK I Introduction

vii

Chapter 1

1

Chapter 2

11

Chapter 3

20

Chapter 4

27

Chapter 5

35

Chapter 6

43

Chapter 7

53

Chapter 8

63

Chapter 9

73

Review of Verb Forms

84

Preview of New Verb Forms

85

Chapter 10

87

Chapter 11

96

Chapter 12

107

Chapter 13

117

Chapter 14

126

Chapter 15

135

Chapter 16

143

End Matter

151

Translations of Classical and New Testament Greek Readings

154

Word Study Index

158

iii

iv Contents

Word Building Index

159

Index of Teacher’s Handbook: Topics, Language, and Grammar

161

Index of Teacher’s Handbook: Greek Words

163

BOOK II Preface

iii

Chapter 17

1

Chapter 18

11

Chapter 19

20

Chapter 20

30

Chapter 21

38

Chapter 22

48

Chapter 23

56

Chapter 24

66

Chapter 25

75

Chapter 26

84

Chapter 27

93

Chapter 28

103

Chapter 29

114

Chapter 30

126

End Matter

134

Translations of Classical and New Testament Greek Readings

136

Word Study Index

141

Word Building Index

142

Index of Teacher’s Handbook: Topics, Language, and Grammar

144

Index of Teacher’s Handbook: Greek Words

146

Instructor’s Resource Manual for

h

AT H E N A Z E A n Int rod u c t i on t o A n c i e nt G re e k

h

B ook O ne t h i r d e di t ion

Maurice Balme Gilbert Lawall Edited by James Morwood

1

h Introduction

The Cour se

General Principles

This course was written for use in schools, colleges, and universities with students who have not necessarily been exposed to any other highly inflected language. The course aims at teaching students to read and understand Greek within the context of fifth-century Greek civilization and culture. All elements in the course are meant to contribute to this end. The readings form a continuous story with interwoven subplots. In Chapters 1–20 the narrative consists of made-up Greek, a good part of it based on Homer and Herodotus; in Chapter 21 and the following chapters dependence on ancient sources—Thucydides, Plato, Herodotus, Bacchylides, and Aristophanes—increases steadily. The main narrative of each chapter is divided into two parts. Before each narrative is a list of words to be learned. The inductive method (see below) involves quickly reading the lists through before starting on the narrative, and then learning them thoroughly after the narrative has been completed, when the vocabulary has been encountered in context and will thus prove easier to memorize. Some teachers, however, will feel that the lists should be learned in advance of the readings. Following each narrative is an explanation of the major new grammar and syntax that have occurred in the reading. Exercises then give practice with the new linguistic features. In the middle of each chapter is a short essay providing the historical and cultural context of the narrative. Reading passages at the end of each chapter are offered for comprehension;

they either continue the narrative or form subplots, drawn from Homer’s Odyssey, Herodotus, and Thucydides. Chapters 29 and 30 at the end of Book II are devoted primarily to passages from Thucydides and Aristophanes, the Greek of which has not been changed from the original, except for some omissions. The narratives are so constructed that students should be able to read and understand the Greek with the help of the vocabulary, the glosses beneath each paragraph, and occasional help from the teacher. Although we believe firmly in the necessity of learning grammar and vocabulary thoroughly, the students’ first understanding of the Greek will come from their reading of the story. To this extent their understanding of grammar and syntax will be inductive, but analytical understanding will come during and after the reading of the story and in formal presentations of grammar and syntax. This method fosters fluency and confidence and contributes to the ultimate goal of comprehending Greek without recourse to translation. Inclusion of short passages from Classical and New Testament Greek, unadapted, in virtually all the chapters is an opportunity for students to develop skill in comprehending the Greek of a variety of ancient authors and to become acquainted with a number of poetic styles and with the original words of two of the Gospels, Luke and John. Apart from their intrinsic interest, these passages encourage discovery that even at this early stage students can, with the help of glosses, understand passages of real Greek literature and the New Testament. Inclusion of the sayings of the seven wise men of Archaic Greece in boxes in Book I titled “Greek

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Wisdom” acquaints students with these famous bits of proverbial wisdom, without which any Greek course would be incomplete. In Book II we present fragments of Heraclitus in Greek Wisdom boxes in most chapters, and material on Socrates in Chapter 29.

Language Structure

The sentence is the basic unit of sense in any language, and from the start the student should aim at understanding whole sentences within the context of the paragraph as a whole. Sentences in any language follow a limited number of patterns, and students should learn to respond to the elements of the sentence as they appear in sequence, to become sensitive to variations in word order, and to watch inflections closely as keys to structure and meaning. In the early chapters, you might consider labeling key grammatical elements of sentences. (We suggest how this can be done on p. 5.) We have tried to control the input of morphological features and sentence patterns in such a way that the gradient of difficulty remains steady and consistent. The sequence of grammar and syntax is determined by two criteria: (1) What order will the student find easiest? (2) What order will enable the author to write reasonably interesting Greek as soon as possible? In any inductive method, students are expected to discover some or all of the morphology and syntax as they read and use the language and to develop a personal grammar of their own. In this course, that personal awareness is constantly subject to correction and consolidation in the grammatical sections that follow the readings and set forth the grammar in traditional form. Exercises then follow for reinforcement. The reading passages at any given stage necessarily incorporate grammar that has not been presented formally. At the beginning of the teaching notes for each chapter, we list the new grammar that is to be formally presented. These are the features of grammar on which the teacher should concentrate in teaching the reading passages; the features will be formally presented in the grammatical sections following the reading passages. Other new features of grammar will be glossed as necessary in the notes beneath the paragraphs, and teachers should not dwell on them or digress into discussion of them. Concentrate on the essential new grammar in the chapter (and on review in a given passage of grammar that has been formally

Book I

presented earlier). Detailed suggestions are offered for effective teaching of the new grammar in the stories.

Vocabulary

Equally, to make rapid progress students must learn vocabulary. We have reinforced important words by constantly reintroducing them in the stories and exercises. Some whole phrases keep recurring, like Homeric formulae. Understanding of some of the basic principles of word building in Greek helps reduce the burden of memory and allows students to attack many new words with confidence. The vocabulary lists in the chapters give the words that students are expected to learn fully (whether after or before reading the narrative) and be able to use actively both in reading Greek and in translating from English into Greek. Teachers should quiz frequently on this vocabulary, from Greek to English and from English to Greek. Many words are glossed at their first occurrence in a reading passage; students are not expected to learn these words thoroughly while reading the paragraph in which they are glossed. Sometimes, however, these words will be used again later in the same passage or in subsequent passages in the same chapter and will usually not be glossed again within that same chapter. If students forget a meaning, they should look back in earlier paragraphs of the same passage or in earlier passages in the same chapter before having recourse to the Greek to English vocabulary at the end of the book. In the teacher’s notes on the reading passages, we list words that were glossed earlier in the chapter (see note in this manual after the tail reading in Chapter 1). In glosses below paragraphs of the stories and in references in the instructor’s manuals to specific words in stories, we usually preserve the grave accents on the final syllables of words as they appear in the stories. For the principles that govern the vocabulary used in and required by the exercises, see the notes after the answers for Exercise 1α and Exercise 1γ in this manual. Occasionally translations or vocabulary will be given in parentheses in the sentences of the exercises.

Exercises

The exercises for each chapter include (1) study of English derivatives as an aid to mastery of Greek vocabulary as well as an aid to understanding

IntroductionI-ix

English (after each α reading), (2) morphological exercises as needed, (3) sentences for translation from and into Greek (sometimes paired, and always using the new morphology, syntax, and vocabulary of the chapter), and (4) exercises on word building within Greek itself (after each β reading). Blank charts for verb forms are supplied after the last chapter in Book I and the last chapter in Book II, and students are periodically directed to make photocopies of these charts and fill in certain forms of designated verbs; they are also directed to keep the charts for reference, and later they are directed to fill in additional forms. Filling out these forms allows students to gain a clear picture of where new forms fit into the overall patterns for the various verbs. For nouns and adjectives, students are periodically directed to write sets of forms of designated words and phrases. We strongly recommend that teachers assign this work with verbs, nouns, and adjectives; that teachers check their students’ work carefully; and that students be required to keep their charts of verbs and their sets of nouns or of nouns and adjectives carefully organized in a three-ring notebook. With regard to English to Greek translation, few would now maintain that “composition” is essential for learning to read Greek. It seems, however, to be a most valuable instrument for ensuring a sound knowledge of morphology and syntax.

Word Study and Word Building

These exercises are ideal for small-group work. Occasionally students may need access to an English or a Greek to English dictionary, but they should rely on their own problem-solving skills as much as possible.

Tips for Teaching

The two major reading passages (α and β) in each chapter are usually presented, read aloud, comprehended, translated, and discussed in class as a joint venture undertaken by teacher and students. It is highly recommended that overhead transparencies be made of the reading passages and that the teacher introduce students to the passages by reading them aloud from the projection on the screen. Simple comprehension questions in English will help establish the outlines of the passage, and then it can be approached sentence by sentence with the teacher modeling each sentence and the students

repeating after the teacher and translating. The passages are short enough so that they can then be read again by the teacher. In each oral reading (whether by teacher or students) careful attention should be paid to phrasing and tone of voice so that the words are clearly grouped together as appropriate and are spoken in such a way as to convey the meaning of the passage effectively. Further detailed suggestions are offered for each α and β reading. The pace and depth of work on the passages should be varied. It is vital not to lose forward momentum. Provided that sufficient in-depth reading is undertaken, students should be allowed to experience fluent and speedy understanding without analysis some of the time. We also recommend that teachers encourage their students to read vocabulary aloud, and to read the exercises aloud. Not only is the sounding of a language the natural way of learning it, but the combination of the two senses of sight and hearing can greatly facilitate the learning process. At the end of each chapter there is an additional passage on the theme of the story line that is offered not to introduce new vocabulary or grammar but as an exercise in comprehension. Each of these passages is accompanied by comprehension questions, and it is recommended that the passage be read aloud by the teacher (perhaps again from an overhead projection) and that students be urged to answer the questions (in English or in Greek) without explicitly translating the Greek. One of the purposes of these passages is to get students into the habit of reading Greek for direct comprehension of the ideas expressed; we do not want students to think of Greek only as something that must be translated into English.

Learning to Read Unadapted Greek

The stories themselves incorporate a gradual but deliberate transition to the reading of unadapted Greek. The old sailor’s accounts of Thermopylae and Salamis are based ultimately on Herodotus, using his actual words where possible. Some passages are fairly close to the original, and we include some original lines from Aeschylus’s Persae and from Simonides, which are glossed as needed. The reading passages at the ends of Chapters 13–20 follow Herodotus more closely. None of these passages, in our experience, occasions much difficulty, so long as the student has a good grasp of participles, on which we lay great emphasis.

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The core of Chapters 21–28 consists of adapted extracts from Thucydides, Herodotus, and Plato, with increasing sophistication of syntax and content. In Chapters 21–23 we still use the narrative framework, but as Dicaeopolis and his family are now involved in actual historical events (the outbreak of the Peloponnesian War), we introduce adapted Thucydides. Chapter 23, “The Invasion,” follows Thucydides 2.18–23 fairly closely, with cuts. Chapter 24, a digression on the education Philip receives when he is evacuated to Athens, introduces extracts from Plato’s Protagoras, with very little change. In Chapter 25 we abandon the narrative framework and devote four chapters to Herodotus (the story of Croesus), with each chapter moving closer to the original words. This section ends with Bacchylides’ account of the rescue of Croesus by Apollo, unadapted, which, with glossing, is manageable by students at this stage. Chapter 29 is based closely on Thucydides 2.83–94, with omissions, and the course draws to its close by returning to Dicaeopolis (now the figure in Aristophanes’ Acharnians) and offering unadapted extracts from Aristophanes’ play (Chapter 30). Along the way students will have read numerous passages from Classical and New Testament Greek, and by the end of the course they will be ready to read from annotated texts of the standard authors.

Teaching the Course

This course is intended for use in secondary schools and in colleges and universities. Its use at both levels will help promote continuity in the study of Greek. It will be completed in different periods of time, depending (among other factors) on the level at which it is being taught, the number of class meetings per week, the length of class periods, and the number of weeks in the semester or trimester or quarter. At a relatively rapid pace, the entire course (Books I and II) can be taught in two semesters or three quarters. At a more relaxed pace, the material can be spread out over three semesters or four quarters. If supplemented with extensive background material on history, mythology, and archaeology, the course may be extended to four semesters. Teachers at each level need to plan their timetabling of teaching the course carefully with many factors in mind. The course itself offers an abundance of material from which teachers need to select carefully in order to achieve their own goals. Each teacher must decide how much time to devote, for

Book I

example, to word study, cultural background, and word building. Some teachers will leave these sections largely up to the students to study on their own. They may photocopy the sections on this material in the instructor’s manuals and distribute it to their students for study on their own. The lists of derivatives in the instructor’s manuals may also be photocopied and distributed to students for their study and for use as the basis for independent projects. Each teacher needs to decide how much emphasis to put on some of the finer points of the language such as accents and macrons and on the linguistic aspects of the paradigms of nouns, adjectives, and verbs. Parts of Book I may also be used as a supplement to Latin courses at the advanced levels in the secondary schools. The first ten chapters, for example, might be taught over the course of the entire year of third- or fourth-year Latin, with one class period per week devoted to Greek. Teachers using the course in this way may wish to supplement the material on word study and mythology. Many useful connections can be made with the students’ simultaneous study of advanced Latin.

Classical Greek and New Testament Passages

These passages were added to Athenaze to give students practice with reading extracts from real Greek from the very beginning of the course. Bibliographical information on the sources of the Classical Greek passages, translations of the passages, and notes on them are furnished in the instructor’s manual. The selections from the Gospel of Luke in Book I and the Gospel of John in Book II are taken from The Greek New Testament, Fourth Revised Edition, edited by Barbara Aland, Kurt Aland, Johannes Karavidopoulos, Carlo M. Martini, and Bruce M. Metzger, © 1993 Deutsche Bibelgesellschaft, Stuttgart (available in the United States from the American Bible Society, 1865 Broadway, New York, NY 10023). Some teachers will be able to afford to spend time on the Classical and the New Testament readings in their classes, but others may choose to leave these readings largely up to the students to do on their own. To make it easier for students to work on these passages independently, we append at the end of each instructor’s manual sets of translations of the passages, which teachers may photocopy and distribute to their students. There are some differences between Classical Greek and the Koine Greek of the New Testament,

IntroductionI-x i

but they are unlikely to bother students at this stage in their study of the language. We point out some of the differences in the glosses accompanying the passages in the student’s book and in the notes in the instructor’s manuals.

Greek Wisdom

We do not provide vocabulary or notes in the Greek Wisdom boxes in the student’s book, and we do not include translations of these extracts in the material for the students at the end of the instructor’s manuals. We do, however, supply all needed vocabulary in the Greek to English Vocabularies at the end of the student’s books. Students should be allowed to work out their own translations of these passages, with help from the teacher as a last resort. Students interested in philosophy will find this material of particular appeal.

Illustrations

Line drawings, usually based on Greek vases, or photographs are placed before each of the main narratives in Chapters 1–16. The Greek captions illustrate new linguistic features introduced in the chapter. With a little help from the teacher, the meaning of these captions should quickly become apparent to students. The captions are important, since in them students first experience the features of grammar and syntax that enable them to understand the narrative that follows. Where a painting on a Greek vase fits the caption exactly, our artist reproduced the picture without change. In other cases some adaptation was necessary, and in others scenes have been drawn from imagination in the style of Greek vases. From Chapter 17 onward, we cease to use line drawings, as we have photographs that fit the captions well enough. We give the sources for all illustrations in lists of illustrations at the end of the students’ books and in the notes in this manual, with brief descriptions and commentaries as necessary.

Further Reading

Word Study The American Heritage Dictionary of the English Language. Boston, New York: Houghton Mifflin, 4th ed., 2000. Jewell Elizabeth J., and Frank Abate. The New Oxford American Dictionary. New York: Oxford University Press, 2001. Sinkovich, Kathryn A. A Dictionary of English Words from Greek and Latin Roots. Amherst: CANE Instructional Materials, 71 Sand Hill Road, Amherst, MA 01002, 1987. Cultural and Historical Context Boardman, John, Jasper Griffin, and Oswyn Murray, eds. The Oxford History of the Classical World. Oxford, New York: Oxford University Press, 1986. Connolly, Peter, and Hazel Dodge. The Ancient City: Life in Classical Athens & Rome. New York: Oxford University Press, 1998. What Life Was Like at the Dawn of Democracy: Classical Athens 525–322 bc. Alexandria, Virginia: Time-Life Books, 1997. The World of Athens: An Introduction to Classical Athenian Culture (2nd ed., ed. Robin Osborne). Cambridge, New York: Cambridge University Press, 2008. We cite passages in The World of Athens and The Oxford History of the Classical World in the teacher’s notes on the cultural and historical background essays in most chapters of this course. Pedagogy Griber-Miller, John. ed., When Dead Tongues Speak. American Philological Association, 2006, chaps. 7, 8, and 9.

Notes to Introduction in Stu dent’s Book

Illustration (Book I Cover)

We offer the following very brief list of books that will be most useful in teaching Greek from Athenaze:

The goddess Artemis from the east frieze of the Parthenon, 442–438 bc (Acropolis Museum, Athens)

Grammar

Illustration (p. xxv)

Smyth, Herbert Weir. Greek Grammar. Revised by Gordon M. Messing. Cambridge: Harvard University Press, 1963.

Pa r t 1 The figure of Myrrhine is based on a painting on a lekythos by the Providence Painter, ca. 470 bc, in the Ashmolean Museum, Oxford; the figure of

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Melissa is based on a painting on a dish by the Dish Painter, ca. 460 bc, in the Hermitage Museum, Leningrad; and the dog is based on a painting on an Attic red figure cup by the Euergides Painter, ca. 500 bc, in the Ashmolean Museum, Oxford. Pa r t 2

Alphabet (p. xxvi)

For further discussion of pronunciation and a demonstration, see the book by W. Sidney Allen and the cassette recording by Stephen Daitz, referred to on p. xxx.

Macrons (p. xxvii top)

Macrons (long marks) have been inserted in the Greek throughout the student’s book and the instructor’s manual in order to facilitate accurate pronunciation. Teachers must decide whether to tell their students to include macrons when they are writing Greek and to consider them as an integral part of the spelling of Greek words. The markings for long and short vowels are also used in poetic scansion to identify long and short (heavy and light) syllables, but poetic scansion is not treated in this book.

Diphthongs (p. xxvii bottom) Students will encounter some words such as νηϊ` with a dieresis over the second vowel (see 6α:22); this indicates that the vowels are to be pronounced as two separate syllables and not as a diphthong. It should be noted that when we speak of diphthongs as being considered long or short, we are speaking only for purposes of accentuation and not for poetic scansion. Paired Consonants (p. xxviii middle) There is evidence that the γ in the combination γμ

was also nasalized; see W. Sidney Allen, Vox Graeca, Cambridge University Press, 2nd ed., 1974, p. 35.

Accents

Teachers are recommended to make the decision at the outset as to whether to teach accentuation systematically. All the information necessary to do so is given in the text of the student’s book, but within square brackets. The best modern guide to accentuation is Philomen Probert, A New Short Guide to the Accentuation of Ancient Greek, Bristol Classical Press, London, 2003.

Book I

Pa r t 3

Writing Greek Letters (pp. xxx–xxxiii)

The material on writing Greek letters on pp. xxx– xxxiii is taken from Eugene Van Ness Goetchius’s The Language of the New Testament, originally published in 1965 by Scribner, New York, and now available from Pearson Education, Upper Saddle River, NJ.

Illustration

This fragment of a red-figure cup showing a boy reading a scroll inscribed with Greek capital letters (painted to be read by the viewer of the cup rather than the boy) dates from about 470–450 bc. Pa r t 4

Practice in Pronunciation and Writing (p. xxxiii)

The Greek words and the names of the Muses, Graces, and Fates on pp. xxxiii–iv have been taken from Jane Gray Carter’s Little Studies in Greek, published by Silver, Burdett, New York, 1927, pp. 63–70 and 101–102. This book is currently available from CANE Instructional Materials, 71 Sand Hill Road, Amherst, MA 01002. The following information, taken from Carter’s book, may be of use if students ask about the names of the Muses, Graces, and Fates or if you wish to teach their meanings. There is surely no need to be too candid about how the names, functions, and number of the Muses fluctuated in ancient Greek literature. Muses

Κλειώ (κλέω, I celebrate), Clio, muse of history Εὐτέρπη (εὐ�, well + τέρπω, I delight), Euterpe,

muse of lyric poetry Θάλεια (θάλλω, I bloom), Thalia, muse of comedy Μελπομένη (μέλπω, I sing), Melpomene, muse of tragedy Τερψιχόρᾱ (τέρπω, I delight + χορός, chorus), Terpsichore, muse of choral dance and song Ἐρατώ (ἐρατός, lovely, from ἐράω, I love), Erato, muse of erotic poetry Πολύμνια (πολύς, much + ὕμνος, hymn), Polyhymnia, muse of the sublime hymn Οὐρανίᾱ (οὐρανός, heaven), Urania, muse of astronomy Καλλιόπη (καλός, beautiful + ὄψ, voice), Calliope, muse of epic poetry

IntroductionI-x iii

The Three Graces

Ἀγλαϊ`ᾱ (ἀγλαός, -ή, -όν, shining, splendid), Aglaia, the bright one

Εὐφροσύνη (εὔφρων, merry), Euphrosyne, good cheer

Θάλεια (θάλλω, I bloom), Thalia, the blooming one

The Three Fates

Κλωθώ (κλώθω, I spin), Spinster, the fate who spins the thread of life

Λάχεσις ( λαχεῖν, to obtain by lot), Dispenser of Lots

Ἄτροπος (ἀ privative + τρέπω, I turn), Inflexible Map (p. xxxvi)

Greece and the Aegean Sea

Notes on This Instructor’s M an ual

Method of Reference

References to reading passages are made in the following form: 1α:5

This refers to Chapter 1, reading passage α , line 5. References to the tail readings are made in the following form: 1 tail:2

References in the Greek to English Vocabulary to grammar sections are made in the following form: 1 Gr l

This refers to Chapter 1, Grammar 1.

Words Glossed Earlier in Chapters

When words appear again that have been glossed earlier in the chapter, we do not gloss them again, but for the convenience of the teacher we list them in the manual after the translation of the paragraph in which they appear for the second or third time. All such words are included in the Greek to English Vocabulary at the end of the book.

Compound Verbs to Be Deduced

We usually do not give compound verbs in the Vocabulary lists when their meaning is clear from their constituent parts, but only when there is a special meaning or a preferred translation. We leave it to students to deduce the meaning of most compound verbs, and we make note of them in the instructor’s manual after the translation of the paragraph in which they occur. All such words are included in the Greek to English Vocabulary at the end of the book.

Space for Additional Notes

The material in the following sections of this manual is carefully coordinated with the sequence of material within each of the chapters of the student’s book. Occasionally we have not given notes to particular vocabulary or grammar sections.

Notes on Color Plate Illustr ations

Illustration (Color Plate 1)

Panoramic Picture of the Acropolis of Athens

Illustration (Color Plate 2)

Dating from aboout 560 bc, this statue is in many ways characteristic of the archaic kouros (young man) who stands with one foot forward and a quizzical smile on his face; but with its emotional charge, the calf-bearer is obviously different. Carved from the same block, man and beast seem attuned, as Nigel Spivey perceptively observes, the former having been given some of the calf’s placid, wide-eyed, trusting nature. (Athens, Acropolis Museum, Archaeological Museum)

Illustration (Color Plate 3) Attic countryside landscape

Illustration (Color Plate 4)

The triad of the Eleusinian Mysteries: Persephone, Demeter and Triptolemus. Marble bas-relief found at Eleusis 440–430 bc. (Athens, National Archaeological Museum)

Illustration (Color Plate 5)

This red figure cup by the Douris Painter interior dates from the early fifth century. (Antikensammlung, Staatliche Museen, Berlin, Germany)

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Illustration (Color Plate 6)

The throne room of the palace at Knossos on Crete gives an indication of the splendors of the Minoan civilization, which the Mycenaeans brought to an end in around 1490 bc.

Illustration (Color Plate 7)

Book I

Illustration (Color Plate 14)

This red-figure kylix from the Triptolemos Painter dates from the fifth century bc. The cap and trousers identify the losing warrior as a Persian. The emblem on the Greek hoplite’s shield is the winged horse Pegasus. (National Museums of Scotland)

This red-figure vase painting by the Kleophrades Painter dates from the first quarter of the fifth century. (British Museum)

Illustration (Color Plate 15)

Illustration (Color Plate 8)

Illustration (Color Plate 16)

This reconstruction of the Acropolis is by Stephen Biesty.

Bust of Pericles

Illustration (Color Plate 9)

Illustration (Color Plate 17)

This reconstruction of the Piraeus is by Stephen Biesty.

Illustration (Color Plate 10)

Aerial view of Mycenae (photo: Ira Block)

The Lydian acropolis of Sardis, seen from the west, with the Hellenistic temple of Artemis in the foreground. (photo: Peter Thonemann)

The French painter Jacques-Louis David lived from 1748 to 1825. (Paris, Louvre)

Illustration (Color Plate 18)

Illustration (Color Plate 11)

Illustration (Color Plate 19)

The diver is confronting a sphinx on a now-submerged island in the harbor of Alexandria. (Hilti Foundation)

Illustration (Color Plate 12)

The plain of Sparta is protected by a massive mountain range. Not much of the ancient city survives, as you can see. Thucydides was indeed prophetic when he wrote that “if the city of Sparta were to become deserted, with only the temples and the foundations of buildings left to the view, I imagine that with the passage of time future generations would find it very hard to credit its reputed power.” He adds that “if the same thing happened to Athens, people would assume from the overt appearance that the city’s power was twice what it is” (1.10).

Illustration (Color Plate 13)

In 1876 the great German archaeologist Heinrich Schliemann started to excavate Mycenae. The most memorable moment in the excavation came when Schliemann uncovered a corpse in a shaft grave wearing this golden mask. He telegraphed the king of Greece, “I have gazed upon the face of Agamemnon.” In fact, the graves date from centuries before Agamemnon (if he existed). (National Archaeological Museum, Athens, Greece)

This reconstruction is by Stephen Biesty.

The François vase was named after the man who recovered it in a tomb in Etruria (central Italy). A huge volute crater (it is 26 inches high), it shows (starting at the top) the Calydonian Boar Hunt; the funeral games of Patroclus, the friend of Achilles; gods in procession to the wedding of Peleus and Thetis; Achilles chasing the Trojans Troilus and Polyxena at a fountain house; animal and sphinxes; pygmies fighting cranes (base). It was painted by Kleitias in around 570 bc. (Museo Archeologico, Florence, Italy)

Illustration (Color Plate 20)

Model of Delphi (Munich Antikensammlungen)

Illustration (Color Plate 21)

Attic red-figure belly amphora depicting Croesus on his Pyre. See note.

Illustration (Color Plate 22)

The red-figure Pronomos vase, named after its painter, dates from the end of the fifth century bc. It is the best surviving evidence that we have for the costumes and masks worn during the great period of Attic drama. (Museo Archeologico Nazionale, Naples, Italy)

h 1 Ο ΔΙΚΑΙΟΠΟΛΙΣ (α)

Caption under Illustration

Title: “Dicaeopolis”

Purposes of This Chapter

Dicaeopolis is a farmer; and he is carrying the/his calf.

1. Reading: to introduce students to their first passages of Greek reading, which are deliberately simple in order to build confidence; to introduce the main character of the fictional narrative, the Athenian farmer Dicaeopolis; and to sketch his character, lifestyle, and values 2. Grammar: (α) to present basic forms of verbs (third person singular) and of nouns (nominative and accusative cases, second declension masculine) and to introduce the basic uses of the nominative and accusative cases and the concept of agreement; and (β) if instructors so wish, to begin formal study of accents (acute and grave) and of accents with disyllabic enclitics 3. Context: to provide some background on the Athenian farmer

Lead students to deduce the meaning of the caption from the illustration. After reading the caption, ask what the man is doing. This will elicit the meaning of the verb φέρει. Then the question “What is he carrying?” will eventually lead to the answer that it is a calf. Students of art history will be familiar with the statue with the title Moschophorus, and some may remember that this means Calf-Bearer. Note that the definite article may be translated with a possessive. Then work on the first part of the sentence; students should quickly recognize Δικαιόπολις as a personal name (the capital letter and mention of Dicaeopolis in the Introduction to the book will help). The question “What is he?” will lead to “He’s a farmer” (αὐτουργός is in the vocabulary list), and then the word αὐτουργός may be explained (meaning something like independent farmer from αὐτός, himself, and the stem ἐργ-, originally ϝεργ-, seen in τὸ ἔργον, work and ἐργάζομαι, I work). The caption illustrates grammatical points that are important for this lesson, in particular the use of the nominative case for the subject and the complement and the use of the accusative case for the direct object.

Illustration (p. 1)

Photograph of the Moschophoros (Calf-Bearer), ca. 560 bc (American School of Classical Studies at Athens). An inscription tells us the Calf-Bearer’s name, Rhombos. Nigel Spivey (Greek Art, Phaidon, London, 1997 pp. 147–48) calls it “one of the most satisfying statues ever made.” He draws attention to the “very tender characterization of both a mood and a relationship. Rhombos has been given some of the placid, wide-eyed trusting nature of the calf. Carved from the same block, man and beast seem steadily attuned.”

Vocabula ry Note that we give only the third person singular of verbs and the nominative singular of nouns and

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adjectives. Phrases should be learned as such and not analyzed grammatically at this stage. We recommend that the teacher read the Greek words and their meanings aloud to the class before the reading of the passage. Our recommendation is that the students should learn the vocabulary after the passage has been read. However, some teachers may prefer that the learning be done at this point. Have three students read the footnotes aloud to the class and be sure that everyone understands them. You may wish at this stage of the course to steer clear of the third footnote with its technical term “postpositive”. We do not recommend derivative work at this stage, since all attention should be focused on reading and pronunciation of the new Greek words and association of the words with their meanings. Derivative work is best done in conjunction with the Word Study and Word Building sections in each chapter. In this teacher’s manual, sample derivatives will be given immediately after the material on the Word Study section in the first half of each chapter and after the Word Building section in the second half. These lists are by no means exhaustive, and all the words contained in them have been checked in the American Heritage Dictionary of the English Language or in the Oxford English Dictionary. The lists contain some technical vocabulary, which will appeal to students of the sciences and of medicine, and some vocabulary relating to language and literature; we have tried to suggest something of the broad range of derivatives from Greek. Teachers may photocopy these lists and distribute them to students, and some teachers will want to assign some of these words for students to research and record the history of their derivation and their current English meanings. There are a variety of ways the lists can be used to enrich students’ study of the Greek language and to demonstrate its relevance to many aspects of our modern world. We strongly recommend that students make vocabulary flash cards for drill, with the Greek word on one side and the English on the other. Ideally, students should have an active command of vocabulary, Greek to English and English to Greek. They should be able to write breathing marks accurately as well as accents if the teacher so decides; some students will always include macrons as well, but few teachers take off credit for failure to include them. Their main purpose is to guide pronunciation.

Book I

Contextualizing the Passage and Pr eviewing Som e of the Vocabu la ry Kenneth Scott Morell (in When Dead Tongues Speak, 140) suggests that the first two paragraphs of “The Athenian Farmer” (p. 6) could be read in advance of translating the passage in the following form: Dicaeopolis (Δικαιόπολις) lives in a village in Attica called Cholleidae, about twelve miles southeast of Athens (Ἀθη �ναι). Athens (Ἀθη�ναι) and its port, the Piraeus, formed a very large city by ancient standards. However, Dicaeopolis is like most Athenians. He lives (οἰκει�) and works (πονει�) in the fields (ἐν τοι�ς ἀγροι�ς). Most were farmers (αὐτουργοί). An aver�ρος) was small (μῑκρός), ranging age farm (κλη in size from ten to twenty acres. What they grew on their farms depended partly on the district in which they lived. On the plain near Athens the staple products would have been vegetables and grain (σ�ι τος), but most of Attica is hilly; this poorer land was more suitable for grape vines, olive trees, and goats (cows were not kept for milk). All farmers (αὐτουργοί) aimed at self-sufficiency, but few would have attained it; the Athenians (Ἀθηνα�ιοι) imported two-thirds of their grain (σ�ι τος). If they had a surplus, for example of olive oil or wine, they would take it to the market in Athens (ἐν τα�ις Ἀθήναις) for sale and buy what they could not produce themselves.

Teachers may well choose to make similar use of the paralinguistic passages in subsequent chapters.

Teaching the New Gr amma r in the Story Various methods can be used in teaching the stories and the grammar that they illustrate. The suggestions offered in this teacher’s handbook are quite specific and detailed. Not all teachers will want to follow them, but we hope that all teachers will find something here of use. We are especially concerned with providing guidance to teachers new to the deductive, story-centered approach to language teaching and learning. It is very important that the teacher know exactly what is new in each story and invite students to discover those new features of the language and to relate them to



1  Ο ΔΙΚ Α ΙΟΠΟΛ ΙΣ (

an evolving conceptual framework of Greek grammar. The notes in these sections of the teacher’s handbook will, therefore, identify very specifically the new grammatical features in the two main stories in each chapter and will offer specific recommendations for ways to teach these new features in the classroom. No teacher should feel limited by what is said here, and each teacher will develop his or her own methods that will work best with the students. Many teachers find it useful to make overhead transparencies of the stories, enlarging them if possible, and to project the text on the screen in front of the class during the initial readings. Students should have their books closed so that their attention is focused on the projection of the story and the teacher, who can follow the story with a pointer. Before beginning work on the story, it is useful to familiarize students with the glosses below the passage. We suggest that the teacher read the glosses one by one and have individual students repeat after the teacher. Many teachers in instructional contexts in which students buy their own textbooks have them highlight the new words in the story that are in the vocabulary list with one color of marking pen or highlighter, and the words that are glossed with another color. Students are usually assigned to do this as homework prior to study of the passage in class. This ensures that students have at least some familiarity with both categories of vocabulary. We recommend that the teacher begin teaching the story by modeling pronunciation of the Greek. Read short groupings of words aloud to the class, and have the class repeat chorally. The process may be repeated, having individual students repeat the Greek. Then simple comprehension questions may be asked in English, such as, “Who is Dicaeopolis? Where does he live? What is he doing? What kind of farm does he cultivate? What kind of life does he lead?” Then a choral reading of the entire Greek passage may be done before students actually translate individual sentences. We recommend that translation progress clause by clause with the teacher first reading the Greek and the student reading the Greek prior to translation. In translating the passage, students will encounter the following differences between Greek and English: (1) that the indefinite article often needs to be supplied in English translation;

α )I-3

(2) that the definite article often serves the function of a possessive adjective in English (his farm, his life, and his home); (3) that the Greek definite article is often not translated into English (ὁ Δικαιόπολις, 1, = Dicaeopolis); (4) that a pronominal subject often has to be supplied in English translation, e.g., αὐτουργὸς γάρ ἐστιν, 2 = for he is a farmer, and (5) that verbs can be translated in different ways, e.g., ἀεὶ . . . πονει� ὁ Δικαιόπολις, 4 = Dicaeopolis always works or Dicaeopolis is always working. Students will discover these differences between Greek and English as they translate the passage, and all these points will need to be kept in mind when they do the exercises in translation from English to Greek and Greek to English. The teacher may then read the entire passage aloud, incorporating as much expression as possible to make the Greek come alive as something that communicates a message. This entire process takes some time, to be sure, but it eases the student into the reading, comprehension, and translation of the Greek and keeps the focus on the Greek as a medium for communication of meaning and not just a puzzle to be deciphered and then ignored. Only after the passage has been comprehended for its meaning should one begin to talk about details of language and grammar. The teacher should elicit identification of subjects (all ending in -ς), direct objects (all ending in -ν), and complements (predicate adjectives and nouns, all ending in -ς), and of these technical grammatical terms. Underlining in a number of colors on the overhead transparency will prove very useful. Verbs should then be identified and categorized as linking verb, intransitive verb, and transitive verb (examples in the first two sentences of the story), and then all the verbs can be color-coded by type. Then finer points of language can be identified in the story: the fact that οὐκ is used before vowels and the use of movable ν with ἐστί (ν). Be sure everyone realizes that verbs will sometimes end with the same letter (ν) as direct objects. A number of matters of word order should be discussed, such as how the postpositive words are placed in their clauses, positioning of the complement before the verb, e.g., αὐτουργὸς γάρ ἐστιν �ρός (2), and the chiasmus in lines 3–4 (ὁ γὰρ κλη ἐστι μῑκρός, μακρὸς δὲ ὁ πόνος) and its effective juxtaposition of the two adjectives. Do not be tempted to explain the dative case in the prepositional phrases. The phrases are to be

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accepted as self-contained vocabulary items and not analyzed at this stage.

Tr anslation

Lines 1–8 Dicaeopolis is (an) Athenian; but Dicaeopolis lives not in Athens but in the country; for he is (a) farmer. So he cultivates his (the) farm and works in the country/fields. But life is hard, for the farm is small but the work is long. So Dicaeopolis is always working, and often he groans and says: “O Zeus, life is hard; for the work is endless, and the farm is small and does not provide much food.” But the man is strong and energetic; so he often rejoices; for he is free and (a) farmer; and he loves his (the) home. For the farm is beautiful and provides food, not much but enough.

In lines 6–7, note that Dicaeopolis often rejoices both because he is free and because he is an αὐτουργός—more than simply a farmer, a farmer who works his own land, as opposed to a hired laborer or a slave.

Wor d Stu dy The purposes of the Word Study and Word Building exercises are (1) to improve the student’s understanding of English, (2) to show links between ancient Greek and modern Western culture, and (3) to improve the student’s Greek vocabulary. In the first few chapters we give rather full explanations of the formation of the English words, illustrating principles that apply to words appearing in later exercises. The following points on the formation of English words from Greek may be helpful: 1. Some words are unchanged from their Greek forms, e.g., metropolis = ἡ μητρόπολις; drama = τὸ δρα�μα. 2. Sometimes words are unchanged except for the omission of the Greek noun ending, e.g., graph = ἡ γραφή; emblem = τὸ ἔμβλημα; and despot = ὁ δεσπότης. 3. The Greek ending -ίᾱ is regularly replaced by -y in English, e.g., ἡ φιλοσοφίᾱ becomes philosophy. 4. The suffixes -er and -ian are regularly added to a Greek stem to denote the agent, e.g., philosoph-er (ὁ φιλόσοφ-ος), politic-ian (πολῑτικ-ός).

Book I

5. The suffix -al is added to a Greek stem to form an adjective, e.g., political (πολῑτικ-ός). 6. The suffix -ist, e.g., anthropolog-ist, properly speaking corresponds to the Greek agent suffix -τᾱ (nom., -τή-ς) added to the stems of verbs ending in -ιζ-, e.g., λογ-ίζ-ομαι = I calculate, ὁ λογιστής = calculator, auditor; it is extended in English, being added to nouns and adjectives to designate the person concerned with or devoted to some school, principle, or art, e.g., athe-ist (derived from the adjective ἄθεος, -ον). It should be noted that although many English words are derived from ancient Greek words, there are also many coinages, correctly formed especially from the seventeenth century onward, e.g., megaphone (μέγα + ἡ φωνή); lithograph (ὁ λίθος + ἡ γραφή), for which there are no corresponding ancient Greek words. There are also some hybrid �λε, far + vision from coinages, such as television (τη Latin videō). New coinages are continually being made, especially in the sciences and medicine, to express new concepts. The figures in parentheses after the English words below give the date when the word first appeared in English writings. 1. anthropology (1593, a coinage): ὁ ἄνθρωπος + ὁ λόγος, -λογίᾱ = the study of mankind. (The Greek author Philo, second century bc, has ἀνθρωπολογέω.) 2. polysyllabic (1782, a coinage; the noun polysyllable appeared in 1589): πολύς + ἡ συλλαβή, that which is taken together, used by ancient grammarians, syllable. (The word πολυσύλλαβος, -ον occurs in Lucian, second century ad.) 3. philosophy: φιλο- + ἡ σοφίᾱ , ἡ φιλοσοφίᾱ, love of wisdom, philosophy. ˉ΄, -όν + 4. microscope (1656, a coinage): μῑκρός, -α σκοπέω, ἡ σκοπή = an instrument for observing small things. The word was coined when the instrument was invented.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

φιλει� (φίλος): philology, Philadelphia ἄνθρωπος: misanthrope οἰ�κος: economy



1  Ο ΔΙΚ Α ΙΟΠΟΛ ΙΣ (

καλός: kaleidoscope μακρός: macro, macrocosm, macron, macroscopic μῑκρός: microbe, microphone πολύς: polygamy, polyglot, polygon, polytechnic,

α )I-5

Gr amma r 3 Notes:

polytheist

Gr amma r 4

Gr amma r 1

This grammar note simply repeats what was already said in the first footnote in the vocabulary list.

It should be emphasized that verb forms such as λυ΄ˉει can be translated as simple presents (loosens), as progressive (is loosening), or as emphatic (does loosen). The latter will be needed when the simple present is used in a question (Does he loosen . . . ?). Disyllabic enclitics when written as separate words, as in vocabulary entries, are conventionally marked with acute accents on the second syllable; we follow this convention.

Gr amma r 2 Students may need some practice in identifying the parts of speech: verbs, nouns, adjectives, prepositions, adverbs, conjunctions, and so forth. If necessary, have students locate in the story the words as they are arranged under their rubrics in the vocabulary list on pp. 1–2. If students wonder why we say “Nouns are usually masculine or feminine or neuter,” mention a word such as κύων, dog, which can be either masculine or feminine, depending on the sex of the dog. We present second declension nouns and adjectives first without mention of the concept of declension, which we introduce in Chapter 4, Grammar 2, p. 24. No mention need be made of the concept of declension until Chapter 4, when first and third declension nouns are introduced. Students who have had Latin may be told that we begin with second declension words and that the other declensions will follow. Much of what is said in this grammar section will simply reinforce what students have already discovered in reading and translating the first reading passage and in talking about the language and grammar of that passage. After studying the distinction in form and function between nominative and accusative cases, students may be invited to go back to the story and locate the second declension nouns in nominative and accusative cases and to observe the use of the nominative for subjects and complements and the use of the accusative for direct objects.

✒  Ex ercises

Labeling Fu nctions of Wor ds in the Sentences

In exercises you may find it helpful to ask students to label the functions of words in sentences. If so, they should label the subject S, the complement C, and the direct object DO. Label linking verbs such as ἐστί(ν) LV. Verbs that take direct objects, such as γεωργει� in the sentence above, are transitive and are to be labeled TV (Transitive Verb); verbs that do not take direct objects, such as οἰκει� in the sentence below, are intransitive and are to be labeled IV (Intransitive Verb): S

ὁ Δικαιόπολις

IV

οἰκει�  ἐν  τοι�ς ἀγροι�ς.

Note that the complement can be either an adjective as in the sentence ὁ κλη �ρός ἐστι μῑκρός above or a noun as in the following sentence: S

ὁ Δικαιόπολις

C

LV

αὐτουργός ἐστιν.

The rubric for this labeling exercise will be: Copy the following sentences and label the function of each noun and verb by writing S, C, DO, LV, TV, or IV above the appropriate words (do not label words in prepositional phrases).

✒  Ex ercise 1α 1. 2. 3. 4. 5.

The work is long. The house is beautiful. Dicaeopolis loves his home. The farm provides much food. The man does not work in the country/fields.

Our answers for exercises here and later in this teacher’s handbook do not include labeling of the functions of nouns and verbs, if teachers choose to use this method.

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Note that in all exercises we use primarily the vocabulary that is given in the vocabulary lists preceding the reading passages (this is the vocabulary that students are expected to learn actively). Sometimes we use words that have been glossed in the reading passages in the chapter in which the exercises occur; these words may also be found in the vocabularies at the end of the book. Occasionally exercises will contain words that students are expected to deduce. These will be pointed out in the teacher’s notes and are also always included in the vocabularies at the end of the book. In short, students should be familiar with or able to deduce all vocabulary in the exercises, but in case they encounter problems they can find the vocabulary at the end of the book. Vocabulary for all English to Greek exercises is given in the English to Greek Vocabulary at the end of the book. Students should, however, be urged to find the words in the chapter vocabulary lists and in the glosses and to use the end vocabulary only as a last resort.

Illustration (p. 6)

A model of an Athenian farm based on archaeological remains discovered in southern Attica.

The Athenian Farmer In Aristophanes’ Acharnians Dicaeopolis identifies himself as Δικαιόπολις . . . ὁ Χολλͺήδης (406). The location of the deme Cholleidae is not known

Book I

for sure, but there seems to be a general consensus that it was north of Acharnae, between Mount Parnes and Mount Pentelicon. See J. S. Traill, The Political Organization of Attica, Princeton, NJ: American School of Classical Studies at Athens, 1975, map 1; J. S. Traill, “Diakris, The Inland Trittys of Leontis,” Hesperia 47, 1978, pp. 99–100; Alan H. Sommerstein, The Comedies of Aristophanes: Vol. 1: Acharnians, Warminster, Aris & Phillips, 1980, p. 174; and Aristophanes: Acharnians, Knights, Loeb Classical Library Vol. 178, translated by Jeffrey Henderson, Cambridge, MA: Harvard University Press, 1998, p. 107. The older view that Cholleidae was located near the cave of Pan on Mount Hymettus has now been abandoned because of a new reading of an inscription found in that cave. For a map that includes the area between Mount Parnes and Mount Pentelicon where Cholleidae may have been located, see p. 7 of the student’s book.

Illustration (p. 8)

The illustration shows a detail from an Attic black figure cup by Nicosthenes, ca. 520 bc (Berlin, Antikenmuseum, Staatliche Museen). For further reading, see The World of Athens, pp. 64–67 and 177–180; and V. D. Hanson, The Other Greeks: The Family Farm and the Agrarian Roots of Western Civilization (New York, 1995). Further background reading: Aristophanes’ Acharnians and Menander’s Dyskolos.

h Ο ∆ΙΚΑΙΟΠΟΛΙΣ (β)

Illustration (p. 9)

Teaching the New Gr amma r in the Story

Drawn from imagination, based on an Attic black figure cup of the Burgon Group, sixth century bc (London, British Museum). See also the illustrations for 2α , 2β, 3α , and 3β.

Many of the same procedures should be followed as in teaching the first story. Subjects, verbs, complements, and direct objects should be highlighted. Students will discover for themselves that the words τοὺς . . . λίθους (2) must contain a new ending for direct objects. The word τέλος (6) is glossed as finally, and students should be sure not to interpret it as a nominative noun or adjective. Do not at this stage identify τὸ ἕρμα (3) as a third declension noun, and do not attempt to explain the accusative of duration of time (πολὺν χρόνον, 3 and 5). Students will comprehend and translate these phrases with no problem. If you are encouraging your students to master accentuation, in anticipation of the discussion of accents in Grammar 4, pp. 10–11, point out the way the accents work on the following words: τὸν γὰρ ἀγρὸν (1), μακρός ἐστιν (1), ἰσχῡρός ἐστιν (3), and αὐτόν (4). If students come to understand the simple principles involved in the accentuation of these words, they will not find Grammar 4 difficult.

Caption under Illustration

Dicaeopolis lifts a large stone and carries it out of the field.

Encourage students to deduce the new phrases μέγαν λίθον and ἐκ του� ἀγρου� from the illustration. Students will find the new verbs αἴρει and φέρει in the vocabulary list (they have already met φέρει in the caption under the illustration for passage α). You may prefer to read the story first and come back to the caption afterward; highlight the subject, the direct object, and the prepositional phrase.

Vocabula ry Verbs of motion are given special attention in this course, and effort will be made in the teacher’s notes to sort out the meanings and usages of the various verbs. The verb βαδίζω means to walk, as opposed to running or sailing, but it has a more general meaning of to go or to proceed (toward or against). We use it primarily in contexts where walking is clearly implied.

Tr anslation

Lines 1–7 Dicaeopolis is working in the field; for he is digging the field. The toil is long and hard; for he is carrying (the) stones out of the field. He lifts a big stone and

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

carries (it) to the stone heap. The man is strong but works for a long time and is very tired. For the sun is blazing and wears him out. So he sits under the tree and rests for not a long (= a short) time. For he soon gets up and works. Finally the sun sets. So Dicaeopolis no longer works but walks toward his home.

In the sentence τοὺς γὰρ λίθους ἐκ του� ἀγρου� φέρει (2) the definite article (τούς) is used where we would not use it in English. In the sentence μέγαν λίθον αἴρει καὶ φέρει πρὸς τὸ ἕρμα (2–3) a pronominal object of the verb φέρει must be supplied in English; students should be alerted to the fact that the object in such cases may be omitted in Greek.

Wor d Bu ilding 1. 2. 3. 4.

He/she lives; dwells: house, home, dwelling He/she works: toil, work He/she farms; cultivates: farmer He/she loves: dear one, friend

These pairs of verb and noun are formed from a common stem, e.g., πον-, to which -ε- is added in the verbal form (πον-έ-ω) and -ο- in the noun form (πόν-ο-ς).

English Der ivativ es from Wor ds in the Vocabula ry List

φέρει (φερ-, φορ-): metaphor, paraphernalia (ἡ φέρνη [from φέρω], dowry), periphery, phosphorus ἥλιος: heliograph, heliotropic, helium χρόνος: anachronism, anachronistic, chronic,

chronically, chronicle, chronicler, chronobiology, chronogram, chronograph, chronological, chronology, chronometer, chronoscope, chronotherapeutics, crony (derivation from χρόνιος possible but not certain), diachronic, synchronism, synchronize, synchronous πρός: proselyte, proselytize, prosenchyma, prosody, prosopography, prosopopoeia, prosthesis, prosthodontics

Gr amma r 4 This grammar section begins to introduce the rules for writing accents and for accents with and on enclitics. It avoids technical terminology (which can be introduced later at the discretion of the teacher), so as not to overload students in this first

Book I

chapter, but it includes all the information students will need for writing the Greek sentences in Exercises 1β and 1γ. We will identify enclitic words in the vocabulary lists and grammar sections where they are introduced; we adopt the convention of not accenting monosyllabic enclitics when cited as individual words and of placing an acute accent on the second syllable of disyllabic enclitics when so cited. The following words that appear in Athenaze, Book I, are enclitic: the short forms of the personal pronouns (μου, μοι, με; σου, σοι, σε); the indefinite pronoun and adjective τις, τι; the indefinite adverbs που, πως, ποτέ, ποθέν, and ποι; the particle γε; the conjunction τε; and the forms of εἰμί and φημί in the present indicative (except for the second person singular).

Illustr ation  (p. 11) Attica countryside.

✒  Ex ercise 1β If you wish your students to do the labeling exercises for the Greek sentences, you can remind yourself of the guidance and the rubric to give them under Exercises on p. 5 of this book. 1. Dicaeopolis does not live in Athens.

ὁ αὐτουργὸς βαδίζει πρὸς τὸν ἀγρόν.

2. The field is large.

μῑκρός ἐστιν ὁ οἰ�κος.

3. The farmer is strong

ὁ Δικαιόπολίς ἐστιν αὐτουργός. 4. The farm provides much food.

ὁ ἄνθρωπος τὸν μέγαν λίθον φέρει.

5. The man provides the food.

ὁ Δικαιόπολις τὸν μῑκρὸν λίθον αἴρει. Ο ΚΛΗΡΟΣ Title: “The Farm” The word was glossed in passage α:2.

Tr anslation

Lines 1–3 The work is long and hard. But the farmer does not shirk but always cultivates his farm. For the farm



1  Ο ΔΙΚ Α ΙΟΠΟΛ ΙΣ (

is beautiful and provides much food. So the man rejoices; for he is strong and is not often tired.

Note that words or phrases that have been glossed once in a chapter are not glossed again in the same chapter. They will, however, be found in the Greek to English vocabulary at the end of the book, and they will be listed in the teacher’s notes for convenience. Students should be encouraged to look back at the earlier readings if they need help with these words or phrases and to use the vocabulary at the end of the book only as a last resort. Words and phrases glossed earlier in the chapter: ἀεὶ (1), always; γεωργει� (1), farms; τὸν κλη�ρον (2), the (= his) farm; παρέχει (2), provides; πολλάκις (3), often; and κάμνει (3), is tired. Call attention to the elision between the words ἀλλ᾿ ἀεί (= ἀλλὰ ἀεί). Students should be encouraged to use elision in Exercise 1γ, no. 4, below, and they should be alert to elisions in the subsequent reading passages. Note, however, that elision is optional; we do not always elide in the stories and exercises. Elision is treated formally in Chapter 5, Grammar 4, p. 70. The comprehension questions that follow the final reading passages in each chapter may be answered in English or with Greek words or phrases from the story. The tail passages are offered above all as exercises in reading and comprehension, rather than in mechanical translation. Sometimes the questions will aid comprehension by providing clues to the context and the overall structure of a sentence in the reading. After the passages have been used for practice in reading and comprehension in class, they may be assigned as written translation exercises for homework, along with the final English to Greek sentences.

✒  Ex ercise 1γ 1. ὁ Δικαιόπολις οὐκ ἀεὶ χαίρει. � ἀγρῳ�. 2. ἀεὶ πονει� ἐν τῳ 3. πολλάκις οὐ�ν κάμνει· μακρὸς γάρ ἐστιν ὁ πόνος. 4. ἀλλ᾿ οὐκ ὀκνει�/οὐ δἐ ὀκνει�· φιλει� γὰρ τὸν οἰ�κον. Most of the vocabulary for these final English to Greek exercises comes from the vocabulary lists that precede the reading passages (containing

β )I-9

words students are expected to master). Some of it comes from words glossed in the three sets of readings in the chapter. All needed vocabulary for these English to Greek translations is given in the English to Greek Vocabulary at the end of the book, but students should be urged to locate words in the chapter vocabularies and readings and not to rely on the English to Greek Vocabulary at the end of the book.

Cl assica l Gr eek Tr anslation Everything is on the move and nothing stays (unchanged).

Heraclitus of Ephesus (fl. 500 bc) was the last, and according to some the greatest, of the Ionian cosmographers, who attempted to replace the traditional mythological explanations of the world with a rational cosmography. He was notoriously obscure, but he seems to have maintained that everything was in a stage of change and that this change is balanced and regulated by fire, the common constituent of things, which he also calls λόγος. Heraclitus’ famous pronouncement is often quoted as πάντα ῥει�, everything is flowing / is in a state of flux, but nowhere is Heraclitus quoted as using these precise words. Plato, Cratylus 402a, says: “Heraclitus somewhere says everything is on the move and nothing stays (unchanged), and comparing existing things to the f low of a river he says, ‘you couldn’t step into the same river twice’ (δὶς ἐς τὸν αὐτὸν ποταμὸν οὐκ ἂν ἐμβαίης).”

New Testa m ent Gr eek The selections from the Gospel of Luke in Book I and the Gospel of John in Book II are taken from The Greek New Testament, 4th rev. ed., edited by Barbara Aland, Kurt Aland, Johannes Karavidopoulos, Carlo M. Martini, and Bruce M. Metzger, © 1993 Deutsche Bibelgesellschaft, Stuttgart (available in the United States from the American Bible Society, 1865 Broadway, New York, NY 10023). You may wish to consult commentaries on the Gospels of Luke and John. Many are available in bookstores and libraries, and you may wish to consult several different ones.

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Illustration (p. 13)

The photograph was taken by D. A. Harissiades, Athens. From Aristophanic Comedy by K. J. Dover, © 1972 by B. T. Batsford.

Translation

The Holy Gospel according to Luke.

Book I

Note that the title is given in the edition cited above simply as ΚΑΤΑ ΛΟΥΚΑΝ.

Illustration (p. 14)

An icon of St. Luke, the writer of the Gospel and the Acts of the Apostles and the patron saint of physicians and surgeons.

h 2 Ο ΞΑΝΘΙΑΣ (α)

Title: “X anthias” Pur poses of This Ch apter

To elicit the meaning of the first half of the sentence, simply ask, “What is Dicaeopolis doing?” while pointing at him and the ox in the picture. It may take students unacquainted with country life a few moments to come up with the word ox; if they cannot deduce the meaning of ἐλαύνει from the picture, they will quickly find it in the vocabulary list. The question “What is Xanthias doing?” will elicit the answer that he is carrying something, but the identity of the object may require further questioning or a glance at the vocabulary list. The question “Who is Xanthias?” will quickly bring the answer “He’s a slave,” especially from students with an eye on the vocabulary list. The caption includes a neuter noun. It is also a good example of the μέν . . . δέ . . . correlation introduced in this chapter, and it reinforces the 3rd person singular verb endings introduced in the first chapter.

1. Reading: to introduce Dicaeopolis’s slave, Xanthias, his personality, and his interaction with his master 2. Grammar: (α) to present 1st, 2nd, and 3rd person singular verb forms and the singular imperative and to continue the presentation of accents with discussion of the proclitic οὐ, οὐκ , οὐχ ; and (β) to present 2nd declension nouns (masculine and neuter) in all cases in the singular with accompanying articles and adjectives; to describe the basic uses of the cases; to present the concept of the persistent accent of nouns and one exception to the rule; and to begin discussion of the recessive accent of verbs. By now teachers will have decided how far to go into the details of accentuation, if at all 3. Word Building: to present examples of verbs compounded with prepositional prefixes and to teach students to deduce their meaning wherever possible 4. Context: to present a discussion of the institution of slavery in the Greek world

Vocabula ry Note that we use ἐκβαίνει in the limited sense he/ she steps out, comes out; it is generally followed in the stories with a prepositional phrase, e.g., ἐκ του� οἴκου, out of the house. Later the verb will be used �ς νεώς in the sense to disembark. with ἐκ τη We introduce the aorist imperative ἐλθέ, as a vocabulary item (it needs no explanation at this stage). The presence of the imperative ἐλθέ, the 1st person pronoun ἐγώ, and the definition of μή + imperative as don’t . . . ! in the vocabulary list will

Illustration (p. 15) See note on illustration for reading 1β. Caption under Illustration

On the one hand, Dicaeopolis drives the ox, and on the other hand the slave carries the plow.

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suggest to alert students that the following story will contain a dialogue between the two characters named in the caption under the picture. This anticipation of the content of the story will make it easy for students to comprehend the sense of the new 2nd and then 1st person verb forms in the dialogue as the two characters speak to one another: “Come here,” “Why are you sleeping?” “I am not lazy,” etc. Be sure students do not confuse the adjecˉ᾽ργός with the noun ὁ ἀγρός (for a further tive α suggestion, see the last paragraph of the note on Vocabulary for Chapter 5α below).

Teaching the New Gr amma r in the Story The story is written to enable students to discover the new grammar, 1st and 2nd person singular verb forms, for themselves as the dialogue unfolds. Note that we give ἐλθὲ (4) in the vocabulary list, but we leave students to deduce the 2nd person καθεύδεις (4). The negative imperative μὴ . . . ἴσθι (4) is glossed, but students will deduce the following imperative, σπευ�δε. When Xanthias addresses Dicaeopolis in lines 5–6, students will easily deduce the 2nd person verb εἰ�, you are (5), and the 1st person verbs εἰμι, I am, and σπεύδω, I hurry (5). Students will have no trouble with the verb forms in Dicaeopolis’ reply. Students should be allowed to discover these new verb forms for themselves as they read, comprehend, and translate the story, and the teacher should resist the temptation of giving it all away beforehand. Students often retain what they discover for themselves better than they remember what their teacher tells them. Take full advantage of the inductive pedagogy that is embedded in the stories. When the passage has been read aloud a number of times by teacher and students and comprehended and translated by the students, it will be useful for the teacher to invite them to help organize the new verb forms in a chart on the board. The concepts of person and number should be reviewed (see Chapter 1, Grammar 1, pp. 3–4) and the terms indicative and imperative should be elicited from the students and defined. Then the verb forms that occur in the story can be organized on the board under the headings of Indicative (1st person, 2nd person, 3rd person) and Imperative. This will prepare students for the formal presentation of these matters that follows in Grammar 1 and Grammar 3.

Book I

Tr anslation

Lines 1–9 Dicaeopolis steps/comes out of the house and calls Xanthias. Xanthias is a slave, a strong but lazy man (a man strong on the one hand, but lazy on the other hand); for he does not work unless Dicaeopolis is present. And now he is sleeping in the house. So Dicaeopolis calls him and says: “Come here, (O) Xanthias. Why are you sleeping? Don’t be so lazy but hurry!” So Xanthias steps/comes slowly out of the house and says: “Why are you so hard, master? For I am not lazy but am already hurrying.” But Dicaeopolis says: “Come here and help; (for) lift the plow and carry it to the field. For I am driving the oxen. But hurry! For the field is small, but the work is long.”

In the translation of the second sentence (1–3) we include the words “on the one hand . . . on the other hand” in the version given in parentheses, but normally the translations will not include renderings of μέν . . . δέ. . . . These particles are regularly used in Greek whenever there are parallel or antithetical sentences, clauses, or phrases; μέν warns the listener or reader that there will be a second parallel or contrasted item to be introduced later. Students should be encouraged to appreciate how these words correlate the sentences, clauses, or phrases in which they occur, but the words need not be translated each time. Students should be reminded that verbs such as καθεύδει (3) can be translated sleeps, is sleeping, or does sleep, depending on the context, and that Greek does not make the distinctions in meaning that English is able to make by using these different forms of the verb. � that accompanies the vocative in line 4 The ὠ will allow students to deduce the meaning of the words here without being told about the vocative case. They have already seen the nominative case of the slave’s name, which they should use in their � is translated once above translation. The word ὠ (in parentheses) but will not be translated henceforth and need not be translated by students. Attention should be given to how the word γάρ implies a causal connection between the statement in which it occurs and what has come before. Usually the connection is obvious, but in Dicaeopolis’ commands ἐλθὲ δευ�ρο καὶ συλλάμβανε· αἰ�ρε γὰρ τὸ ἄροτον . . . (7) the connection is not so obvious. We might make the connection explicit



2   Ο Ξ Α Ν Θ Ι Α Σ (α) I -1 3

by translating Come here and help. For I want you to lift the plow. . . . Simpler English would say, Come here and help. Lift the plow. . . . Students should be urged to pay attention to the connections between clauses and sentences in the Greek readings.

Wor d Stu dy 1. despotic: ὁ δεσπότης, δεσποτικός, -ή, -όν. ὁ δεσπότης = a master (of slaves), then a despot, absolute ruler (despot 1562, despotic 1608). chronology (coined, 1593): ὁ χρόνος + ὁ λόγος, -λογίᾱ). 2. dendrologist (coined, 1708): τὸ δένδρον + ὁ λόγος, -λογίᾱ + -ιστής ( λογίζομαι, ὁ λογιστής). 3. heliocentric (coined, 1667): ὁ ἥλιος + τὸ κέντρον, any sharp point, horse goad, ox goad, point of a spear, sting of a bee, stationary point of a pair of compasses, center of a circle; cf. Latin centrum. The heliocentric theory of the universe, that the sun is at the center, is opposed to the � ) is at the geocentric theory that the earth (ἡ γη center. 4. chronometer (coined, 1735): ὁ χρόνος + τὸ μέτρον, measurement; an instrument for measuring time.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

ἐλαύνει: elastic καλει� (κλη-): ecclesia, ecclesiastic(al) ἐγώ: the following are derived from the cognate

Latin word ego, “I”: ego, egocentric, egoism, egoist, egomania, egotism, egotist, ego trip

Gr amma r 1 Have students practice with the other verbs they have had: ἐκβαίνει, ἐλαύνει, καθεύδει, λαμβάνει, λέγει, σπεύδει, φέρει, and χαίρει; and the contract verbs, καλει�, οἰκει�, πονει�, and φιλει�.

✒  Ex ercise 2α 1. I am calling/I call the slave. 2. The slave works/is working in the house. 3. Why aren’t you hurrying?

4. I am not lazy. 5. You are strong. 6. He/she carries/is carrying the plow. 7. I hurry/am hurrying to the field. 8. Why are you calling the slave? 9. The slave is not lazy. 10. The slave steps out/comes out/is stepping out/is coming out of the house. We give alternative translations above, exempli gratia, but will not always do so in the future. In preparation for Grammar 2, call attention to the following in Exercise 2α. No. 3: οὐ is a proclitic, and it does not have an accent here. No. 4: when a proclitic precedes an enclitic, it usually receives an accent and the enclitic has no accent (e.g., εἴ τις, if anyone); the phrase οὐκ εἰμί is an exception to this rule. No. 9: the phrase οὐκ ἔστιν is another exception to the rule, with the proclitic having no accent and the enclitic having an acute on its first syllable. Teachers should use their discretion as to how much of this material to teach at this stage, but if students are to use accents correctly in Exercise 2β, they need to be aware of what is said in Grammar 2.

Gr amma r 2 The following words are proclitic: the adverbs οὐ, οὐκ, οὐχ ; the definite articles ὁ, ἡ, οἱ, and αἱ; the prepositions ἐν, εἰς, ἐκ , and ἐξ; the conjunctions εἰ and ὡς; and the adverb ὡς. You may wish to point out that usually the proclitic will receive an accent and the enclitic will not, as in a phrase like ὅ τε, but that exceptions to this rule are given in this grammar section. These exceptions apply to sentences in Exercises 2α and 2β. You may want to refer students to p. 333 of the student’s book, where we show how all six of the forms of εἰμί are accented when preceded by οὐκ .

✒  Ex ercise 2β 1. οὐ σπεύδει. 2. τί οὐ πονει�ς; 3. τὸ ἄροτρον φέρω. 4. πρὸς τὸν ἀγρὸν σπεύδεις. ᾽ˉργός ἐστιν. 5. α 6. οὐκ ἰσχῡρός εἰμι.  οὐκ εἰμὶ ἰσχῡρός.  ἰσχῡρὸς οὐκ εἰμί. 7. οὐκ εἰ� δου�λος.

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8. ὁ δου�λος οὐ πονει�. 9. ὁ δου�λος φέρει τὸ ἄροτρον πρὸς τὸν ἀγρόν. ᾽ˉργός. 10. οὐκ ἔστιν α  α᾽ˉργὸς οὐκ ἔστιν. These English to Greek sentences may be difficult for some students at this stage; it may be useful to preview the exercise before assigning it, or to do half of the sentences together in class and assign the other half for written work. Students may need to be reminded that the subject pronouns in the English sentences do not have to be translated with separate words in Greek but are accounted for by the endings of the verbs. They should also be reminded that “is” in 1, 8, and 10; “are” in 2 and 4; and “am” in 3 are not auxiliary verbs and must not be translated separately.

Gr amma r 3 After students have studied Grammar 1 and Grammar 3 and done the accompanying exercises, go back through the reading passage at the beginning of the chapter and have them identify each verb form (indicative/imperative, and first, 2nd, or 3rd person for the indicative forms). If overhead transparencies are used, highlight the verb forms with colored markers.

✒  Ex ercise 2γ If you wish your students to do the labeling exercises for the Greek sentences, you can remind yourself of the guidance and the rubric to give them under Exercises on p. 5. 1. Come out of the house, Xanthias, and come here! 2. Don’t sleep, slave, but work! 3. Don’t be so hard, master! 4. Lift the plow and hurry to the field! 5. Call the slave, master! Four vocatives are included in the sentences above, but at this stage it is sufficient for students to rec�. The ognize the vocative from the preceding ὠ vocative singular of 2nd declension nouns will be presented in the second half of this chapter, and the vocative of 1st declension masculine nouns, in Chapter 4, Grammar 4, p. 24. Do not get into discussion of the forms now.

Book I

Slavery For further reading, see The World of Athens, pp. 146–48 for population figures, pp. 184–89 for slavery, and pp. 189–91 for metics. For books on slavery, see Y. Garlan, Slavery in Ancient Greece (Ithaca, NY, 1988) and N.R.E. Fisher, Slavery in Classical Greece (London, 1993). See also The Oxford History of the Classical World, chapter 9, “Life and Society in Classical Greece.”

Gr eek Wisdom Direct students to p. 83 of the student’s book for an introduction to the seven wise men or sages, a list of their names and homelands, and the numbers of the pages on which their sayings occur. For more information about the seven wise men, see the entry in the Oxford Classical Dictionary (“Seven Sages”) and the separate entries for each of the wise men. The fullest ancient source of information on the wise men is Chapter 1 of Diogenes Laertius (see below), from which the sayings that we quote are taken. The sayings are called ἀποφθέγματα, apophthegms, from the verb ἀποφθέγγομαι, I speak my opinion plainly. Note that we do not give vocabulary with the sayings, but students will find all the words in the sayings in the Greek to English Vocabulary at the back of the student’s book. Let students work out their own translations, and encourage them to think of other bits of proverbial wisdom down through the ages that convey similar ideas. Encourage them also to consider to what extent the Greeks adhered to or violated these maxims in their own lives. The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Diogenes Laertius, Lives of Eminent Philosophers: I, Loeb Classical Library Vol. 184, translated by R. D. Hicks, Cambridge, MA: Harvard University Press, 1966. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See p. 96 (1.93) for this quotation.

Tr anslation Measure is best. Due measure/proportion is best. Moderation is best.



2   Ο Ξ Α Ν Θ Ι Α Σ (α) I -1 5

Be sure students connect the word μέτρον here with the question in Word Study, no. 4, on p. 16, but lead them to think of τὸ μέτρον in a more abstract sense such as due measure or proportion (meanings given in the Greek to English Vocabulary at the end of the book).

Illustration (p. 20)

Detail of an Attic red figure stamnos by the Pig Painter, ca. 460 bc (Fitzwilliam Museum, Cambridge, England).

Illustration (p. 21)

Clay plaque from a shrine near the potters’ quarter at Corinth, sixth century bc (Berlin, Staatliche Museen). A jug of water is lowered to the workmen in the pit.

Illustration (p. 21) Detail of an Attic red figure column crater, called the “Orchard Vase,” ca. 460 bc (New York, Metropolitan Museum of Art).

h Ο ΞΑΝΘΙΑΣ (β)

Illustration (p. 22)

this now in preparation for teaching the new grammar in the story. Nothing need be said at this stage about declensions. Point out the difference between ἔπειτα in this vocabulary list and οὐ�ν in the list in Chapter 1α , both of which can mean then. The latter is a postpositive adverb and is very commonly used to provide a link to the previous sentence and may mean so, i.e., because of this, or then, i.e., after this. It is found extremely frequently in Greek narratives. The word ἔπειτα is a much stronger temporal adverb meaning then, thereafter, thereupon, and is used much more sparingly.

See note on illustration for reading 1β.

Caption under Illustration

Dicaeopolis says, “Hurry, Xanthias, and bring me the plow!”

All the words are familiar except μοι, which is glossed under the first paragraph of the reading; encourage students to deduce its meaning in the caption.

Vocabula ry

Teaching the New Gr amma r in the Story

Note that beginning with this vocabulary list verbs are given in the 1st person singular. Note that for the preposition εἰς we give three meanings, into, to, and at. Students should be warned from the outset that Greek words may be equivalent to more than one English word. In particular, the use of prepositions in both Greek and English is complex. Students should become familiar with the area of meaning of a preposition and then be urged to observe closely how prepositions are used in context with particular verbs to express certain definite ideas. The verb συλλαμβάνω takes the dative case for the person being helped, but we will not use it with the dative case until after Chapter 6, Grammar 6, where the use of the dative case with certain verbs is discussed. Identify τὸ δένδρον as a neuter noun (see Chapter 1, Grammar 2a, p. 4, for the definite article as gender indicator). It will be useful to do

The new grammar for this half of the chapter includes presentation of the five cases of 2nd declension masculine and neuter nouns in the singular (Grammar 4) and the use of the five cases (Grammar 5). After the story has been read, comprehended, and translated, invite students to help systematize the case forms on the board. Mark a column for Masculine and a column for Neuter, and list the five cases at the left (as in the chart on p. 24). Then go through the story projected on the screen from an overhead transparency, and have students locate masculine nouns that have the �ρος, ὁ ἄνθρωπος, and same endings as ὁ κλη τὸν κλη�ρον as presented in Chapter 1, Grammar 2b, pp. 4–5. Underline these words and fill them in on the chart on the board as they are located: τὸν ἀγρὸν (2), τὸν δου�λον (3), τὸν δου�λον (7), ὁ . . . δου�λος (10), and τὸν ἀγρόν (14). Then I-16



2   Ο Ξ Α ΝΘΙ Α Σ ( β) I -17

point out that κατάρᾱτε (9) belongs on this chart, too. Next, remind students of the neuter noun τὸ δένδρον in the vocabulary list and tell them that this noun belongs on the chart as well, in the Neuter column, and locate other words of this type in the passage, adding them to the chart: τὸ ἄροτρον (2, 5, 6, 7, and 13), τὸ ζυγὸν (7), � δένδρῳ (8) as and τὸ κέντρον (12). Identify τῳ the dative form and include it on the chart. Then go back to story 2α and invite students to locate examples of other case forms that could be added to the chart; they should find the genitive and � οἴκῳ (3). Idendative, του� οἴκου (1 and 5) and τῳ tify these as genitive and dative and add them to the chart. This exercise will prepare students well for study of Grammar 4 and Grammar 5. Inform students that nouns of other types are used in the stories and will be systematically studied later, but they should concentrate on these particular masculine and neuter nouns now.

present this information to students.) ˉ῞ι λεως (12): there is no need to discuss Attic declension adjectives at this stage. At the end of this paragraph (13–14) three plural imperatives are used: σπεύδετε, ἕλκετε, and ἀρου� τε. Students may not notice the new forms because the context makes the meaning clear; the plural imperatives will be formally introduced in the next chapter (Chapter 3, Grammar 1b, pp. 31–2). Contract verbs in -ο- will not be presented until Chapter 15; there is no need to discuss ἀρου�τε now.

Tr anslation

Wor d Bu ilding

Lines 1–8 So Dicaeopolis drives the oxen, and Xanthias walks behind and carries the plow. And soon Dicaeopolis leads the oxen into the field and looks toward the slave; but Xanthias is not present; for he is going slowly. So Dicaeopolis calls him and says: “Hurry up, Xanthias, and bring (to) me the plow.” But Xanthias says: “But I’m already hurrying, master; why are you so hard?” And he slowly carries the plow toward him. So Dicaeopolis leads the oxen under the yoke and attaches the plow. (And) then he looks toward the slave; but Xanthias isn’t there; for he is sleeping under the tree.

The plural definite article and noun are used in τοὺς βου�ς (2 and 6), but let students deduce the meaning here and leave discussion until the next chapter. English is more sparing in its use of connecting particles than Greek; ἔπειτα δὲ (7) will be adequately rendered by then rather than and then in the last sentence.

Lines 9–14 So Dicaeopolis calls him and says: “Come here, you cursed creature. Don’t sleep but help. (For) carry the seed and walk behind.” So the slave takes the seed and follows, and the master calls Demeter and

says: “Be gracious, Demeter, and multiply the seed.” Then he takes the goad and goads the oxen and says: “Hurry, oxen; drag the plow and plow the field.”

ὠ� κατάρᾱτε (9): you cursed creature; the word �. “you” is sometimes a good rendering of ὠ τὴν Δήμητρα (11): the declension of �ς Δήμητρος, τͺη� this noun is ἡ Δημήτηρ, τη Δήμητρι, τὴν Δήμητρα, ὠ� Δήμητερ. (Do not

1. 2. 3. 4. 5. 6.

He/She carries to(ward). He/She carries out. He/She drives toward. He/She steps toward, approaches. He/She calls out. He/She drives in.

English Der ivativ es from Wor ds in the Vocabu la ry List

ἄγω: demagogue, pedagogue, synagogue λαμβάνω ( λαβ-, ληβ-): dilemma, epilepsy, syllable, monosyllabic, polysyllabic

βου�ς: bucolic δεσπότης: despot, despotic, despotism βραδέως: bradycardia, bradykinin, bradylogia Gr amma r 4 Students must learn these forms thoroughly and be able to write them out.

Gr amma r 5 Students have met the following prepositional phrases with the genitive case in the readings: ἐκ

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του� ἀγρου� (1β), δι᾿ ὀλίγου (1β and 2β), and ἐκ του� οἴκου (2α).

Students have met the following prepositional phrases with the dative singular in the readings: ἐν τῳ� ἀγρῳ� (1β), ὑπὸ τῳ� δένδρῳ (1β and 2β), and ἐν τῳ� οἴκῳ (2α). Students have met the following prepositional phrases with the accusative in the readings: πρὸς τὸ ἕρμα (1β), πρὸς τὸν οἰ�κον (1β), πρὸς τὸν ἀγρόν (2α), πρὸς τὸν δου�λον (2β), πρὸς αὐτόν (2β), ὑπὸ τὸ ζυγὸν (2β), and πρὸς τὸν δου�λον (2β). The only 2nd declension vocative so far in � κατάρᾱτε (2β). the readings is ὠ

Book I

4. Go into the house, Xanthias, and bring the food. ἐλθέ, ὠ� δου�λε, καὶ εἴσαγε τοὺς βου�ς. 5. Don’t work, Xanthias, but come here. μὴ κάθευδε, ὠ� ἄνθρωπε, ἀλλὰ πόνει ἐν τῳ� ἀγρῳ�. In no. 4, students are to deduce εἴσελθε from what they learned in Word Building on pp. 23–4. Use of the compound verb here should alert students to the need to use the compound εἴσαγε to translate “lead in” in the English to Greek sentence in no. 4. In no. 4 εἴσελθε illustrates the rule of recessive accenting of finite verbs explained in Grammar 7, and students will need to apply this rule in writing εἴσαγε in no. 4 and κάθευδε in no. 5.

Gr amma r 6

Ο ΔΟΥΛΟΣ

Notes:

✒  Ex ercise 2δ 1. τὸν 2. τῳ � 3. ὁ 4. του� 5. τὸ 6. τῳ� 7. τῳ�

✒  Ex ercise 2ε 1. ὁ δου�λος σπεύδει πρὸς τὸν ἀγρόν. The slave hurries to the field. ᾽ˉργὸν δου�λον καλει�. 2. ὁ Δικαιόπολις τὸν α Dicaeopolis calls the lazy slave. 3. ἐλθὲ δευ�ρο καὶ συλλάμβανε. Come here and help! 4. ἐγὼ ἐλαύνω τοὺς βου�ς ἐκ του� ἀγρου�. I am driving the oxen out of the field. � δου�λε, ἀλλὰ πόνει. 5. μὴ χαλεπὸς ἴσθι, ὠ Don’t be difficult, slave, but work!

Gr amma r 7

Title: “The Slave” Tr anslation

Lines 1–6 The farmer hurries into the field and calls the slave. But the slave is not there; for he is sleeping under the tree. So the master walks toward him and says: “Come here, you lazy slave, and work!” So the slave walks toward him and says: “Don’t be hard master; for I am now here and I am carrying the plow to you.” So the master says: “Hurry, Xanthias; for the field is small but the work is long.”

Words glossed earlier in the chapter: ὑπὸ (2), under; δευ�ρο (3), here, hither

✒  Ex ercise 2η

ὁ δου�λος σπεύδει πρὸς τὸν ἀγρὸν καὶ φέρει τὸ ἄροτρον.

1. ὁ Δικαιόπολις οὐκέτι πονει� ἀλλὰ λυˉ΄ει τοὺς βου�ς. 2. ἔπειτα δὲ τὸν δου�λον καλει� καὶ λέγει· “μηκέτι πόνει ἀλλὰ δευ�ρο ἐλθὲ καὶ λάμβανε τὸ ἄροτρον. 3. “ἐγὼ μὲν γὰρ τοὺς βου�ς πρὸς τὸν οἰ�κον ἐλαύνω, σὺ δὲ φέρε τὸ ἄροτρον.” 4. ὁ μὲν οὐ�ν Δικαιόπολις ἐλαύνει τοὺς βου�ς ἐκ του� ἀγρου�, ὁ δὲ δου�λος τὸ ἄροτρον λαμβάνει καὶ φέρει πρὸς τὸν οἰ�κον.

ὁ ἄνθρωπος οὐ πονει� ἀλλὰ βαδίζει πρὸς τὸν οἰ�κον.

In no. 1, students are to produce λυˉ΄ει, which is not given in the vocabularies but is in the paradigms of forms, and they are to produce the plural τοὺς

Notes:

✒  Ex ercise 2ζ 1. The slave is not Athenian.

ὁ Ξανθίᾱς οὐκ ἔστιν ἰσχῡρός.

2. Dicaeopolis steps/comes out of the house and calls his slave.

3. The slave is not helping but sleeping under the tree.



2   Ο Ξ Α ΝΘΙ Α Σ ( β) I -19

βου�ς, which occurred four times in story β. In no. 2, students need to remember δευ�ρο from story α:4 and other occurrences in this chapter.

The fragment actually reads μέγα βιβλίον ἴσον τῳ� μεγάλῳ κακῳ�, but it is usually quoted in the more epigrammatic form.

Cl assica l Gr eek

Illustration (p. 27) An example of Greek capital letters on a papyrus scroll: verso of the papyrus fragment (Ancient Greek script) of the epistle of Saint Paul to the Hebrews.

For the ancient source of this saying of Callimachus, see Rudolf Pfeiffer, Callimachus, Oxford, Clarendon Press, 1949, Vol. I, p. 353, fragment no. 465 (= 359 Schneider, 1873). The ancient source is the Epitome of Athenaeus, a second-to-thirdcentury ad grammarian, in which the following is found: Καλλίμαχος ὁ γραμματικὸς τὸ μέγα βιβλίον ἴσον ἔλεγεν εἰ�ναι τῳ� μεγάλῳ κακῳ�.

Tr anslation A big book is big trouble.

Students will deduce the meaning of μέγα from the phrase μέγαν λίθον, which they saw in the caption under the illustration for story 1β and in 1β:2. Callimachus (fl. 250 bc), the greatest of the Hellenistic poets, was born in Cyrene but lived and worked in Alexandria. He rejected epic as a viable genre and claimed to write poetry that was original and light. He says Apollo told him: “Poet, you should feed up your sacrifice to be as fat as possible, but, good man, keep your Muse slender” (Prologue to the Aetia).

New Testa m ent Gr eek Tr anslation “You are my son, the beloved. . . .” or “You are my beloved son. . . .”

Students have met the pronoun σύ in Grammar 1, p. 17, and in Exercise 2η:3. For the predicate position of μου, see Chapter 5, Grammar 8, (pp. 78–9; for the attributive position of ἀγαπητός , see Chapter 5, Grammar 7a, pp. 78–9.

Illustration (p. 28)

Detail of an Attic red figure lekythos by the Gales Painter, ca. 520–510 bc (Museum of Fine Arts, Boston).

h 3 Ο ΑΡΟΤΟΣ (α)

Title: “The Plowing”

The first part of the sentence will be familiar, but the second part introduces plural forms that the students will meet in this chapter for the first time. Make sure they realize that there are two oxen in this picture, and then ask what the oxen are doing (“they are dragging the plow”; the verb ἕλκω was glossed in passage 2β:13). Calling attention to the plural forms here will make it easy for students to recognize the plural forms introduced in the first paragraph of the reading.

Try to get students to deduce the meaning of the title from their knowledge of τὸ ἄροτρον and the illustration.

Purposes of This Chapter 1. Reading: (α) to continue the description of the

interaction of master and slave in a typical situation on the farm; and (β) to introduce Dicaeopolis’ son, Philip, and show these two members of the family and the slave working together on a common project 2. Grammar: (α) to continue filling in the verb forms by introducing the third person plural, the plural imperatives, and the infinitives; and (β) to introduce all plural forms of second declension masculine and neuter nouns with articles and adjectives and present another exception to the persistent accent of nouns (accent shifting) 3. Word Building: to continue the study of compound verbs from the previous chapter 4. Context: to present a discussion of the life of farmers in the towns or demes of Attica and of their relationship to the mother city, Athens

Vocabula ry The verb μένω may be translated several ways; in the story that follows it is used of the oxen that are stopped and standing still because of a stone that impedes the plow. Are staying (in one place) may be used to translate the verb, but other translations such as are waiting or are standing still could be used. Note that we use προσχωρέω with the dative case (the first occurrence with the dative case is in Exercise 3β, no. 3). The present tense of the verb φημί, apart from the second person singular, is in fact an enclitic, but it keeps its accent when it comes after or in the middle of a direct quotation, as it does in our stories. Thus we have felt that it may not be helpful to identify it as enclitic. The accusative αὐτόν was given in Vocabulary 1β with the meaning him; it is repeated here with the additional meaning it because it is used in line 7 to refer to the stone and so will be translated it.

Illustration (p. 29) See note on illustration for reading 1β. Caption under Illustration

Dicaeopolis drives the oxen, and the oxen drag the plow. I-20



1  Ο Α ΡΟΤΟΣ (

Teaching the New Gr amma r in the Story After reading, comprehending, and translating the passage, invite students to locate the new grammatical forms: third person plural verbs (examples in lines 1, 2, 4, 8, 13, 14, 20, 22; make sure students recognize the purpose of the movable ν on some of the forms); imperatives (have students locate both singulars and plurals in lines 3, 4, 7, 11, 16, 17, 19, 20); and infinitives (examples in lines 11, 12, and 19). The third person plural verbs, the imperatives, and the infinitives should be color-coded on overhead transparencies. Location of these forms will prepare students for study of Grammar 1. Remind students that they have already seen plural imperatives in story 2β:13–14. There is one second person plural indicative � βόες;), but verb in the story in line 5 (τί μένετε, ὠ this will cause students no problems in context and need not be identified or discussed at this stage.

Tr anslation

Lines 1–8 Dicaeopolis is driving the oxen, and the oxen are dragging the plow, and Xanthias is sowing the seed. But look, the oxen are staying in one place and are no longer dragging the plow. So Dicaeopolis calls the oxen and, “Hurry up, oxen,” he says; “Don’t stay!” But the oxen are still staying in one place. So Dicaeopolis says, “Why are you staying, oxen?” and looks toward the plow, and look, a stone is obstructing it. So Dicaeopolis takes the stone but does not lift it; for it is big. So he calls the slave, and, “Come here, Xanthias,” he says, “and help; for a big stone is obstructing the plow, and the oxen are waiting.”

The word φησί(ν) is postpositive (like inquit in Latin), that is, it is placed in the middle of or after a direct quotation, not before it. Sometimes we preserve this order in the translations, but usually it is not possible to do so. See also the note on φημί under Vocabulary above. Note that ἐμποδίζει (8) consists of ἐν and the stem of the word for “foot,” ποδ-, and originally referred to putting the feet in bonds or fetters. Cf. the English impede from Latin impedīre.

Lines 9–13 So Xanthias slowly approaches but does not help; for he looks at the stone and, “The stone is big,

α )I-21

master,” he says, “Look, it is not possible to lift it.” But Dicaeopolis says, “Don’t be lazy but help. For it is possible to lift the stone.” So together both the master and the slave lift the stone and are carrying it out of the field.

Be sure students appreciate the effect of the word order in “μέγας ἐστὶν ὁ λίθος” (10), with the adjective placed first because it is most important in Xanthias’ thinking. This paragraph introduces the infinitive (αἴρειν, 11 and 12), used twice after δυνατόν ἐστιν. Allow students to grasp the meaning of the infinitive from the context. There is another example in the next paragraph: οὐ δυνατόν ἐστιν αὐτὸν φέρειν (19). Greek almost invariably uses τε with the first member of a pair of things or persons, thus ὅ τε δεσπότης καὶ ὁ δου�λος (12); English is far more sparing in its use of “both . . . and,” only inserting “both” for emphasis. It does not need to be included in translations. In the phrase ὅ τε δεσπότης καὶ ὁ δου�λος , point out that the definite article ὁ is a proclitic (see Chapter 2, Grammar 2, p. 18) and that it receives an accent when it occurs before the enclitic τε.

Lines 14–22 And while they are carrying it, Xanthias stumbles and drops the stone; and the stone falls upon Dicaeopolis’ foot. So Dicaeopolis groans and says, “Zeus, oh, my poor foot! Take the stone, you fool, and lift it and don’t be so clumsy.” But Xanthias says, “Why are you so hard, master? For I am not to blame; for the stone is big, and it is not possible to carry it.” But Dicaeopolis says, “Don’t talk nonsense, you rogue, but lift the stone and carry (it) out of the field.” So they again lift the stone and with difficulty carry it out of the field. Then Dicaeopolis drives the oxen, and the oxen wait no longer but drag the plow.

The long phrase πρὸς τὸν του� Δικαιοπόλιδος πόδα (15) should be pronounced with care as a unit to be sure that students take all the words together as a single phrase. After the phrase has been comprehended as a unit it should be analyzed into its parts, showing how the genitive is sandwiched in between the article and the noun. For the declension of ὁ Δικαιόπολις, see the notes in this teacher’s handbook on Chapter 7, Grammar 3.

I-22

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

φευ� του� ποδός (16): oh, my poor foot! Excla-

mations regularly go into the genitive case (genitive of cause). οὐ γὰρ αἴτιός εἰμι ἐγώ (18): for I am not to blame; note the inclusion of ἐγώ for emphasis. ὠ� μαστῑγίᾱ (19): you rogue; this is a regular term of abuse in the comedies of Aristophanes. ἔκφερε ἐκ του� ἀγρου� (20): carry (it) out of the field. Here and in the next sentence note the redundancy of the prepositional prefix on the verb and the prepositional phrase. Remember that compound verbs such as this where the meaning of the compound is obvious are not given in the vocabulary lists; students should become accustomed to deducing the meaning of these compound verbs (see Chapter 2, Word Building, pp. 23–4). Students may wish to keep a list of their own of such verbs, because it will come in handy in some of the English to Greek translation exercises, e.g., Exercise 3ζ , no. 3.

Wor d Stu dy 1. lithograph (coined, 1825): ὁ λίθος + γράφω, I write, draw, ἡ γραφή, drawing. A lithograph is an art work produced from a drawing on stone. 2. monolith (coined, 1848): μόνος, -η, -ον, alone, only + ὁ λίθος. “Monolith” is the archaeological term for a single stone as opposed to a circle of stones. Your students may have met this word in the adjectival form monolithic in political contexts, e.g., “the monolithic state.” You might ask them what this means and how the word has acquired this particular meaning. 3. megalithic (coined, 1839): μέγας + ὁ λίθος. “Built of large stones,” like Stonehenge. 4. megaphone (coined by the inventor, Edison, 1838): μέγας + ἡ φωνή, voice.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

πι΄ˉπτω (πτω-): ptomaine, symptom λίθος: chrysolite, paleolithic, mesolithic, neolithic μέγας: megabuck, megabyte, megadose, megahertz,

megalomania, megalopolis, megaton, megavolt, megawatt ἐκ, ἐξ: eccentric, eclectic, eclipse, ecliptic, eclogue, ecstasy, ectopia, exanthema, exedra, exegesis, exodus

Book I

Gr amma r 1 See Teaching the New Grammar in the Story above for lists of the forms students are asked to locate in sections a, b, and c.

✒  Ex ercise 3α If you wish your students to analyze these Greek sentences, you will need to add INF (= infinitive) to the repertoire of abbreviations. It may be sensible to tell them not to label adverbs, conjunctions, particles, words in prepositional phrases or ἰδού. 1. The oxen are no longer dragging the plow. 2. Dicaeopolis and the slave approach and look at the plow. 3. Dicaeopolis says, “Look! a big stone is obstructing the plow. 4. Lift the stone and carry (it) out of the field.” 5. But the slave says, “Look! The stone is big; it is not possible to lift it.” 6. (Both) Dicaeopolis and the slave lift the stone and carry (it) out of the field. 7. “Don’t wait, oxen, but hurry up!” 8. The oxen are no longer waiting but again drag the plow.

✒  Ex ercise 3β 1. οἱ βόες ἐν τῳ � ἀγρῳ� καθεύδουσιν. � 2. ἔλθετε δευ�ρο καὶ ἐξελαύνετε τοὺς βου�ς, ὠ δου�λοι. 3. τὸ κέντρον λαμβάνουσι καὶ βραδέως προσχωρου�σι τοι�ς βουσίν. � βόες· μὴ ἐν τῳ� ἀγρῳ� 4. σπεύδετε, ὠ καθεύδετε. 5. οὐ δυνατόν ἐστι τοὺς βου�ς ἐξελαύνειν· ἰσχῡροὶ γάρ εἰσιν. In these sentences students are expected to produce forms that have not yet been given in the � grammar sections (e.g., οἱ βόες, τοὺς βου�ς, and ὠ βόες), but they have seen examples of these very phrases in passage α and Exercise 3α; if they hesitate in writing them, they should be encouraged to check back in the reading and Exercise 3α to locate examples. Likewise, the preposition ἐν has not been formally introduced in a vocabulary list, � but students have met examples (including ἐν τῳ ἀγρῳ�, passage 1β:1) and should be aware by now



1  Ο Α ΡΟΤΟΣ (

α )I-23

that this preposition is followed by the dative case. The vocative and nominative plural glosses � δου�λοι and ἰσχῡροί) prepare for the new (ὠ grammar in the second half of the chapter.

may also want to remind them that there is uncertainty as to its exact location. For further reading, see The World of Athens, pp. 70–72, and The Oxford History of the Classical World, pp. 207–10.

The Deme and the Polis

Illustration (p. 36) Monumental graves in the Street of the Tombs from Kerameikos, the main cemetery of ancient Athens.

Map (p. 34) You may want to have students mark an appropriate location for Cholleidae on the map, but you

h Ο ΑΡΟΤΟΣ (β)

Illustration (p. 37)

and vocative masculine plurals before beginning reading 3β. While reading, comprehending, and translating the story in 3β, invite students to locate the new second declension plural definite articles, nouns, and adjectives: τοὺς λίθους (7), πολλοὶ (8), οἱ λίθοι (8), τοσούτους λίθους (9), and οἱ . . . ἄνθρωποι (11). Then go back and point out the other plural forms cited above from Chapters 2 and 3α.

See note on illustration for reading 1β.

Caption under Illustration

“It is not possible, master, to carry out so many stones.”

Students will find the meaning of τοσούτους in the vocabulary list.

Vocabula ry With this vocabulary and reading we begin to introduce third declension nouns. Along with each third declension noun in the vocabulary list we give the forms that appear in the read�-marker for ing, with the definite articles or the ὠ vocatives, which will serve to identify the forms for students.

Tr anslation

Lines 1–4 And meanwhile Philip approaches; Philip is ­Dicaeopolis’ son, a big and brave boy (a boy both big and brave); and he is bringing (the) dinner to his father. And when he enters into the field, he calls his father and says, “Come here, father; look, I am bringing dinner. So no longer work but sit and eat.”

Teaching the New Gr amma r in the Story Plural forms of definite articles and nouns are formally introduced in this half of Chapter 3, but students have already seen a number of plural articles and nouns that will help them learn the forms in this second half of Chapter 3, e.g., τοὺς βου�ς (2β), οἱ . . . βόες (caption under illustration, � Chapter 3α , and reading 3α), τοὺς βου�ς (3α), ὠ δου�λοι (Exercise 3β), τοι�ς βουσί(ν) (Exercise 3β), and ἰσχῡροί (Exercise 3β). There is also the caption under the illustration for 3β: τοσούτους λίθους. Students will thus already have some familiarity with the nominative, dative, accusative, I-2 4

Compound verb to be deduced: εἰσβαίνει (3). Word glossed earlier in the chapter: ἰδού (4), look! In l.4 it may be worth pointing out to all students that the accent on the singular imperatives of έ-ω verbs is different from that of their third perˉ΄ρει, πόνει- third son singular: Imperative φλυα singular φλυᾱρει�, πονει�.

Lines 5–13 So the father leaves the plow and calls the slave. Then they sit together and eat. But after dinner



1  Ο Α ΡΟΤΟΣ (

Dicaeopolis says, “Stay, boy, and help. Carry the seed and sow (it). And you, Xanthias, dig the stones and carry (them) out of the field. For the stones are many and it is scarcely possible to plow.” But Xanthias (says), “But it is not possible to carry out so many stones.” But Dicaeopolis (says), “Don’t talk nonsense, Xanthias, but work.” So the father and the son and the slave work. But finally the sun sets, and the men no longer work but loosen the oxen, and they leave the plow in the field and walk slowly toward the house.

[Compound verbs to be deduced: ἔκφερε (8), ἐκφέρειν (9). Words glossed earlier in the chapter: ἅμα (5), together; τὸ σπέρμα (7), the seed; σπει�ρε (7), sow; and φλῡάρει (10), talk nonsense] In 1.12 draw attention to the chiasmus: λυˉ΄ουσι μὲν τοὺς βου�ς, τὸ δὲ ἄροτρον λείπουσιν. What is the effect of this?

Wor d Bu ilding 1. 2. 3. 4. 5.

I fall into I fall out (of) I lead into I lead to(ward) I look toward

English Der ivativ es from Wor ds in the Vocabu la ry List

λείπω ( λιπ-): eclipse, ellipse, ellipsis, ellipsoid λυˉ΄ω: analysis, analyze, electrolyte, paralysis, paralyze παι�ς: pedagogue, pedagogy, pedagogical, pedology,

pedophile πατήρ: patriot, patriotic, patriotism, patroclinous, patronymic πολλοί: hoi polloi ἐν: enarthrosis, encaustic, encephalitis, encephalogram, encephalograph, encephalography, encephaloma, encephalomyelitis, encephalon, encephalopathy, enchiridion, enclitic, encomiast, encomium, encyclical, encyclopedia, encyclopedic, encyclopedism, encyclopedist, endemic, enema, energetic, energize, energy, engram, enharmonic, enkaphalin, ensemble, enstatite, entasis, entelechy, enthalpy, enthuse, enthusiasm, enthusiast, enthusiastic, enthymeme, entomology, entomophagous, entomostracan, entropy, enuresis, enzootic, enzyme

β )I-25

Gr amma r 2 Emphasize the two rules for the neuter: (1) nominative = accusative = vocative, and (2) nominative, accusative, and vocative plural end in α.

Gr amma r 3 Notes:

✒  Ex ercise 3γ 1. τοὺς 2. οἱ 3. τοι�ς 4. τω �ν 5. τὰ 6. τω�ν 7. τὸ 8. τὸν 9. οἱ 10. τοὺς

✒  Ex ercise 3δ 1. 2. 3.

οἱ δου�λοι πονου�σιν ἐν τοι�ς ἀγροι�ς.

4. 5.

Dicaeopolis and the slave remain in the field. λείπετε τὰ ἄροτρα, ὠ� δου�λοι, ἐν τῳ� ἀγρῳ�. Leave the plows in the field, slaves. αἴρετε τοὺς λίθους, ὠ� δου�λοι, καὶ ἐκφέρετε ἐκ τω�ν ἀγρω�ν. Lift the stones, slaves, and carry (them) out of the fields.



The slaves work in the fields.

οἱ ἄνθρωποι σπεύδουσι πρὸς τὸν οἰ�κον. The men hurry toward the house.

ὅ τε Δικαιόπολις καὶ ὁ δου�λος μένουσιν ἐν τῳ� ἀγρῳ�.

6. οὐ δυνατόν ἐστι τοὺς λίθους αἴρειν καὶ ἐκφέρειν. It is not possible to lift the stones and carry (them) out.

This type of exercise gives good practice with endings. Teachers can easily generate more practice of this sort, using sentences from the readings or from other exercises as raw material.

✒  Ex ercise 3ε 1. Dicaeopolis drives the oxen, but the oxen no longer drag the plow. ὁ μὲν δεσπότης καλει� τοὺς δούλους, οἱ δὲ δου�λοι οὐκ ἐλαύνουσι τοὺς βου�ς. 2. Don’t sit in the house, boys, but come here and help. μὴ μένετε ἐν τοι�ς ἀγροι�ς, ὠ� παι�δες, ἀλλὰ βαδίζετε/βαίνετε πρὸς τὸν οἰ�κον καὶ καθεύδετε.

I-26

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

3. The boys are strong, for they are carrying big stones. οἱ δου� λοι α᾽ˉργοί εἰσιν· οὐκέτι γὰρ πονου�σιν. 4. Take the plows, slaves, and hurry to the fields. λυ΄ˉετε τοὺς βου�ς, ὠ� δου�λοι, καὶ λείπετε τὰ ἄροτρα ἐν τῳ� ἀγρῳ�. 5. Don’t shirk, boys. Be brave. μὴ μένετε, ὠ� παι�δες. μὴ ἔστε οὕτως α᾽ˉργοί. The first sentence of the pair in no. 2 introduces the vocative plural of the third declension noun παι�ς, and that form is required in the corresponding English to Greek sentence. The nominative plural occurs in no. 3 (with the definite article as a gender-number-case indicator), and the vocative plural again in no. 5. In no. 3 students are to deduce μεγάλους from μέγας, which is in ­Vocabulary 3α.

ΟΙ ΒΟΕΣ Title: “The Oxen” Tr anslation

Lines 1–8 Both the master and the slave are walking to the field. The slave carries the plow, and the master drives the oxen. But when they approach the field, the oxen go no longer. So the master calls them and says, “Don’t wait, oxen, but hurry into the field.” But the oxen are still waiting. So the master calls the slave and says, “Come here, Xanthias, and help. For the oxen are waiting, and it is not possible to drive them into the field.” So the slave approaches and says, “But it is possible, look!” and he goads the oxen. And they are no longer waiting/idle but hurry into the field.

Word glossed earlier in the chapter: ἰδού (7), look!

Illustration (p. 42) This image of ploughing and sowing is on a black-figure cup of the sixth century bc. Illustrations of agriculture are surprisingly rare on Athenian pottery.

✒  Ex ercise 3ζ 1. ὁ δεσπότης εἰς τὸν ἀγρὸν σπεύδει. 2. βλέπει πρὸς τὸν ἀγρὸν καί, “τοσου�τοι,” φησίν, “λίθοι εἰσὶν ἐν τῳ� ἀγρῳ�. οὐ δυνατόν ἐστιν ἀρου�ν.

Book I

3. “ἐλθὲ δευ�ρο, ὠ � δου�λε, καὶ ἔκφερε τοὺς λίθους ἐκ του� ἀγρου�.” 4. ὁ δὲ δου�λος, “οὐ δυνατόν ἐστιν,” φησίν, “τοσούτους λίθους ἐκφέρειν ἐκ του� ἀγρου�. σὺ οὐ�ν συλλάμβανε. Remind students in doing nos. 2 and 4 that

φησί(ν), used with quoted words, is postpositive and always placed parenthetically in the middle of the quoted words or after them. No. 3 is a continuation of the master’s words in no. 2 (note the absence of a quotation mark at the end of no. 2). In nos. 3 and 4, remind students that they may use compound verbs, ἔκφερε and ἐκφέρειν. In no. 4, note that σύ is expressed, since it is emphatic (note the italics in the student’s book).

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Menander: I, Loeb Classical Library Vol. 132, translated by W. G. Arnott, Cambridge, MA: Harvard University Press, 1979. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 168–69 for this fragment.

Tr anslation (He) whom the gods love dies young.

The context of this line, from Menander’s play Δὶς Ἐξαπατω�ν, Twice a Swindler, is lost.

New Testa m ent Gr eek Tr anslation “Why do you call me ‘Lord, Lord,’ and not do what I say?”

Illustration (p. 44) Detail of an Attic red figure drinking cup in the form of a cow’s hoof, ca. 470 bc (New York, Metropolitan Museum of Art).

h 4 ΠΡΟΣ ΤΗΙ ΚΡΗΝΗΙ (α)

Illustration (p. 45) Drawn from an Attic black figure hydria (water jar) in the manner of the Antimenes Painter, ca. 480 bc (London, British Museum). The two women with upright water jars on their head have already filled their jars and are leaving. There is an element of humor here since the jar on which the scene is painted is a water jar.

Title: “By the Spring” Encourage students to deduce the meaning of the title from the picture before locating the words in the vocabulary list.

The Pur poses of this Ch apter 1. Reading: (α and β) to introduce Dicaeopolis’s wife, Myrrhine, and daughter, Melissa; to show them engaged in an activity typical for females in the Greek world (fetching water from the spring); and to introduce a new strand of the plot (a trip to Athens to take part in the festival of Dionysus), which will develop in later chapters 2. Grammar: (α) to complete the presentation of singular and plural verb forms with the 1st and 2nd persons plural and to introduce 1st declension feminine nouns in all cases, singular and plural, with distinctions between those ending in -η , -ᾱ , and -ᾰ; (β) to present the forms of masculine nouns of the 1st declension; to present the concept of feminine nouns of the 2nd declension; to consolidate the forms of 1st and 2nd declension adjectives; to present the forms of μέγας and πολύς, which are mostly those of 1st and 2nd declension adjectives; to introduce the formation of adverbs; and to consolidate the forms of the definite article and to stress its usefulness as a case indicator 3. Context: to present a discussion of the life of women in the Greek world

Caption under Illustration

The girls are filling their water jars by the spring.

Use comprehension questions in English to get the students to deduce the meaning of the Greek. “Where are the girls?” “What do the girls have?” “What are they doing with them?” The caption introduces 1st declension nouns in three cases, and it provides an excellent opportunity to begin talking about the grouping of Greek nouns into three declensions. Similarities to the 2nd declension masculine nouns that the students have already learned may be pointed out: -ι in the nominative plural, - ς in the accusative plural, and ι subscript in the dative singular. Note that the contract verb πληρόω is used a number of times in this chapter. It is glossed in the reading passages; it is not intended that students learn the forms of the -ο- contract verbs at this stage in the course (they are given in Chapter 15). The verb πληρόω is used in this chapter simply as a glossed vocabulary item.

I-27

I-28

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Vocabula ry The verb ἐθέλω means to be willing in the sense of to consent. It may be contrasted with βούλομαι, which will be introduced in Chapter 6 and means I want. Both verbs may mean to wish. If discussion of the concept of declensions is initiated in dealing with the caption under the picture, that discussion can be continued by examining the nouns in the vocabulary list and by pointing out which belong to each of the three declensions. The nouns ἀνήρ, θυγάτηρ, and μήτηρ are easily distinguished from the 1st and 2nd declension nouns, but ἡ γυνή cannot by itself be distinguished from ἡ ἑορτή and at this stage simply needs to be identified by the teacher as a 3rd declension noun. α᾽ˉργός: you may point out to students that the stem was originally ϝεργ-; cf. English work and German Werk. The preposition πρός does not occur in the story, but it is in the title of the chapter with the new meanings at, near, by. Note that we underline the new meanings of prepositions that have occurred earlier with other meanings. Note the ττ in Μέλιττα. This is a specifically Attic form, usually appearing in Greek as σσ.

Teaching the New Gr amma r in the Story Students should be allowed to read, comprehend, and translate the story before focusing on the new 1st declension noun forms and the new verb forms. When it comes time to discuss the new 1st declension noun forms, we recommend using an overhead transparency of the story and having students locate examples of the 1st declension nouns identified as such in the vocabulary list, with the teacher underlining them on the transparency. At this stage we recommend highlighting only the 1st declension nouns and their accompanying articles, namely and vocative marker, τὴν κρήνην (4), ἡ . . . Μυρρίνη (10), ἡ Μέλιττα (10), τὴν κρήνην (10), ἡ Μέλιττα (10), κόρη (11), ὑδρίᾱς (12), αἱ ὑδρίαι (12), τͺη� κρήνͺη (14), ταˉ`ς ὑδρίᾱς � φίλαι (15), ταˉ`ς (15), ἡ . . . Μυρρίνη (15), ὠ ὑδρίᾱς (16 and 17), and τὴν ἑορτὴν (20). There are examples here of nominative, dative, accusative, and vocative forms, and they may be listed in chart form on the board in columns marked Singular and Plural. We recommend that at this stage the

Book I

1st declension adjective forms not be highlighted and that the 3rd declension feminine words be ignored. Concentrate on the 1st declension nouns and their accompanying definite articles and vocative marker. Students may then be asked to look for verb forms that will fill in the gaps in their present knowledge. Begin by making charts on the board showing the 1st, 2nd, and 3rd persons singular and the 3rd person plural of the verbs ἔχω and εἰμί, and then have students locate verb forms in the story that could be put into the two empty slots in the paradigms. They will locate ἔχομεν (3), πληρου�τε (16), πληρου�μεν (17), πάρεσμεν (17), ἔχομεν (19) and ἐθέλομεν (20). Add these to the chart and have students generate the missing 2nd person plural of εἰμί (they have already had the imperative ἔστε). There is no need to discuss -ο- contract verbs as such at this time. Just have students add the forms of πληρόω to the list of the forms of ἔχω. This work with the story will prepare students well for the grammar sections in the first half of the chapter.

Tr anslation

Lines 1–8 And the next day when the sun is first rising, the wife calls her husband and says, “Get up, husband; for the sun is rising, and the slave is already leading the oxen to the field, and our daughter and I (I and the daughter) intend to walk to the spring. Get up; for it is time to go to the field.” But Dicaeopolis is very tired and does not wish to get up; so he says: “Don’t be hard, wife; for I am very tired and wish to sleep.” But his wife says, “But it is not possible to go on sleeping (still to be sleeping); for it is time to work. Get up, you lazy man.”

A number of reflexive pronouns occur in passage α (2, 4, 5, 8, and 9); treat them as vocabulary items at this stage. Note that it is normal Greek to say ἐγὼ δὲ καὶ ἡ θυγάτηρ, I and our (the) daughter (3), whereas in normal, polite English we put the 1st person pronoun last: “our daughter and I.” Greek puts first that which is of primary importance to the speaker. ἐν νῳ� ἔχομεν (3): students will deduce the new 1st person plural form from the subjects of the



4   Π Ρ ΟΣ Τ Η Ι Κ Ρ Η Ν Η Ι (α)  I - 2 9

verb (ἐγὼ . . . καὶ ἡ θυγάτηρ). Other 1st person plural forms will be met in the third paragraph, where the context makes the meaning clear.

Lines 9–13 So Dicaeopolis reluctantly gets up and walks to the field, and Myrrhine and Melissa walk to the spring (Melissa is [the] daughter, a very beautiful girl). So both the mother and the daughter walk slowly; for they are carrying water jars; and the water jars are big, so that it is not possible to hurry.

μεγάλαι (12): students are to deduce this from μέγας, which they have met (cf. also Exercise 3ε:3). Lines 14–21 But when they approach the spring, look, other women are already there and are filling their water jars. So Myrrhine calls the women and says, “Greetings, friends; are you already filling your jars?” And they say: “Greetings to you, too; yes, we are already filling our jars; for we’ve gotten here (we are present) early. But come here quickly and listen; (for) a messenger has come from the city, and he says that the Athenians are celebrating the Dionysia. So we intend to go to the city; for we want to see the dances and the contests and the plays. Do you too want to see the festival?”

Context guides students to correct translation of the 1st and 2nd person plural indicative verbs: πληρου�τε (16), πληρου�μεν (17), πάρεσμεν (18), ἔχομεν (19), and ἐθέλομεν (20). αἱ δὲ: and they: see Chapter 5, Grammar 3, p. 70. “χαι�ρε καὶ σύ” (16): “Greetings to you, too”; point out that καί is adverbial here, emphasizing the pronoun. Students have seen the adjective Ἀθηναι�ος before, and they should deduce οἱ Ἀθηναι�οι (18) as the Athenians without trouble. It may be commented that adjectives may be used as substantives with the definite article. τὰ ∆ιονυ΄ˉσια ποιου�σιν (18–19): are celebrating (literally, making) the festival of Dionysus. Students should be warned that some words such as ποιέω are used in a wide variety of idiomatic expressions and that they will need to find the right English translation. The City Dionysia was held at the end of March; it included processions, choral competitions, and performances of tragedies and

comedies. It remains uncertain whether women were allowed to attend performances in the theater. The predominant view among U.S. scholars is that they could.

Wor d Stu dy 1. acoustics (1683): ἀκούω, ἀκουστικός, -ή, -όν = concerned with hearing. Aristotle, De anima 426e has τὰ ἀκουστικά , the faculty of hearing, but the English word means the whole science of the phenomenon of hearing. 2. angel: ὁ ἄγγελος, the messenger (of God). �ς 3. gynecology (coined, 1847): ἡ γυνή, τη γυναικός + ὁ λόγος, -λογίᾱ = “the branch of medicine dealing with diseases peculiar to women.” 4. choreographer (coined, 1876): ὁ χορός + γράφω, ὁ γραφεύς, drawer, writer = “one who designs dances.” 5. tachometer (coined, 1810): ταχέως, τὸ τάχος, speed + τὸ μέτρον, measurement = “an instrument for measuring speed.” 6. philanthropist: φιλάνθρωπ-ος, -ον (φιλ-έω + ὁ ἄνθρωπος) + -ist. 7. polyandry: ἡ πολυανδρίᾱ (πολύς + ἀνήρ, ἀνδρ-ός) = populousness, but in English = “the form of polygamy in which one woman has many husbands.” 8. misogynist: ὁ μῑσογύνης, -ου (μῑσέω, I hate + ἡ γυνή + -ist) = “a hater of women.”

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

ποιέω: poem, poesy, poet, poetic, onomatopoeia ἀνήρ: androgynous, android γυνή: gynecologist, gynarchy, gynocracy μήτηρ: metropolis χορός: chorus φίλος: Philadelphia, philological, philology, philosopher, philosophy

ἀπο-: apocalypse, Apocrypha, apodictic, apodosis,

apogee, apology, apoplexy, apostasy, apostle, apostrophe, apothegm, apotheosis, apotropaic πρός: see list with Chapter 1β πρω� τον (πρω� τος): protein, protocol, Proto-IndoEuropean, protolithic, proton, protoplasm, prototype, protozoan

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Gr amma r 1 Note that space does not allow us to give translations of verb forms; the teacher should be sure that students can translate each form, e.g., I loosen, I am loosening, I do loosen, etc. The vertical line in paradigms of verb forms separates the forms to the left, which have person and number (the indicative and imperative forms here), from the forms to the right. In this chart only the infinitive appears to the right; it does not have person and number. The vertical line is included to make sure that students do not think that the infinitive, which is on the same line as the 1st person singular indicative form of the verb, is also 1st person singular. It will be useful to explain this to students at this point. In future charts participles will also appear to the right of the vertical line; they have number and are given in their singular forms, but they do not have person. The vertical line will again help students keep the forms with person and number that are at the left of the line in a separate mental compartment. For explanation of how the σ of the stem ἐσ-, be, drops out in some of the forms of the verb εἰμί, see Smyth, 770. At this stage we believe it is more important for students to learn and memorize the forms than to delve into their linguistic origins.

✒  Ex ercise 4α We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

Gr amma r 2 Notes:

Gr amma r 3 The introduction of the four types of 1st declension nouns can be overwhelming for students. It may be reassuring to point out to them that what seem like four types are actually two types, i.e., those that retain the same vowel throughout their singular declension (κρήνη, ὑδρίᾱ) and those that change in the genitive and dative (μέλιττᾰ , μάχαιρᾰ). Emphasize that all 1st declension nouns decline alike in the plural.

Book I

Note that in the paradigms of nouns (here) and of adjectives (later in the chapter) that end in α, we include the macron over the dative singular with its iota subscript to avoid the odd appearance of having macrons over other alphas in the singular and not over the dative. Alphas with iota subscript are always long; and so are normally not marked with macrons.

✒  Ex ercise 4β 1. 2. 3. 4. 5. 6. 7. 8.

τη�ς Μυρρίνης τη�ς Μελίττης τη�ς καλη�ς ὑδρίᾱς τη�ς καλη�ς ἑορτη�ς τη�ς καλη�ς κρήνης του� μακρου� πόνου τη�ς καλη�ς μελίττης του� καλου� δένδρου

✒  Ex ercise 4γ 1. αἱ 2. τῳ � 3. τͺη� 4. τω�ν 5. τη�ς 6. ται�ς 7. τὰ 8. οἱ

✒  Ex ercise 4δ 1. αἱ κόραι ἄγουσι τα ˉ`ς φίλᾱς ἐκ τω�ν ἀγρω�ν. The girls lead their friends out of the fields. ˉ`ς ὑδρίᾱς φέρουσι πρὸς ταˉ`ς 2. αἱ δου�λαι τα κρήνᾱς. The slaves are carrying the water jars to the springs. �ρ’ οὐκ ἐθέλετε 3. καλαί εἰσιν αἱ κόραι· ἀ αὐταˉ`ς καλει�ν; The girls are beautiful; don’t you wish to call them? � κόραι· ἀ�ρα βαδίζετε πρὸς ταˉ`ς 4. χαίρετε, ὠ οἰκίᾱς; Greetings, girls; are you walking to your homes? � ἔχομεν λείπειν ταˉ`ς ὑδρίᾱς ἐν ται�ς 5. ἐν νῳ οἰκίαις καὶ συλλαμβάνειν. We intend to leave the water jars in our houses and help. In no. 3, students will deduce the plural of the pronoun αὐτήν from what they have learned about 1st declension nouns and adjectives.



4   Π Ρ ΟΣ Τ Η Ι Κ Ρ Η Ν Η Ι (α) I - 31

✒  Ex ercise 4ε 1. ἡ φίλη μένει πρὸς τͺη � κρήνͺη. The friend is waiting by the spring. 2. ὁ ἄνθρωπος φέρει τὸ ἄροτρον ἐκ του� ἀγρου�. The man is carrying the plow out of the field. � φίλε· ἐν νῳ� ἔχω βοδίζειν πρὸς τὴν 3. ἄκουε, ὠ οἰκίᾱν. Listen, friend, I intend to go to the house. � δου�λε; μὴ οὕτω σκαιὸς ἴσθι. 4. τί ποιει�ς, ὠ What are you doing, slave? Don’t be so clumsy.

Women Illustration (p. 53)

Interior of an Attic red figure cylix, ca. 450 bc, Painter of Bologna (New York, Metropolitan Museum of Art). For Semonides, see Douglas E. Gerber, Greek Iambic Poetry from the Seventh to the Fifth Centuries B.C., Loeb Classical Library, Cambridge MA: Harvard University Press, 1999 (pp. 304–13 for Semonides’ poem on women). For further reading, see The World of ­Athens, pp. 152–66, and The Oxford History of the Classical World, pp. 210–17. See also Women’s Lives in Greece and Rome, by Mary R. Lefkowitz and M ­ aureen B.

Fant (Duckworth, 2005). This is an update of the classic source book that first appeared in 1982.

Gr eek Wisdom The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Diogenes Laertius, Lives of Eminent Philosophers: I, Loeb Classical Library Vol. 184, translated by R. D. Hicks, Cambridge, MA: Harvard University Press, 1966. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See p. 80 (1.79) for this quotation.

Tr anslation Know the right time. Recognize the opportune moment. Know your opportunity.

As students formulate a translation of this saying, point out to them the range of possible translations of the noun ὁ καιρός, which is introduced in the vocabulary list at the beginning of this chapter.

Illustration (p. 55) Attic black figure hydria by the Priam Painter, ca. 520 bc (Museum of Fine Arts, Boston).

h ΠΡΟΣ ΤΗΙ ΚΡΗΝΗΙ (β)

Caption under Illustration

original ᾱ was preserved in Attic. This is also shown in ἡ ὑδρίᾱ. The words μεγάλη . . . ἡ ὑδρίᾱ show that adjectives and the nouns they modify will not always have the same endings. Be sure students understand why the adjective ends in η and the noun in ᾱ. In the story itself underline the adjectives on an overhead transparency and have students identify the gender, number, and case of each adjective and explain what it modifies or how it is used in the sentence. Adjectives occur in lines 3, 5, 10, 11, and 12. Tell students that adverbs often end in -ως, and have them locate five such adverbs in the story (lines 1, 4, 6, 8, and 13).

Melissa says, “It’s not my fault (I [am] not to blame); for the water jar is big.”

Help students if necessary with the ellipsis of the verb in the first clause of the quoted statement.

Vocabula ry The noun γη � (a contraction of γεᾱ- or γαᾱ-) has a circumflex over all its forms in the singular, and it has no plural in Attic Greek. Point out the 2nd declension feminine noun ἡ ὁδός; see Grammar 5, p. 58. Paradigms of 1st and 2nd declension adjectives are given in Grammar 6 in this chapter. Be sure that students note that the neuter nominative singular of ἄλλος does not have a ν. Warn students not to confuse this adjective with the conjunction ἀλλά, but. The interrogative τί was introduced in Vocabulary 2 α as an adverb meaning why? It is repeated here as an interrogative pronoun meaning what? The context will tell which meaning is intended.

Tr anslation

Lines 1–4 But Myrrhine (says), “What are you saying, friends? Are the Athenians really celebrating a festival? I very much wish to see it; and you, Melissa, do you too wish to see (it)? But it’s not possible; for my husband is hard; for he is always working and is rarely willing to go to the city.”

[ἡ δὲ Μυρρίνη (1): But Myrrhine (says); Greek sometimes omits φησί(ν) with quotations. Word glossed earlier in the chapter: τὸ ἄστυ

Teaching the New Gr amma r in the Story

(4), the city]

After reading, comprehension, and translation of the story, concentrate on adjectives and adverbs. The caption under the illustration contains two adjectives, and they are very instructive. With αἰτίᾱ, remind students that after ε, ι, and ρ the

Lines 5–7 But Melissa (says), “But father is not very hard; it is easy to persuade him.” And Myrrhine (says), I-32



4   Π Ρ ΟΣ Τ Η Ι Κ Ρ Η Ν Η Ι ( β)  I - 3 3

“Don’t talk such nonsense, but fill your jar quickly; for it is time to return home.”

Lines 8–12 Then both the mother and the daughter quickly fill their jars and walk homeward. But on the way Melissa stumbles and drops her jar to the ground and breaks it. So she groans and says, “Alas! It’s not my fault (I am not to blame); for the jar is big, and it is not possible to carry it.” But her mother (says), “What are you saying, daughter? Don’t talk nonsense, but hurry home and bring another water jar.”

Word glossed earlier in the chapter: πληρου�σι (8), are filling.

Lines 13–14 So Melissa hurries home, and Myrrhine walks slowly; for the jar is big, and she does not want to drop it.

Wor d Bu ilding 1. 2. 3. 4. 5. 6.

dance; I dance slave; I am a slave plow; I plow* horse; I am a horseman, I ride danger; I run a risk, am in danger doctor; I heal, cure

* Note that we use the -ο- contract verb ἀρόω in the stories but that we give the less commonly used ἀροτρεύω in this exercise.

English Der ivativ es from Wor ds in the Vocabula ry List

γη�: Derivatives are presented in Chapter 5, Word Study, p. 67. ὁδός: episode, exodus, method, period, synod ἄλλος: allegorical, allogamy, allogeneic, allograft, allograph, allometry, allomorph, allonym, allopathy, allopatric, allophone, allosaur, allotropy, parallax, parallel, parallelogram

Gr amma r 4 Notes:

✒  Ex ercise 4ζ 2α:1, 1, 4, 5, and 6; 2β:1, 3, 5, 5, 8, and 11; 2 tail:2, 4, and 5; 3α:2, 7, 10, 12, 14, 17, and 17; 3β:7, 9, and 10; 3 tail:l, 2, 3, 4, and 5.

Gr amma r 5 Notes:

✒  Ex ercise 4η 4β:9

Gr amma r 6 Notes:

Gr amma r 7 Notes:

✒  Ex ercise 4θ lα:6 and 8; 1β:2, 3, and 5; 1 tail:2; 3α:6, 8, 10, and 18; 3β:2 and 8; 4α: 12; 4β:l1 and 13.

Gr amma r 8 Notes:

✒  Ex ercise 4ι 4b:l, 4, 6, 8, and 13. At this stage students will not be able to see how these adverbs are formed from corresponding adjectives according to the rule given in Grammar 7 because the adjectives in question are all 3rd or 1st/3rd declension adjectives, which the students have not yet had. Let it suffice for them to locate the adverbs ending in -ως.

Gr amma r 9 Notes:

✒  Ex ercise 4κ 1. acc. pl. 2. dat. sing. 3. dat. sing. 4. acc. sing. 5. voc. sing. 6. acc. sing. 7. gen. sing. 8. gen. sing. 9. dat. pl. 10. gen. sing. 11. nom. pl. 12. gen. sing. 13. dat. pl. 14. acc. sing. 15. voc. sing.

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

ΑΙ ΓΥΝΑΙΚΕΣ ΤΟΥΣ ΑΝΔΡΑΣ ΠΕΙΘΟΥΣΙΝ Title: “The Women Persuade Their Husbands” Tr anslation

Lines 1–9 Many women have come to the spring. While they are filling their jars, a messenger approaches. And when he is there, he says, “Listen, women; (for) the Athenians are celebrating a festival. Don’t you wish to see it? So persuade your husbands to take you there.” And the women rejoice and say: “We very much wish to see (it), and we intend to persuade our husbands.” So they quickly fill their jars and hurry home. And when their husbands have come from the fields, each wife says: “Listen, dear husband; (for) a messenger is here and says that the Athenians are celebrating a festival. Won’t you (are you not willing to) take me there?” And they easily persuade them; for the husbands themselves wish to see the festival.

Remind students that εἰς (1) can mean to as well as into. Words glossed earlier in the chapter: ἥκουσιν (1 and 6), have come; πληρου�σι (1 and 6), they are filling, they fill; αὐτὴν (3), it; ὅτι (8), that.

Illustration (p. 62) Detail of Attic black figure lekythos attributed to the Amasis Painter, ca. 560 bc (New York, Metropolitan Museum of Art).

✒  Ex ercise 4λ 1. ὁ Δικαιόπολις τͺη � Μυρρίνͺη προσχωρει� καί, “χαι�ρε, ὠ� φίλη γύναι,” φησίν, “τί ποει�ς;” 2. “ἐγὼ πρὸς τὴν κρήνην σπεύδω. ἐθέλω γὰρ φέρειν τὸ ὕδωρ πρὸς τὸν οἰ�κον/τὴν οἰκίᾱν. σὺ δὲ τί ποιει�ς;” 3. “ἐγώ τε καὶ ὁ δου�λος πρὸς τὸν ἀγρὸν σπεύδομεν. ἀλλὰ ἄκουε. �ρα ἐθέλεις 4. “οἱ Ἀθηναι�οι ἑορτὴν ποιου�σιν. ἀ αὐτὴν θεωρει�ν;” 5. “ἐγὼ μάλιστα ἐθέλω αὐτὴν θεωρει�ν. μὴ

οὐ�ν πρὸς τὸν ἀγρὸν ἴθι ἀλλὰ ἄγε με πρὸς τὸ ἄστυ.”

Book I

In no. 2 the pronouns I and you are emphatic and so are expressed: ἐγὼ . . . σὺ. . .

Illustration (p. 63) Four dancing girls (London, British Museum). Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Callimachus: Hymns and Epigrams; Lycophron; Aratus, Loeb Classical Library Vol. 129, translated by A. W. Mair and G. R. Mair, Cambridge, MA: Harvard University Press, 1955. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 150–51 for this epigram.

Tr anslation Philip, his father, laid his twelve year old son to rest here, his great hope, Nicoteles.

For Callimachus, see the note in this handbook on the Classical Greek reading at the end of Chapter 2. He was a master of epigram, and in these two lines, which might appear merely factual, he expresses deep emotion; note especially the first word (the boy was only twelve) and the last two (Nicoteles was Philip’s great hope for the future).

New Testa m ent Gr eek Tr anslation “The good man brings forth good from the good treasure of his heart, and the bad man brings forth evil from the evil (treasure of his heart).”

τὸ ἀγαθόν . . . τὸ πονηρόν: neuter adjectives

used with the definite article as abstract nouns; see Chapter 9, Grammar 6d, p. 172.

h 5 Ο ΛΥΚΟΣ (α)

word, ἴθι. Help may be needed with the participial form τρέχοντα , but do not get involved in discussion of participles at this stage. Be sure students understand the distinction between a hare and a rabbit (see any English dictionary). Highlight the two -α- contract verbs; this new type of contract verb is seen in the story and displayed in Grammar 1.

Title: “The Wolf” Students will find the word in the vocabulary list.

Purposes of This Chapter 1. Reading: (α and β) to introduce Philip’s grand-

father and Philip’s dog Argus into the story; to relate an incident involving first pursuit of a hare and then Philip’s slaying of a wolf; and finally to make a transition to narration of the myth of Theseus and the Minotaur 2. Grammar: (α) to present the forms of contract verbs in -α-, to comment on recessive accent of finite verbs, to observe the pronominal use of the article + δέ at the beginning of a clause, and to illustrate the rules for elision; (β) to note that neuter plural subjects take singular verbs; to present full sets of the personal pronouns; to clarify the distinction between attributive and predicate position; to present possessive adjectives and the use of the genitive of αὐτός to show possession; and to present the adjective αὐτός, -ή, -ό and its use as an intensive adjective in the predicate position and as an adjective meaning same in the attributive position 3. Context: to present some background information on Greek religion

Vocabula ry We introduce the imperatives ἴθι and ἴτε here just as we introduced ἐλθέ in Chapter 2. The infinitives ἰέναι and ἐπανιέναι will be introduced in the vocabulary lists in Chapters 7α and 9α respectively. The verb τῑμάω does not occur in the story, but it will be the model for -α-contract verbs and should be learned now. The word for “hare” is of the so-called Attic declension (like ˉ῞ι λεως, 2β:12; see note in this teacher’s handbook), which need not be formally presented to students. The word for “hare” will appear only in the nominative and accusative singular, the forms of which are given in the vocabulary entry (we use only the accusative form λαγών and not the alternative form λαγώ). The full set of forms is given in the Forms section at the end of the student’s book. For the difference between ἡ οἰκίᾱ and ὁ οἰ�κος, see notes to Chapter 6, Word Building, in this handbook. Remind students that compound adjectives ˉ΄θῡμος have only two sets of endings, such as ῥα one for masculine or feminine and one for neuter

Caption under Illustration

Philip sees a hare running in the field and shouts, “Go on, Argus, chase (it)!”

The new words are given in the vocabulary list. Note that δή is used to emphasize the preceding I-35

I-36

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

(refer students to α ˉ᾽ργός in Vocabulary 4α and the footnote there). κατά is first used as a preposition in the reading at the end of this chapter, but it is used as a prefix in καταβαίνω and καταπιˉ΄πτω in passages α and β, where students are expected to deduce the meanings of the compound verbs. οὔτε and ὥστε: students are alerted to the acute accent on these forms, where a circumflex might be expected according to the rule that a long accented penult followed by a short ultima receives a circumflex accent (see Chapter 3, Grammar 3, pp. 39–40). The τε in these compounds was an enclitic, and the proclitics οὐ and ὡς receive acute accents as if the τε were still enclitic. This will also be noted in vocabulary lists with ἥδε, ἥπερ, and ὥσπερ. The conjunction ὥστε introduces two forms of result clauses, one with the indicative and one with the infinitive. Most grammars draw a distinction between actual result with the indicative and natural result with the infinitive, i.e., ὥστε is followed by the infinitive (negative μή) when the result arises naturally or as a likelihood from the action of the main verb, which is to say when the action of the main verb is as important to the meaning as the action of the verb in the result clause: “The prison was so badly guarded that all the prisoners escaped.” It is followed by the indicative (negative οὐ) when the actual occurrence of the result is stressed, i.e., when the action of the verb in the subordinate clause is more important than that of the verb in the main clause: “The prison was so badly guarded that every single prisoner actually managed to escape.” You could suggest to students that the word actually could often be appropriate when translating the latter type of clause. It must be acknowledged, however, that at times it is difficult to distinguish between the two usages in Greek. Some students will recognize the name of the dog, Argus, as that of Odysseus’ dog. The related adjective ἀργός has two distinct but interrelated meanings, shining and swift (compare our combination of these notions in the phrase “silver streak”), and dogs are frequently referred to as ἀργοί, swift. Be sure students do not confuse the word ἀργός, ᾽ˉργός, not working, idle, lazy shining; swift, with α (Vocabulary 2α and 4α). Also, take precautions to avoid confusion with the word ὁ ἀγρός, field (Vocabulary 1α). We recommend displaying these four words (ὁ Ἄγρός, Argus; ἀργός, shining; swift; α᾽ˉργός, not working, idle, lazy; and ὁ ἀγρός, field) in some conspicuous place in the classroom.

Book I

Illustration (p. 66)

This statue of a hunting dog dates from the fifth century bc.

Teaching the New Gr amma r in the Story After the story has been read, comprehended, and translated, have students locate the -α- contract verbs in lines 4, 7, 8, 10, 12, and 16. Teachers may wish to make chart on the board and have the students supply missing forms. Call students’ attention to the elisions in lines 1, 3, 7, 8, 10, 11 and 14. Students should be familiar with elisions from earlier stories, e.g., 3α:6; 3β:9; 4α:6; and 4β:5; elision is treated in Grammar 4, p. 70. Students should be reminded, however, that elision is not obligatory.

Tr anslation

Lines 1–7 While Myrrhine and Melissa are away, the grandfather is working in the garden, and the boy and Argus are walking to the sheepfold; Argus is a dog, big and strong; he guards (both) the house and the sheep. While (both) the boy and the dog are walking up the road, Philip sees a hare running in the field; so he looses the dog and says, “Go on, Argus! Chase (it).” Then Argus barks and chases the hare, but it flees up the hill. And they run so quickly that soon it is not possible to see either the dog or the hare.

[Note that when a proclitic precedes an enclitic the proclitic normally takes an accent: ἥ τε (1) and ὅ τε (3).] Students should easily be able to deduce the meaning of the forms of the -α- contract verbs: ὁρᾳ� (4) and ὁρα�ν (7) in the first paragraph, βοᾳ� (8), βοᾳ� (8) and ὁρᾳ� (10) in the second paragraph, and ὁρᾳ� (12) and βοω� (16) in the third paragraph. In line 7, note that οὐ δυνατόν ἐστιν ὁρα�ν οὔτε τὸν κύνα οὔτε τὸν λαγών = (literally) it is not possible to see neither the dog nor the hare; Greek often doubles its negatives for emphasis, while English does not.

Lines 8–11 Then Philip hurries after them and shouts: “Come here, Argus. Come back, you cursed dog.” But the



5   Ο Λ Υ Κ ΟΣ (α)  I - 3 7

dog still chases (the hare). So Philip runs to the top of the hill but does not see the dog. So he shouts loudly and calls, but Argus does not hear. Finally the boy despairs and comes down the hill.

[ἀθῡμει� (11): invite students to compare the ˉ΄θῡμος (θῡμός, spirit).] ­adjective ῥα [Compound verb to be deduced: καταβαίνει] (11).

Lines 14–21 But when he approaches the garden, the grandfather sees him and says, “What are you doing, boy? Where have you come from and where is Argus?” And Philip (says), “I have come from the sheepfold, Grandpa; Argus is somewhere in the hills; for he is chasing a hare. But the grandfather (says), “Go on, boy! Why aren’t you looking for him? Don’t be so careless.” And Philip (says), “I’m not careless, Grandpa, and it’s not my fault (nor am I to blame). For I shout loudly and call (him), but the dog doesn’t hear.” And the grandfather (says), “Come here, boy.” So he says and takes his stick and hurries up the road together with the boy.

[Note that when an enclitic is followed by another enclitic the first receives an accent: ἐστί που (14).]

Wor d Stu dy 1. geology (coined 1735): ἡ γη � + ὁ λόγος, -λογίᾱ = study of the earth. � + γράφω, ἡ γραφή = ἡ 2. geography: ἡ γη γεωγραφίᾱ = drawing, description of the earth. � + τὸ μέτρον = γεωμετρίᾱ = 3. geometry: ἡ γη measurement of the land, land surveying, geometry. � + τὸ κέντρον = earth at the 4. geocentric: ἡ γη center. See on heliocentric, Chapter 2, Word Study, no. 3.

� is shortened to Note that in these compounds γη γε and ω is inserted; your students met in Chapter 1, Word Building, no. 3, the word γεωργός = a land (γε-) worker (ἐργ-, originally ϝεργ-) or farmer (cf. English George). It is said that Greek mathematicians developed geometry from a study of the Egyptian system of surveying land; e.g., the Egyptians knew in practice that the square on the hypotenuse of a triangle with sides 3, 4, and 5 was equivalent in area to the

sum of the squares on the other two sides; Pythagoras (floruit 530 bc) stated the general theory implied by this fact.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

ὁράω: panorama τῑμάω (τῑμή, honor): timocracy φυλάττω: prophylactic κύων: cynic λύκος: lycanthrope, lycanthropy οἰκίᾱ (οἰ�κος): ecology, ecological, economy, econom-

ics, economize, ecosystem, ecoterrorism, ecotourism ἄκρος: acrobat, acrocephaly, acromegaly, acronym, acrophobia, acropolis, acrostic ἀνά: anabasis, anabolism, anachronism, anacrusis, anadiplosis, anadromous, anagram, analogy, analysis, anamnesis, anapest, anaphora, anathema, anatomy κατά: catabolism, cataclysm, catadromous, catalectic, catalog / catalogue, catalytic, catapult, cataract, catarrh, catastrophe

Gr amma r 1 Notes:

Gr amma r 2 Notes:

✒  Ex ercise 5α 1. ὁρᾳ� (3rd sing.) (5), ὁρα�ν (infinitive) (8), βοᾳ� (3rd singular) (9), ὁρᾳ� (3rd singular) (11), βοᾳ� (3rd singular) (11), ὁρᾳ� (3rd singular) (14), and βοω� (1st singular) (19). 2. We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

✒  Ex ercise 5β 1. 2. 3. 4. 5.

you honor or honor! τῑμᾳ�ς or τι΄ˉμᾱ they love φιλει� we see ὁρω � you live or live! οἰκει�ς or οἴκει we do/make ποιω �

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

6. they are shouting βοᾳ� 7. you see or see! ὁρᾳ�ς or ὅρᾱ 8. they are working πονει�

✒  Ex ercise 5γ 1. he honors τῑμω �σι(ν) 2. you love φιλει�τε 3. I seek ζητου�μεν 4. I see ὁρω �μεν 5. you are shouting βοα�τε 6. he is living οἰκου�σι(ν) 7. love! φιλει�τε 8. honor! τῑμα�τε

✒  Ex ercise 5δ You may wish to tell your students to do the labeling exercises with the Greek sentences. 1. The dog sees the hare and chases (it) to the top of the hill.

Book I

Gods and Men Illustration (p. 71) Bronze statue from a shipwreck off Artemisium (north Euboea), ca. 460 bc (Athens, National Archaeological Museum). It could represent Zeus about to launch a thunderbolt or Poseidon, the sea god, on the point of hurling his trident. For further reading, see The World of Athens, pp. 84–126, and The Oxford History of the Classical World, Chapter 11, “Greek Religion,” pp. 254–74. See also R. Parker, On Greek Religion (Cornell University Press, 2011). Illustration (p. 73)

Attic kylix, white ground interior, attributed to the Villa Giulia Painter, ca. 470 bc (New York, Metropolitan Museum of Art).

Gr eek Wisdom

ὁ παι�ς οὕτω ἀνδρει�ός ἐστιν ὥστε μέγα τῑμω�μεν αὐτόν.

The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Diogenes Laertius, Lives of Eminent Philosophers: I, Loeb Classical Library Vol. 184, translated by R. D. Hicks, Cambridge, MA: Harvard University Press, 1966. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See p. 74 (1.73) for this quotation.

ἐθέλομεν πρὸς τὸ ἱερὸν βαδίζειν καὶ τὸν θεὸν τῑμα�ν.

Tr anslation

ὁ πατὴρ μέγα βοᾳ� καὶ τὸν δου�λον ἐκ τη�ς οἰκίᾱς/του� οἴκου (ἐκ) καλει�.

2. Do you see the hare? Why don’t you loose the dog? τί ποιει�τε, ὠ� φίλοι; τί σῑγα�τε; 3. The man is so deaf that we always shout loudly. 4. We intend to walk to the city and see the dances.

5. Don’t be so careless, boy; go to the hill and look for the dog. μὴ οὕτω χαλεπὸς ἴσθι, ὠ� πάππε· ἐγὼ γὰρ αἴτιος οὐκ εἰμί. Or: ἐγὼ γὰρ οὐκ αἴτιός εἰμι.

Gr amma r 3 There was an example in Chapter 4α: 15–17: ἡ οὐ�ν Μυρρίνη ταˉ`ς γυναι�κας καλει� καί, “χαίρετε, ὠ� φίλαι,” φησίν· “ἀ�ρα ἤδη πληρου�τε ταˉ`ς ὑδρίᾱς;” αἱ δὲ λέγουσιν· “χαι�ρε καὶ σύ· ναί, ἤδη πληρου�μεν ταˉ`ς ὑδρίᾱς· πρῲ γὰρ πάρεσμεν.

Gr amma r 4 Note that elision between words is not obligatory in Greek prose and will not always occur in the readings and exercises in this book. The practice of Greek authors varies considerably.

(Let there be) a pledge (i.e., security for a loan), (and) ruin is near at hand. = Borrow (money), (and) ruin is near at hand. = “He goes a-sorrowing, who goes a-borrowing.”

[Diogenes Laertius quotes the saying in Chilon’s ˉ῎τᾱ, which we have Doric dialect with ἐγγύᾱ and α ˉ῎τη. changed to the Attic ἐγγύη and α Like all maxims, this saying is universal in its application, but it might be seen as having a particular cultural relevance to archaic Greece. Diogenes Laertius reports that in Solon’s time “men used to borrow money on personal security, and many were forced from poverty to become serfs or day-labourers” (1.45, tr., Hicks, p. 47). Solon tried to rid Athenians of these burdensome legal obligations that some of them had gotten themselves into.]

h Ο ΛΥΚΟΣ (β)

Caption under Illustration

γιγνώσκειν τί πάσχει τὰ πρόβατα, 3). If not, point this out as a general rule. Students have met several examples of αὐτόν, αὐτήν, and αὐτό as 3rd person pronouns, and three examples occur in this story (7, 8, and 19). Have students locate these and then have them locate and translate other pronouns: σύ (15, 25), ἡμω�ν (24), ἐγὼ (26), and ῾υˉμι�ν (26). This will prepare students for formal study of pronouns in Grammar 6.

Argus rushes at the wolf.

Students will recognize the form of the verb; encourage them to deduce its meaning (it is glossed under the first paragraph of the reading) and the meaning of the prepositional phrase from the illustration.

Vocabula ry Point out the inceptive suffix -σκ- in γιγνώσκω; students who know Latin will appreciate the comparison with nōscō and cognōscō. Be careful! It is important not to make those who do not know Latin feel inferior! The verb πάσχω is often translated freely to suit the context. For example, τί πάσχεις, literally, What are you suffering? may better be rendered What is wrong with you? or What is happening to you? This vocabulary list contains pronouns ˉμει�ς) and the adjective/pronoun αὐτός, (ἡμει�ς, ῾υ which are treated in Grammar 6 and Grammar 9. ἐνταυ�θα δή: the word ἐνταυ�θα is used of time to mean then and is frequently followed by δή, which emphasizes it, thus, at that very moment.

Tr anslation

Lines 1–8 But when Philip and his grandfather approach the sheepfold, they hear a lot of (much) noise; for Argus is barking savagely, and the sheep are making a great (much) uproar. So they hurry; for they want to learn what is the matter with the sheep (what the sheep are suffering). So the boy is there first, and look, Argus is staying by the road and barking savagely, and down from the hill toward the sheepfold comes a great wolf. And so Philip shouts loudly and takes stones and pelts the wolf; and Argus rushes at it and falls on (it) so fiercely that the wolf turns back and flees away. Then the dog chases (it), and Philip hurries after him.

Teaching the New Gr amma r in the Story

[Note that ἀναστρέφει (7) may be used intransitively, as here. � Words glossed earlier in the chapter: τῳ ἀὐλίῳ (1), the sheepfold; ὑλακτει� (2), barks; and μέγα (6), loudly]

Observant students will notice the neuter plural subjects with singular verbs (τὰ δὲ πρόβατα πολὺν θόρυβον ποιει�, 2–3, and βούλονται γὰρ I-39

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Lines 9–12 Now the grandfather has come to the top of the hill and sees the wolf and shouts, “Come here, Philip; don’t chase (the wolf) but come back.” But now Argus seizes the wolf with his teeth and holds (it) fast, and Philip himself is already there and takes his knife and strikes the wolf. And it struggles and falls to the ground.

[Word glossed earlier in the chapter: ἐπάνελθε (10), come back! Compound verb to be deduced: καταπιˉ΄πτει (12).]

Lines 13–17 At that very moment the grandfather approaches and sees the wolf lying on the ground. So he is amazed and says, “Well done, boy; you are very brave. For the wolf is big and fierce. And you, Argus, are a good dog; for you guard the sheep well. But now, Philip, hurry home; for your mother, I suppose, wishes to learn where you are and what is happening to you (what you are suffering/ experiencing).”

[ἐπὶ τͺη � γͺη� (13): ἐπί + dative = on the ground; ­compare ὁρμᾳ� ἐπ ’ αὐτόν, rushes at (against) it in line 7.]

Lines 18–23 And when they approach the house, they see the mother. So grandfather hurries to her and tells everything. And she says, “Are you telling the truth? Well done, son; you are very brave. But look! Melissa is approaching from the spring. Come here, Melissa, and listen; (for) Philip has killed a wolf.” Then the grandfather tells everything again, and Melissa is very amazed and says that both Argus and Philip are very brave and strong.

[In lines 22–23, the conjunctions καί . . . καί . . . (καὶ ὁ Ἄργος καὶ ὁ Φίλιππος) are used rather than τε . . . καί . . . for emphasis, in a context where we would say “both . . . and. . . .”]

Lines 24–6 Then the mother says, “Now come here, dear (boy), and sit with us under the tree; for you are very tired. And you, Melissa, you sit down too. So listen; for I am about to tell you a beautiful story.”

Book I

Lines 27–8 And so the grandfather goes to sleep—for he is very tired—and the children sit under the tree and listen; for they desire to hear the story.

Wor d Bu ilding The right-hand member of each set is a 1st declension feminine noun formed from the same stem as the corresponding verb: 1. 2. 3. 4. 5.

I shout: a shout I honor: honor I rush: rush, attack I defeat; win: victory I end; die: end

Usefu l English Der ivativ es from the Wor ds in the Vocabula ry List

γιγνώσκω (γιω-): diagnose, diagnosis, gnome, gnomic, gnomon, Gnostic, prognosis, prognosticate, prognostication θαυμάζω: thaumatology, thaumaturge πάσχω (παθ-): antipathy, apathetic, apathy, pathetic, pathogen, pathogenesis, pathography, pathological, pathology, pathos, psychopath, sympathetic, sympathize, sympathy, telepathy μυ�θος: myth, mythical, mythographer, mythological, mythologize, mythology, mythomania, mythopoeic, mythos πρω�τος: see list for πρω�τον with Chapter 4α αὐτός: authentic, auto, autobiography, autochthonous, autoclave, autocracy, autocrat, autodidact, autogamy, autograph, automatic, automaton, automobile, autonomous, autonomy, autopsy ἐπί: epicardium, epidemic, epidemiology, epidermis, epiglottis, epigram, epilepsy, epilogue / epilog, epiphany, episcopate, episode, epistemology, epistle, epitaph, epithalamium, epithet, epitome, epode, epoch ὑπό: hypocaust, hypochondria, hypocrisy, hypodermic, hypoglycemia, hyposthenia, hypotaxis, hypotenuse, hypothesis, hypotrophy Gr amma r 5 Repeat that neuter plural subjects are regarded as collectives and therefore regularly take singular verbs.



5   Ο ΛΥ Κ ΟΣ ( β) I - 41

Gr amma r 6

✒  Ex ercise 5η

See Teaching the New Grammar in the Story above for a list of pronouns in the story.

[The compound verbs καταβαίνει (1) and ἀποφεύγει (4, 5) are to be deduced.]

✒  Ex ercise 5ε

1. The grandfather himself orders us to hurry to the sheepfold; for the same wolf is coming from the hill. 2. Call his dog; for he is brave and guards the sheep well. 3. Hurry, boys; for the sheep see the wolf itself and are making a great (much) uproar. 4. The dog does not pursue the wolf but himself flees away; for the wolf is fierce and big. 5. Now the same dog pursues the wolf; and it flees away to the hill.

Story α in Chapter 3: αὐτό (it) (6), αὐτόν (it) (7, 11, 13, 14, 16, 19, and 21), ἐγώ (I) (18). Story β in Chapter 5: αὐτόν (it) (8 and 9), αὐτός (him�ν self) (11), σύ (you) (15), αὐτήν (her) (19), ἡμω ῾ ˉμι�ν (us) (24), σύ (you) (25 × 2), and ἐγώ (I) and υ ((to)) (26).

Gr amma r 7 Notes:

Gr amma r 8 Students should learn to recognize the possessive adjectives as presented in this section; they were not given in the vocabulary list because they do not occur in the reading. They are, in fact, fairly rare in actual usage.

✒  Ex ercise 5ζ 1. Come here, boy; for our master calls us. 2. What are you doing, slaves? For I am calling you, but you are not listening. 3. Don’t you hear me? Bring me the plow. 4. But, master, we are bringing it to you now. 5. Approach us, boy, and tell me what is the matter (what you are experiencing). 6. I am looking for my dog, father; but he is fleeing up the road and is not willing to come back. 7. Cheer up, boy; for I hear him barking. So look for him. 8. I see him waiting on the top of the hill; look! now he is running toward us. 9. The wolf is savage and big, but the boy takes his knife and strikes it. 10. The grandfather is now there, and the boy takes his (the grandfather’s) knife and kills the wolf.

Gr amma r 9 The quotation from Heraclitus comes from Plato, Cratylus 402a. 10.

Ο ΑΡΓΟΣ ΤΑ ΠΡΟΒΑΤΑ ΣΩΙΖΕΙ Title: “A rgus Saves the Sheep” The verb will be unfamiliar. Ask students to guess its meaning; come back to it after reading the passage and see who was right. It will be clear that the story involves Argus, the sheep, and his doing something with them as the object of his action. Let this be the context within which the story is read, and then fill in the meaning of the verb σῴζει upon completion of the story.

Tr anslation

Lines 1–8 (Both) Philip and his father are walking slowly up the road; for they are looking for the sheep. But when they have come to the top of the hill, they see the sheep; for the sheep are staying by the road and making a great uproar. Then Dicaeopolis says, “What’s the matter with the sheep? Hurry down the road, son, and learn why they are making so great an uproar.” And so Philip himself hurries down the road. But when he approaches the sheep, he sees a great wolf; and so he calls his father and shouts: “Come here, father, and come to (my) aid; for a great wolf is here and is about to attack the sheep.”

[Words glossed earlier in the chapter: θόρυβον (3 and 5), uproar; μέλλει (7) + infin., is about (to); ἐμπι΄ˉπτειν (8) + dat., to fall upon, attack]

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Lines 9–13 So Dicaeopolis looses the dog and says, “Go on, Argus; chase the wolf; and you, son, stay there.” So Philip waits by the road, and Argus barks and rushes so fiercely at the wolf that the wolf flees away. And Philip and his father run after them and shout and throw stones. Then they call the dog and drive the sheep home.

Words glossed earlier in the chapter: ὑλακτει� (11), barks; ὁρμᾳ� (11), rushes; μετ ’ αὐτοὺς (11), after them.]

✒  Ex ercise 5θ

Book I

Library from Greek Lyric: II, Loeb Classical Library Vol. 143, translated by David A. Campbell, Cambridge, MA: Harvard University Press, 1988. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 204–207 for this poem.

Tr anslation We regard you as blessed, cicada, when on the tops of the trees, after drinking a little dew, you sing like a king. For yours are all those things, as many as you see in the fields and as many as the woods bear.

1. οὐκέτι ὁρω �μεν πολλοὺς λύκους ἐν τοι�ς ὄρεσιν, καὶ σπανίως εἰς τοὺς ἀγροὺς καταβαίνουσιν. 2. θαυμάζομεν οὐ�ν ὅτι ὁ Φίλιππος λύκον ἀπέκτονεν. 3. ὁ αὐτὸς παι�ς τὰ πρόβατα εὐ� φυλάττει, ἀλλ’ οὐκ ἀεὶ τὰ ἀληθη� λέγει. � οὐ�ν ἔχομεν αὐτοὶ πρὸς τὸ ὄρος 4. ἐν νῳ σπεύδειν καὶ ζητει�ν τὸν νεκρόν.

[There are about sixty poems in the Palatine Anthology ascribed to Anacreon, in his favorite meters, but clearly written much later (between the first century bc and the fifth century ad), mostly on love and wine. “Nature” poems such as this are rare in Greek, although there are several addressed to the swallow; this poem continues for another nine lines, praising the cicada as the prophet of summer, beloved by the Muses and Apollo.]

Gr eek Wisdom

New Testa m ent Gr eek

The sayings of the seven wise men are taken from R. D. Hicks, Diogenes Laertius, Lives of Eminent Philosophers: I, Loeb Classical Library, Cambridge MA: Harvard University Press, 1966. Specific references are given in this teacher’s handbook in conjunction with each of the sayings.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical

Tr anslation “Is not this man the son of Joseph?” “Truly I say to you that no prophet is acceptable in his own country.”

[Students will note that most Hebrew proper names do not decline. ἐν τͺη� πατρίδι αὐτου�: = ἐν τͺη� ἑαυτου� πατρίδι; New Testament Greek often uses the genitive αὐτου� instead of the reflexive pronoun.]

h 6 Ο ΜΥΘΟΣ (α)

Title: “The Story” Pur poses of This Ch apter

comprehension questions may be used, e.g., “What is happening?” The caption illustrates a deponent verb and a middle voice ending, and it provides a good opportunity to alert students to these new features of the language (treated formally in Grammar 2, Grammar 3, and Grammar 4). It is not necessary to go into a full explanation of deponent verbs and the middle voice at this point; it is sufficient to explain that some verbs have endings different from those studied in the previous chapters. These verbs can then be picked out in the vocabulary list. Be sure students note the ending of the verb in the caption (-νται) and the endings of all the deponent verbs in the vocabulary list (-μαι). It will be useful to inform students that the 3rd person singular of these deponent verbs ends in -ται (see γίγνεται in the Vocabulary) and that the 3rd person plural ends in -νται (as in the caption); students will then already have learned half of the new indicative endings before beginning to read the story, which, in fact, has only these three endings on the new verbs, except for the imperative φοβου� (19).

1. Reading: to introduce a mythological strand into the narrative with the telling of the myth of Theseus, the Minotaur, and Ariadne. Knowledge of and responsiveness to Greek mythology are essential to the understanding of Greek literature. 2. Grammar: (α) to provide the forms of πλέω; to introduce the concept of voice (active, passive, and middle); to introduce the forms of verbs in the present tense, middle voice; and to introduce the concept of deponent verbs; (β) to make distinctions between the meaning of verbs in the active and middle voices; to tabulate uses of the dative case that have been encountered in the readings, including its use with certain verbs; and to review the use of prepositions with the genitive, dative, and accusative cases 3. Context: to provide an introduction to myth

Illustration (p. 85)

Adapted from a detail of the François Vase, an Attic black figure crater by Kleitias, ca. 570 bc (Florence, Museo Archeologico). The scene on the vase actually represents Theseus’ return to Attica.

Vocabula ry Note the use of ἀφικνέομαι with the preposition εἰς, meaning I arrive at. The verb βούλομαι should be contrasted with ἐθέλω. The former is used in the sense of want (implying choice or preference) and the latter in the sense of being willing (implying consent). Both may mean I wish. See note in this handbook on Vocabulary in Chapter 4α.

Caption under Illustration

Theseus and his companions arrive at Crete.

All the new words in this caption are included in the vocabulary list at the beginning of the chapter; I-43

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The uncompounded verb ἔρχομαι does not occur in reading α , but it will be used in the exercises; it is introduced here to show the origin of the compound ἀπέρχομαι. In fact the uncompounded ἔρχομαι is only found once in Attic prose before the first century bc (Lysias 22.11). Students may note a relationship between πείθω, I persuade, introduced in Vocabulary 4β, and the middle form given here, πείθομαι + dat., I obey. The latter form really means I persuade myself (reflexive with accusative sense) + dat., for �= (someone or something), thus πείθομαι αὐτῳ I persuade myself for him = I obey him; πείθομαι τοι�ς νόμοις = I persuade myself for the laws = I obey the laws. See Smyth, 1456. It is not necessary to explain this to students at this stage; simply treat πείθομαι as a verb that has its object in the dative case. The verb σῴζω has an ι subscript whenever ζ follows the ω; otherwise not. (In fact, an Attic inscription (usually the best evidence for contemporary spelling) has been found in which there is an iota subscript in the aorist: ἔσῳσα. It is probably best to keep quiet about this.) Students should be told that when φοβέομαι is used transitively (I fear, am afraid of) its object is in the accusative case (students should be warned not to be misled by the English t­ ranslation afraid of). Note that we use the spelling Κνωσός (used in Attic inscriptions) instead of the alternative Κνωσσός and that we use the preferred English spelling Knossos. Here and elsewhere in the English spelling of Greek proper names, we follow the American Heritage Dictionary. In Homer the proper name ὁ Μιˉ΄νως has a genitive του� Μι΄ˉνωος and other 3rd declension forms, but in Attic Greek it has forms of the Attic declension (see the note on the word for “hare” in the notes on Vocabulary 5α above).

Illustration (p. 86)

Guido Reni's Bacchus and Ariadne (Los Angeles County Museum of Art).

Illustration (p. 87)

A copy of part of a group statue by Myron (fifth century bc) showing Theseus and the Minotaur (National Archaeological Museum, Athens).

Book I

Teaching the New Gr amma r in the Story If students are sufficiently familiar with the endings -μαι, -ται, and -νται from the caption under the illustration and the vocabulary list, they will have no trouble with the deponent verbs and verbs with middle/passive endings in the story (9, 10, 12, 13, 16, 17, 18, 19 [see next sentence below], 22, and 25). The only form they would not recognize is the imperative φοβου� (19), but the context makes its meaning clear. When the story has been read, comprehended, and translated, have students locate the verbs with the new endings, and underline them on an overhead transparency.

Tr anslation

Lines 1–5 “Minos lives in Crete; and he is king of the island. And in Minos’ house is the labyrinth; and there lives the Minotaur, a certain terrible beast, halfman and half-bull. And the Minotaur eats men. So Minos compels the Athenians to send seven youths and seven maidens each year to Crete and hands them over to the Minotaur to eat.

[The indefinite adjective τις, τι is introduced in this reading, but it will not be formally presented in the grammar until Chapter 7 (Grammar 9, p. 126). Treat it simply as a vocabulary item here in Chapter 6, where it is glossed. There is no need to go into the gender, number, and case of the various instances of the word in Chapter 6, but if questions arise simply point out that the adjective in each instance agrees with the noun it modifies: first paragraph, θηρίον τι δεινόν (2), second paragraph, παι�ς τις (6). The singular indefinite adjective may be translated a, an, or a certain.]

Lines 6–10 “But in Athens Aegeus is king; and he has a son called Theseus. And as soon as (when first) he grows up, he pities his comrades and wants to come to their aid. So he approaches his father and says, ‘Dear papa, I pity my comrades and want to save (them). So send me to Crete with my comrades.’ Aegeus is very afraid but nevertheless obeys him.



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[Note the accent on ἔστι (6) when it stands first in its clause. The dative of the possessor is glossed here and will be discussed with other uses of the dative case in the second part of this chapter. Call students’ attention to the other verbs used with the dative case in this paragraph (also discussed in the second part of this chapter): βοηθει�ν αὐτοι�ς (7), προσχωρει� . . . τῳ� πατρί (8), and πείθεται αὐτῳ� (10).]

Lines 11–15 “Then Theseus goes on board (into) the ship with his comrades and sails to Crete. And when they arrive at the island, the king himself and the queen and their daughter, called Ariadne, receive them and lead them to Knossos (for so they call the city of Minos) and guard them in the prison.

[Compound verb to be deduced: εἰσβαίνει (11). Encourage idiomatic English translations of expressions such as εἰς τὴν ναυ�ν εἰσβαίνει: goes on board the ship, boards the ship, rather than goes into the ship. Note the accent on the proclitic ὁ when followed by an enclitic: ὅ τε βασιλεὺς (12).]

Lines 16–24 “But Ariadne, as soon as (when first) she sees Theseus, loves him and wants to save (him). So when night falls (happens), she hurries to the prison and calls Theseus and says, ‘Be quiet, Theseus. I, Ariadne, am here. I love you and want to save (you). Look, I am handing you this sword and this thread. So don’t be afraid but go bravely into the labyrinth and kill the Minotaur. And then flee with your comrades and hurry to the ship. For I intend to wait by the ship; for I want to escape from Crete and sail with you to Athens.’ So she says and quickly goes away to the city. Theseus is very surprised, but he accepts the sword and waits for day.”

[The passage introduces a verb used with the genitive case (ἐρᾳ� αὐτου�, 16). This usage will not be formally presented until Chapter 9, Grammar 5d, pp. 170–1, and the phrase here should be treated simply as a vocabulary item. From the phrase here students will automatically deduce the meaning of ἐρω� σου� in line 21. Encourage students to be flexible in their translation of γίγνομαι, e.g., ἐπεὶ οὐ�ν νὺξ

γίγνεται (17): not And so when night happens, but

And so when night falls. Compound verb to be deduced: εἴσβαινε (20). Note the dieresis on νηϊ` (22) and be sure that students understand that the word is pronounced as two syllables. Note that the verb μένω can be either intransitive (I stay; wait) or transitive (I wait for), in which case it takes a direct object, e.g., μένει τὴν ἡμέρᾱν (24).]

Wor d Stu dy 1. phobia: students should see the same stem here as in φοβέομαι (vocabulary list). Then show them ὁ φόβος, fear. There is no Greek word ἡ φοβίᾱ, but the combining form -φοβίᾱ did exist, as in ὑδροφοβίᾱ, hydrophobia = “fear of water” = “rabies.” The English word phobia comes (through late and new Latin) from that Greek combining form and is itself used as a combining form in many English words. A phobia is an irrational fear or hatred of something. 2. acrophobia: ἄκρος, -ᾱ , -ον, top (of) + -φοβίᾱ = “fear of heights.” ˉ΄, agora, city center, market 3. agoraphobia: ἡ ἀγορα place + -φοβίᾱ = “fear of open spaces.” 4. entomophobia: τὰ ἔντομα , insects + -φοβίᾱ = “fear of insects.” Cf. entomology. 5. triskaidekaphobia: τρεισκαίδεκα , thirteen + -φοβίᾱ = “fear of the number thirteen.” 6. Anglophobia: the meaning will be obvious. Have students think of other -phobia words, e.g., claustrophobia and xenophobia. For other -phobia words, see below.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

γίγνομαι (γεν-, γον-, τὸ γένος, race; class, sort, kind): cosmogony, cyanogen, gene, genealogical, genealogy, genesis, genetic, heterogeneous, homogeneous, hydrogen, nitrogen, oxygen πέμπω (πομπ-): pomp, pompous σῴζω: creosote φοβέομαι (φοβ-): aerophobia, anthropophobia, claustrophobia, demophobia, ergophobia, gynecophobia, hypnophobia, iatrophobia, monophobia, necrophobia, nyctophobia, photophobia, pyrophobia, thanatophobia, toxicophobia, xenophobia, zoophobia

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Book I

βασιλεύς: basil, basilica, basilisk ἑται�ρος: hetaera ἡμέρᾱ: ephemeral ναυ�ς: aeronaut, nausea, nautical, nautiloid, nautilus πάππας: (via Latin) papacy, papal, pope, popery,

Help students as necessary with translation of the forms of λυˉ΄ομαι and φιλου�μαι in the paradigms on pp. 90 and 91. The forms of φιλου�μαι follow the same rules for contraction that are given in Chapter 4, Grammar 1, p. 48.

παρθένος: parthenocarpy, parthenogenesis, Parthenon δεινός: dinosaur μετά: meta-analysis, metabolic, metabolism, metab-

Gr amma r 4

popish, poplin

olite, metabolize, metacarpal, metacarpus, metacenter, metacentric, metachromatism, metaethics, metafiction, metagalaxy, metagenesis, metagnathous, metalanguage, metalinguistic, metalinguistics, metamathematics, metamere, metamerism, metamorphic, metamorphism, metamorphose, metamorphosis, metamorphous, metanephrous, metaphase, metaphor, metaphosphate, metaphrase, metaphrast, metaphysic, metaphysical, metaphysician, metaphysics, metaplasia, metaplasm, metaprotein, metapsychology, metasomatism, metastable, metastasis, metastasize, metatarsal, metatarsus, metatheory, metathesis, metathorax, metaxylem, metazoan, metempsychosis, metencephalon

Gr amma r 1 Notes:

Gr amma r 2 For the meaning of λυˉ΄ομαι = I cause to be released/secure the release of (someone), I ransom, cf. λῡσόμενός τε θύγατρα φέρων τ ’ ἀπερείσι’ ἄποινα, “intending to secure the release of his daughter and bringing countless ransom” (Iliad 1.13).

Gr amma r 3 Make sure students understand how the thematic or variable vowels ε and ο function in the middle voice forms. This is very important, enabling understanding, for example, of the thematic 2nd aorist in 11(a). The same thematic vowels went into the formation of the active forms of λυ΄ˉω, as well ( λυ΄ˉω, λυ΄ˉεις, λυ΄ˉει, λυ΄ˉομεν, λυ΄ˉετε, λυˉ΄ουσι(ν)), but the linguistic development of these forms is not as clear as that of the middle voice forms (see Smyth, 463).

Notes:

✒ Ex ercise 6α βούλεται (7), βούλομαι (9), φοβει�ται (10), πείθεται (10), ἀφικνου�νται (12), δέχονται (13), βούλεται (16), γίγνεται (17), βούλομαι (18), φοβου� (19), βούλομαι (22), ἀπέρχεται (23), and δέχεται (24). For translations of the sentences, see

the translation of the passage above. All these verbs are deponent except φοβει�ται, πείθεται, and φοβου�.

✒  Ex ercise 6β We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

✒  Ex ercise 6γ 1. 2. 3. 4. 5.

I wash the dog. We wash (ourselves). The mother wakes the child up. The child wakes up. The master stops the slave from work. I stop (from) work. The slave is lifting the stones. The slave wakes and gets up/lifts himself up. The boys turn the wheel/hoop. The slave turns toward his master.

[In no. 2 students should deduce παι�δα as acc. sing. of παι�ς on the basis of the definite article. For the use of ἐγείρομαι as middle rather than passive and meaning I wake up, cf. the use of the thematic 2nd aorist middle, e.g., ἔγρετο Ζεύς, Iliad 15.4, and ἐξηγρόμην, Aristophanes, Frogs 51. Students have met the reflexive pronoun as used in no. 4 in the first paragraph of the first reading in Chapter 4 (e.g., line 6). The verb ἐπαίρω can be used with the reflexive pronoun to mean I get up. The verb is not used with this sense in the middle voice.]



6   Ο Μ Υ Θ ΟΣ (α)  I - 4 7

✒  Ex ercise 6δ 1. Why don’t you loose the oxen? The priest ransoms the girl. 2. Bring me the plow, o slaves. The young man wins the prize. 3. The sailors are building (making) a big ship. The Athenians are celebrating (= making for themselves) a festival. 4. The king takes the young men. Theseus chooses his companions. 5. The king is not willing to free the Athenians. The queen wishes to ransom the Athenians.

✒  Ex ercise 6ε 1. 2. 3. 4. 5. 6.

λῡόμεθα, we ransom βούλονται, they want, they wish δέχεσθε, you receive φοβούμεθα, we fear ἀφικνου�νται, they arrive γιγνόμεθα, we become

✒  Ex ercise 6ζ 1. 2. 3. 4. 5. 6.

λυˉ΄ει, you ransom, or λυˉ΄ου, ransom! πείθομαι, I obey βούλεται, he/she wants, he/she wishes ἀφικνει�, you arrive, or ἀφικνου�, arrive! φοβου�μαι, I fear ἀφικνει�ται, he/she arrives

✒  Ex ercise 6η 1. Theseus and his companions sail away from Athens and soon arrive at Crete. 2. Both the king himself and the queen receive them. 3. The maidens are very frightened, but Theseus is not afraid.

4. Are you not afraid of the Minotaur? For he is a terrible beast. 5. We don’t want to go into the labyrinth. 6. Be brave! For I want to save you. 7. When night falls, Ariadne goes to the prison. 8. And when she arrives, she calls Theseus. For she wants to save him. 9. “Don’t be afraid,” she says; “for I want to save you.” 10. Theseus receives the sword and goes bravely into the labyrinth.

✒  Ex ercise 6θ 1. βουλόμεθα μένειν. 2. οὐ φοβου�μαί σε. οὐ φοβου�μαι υˉ῾μα�ς. �σον ἀφικνου�νται. 3. εἰς τὴν νη � φίλαι. 4. μὴ φοβει�σθε, ὠ ᾽ ˉργοὶ γίγνονται. 5. α

Illustration (p. 95)

Attic red figure cylix by the Painter of the Florence Pursuit, late fifth century bc (Museum of Fine Arts, Boston).

Myth Illustration (p. 96)

Detail from an Attic red figure calyx crater by the Niobid Painter, ca. 450 bc (London, British Museum). Athena is about to put a garland on Pandora’s head.

Illustration (p. 96)

Apulian red figure situla by the Group of Copenhagen 2443, ca. 340–330 bc (Museum of Fine Arts, Boston).

For further reading, see The World of Athens, pp. 86–94, 308–10, and The Oxford History of the Classical World, pp. 78–88. For a good account of the Greek myths, see Jennifer R. March, The Penguin Book of Greek Myths (Penguin, 2010).

h Ο ΜΥΘΟΣ (β)

Illustration (p. 99)

Drawn from an Attic black figure cup (the Rayet cup), ca. 540 bc (Paris, Louvre). While Theseus grapples with the Minotaur, his companions watch aghast. Theseus has already struck a deadly blow to the beast’s neck, from which springs a stream of blood. The bird flying between his legs is probably Athena in disguise, assisting Theseus (cf. Odyssey 22.239–240, where Athena, disguised as a swallow, sits on a roof beam and watches Odysseus slaughtering the suitors). The women’s skin was painted, white reflecting their indoor life, but the color has disappeared from the right-hand figure.

Caption under Illustration

Theseus is not afraid but fights bravely and kills the Minotaur.

Students have had all the words except μάχεται, which is in this vocabulary list.

Vocabula ry The verbs ἐξέρχομαι, ἡγέομαι, μάχομαι, and πορεύομαι are deponent. The particles γε and δή emphasize the word they follow and often need not be translated but might be rendered by tone of voice.

Teaching the New Gr amma r in the Story After reading, comprehension, and translation of the story, we recommend focus on deponent verbs, middle voice verbs (i.e., verbs that have active

forms but are used here in the middle voice), the dative case, and prepositional phrases. Deponent verbs: help students locate the deponent verbs, and circle them on overhead projections of the text. Middle voice verbs: examples in this reading are: φοβου�νται (6), φοβει�σθε (6), φοβου�νται (9), τρέπονται (11), ὁρμα�ται (14), φοβει�ται (15), λαμβάνεται (16), and φοβει�ται (22). Underline these forms on overhead projections so that students will clearly distinguish them from the deponent verbs (all the other verbs in the middle voice in this passage are deponents). It is very important that students learn to identify the verbs that are deponent and to distinguish them from verbs that have active forms but are being used in the middle voice. Distinctions between active and middle meanings will be clarified in Grammar 5. Dative case: have students locate uses of the dative case without prepositions, and put square boxes around these words on the overhead trans� Μῑνωταύρῳ (5), μοι (7), αὐτοι�ς parencies: τῳ � . . . ἀριστερᾳ� (15), τͺη� . . . δεξιᾳ� (16), ἡμι�ν (7), τͺη (20), τοι�ς ἑταίροις (23), and σοι (32). It is appropriate at this point to begin discussion of uses of the dative case: for the indirect object, with special verbs, and to indicate means or instrument. Prepositional phrases: have students locate all prepositional phrases in sequence and underline them with squiggly lines on the overhead transparencies. Lead the students to discover for themselves that a preposition with the genitive often indicates place from which, with the dative, place where, and with the accusative, place to which.

I-48



6   Ο Μ ΥΘ ΟΣ ( β)  I - 4 9

Tr anslation

Lines 1–7 “And when day comes, Minos goes to the prison and calls Theseus and his comrades and leads them to the labyrinth. And when they arrive, the slaves open the double gates and drive the Athenians in. Then they close the gates and go away; for thus they provide food for the Minotaur for many days. So his comrades are very frightened, but Theseus says, ‘Don’t be afraid, friends, for I will save you. So follow me bravely.’ So he speaks and leads them into the labyrinth.

[Words glossed earlier in the chapter: τὸ δεσμωτήριον (1), the prison; τὸν λαβύρινθον � Μῑνωταύρῳ (5), to the (2), the labyrinth; and τῳ Minotaur. Compound verb to be deduced: εἰσελαύνουσιν (4). Note the two verbs with the dative case: ἕπεσθέ (7) and ἡγει�ται αὐτοι�ς (7).]

Lines 8–14 “Then Theseus holds the thread in his left hand, and in his right hand the sword, and goes forward into the darkness. His comrades are very frightened, but nevertheless they follow; for necessity holds them. Then they go a long way and often turn, and often they hear terrible sounds; for the Minotaur is pursuing them in the darkness and roars very terribly. At that very moment they hear the sound of feet and smell the breath of the beast, and look, the Minotaur is there in their way. It roars terribly and rushes at Theseus.

[Words glossed earlier in the chapter: τὸ λίνον (8), the thread; τὸ ξίφος (8), the sword; ὅμως (9), nevertheless. μακρὰν . . . ὁδὸν πορεύονται (10): they go a long way; this use of the accusative should not cause students any trouble and needs no explanation at this stage. The middle form ὁρμα�ται is used at the end of this paragraph (14) with the same sense as the active form ὁρμᾳ� in the first paragraph of reading 5β (line 8); see Grammar 5, pp. 101–2.]

Lines 15–21 “But Theseus is not afraid but fights very bravely; for with his left hand he takes hold of the head of

the beast, and with his right hand he strikes its chest. And the Minotaur shrieks terribly and falls down to the ground. And his comrades, when they see the beast lying on the ground, rejoice and say, ‘Theseus, how brave you are! How we admire and honor you! But now save us from the labyrinth and lead us to the gates. For the road is long and the darkness thick (much); and we do not know the way.’

[ λαμβάνεται τη �ς . . . κεφαλη�ς (16): note the use of the genitive with this verb in the middle voice; see Grammar 5, pp. 101–2.]

Lines 22–28 “But Theseus is not afraid but takes the thread—for thus he learns the way—and leads his comrades to the gates. And when they arrive, they cut through the bolt and wait there; for it is still day. But when night falls, they go out of the labyrinth and hurry to the ship. And there they see Ariadne herself; for she is waiting by the ship. Then they quickly go on board and sail away toward Athens. So thus Theseus kills the Minotaur and brings his comrades safely to Athens (saves his comrades to Athens).”

[Words glossed earlier in the chapter: τὸ λίνον (22), the thread, and του� λαβυρίνθου (25), the labyrinth. Note the verb with the dative case: ἡγει�ται τοι�ς ἑταίροις (23). Compound verbs to be deduced: εἰσβαίνουσι (26) and ἀποπλέουσι (27).]

Lines 34–38 Thus Myrrhine ends her story, but Melissa says, “And Ariadne? Is she happy (Does she rejoice)? Does Theseus love her?” And Myrrhine (replies), “No, Ariadne is not happy (does not rejoice), and Theseus does not love her.” And Melissa (asks), “Why doesn’t Theseus love her? What happens?” But her mother says, “I do not wish to tell you that story now.”

Note how in the last line γε emphasizes the preceding word: “not now—some other time.”]

Wor d Bu ilding The pairs of masculine and feminine forms in nos. 1–4 are straightforward, and the meanings of the

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words at the right can be easily deduced by students. It may be mentioned that ἡ θεός is also used to mean goddess. In no. 4, the word ἡ ἑταίρᾱ may be used simply of a female companion, but it may also be used of a courtesan or callgirl. In no. 5. the difference between ὁ οἰ�κος and ἡ οἰκίᾱ will not be apparent because it is a matter of a difference in usage and not a difference in gender. Both words have occurred in vocabulary lists (Chapters 1α and 5α) with the meanings house; home; dwelling. Both are used of the house as a physical structure; οἰ�κος is also used of one’s household goods or property in a larger, legal sense. In a strictly legal sense οἰκίᾱ refers to the house itself as opposed to the property left to one’s heirs, but it should be noted that οἰκίᾱ may also have a more abstract sense of household or family, though οἰ�κος may also have this sense of house, as in the house of Atreus. The two words overlap in meaning.

English Der ivativ es from Wor ds in the Vocabula ry List

μάχομαι: logomachy, theomachy πύλαι: propylaeum, Thermopylae Gr amma r 5 For the meaning of πείθομαι, see Smyth, 1456.

✒ ✒ Ex ercise 6ι 1. We want to walk home. βουλόμεθα: deponent verb 2. The young men and the maidens are very afraid in the labyrinth. φοβου�νται: nondeponent verb used in the middle voice 3. You are becoming lazy, slave. γίγνει: deponent verb 4. We arrive at Crete. ἀφικνούμεθα: deponent verb 5. The king receives us. δέχεται: deponent verb 6. The dog rushes at the wolf. ὁρμα�ται: nondeponent verb used in the middle voice 7. The women are sitting by the spring. καθίζονται: nondeponent verb used in the middle voice

Book I

8. Theseus takes hold of his sword. λαμβάνεται: nondeponent verb used in the middle voice 9. Are you not willing to obey your father? πείθεσθαι: nondeponent verb used in the middle voice 10. Don’t be afraid of the wolf, boys. φοβει�σθε: nondeponent verb used in the middle voice

Gr amma r 6 Notes:

✒ ✒ Ex ercise 6κ Teachers should help students locate all the words and phrases in the dative case and to identify each use of the dative case. This is an exercise best done in class with the Greek stories projected on the screen.

✒ ✒ Ex ercise 6λ You may feel that students do not need to identify each use of the dative case: an accurate translation can show comprehension. If you do get them to do this, make it clear that “dative with certain verbs” is an acceptable answer. 1. The man is not obeying you. (g: dative with certain verbs) 2. Obey me, boys. (g: dative with certain verbs) 3. Hand the plow over to me. (a: indirect object) 4. I am telling the child the story. I am telling the story to the child. (a: indirect object) 5. The farmer has a plow. (b: possessor) 6. The farmer, Dicaeopolis by name (called Dicaeopolis), leads the oxen into the field. (c: dative of respect; g: dative with certain verbs) 7. The boy pelts the wolf with stones. (d: instrument) 8. The wife hands over much food to her husband. (a: indirect object) 9. The master calls the slaves with such a loud (great) shout that they are afraid. (d: means) 10. The boy has a beautiful dog. (b: possessor) [In nos. 4 and 10, students can easily deduce the case of παιδὶ from the definite article; likewise with βουσὶν in no. 6.



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Call students’ attention to the accent on ἔστι in nos. 5 and 10, when first in its clause. They will need to reproduce this in Exercise 6ν, no. 4. � is to be deduced (see Word BuildIn no. 9, βοͺη ing, Chapter 5).]

Gr amma r 7 Notes:

6. ὁ παι�ς τὸν λύκον λίθῳ βάλλει. � φίλͺη/τῳ� 7. ἡ παρθένος/ἡ παι�ς σι�τον τͺη φίλῳ παρέχει. 8. ὁ δου�λος τοὺς βου�ς κέντρῳ τύπτει. 9. ἡ παρθένος/ἡ παι�ς ται�ς πύλαις προσχωρει�. � ὑστεραίᾳ οἱ Ἀθηναι�οι ἐκφεύγουσιν ἐκ 10. τͺη του� λαβυρίνθου.

� ὑστεραίᾳ is to be recalled from [In no. 10, τͺη Grammar 6e.]

✒ ✒ Ex ercise 6μ 1. πρὸς τὸν ἀγρὸν . . . We are going to the field. � ὁδῳ� . . . 2. πρὸς τͺη They are sitting by the road. �ς οἰκίᾱς . . . 3. ἐκ τη He/She hurries out of the house. �ς νήσου . . . 4. ἀπὸ τη They are sailing from the island. 5. κατὰ τὴν ὁδὸν . . . They are going down the road. �ν ἑταίρων . . . 6. μετὰ τω He/She flees with his/her comrades. � λαβυρίνθῳ . . . 7. ἐν τῳ Stay in the labyrinth! You are staying . . . 8. . . . πρὸς τὴν κρήνην. Lead us to the spring. You are leading us . . . 9. . . . ἀνὰ τὴν ὁδόν. The children are running up the road. � δένδρῳ. 10. . . . ὑπὸ τῳ The girls are sitting under the tree. 11. . . . ἐπὶ τὸν λύκον. The dog rushes at the wolf. 12. . . . εἰς τὸν λαβύρινθον . . . The comrades enter the labyrinth. [In no. 11, ὁρμα�ται is to be recalled from the second reading, where it is glossed, and Grammar 5. In no. 12, the compound verb εἰσέρχονται is to be deduced.]

✒ ✒ Ex ercise 6ν 1. ἀ �ρ’ οὐκ ἐθέλεις πείθεσθαί μοι, ὠ� παι�; 2. λέγε μοι τὸν μυ�θον. 3. παρέχω σοι τὸ ἄροτρον. � αὐτουργῳ� μέγας βου�ς. 4. ἔστι τῳ 5. ὁ νεᾱνίᾱς, Ѳησεὺς ὀνόματι, τοι�ς ἑταίροις ἀνδρείως ἡγει�ται.

✒ ✒ Ex ercise 6ξ 1. Theseus wants to save his comrades.

ὁ Αἰγεὺς μάλα φοβει�ται ἀλλὰ πείθεται αὐτῳ�.

2. The Athenians arrive at the island, and the king receives them. οἱ μὲν ἑται�ροι μάλιστα φοβου�νται, ὁ δὲ Ѳησεὺς ἀνδρείως ἡγει�ται αὐτοι�ς. 3. Don’t fight, friends, and don’t shout but be quiet. μὴ φοβει�σθε τὸν Μῑνώταυρον, ὠ� φίλοι, ἀλλ’ ἀνδρει�οι ἔστε. 4. When night falls, the girl goes to the gates. ἐπεὶ ἡμέρᾱ γίγνεται, ἡ ναυ�ς εἰς τὴν νη�σον ἀφικνει�ται. 5. When Theseus kills the Minotaur, we follow him out of the labyrinth. ἐπεὶ πρὸς τὴν Κρήτην πορευόμεθα, πολλαˉ`ς νήσους ὁρω�μεν.

Illustration (p. 106)

Detail of an early Apulian red figure stamnos by the Ariadne Painter, ca. 400–390 bc (Museum of Fine Arts, Boston). Theseus deserts Ariadne as Athena and Eros look on. The stern of Theseus’ ship is seen at the left.

Ο ѲΗΣΕΥΣ ΤΗΝ ΑΡΙΑΔΝΗΝ ΚΑΤΑΛΕΙΠΕΙ Title: “Theseus Deserts A riadne” Students have had λείπω meaning I leave and κατά meaning down. Here the prepositional prefix merely intensifies the meaning of the verb. Students will have no trouble with the title, especially after seeing the illustration at the top of the page.

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Tr anslation

Lines 1–9 So Theseus thus saves his comrades and escapes from Crete. Then first they sail to a certain island, called Naxos. And when they arrive, they disembark from the ship and rest. And when night falls, the others sleep; but Theseus himself does not sleep but stays quiet; for he does not love Ariadne and does not want to take her to Athens. So soon, when Ariadne is asleep, Theseus wakes his comrades and says, “Be quiet, friends; it is time to sail away. So hurry to the ship.” Then when they arrive at the ship, they quickly loose the cables and sail away; and they leave Ariadne on the island.

[Compound verbs to be deduced: ἀποπλει�ν (7) and ἀποπλέουσιν (9). Words glossed earlier in the chapter: ὀνόματι (2), by name and σῑγα�τε (7), be quiet.]

Lines 10–13 But when day comes, Ariadne wakes up and sees that neither Theseus nor his comrades are there. So she runs to the shore and looks toward the sea; but she does not see the ship. So she is very frightened and shouts, “Theseus, where are you? Are you deserting me? Come back and save me.”

[Compound verb to be deduced: καταλείπεις (13).]

✒ ✒ Ex ercise 6ο 1. ἐν ᾡ � καλει� ἡ Ἀριάδνη, ὁ θεὸς ὁ Διόνοῡσος

ἀπὸ του� οὐρανου� βλέπει πρὸς τὴν γη�ν· ὁρᾳ� οὐ�ν/ἔπειτα ὁρᾳ� τὴν Ἀριάδνη καὶ φιλει� αὐτήν (ἐρᾳ� αὐτη�ς). 2. πέτεται οὐ�ν ἀπὸ του� οὐρανου� πρὸς τὴν γη�ν. ἐπεὶ δ’ ἀφικνει�ται εἰς τὴν νη�σον, προσχωρει� αὐτͺη� καί, “ὠ� Ἀριάδνη,” φησίν, “μὴ φοβου�· ἐγὼ γάρ, ὁ Διόνῡσος, πάρειμι. φιλω� σε (ἐρω� σου) καὶ βούλομαι σῴζειν (σε). ἐλθὲ μετὰ ἐμου�/μετ ’ ἐμου� πρὸς τὸν οὐρανόν.” 3. ἡ οὐ�ν Ἀριάδνη χαίρει καὶ ἔρχεται πρὸς αὐτόν.

Book I

4. ὁ οὐ�ν/ἔπειτα ὁ Διόνῡσος ἀναφέρει αὐτὴν πρὸς τὸν οὐρανόν· ἡ δ’ Ἀριάδνη θεαˉ` γίγνεται καὶ μένει ἐν τῳ� οὐρανῳ� εἰσαεί.

Illustration (p. 107)

Detail of a Faliscan red figure calyx crater by the Nazzano Painter, ca. 380–360 bc (Museum of Fine Arts, Boston). Two satyrs rejoice as Dionysus leads Ariadne away. Note the Bacchic wand (the thyrsus) and the wine cup that the god of wine holds.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Iambic Poetry from the Seventh to the Fifth Centuries bc, Loeb Classical Library Vol. 259, translated by Douglas E. Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 496–97 for fragment 182.

Tr anslation The best marriage for the prudent man is to take the good character of a woman as a wedding gift. For this dowry alone keeps a house safe. This man has a well-disposed helpmate instead of a tyrant, reliable for all his life.

[After the third line of this poem there is a line that is probably corrupt and then possibly a lacuna before what we print as the fourth and fifth lines. We have simplified by omitting the probably corrupt line and the lacuna; the resulting five lines seem to make coherent sense.]

New Testa m ent Gr eek Tr anslation “There are six days in which (we) should work; and so, coming, be healed in them, and not on the day of the sabbath.” And the Lord answered him and said, “Hypocrites, does not each of you on the sabbath day loose his ox or his ass from the stall and, having led (it) away, give it water?”

h 7 Ο ΚΥΚΛΩΨ (α)

Students will be happy to recognize ἐλαύνει and will then easily deduce τὸν μοχλὸν and τὸν ἕνα ὀφθαλμόν from the illustration. Ask students what two moments of the story are illustrated here. The caption includes three 3rd declension words, two of which (ἕνα and Κύκλωπος) have endings that will be presented in this chapter. Inform students that 3rd declension nouns and adjectives will be presented in this chapter, and encourage them to discover the new accusative singular ending -α (εἰς τὸν ἕνα ὀφθαλμόν) and the new genitive singular ending -ος (του� Κύκλωπος) in the caption by themselves. Give students the etymology of Κύκλωψ < ὁ κύκλος, circle + ἡ ὤψ, τη�ς ὠπός, eye, and of the Cyclops’ name, ὁ Πολύφημος < πολύ, much + ἡ φήμη, saying; report = famous.

Title: “The Cyclops” Pur poses of This Ch apter 1. Reading: to continue and conclude the mythological digression by having Philip tell the story of Odysseus and the Cyclops and by rounding out the story of Theseus and Ariadne with the story of the death of Theseus’ father upon Theseus’ return to Athens 2. Grammar: (α) to introduce the substantive use of adjectives, to introduce the concept of declensions of nouns, to present the declension of typical 3rd declension nouns with consonant stems (velar and dental), and to present the forms of the reflexive pronouns; (β) to present another 3rd declension consonant stem noun (a nasal), to present a typical 3rd declension adjective (nasal stem), and to present the forms and use of the 3rd declension interrogative and indefinite pronouns and adjectives 3. Context: to present a discussion of Homer, the Iliad, and the Odyssey to accompany the story of Odysseus and the Cyclops

Vocabula ry Have students conjugate αἱρέω and αἴρω and give the meaning of each of the forms they produce. These are both very common verbs and easily confused, so make every effort to have students learn the differences between them now. The verb ἐπαίρω and the phrase ἐπαίρω ἐμαυτόν do not occur in the story but are essential for Grammar 4 and the following exercises. εὑρίσκω: a second inceptive verb, like γιγνώσκω (Vocabulary 5β). Call attention to the fact that not all such verbs have clearly inceptive force. Note that we include the infinitive ἰέναι in this list. The imperatives ἴθι and ἴτε, go, were given

Illustration (p. 110)

Drawn from an Attic black figure oinochoe by the Theseus Painter, ca. 500 bc (Paris, Louvre).

Caption under Illustration

Odysseus drives the stake into the one eye of the Cyclops.

The proper names at the beginning and end will be readily recognizable, especially since the nominative ὁ Κύκλωψ stands as the title of the chapter. I-53

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

in Vocabulary 5α. These are respectively the infinitive and imperatives of εἰ�μι (stem εἰ-/ἰ-; compare Latin ī-re). The verb is irregular and will not be given in full until Chapter 10β. ἡ πόλις: have students combine this with ἄκρος, ἄκρᾱ, ἄκρον, top (of) (Vocabulary 5α), to make ἀκρόπολις. The interrogative and indefinite pronoun/ adjective will be presented in Grammars 8 and 9. The term enclitic was explained in Chapter 1, Grammar 4, p. 10, and in Grammar 9 of this ­chapter students are referred to the full presentation of the accenting of enclitics and their host words in the Enclitics and Proclitics section at the back of the student’s book. οὐδείς, οὐδεμία, οὐδέν: students should learn this word as such here; the uncompounded εἱ�ς, μία, ἕν is given in Vocabulary β, and its declension is given in Chapter 8, Grammar 5, p. 149. Wait until then to have students learn the genitive and dative feminine forms, with their irregular accents. For presentation and paradigms of the reflexive pronouns, see Grammar 4. Be sure students realize that μέγιστος, -η, -ον is the superlative of μέγας, μεγάλη, μέγα. We have not yet used this term.

Teaching the New Gr amma r in the Story After reading, comprehension, and translation of the story, invite students to locate 3rd declension nouns, adjectives, and pronouns with endings introduced in this chapter. It is best to inform students that there are several types of 3rd declension nouns, adjectives, and pronouns with different endings for some cases. Guide them to the following nouns, adjectives, and pronouns, underlining them on an overhead transparency: τινὰ (2), ἀνδρὸς (5), ὀνόματι (5), Ὀδυσσεὺς (5), Ἀγαμέμνονος (6), χειμω�νας (10), τινα (11), νεω�ν (13), αἰγω�ν (13), τίνες (15), αἰ�γας (17), νηϊ` (18 and 20), οὐδένα (20), αἰ�γας (21), τίς (24), and Ὀδυσσει� (25). Then invite students to organize these words into chart form on the board with their regular accents: Nom. sing., Ὀδυσσεύ-ς (6), τί-ς (24) Gen. sing., ἀνδρ-ός (5), Ἀγαμέμνον-ος (6) Dat. sing., ὀνόματ-ι (5), νη-`ϊ (18 and 20), Ὀδυσσε-�ι (25) Acc. sing., τιν-ά (2), τιν-α (11), οὐδέν-α (20) Nom. pl., τίν-ες (15)

Book I

Gen. pl., νε-ω �ν (11) Dat. pl., none �ν-ας (10) αἰ�γ-ας (17 and 22). Acc. pl., χειμω Fill in the missing dat. pl. with αἰγ-σί(ν) > αἰξί(ν). Emphasize that these are the endings students will learn in this chapter. Call attention to the fact that some 3rd declension words have other case endings, e.g., Ὀδυσσέως (5), ἔτη (7), πόλιν (7), ναυ�ς (8), ναυ�ν (14), and Ὀδυσσευ� (21), which will be learned later. Be sure that in studying this story students become thoroughly familiar with the case endings bolded and italicized above on the selected 3rd declension nouns, adjectives, and pronouns.

Tr anslation

Lines 1–5 But when Myrrhine finishes her story, Melissa says, “How beautiful the story is! Tell us some other story, mother.” But Myrrhine says, “No, for now I intend to prepare dinner.” And so Melissa cries, but Philip says, “Don’t cry, Melissa; for I am willing to tell you a beautiful story about a man of many devices, called Odysseus.

[ἀνδρὸς (5): students’ first encounter with the genitive of this word.]

Lines 6–10 “For Odysseus sails to Troy with Agamemnon and the Achaeans. Then for ten years they fight around Troy, and finally they take the city. Then Odysseus tells (orders) his comrades to go on board the ships, and they sail away homeward from Troy. But on the way they suffer many (and) terrible things. For often they undergo storms, and often they fall into other very great dangers.

[Compound verbs to be deduced: εἰσβαίνειν and ἀποπλέουσιν (8 & 9). � ὁδῳ� (9) on is Note that in the phrase ἐν . . . τͺη a better translation than in. The phrase πολλὰ καὶ δεινά (9) is the first example in the stories of adjectives used as substantives = many terrible things. This substantive use of adjectives will be presented in Grammar 1. Note also that Greek regularly joins two (or more) adjectives by καί or τε . . . καί, while English does not usually use connectives between two adjectives. Students should be told to be alert to this when they translate from English to Greek.]



7   Ο Κ Υ Κ Λ Ω Ψ (α)  I - 5 5

Lines 11–15 “At one time they sail to a certain small island, and they get out of the ships and make dinner on the beach. There is another island nearby; they see smoke and hear the sound of sheep and goats. So on the next day Odysseus tells his comrades to go on board the ship; for he wants to sail to the island and learn who lives there.

[Compound verb to be deduced: εἰσβαίνειν (14). Students should be clearly informed that the preposition εἰς may be used with verbs of motion and nouns indicating destinations with the meaning to, and not into, e.g., πλέουσί . . . εἰς νη�σόν τινα μῑκραˉ΄ν, They sail . . . to a certain small island (11). Note the accent on ἔστι (12); the word is so accented when it stands at the beginning of a clause; when so used it means there is.]

Lines 16–23 “Then soon they arrive at the island. Near the sea they see a large cave and many sheep and many goats. Then Odysseus says to his comrades, ‘You stay by the ship. But I intend to go into the cave.’ Then he orders twelve of his comrades to follow him. And the others stay by the ship. But when they arrive at the cave, they find no man inside. So his comrades say, ‘Odysseus, there is no man inside. So drive the sheep and the goats to the ship and sail away as quickly as possible.’

[Compound verbs to be deduced: εἰσιέναι (19) and ἀπόπλει (23).]

Lines 24–6 “But Odysseus is unwilling to do this; for he wants to learn (find out) who lives in the cave. His comrades are very afraid; but nevertheless they obey Odysseus and remain in the cave.”

[Ask your students how Odysseus is characterized in these last two paragraphs.]

Wor d Stu dy 1. Myth: students will recognize the relationship between the English word myth and the stem of ὁ μυ�θος, but they have been given only one meaning of the Greek word, namely story. This

will put them on the right track, but you may want to say something of the range of meanings the Greek word had: (1) a word, speech, saying; (2) a story, narrative; and (3) fiction, as opposed to history. English has limited the word to the last meaning, fiction concerned especially with supernatural beings. 2. mythology: ἡ μῡθολογίᾱ = ὁ μυ�θος + -λογίᾱ. 3. polytheist: students will recognize the stems of πολύς, πολλή , πολύ, much; pl., many, and of ὁ θεός. The Greek word πολύθεος, - ον meant belonging to many gods or believing in many gods. 4. pantheist: πα�ς, παντ-ός + ; ὁ θεός + -ist = “one who believes that God is everything.” 5. monotheist: students will be slightly misled here, since as a combining form in English mono- means “one,” while the Greek word μόνος means not one but alone, only. A monotheist is a person who believes in one god. The word monotheist is a postclassical formation; μόνος + θεός does not appear as a compound in ancient Greek. 6. atheist: ἀ-privative + ὁ θεός + -ist = “one who denies the existence of God” (compare ἄθεος, -ον, denying the gods). 7. theology: ἡ θεολογίᾱ = ὁ θεός + -λογίᾱ = “the study of things divine.”

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

αἱρέω (ἡ αἵρεσις, choice): heresiarch, heresy, here-

tic, heretical εὑρίσκω: eureka, heuristic, heuristics θάλαττα (θαλασσ-): Thalassa, thalassemia, thalassic, thalassocracy ὄνομα (ὄνυμα): anonymous, anonymity, antonym, pseudonym, synonym, synonymous, onomatopoeia πόλις: acropolis, cosmopolis, cosmopolitan, cosmopolite, impolitic, metropolis, metropolitan, police, policeman, policy, politic, political, politician, politics, polity περί: perianth, periapt, periaqueductal, pericarditis, pericardium, pericarp, perichondrium, periclase, pericline, pericope, pericranium, pericycle, periderm, perigee, perigynous, perihelion, perikaryon, perilymph, perimeter, perimorph, perimysium, perinatal, perinatology, perinephridium, perineum, perineurium, period, periodic, periodical, periodicity, periodic law,

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

periodic sentence, periodic table, periodontal, periodontics, perionychium, periosteum, periostitis, periostracum, periotic, peripatetic, Peripatetic, peripatus, peripeteia, peripety, peripheral, periphery, periphrasis, periphrastic, periphyton, periplasm, periplast, periproct, peripteral, perisarc, periscope, perisperm, perissodactyl, peristalsis, peristome, peristyle, perithecium, peritoneum, peritonitis, peritrich, peritrichous, perivisceral Ὀδυσσεύς: odyssey Τροίᾱ: Trojan horse

Gr amma r 1

Gr amma r 2 Notes:

1. ἀνδρός (5): gen. sing., with preposition περί 2. ὀνόματι (5): dat. sing., dative of respect 3. Ἀγαμέμνονος (6): gen. sing., with preposition

μετά 4. χειμω �νας (10): acc. pl., object of ὑπέχουσιν 5. αἰγω �ν (13): gen. pl., possessive genitive with φθόγγον 6. αἰ�γας (17): acc. pl., object of ὁρω �σι

✒ ✒ Ex ercise 7β

Gr amma r 4

Gr amma r 3 We give examples here of nouns with velar and dental stems. The endings shown in the chart of φύλαξ on p. 114 are added to the stem. The only places where this causes problems are the nominative and vocative singular and the dative plural (and the accusative singular in the neuter noun). We call students’ attention to these forms in the notes after the paradigms. The teacher should emphasize the commonalities of the endings in the sets of forms on pp. 114–116 and not allow students to think that there are four different sets of endings to learn here. The declension of ὁ Δικαιόπολις can be reconstructed from the hypothesis that precedes the text of Aristophanes’ Acharnians (see the Oxford Classical Text edition of the plays of Aristophanes). It includes the forms του� Δικαιοπόλιδος and τὸν Δικαιόπολιν, and we reconstruct the � Δικαιοπόλιδι and the vocative as ὠ� dative as τῳ Δικαιόπολι. Compare the declension of the following dental stem nouns:

ἐλπίς ἐλπίδος ἐλπίδι ἐλπίδα ἐλπί

✒ ✒ Ex ercise 7α

We do not supply the meanings of the 3rd declension nouns listed in this exercise. �/τͺη� 2. τοι�ς 3. τὸν 4. τῳ� 5. τὰ 6. αἱ 1. τῳ ταˉ`ς 9.  τω�ν 10.  τͺη� 11.  τὴν 12.  τͺη� 7. ται�ς 8.  �  18. τὸν/ 13. ται�ς  14. τοὺς  15. οἱ  16. ται�ς  17. τῳ τὴν  19. ται�ς  20. τοι�ς/ται�ς

Notes:

N. G. D. A. V.

Book I

χάρις χάριτος χάριτι χάριν χάρι

Remind students of the fact that, although the genitives of the personal pronouns occupy the predicate position (see Chapter 5, Grammar 8, pp. 79–80, in the student’s book), e.g., ὁ κύων σου, your dog, the genitives of the reflexive pronouns occupy the attributive position, e.g., ὁ ἐμαυτου� κύων or ὁ κύων ὁ ἐμαυτου�, my own dog.

✒ ✒ Ex ercise 7γ 1. I get (lift) myself up. Why don’t you get yourself up? 2. The girl gets herself up. 3. He gets himself up. 4. We get ourselves up. 5. You see yourself in the mirror. 6. Do you see yourselves in the mirror?

✒ ✒ Ex ercise 7δ 1. The boy gets up (lifts himself) and hurries to the field. 2. ἑαυτοὺς. The boys get themselves up and hurry to the field. 3. Get up, wife (woman), and come here! ˉ῾μα�ς αὐταˉ΄ς. Get up, women, and come here! 4. υ 5. I don’t wish to get up; for I am very tired.



7   Ο Κ Υ Κ Λ Ω Ψ (α)  I - 5 7

6. ἡμα�ς αὐτα ˉ`ς/ἡμα�ς αὐτοὺς. We don’t wish to get up; for we are very tired. 7. To whom is the girl telling the story? Is she telling (it) to herself? 8. The father makes his daughter sit down with him. �ν. The fathers make their daughters sit 9. ἑαυτω down with them. 10. The boy sees his father’s dog but does not see his own. 11. Don’t go into the cave, friends; for you are leading yourselves into very great danger. 12. Come to our aid, Odysseus; for we are not able to save ourselves. [The verb καθίζω has so far been used in the stories only in its intransitive sense (e.g., ὁ Δικαιόπολις καθίζει ὑπὸ τῳ� δένδρῳ), but it may also be used transitively (in a causative sense), as explained in Chapter 6, Grammar 5, pp. 101–2, and as it is used here in nos. 8 and 9. Compound verb to be deduced: εἴσιτε, no. 11.]

Homer Illustration (p. 119) This bust of Homer is a Roman copy of a Greek original, ca. 150 bc (London, British Museum). Homer, according to tradition, was blind and lived on the island of Chios. See the Homeric Hymn to Apollo pp. 167–172: “When any stranger comes here and asks, ‘Who is the sweetest of the poets that come here and whom do you most enjoy?’ remember me and all of you answer, ‘He is a blind man and lives on rugged Chios’.” For further reading, see The World of Athens, pp. 128–31, and The Oxford History of the Classical World, Chapter 2, “Homer,” pp. 50–77. Our recommended translation of the Iliad is that by Anthony Verity with an introduction and notes by Barbara Graziosi (Oxford University Press, 2011). A translation of the Odyssey by Verity and William Allan will follow. In the meantime, we recommend Homer, The Odyssey, translated by E. V. and D.C.H. Rieu and Peter Jones (Penguin, 1991).

h Ο ΚΥΚΛΩΨ (β)

Illustration (p. 121)

Paradigms of πα�ς and εἱ�ς will be given in Chapter 8, Grammars 4 and 5. The forms students will encounter in the present chapter are given in the vocabulary entries. The adjective σώφρων is included in the vocabulary list although it does not occur in the story; it is used in the grammar section as an example of a 3rd declension adjective and will be used in exercises. Students will be interested in �ς, σω�ν, safe and the etymology of the word: σω sound + ἡ φρήν, φρενός, mind. This is a good time to give students the important abstract noun ἡ σωφροσύνη, soundness of mind; self-control, and to discuss its importance as a Greek moral concept. Encourage students to see the relationship between ἐνθάδε and οἴκαδε (Vocabulary 4 β).

Based on a detail from an Attic black figure crater by the Sappho Painter, ca. 510 bc (Badisches Museum, Karlsruhe).

Caption under Illustration

Odysseus escapes from the cave of the Cyclops.

The word ἄντρον was glossed in passage α:19.

Vocabula ry We introduce the periphrastic future (μέλλω + infinitive), which Attic authors used with the present or future infinitive to express intention: I am about (to); I am destined (to); I intend (to). Students should be strictly warned not to confuse this with the future indicative, which will occasionally be used (and glossed) in the readings before it is formally introduced in Chapter 10. From this point on in the course we will begin to note the meanings of verbs when used in the middle voice (usually intransitive); students should be alert to the fact that many verbs will appear in both active and middle forms, often with different meanings or functions (e.g., transitive in the active and intransitive in the middle). Latin students will be pleased to recognize the similarity of ϝοἰ�νος to vīnum. Encourage students to see the relationship between εἱ�ς, μία , ἕν and οὐδείς, οὐδεμία, οὐδέν in Vocabulary 7α.

Illustration (p. 123)

This marble head of the Cyclops is a striking representation of what the face of a one-eyed monster might actually have looked like. The rugged, animal power of the creature is conveyed, and yet potential for humanity wins through (Museum of Fine Art, Boston).

Teaching the New Gr amma r in the Story Have students identify the following 3rd ­declension words and their endings: γίγᾱ-ς (1), εἱ�-ς (1), Ὀδυσσεὺ-ς (2), γίγᾱ-ς (3), αἰ�γ-ας (4), πάντ-α (4), αἰ�γ-ας (6), τίν-ες (7), Ὀδυσσεύ-ς I-58



7   Ο Κ Υ Κ Λ Ω Ψ ( β)  I - 5 9

(8), Κύκλωψ (Κύκλωπ-ς) (10), Ὀδυσσεύ-ς (14), πάντ-ας (14), Κύκλωψ (Κύκλωπ-ς) (14), πάντ-ας (15), Κύκλωψ (Κύκλωπ-ς) (17), Ὀδυσσεύ-ς (16), πολύμητι-ς (16), Κύκλωπ-ι (16), Κύκλωψ (Κύκλωπ-ς) (17), Ὀδυσσεὺ-ς (18), πυρ-ί (19), Ὀδυσσεὺ-ς (19), πυρ-ὸς (19), ἕν-α (20), Κύκλωπ-ος (20), Ὀδυσσεὺ-ς (22), Κύκλωψ (Κύκλωπ-ς) (25), Ὀδυσσεύ-ς (27), Κύκλωψ (Κύκλωπ-ς) (29), πάντ-α (26), αἰ�γ-ας (27), Κύκλωψ (Κύκλωπ-ς) (28). Do not try to explain the endings of other 3rd declension words at this stage, namely, πυ�ρ (6), Ὀδυσσέᾱ (6), χειμὼν (9), ἀνὴρ (16), and ναυ�ν (30). The word ὁ χειμών will be treated in Grammar 5, and explanation of its form is best left to that time. Use the story to reinforce the 3rd declension endings learned in the first half of the chapter.

Tr anslation

Lines 1–7 “And soon they hear a very loud (great) noise, and in comes a fearful giant; for there is one eye in the middle of his forehead. So Odysseus and his comrades are very frightened and flee to the far corner of the cave. But the giant first drives his sheep and goats into the cave, and when they are all inside, he lifts a very big stone and puts it in (into) the entrance of the cave. Then first he milks his goats, and then he lights a fire. Thus he sees Odysseus and his comrades and, ‘Strangers,’ he shouts, ‘Who are you and where are you sailing from?’

[Compound verbs to be deduced: εἰσέρχεται (1), ἔνεστιν (2), and εἰσελαύνει (4).]

Lines 8–12 “And Odysseus says, ‘We are Achaeans and we are sailing home from Troy. A storm drives us here.’ “The Cyclops answers nothing but rushes at the Achaeans; and he seizes two of the comrades and bashes (them) to the ground; and their brains flow out and wet the ground.”

Lines 13–14 But Melissa says, “Stop, Philip, stop; for it’s a terrible story (the story is terrible). But tell me, how does Odysseus escape? Does the Cyclops kill all his comrades?”

[It may be observed that Greek frequently uses the active form παυ�ε (13) in an intransitive sense (simply stop!). Compound verb to be deduced: ἐκφεύγει (14).]

Lines 15–20 And Philip says, “No, the Cyclops does not kill (them) all. For Odysseus is a cunning man. So first he provides the Cyclops with lots of (much) wine, so that soon he is very drunk. And when the Cyclops is sleeping, Odysseus finds a very big stake and tells (orders) his comrades to heat it in the fire. And when the stake is about to catch fire, Odysseus lifts it from the fire and drives (it) into the one eye of the Cyclops. And his eye hisses.

[Draw your students’ attention to the alliteration in the final sentence. This is taken over from Odyssey 9.395. It may be enlivening to read them a translation of Homer’s account of the blinding (9.371–402).]

Lines 21–22 “And he leaps up and shrieks terribly. And Odysseus and his comrades flee to the far corner of the cave. But the Cyclops cannot see them; for he is blind.”

Lines 23–4 And Melissa says, “How clever Odysseus is! But how do they escape from the cave?”

[Compound verb to be deduced: ἐκφεύγουσιν (23).]

Lines 25–30 And Philip (says), “The next day, as soon as (when first) the sun rises, the Cyclops lifts the stone out from the entrance of the cave and sends out all his sheep and goats. Then Odysseus hides his comrades under the sheep, and himself under a big ram. Thus the Cyclops sends out the Achaeans with the sheep and the ram, and they drive all the sheep to the ship and sail away.”

[Compound verbs to be deduced: ἐκπέμπει (27 and 28) and ἀποπλέουσιν (30).]

Wor d Bu ilding The pairs illustrate the formation of denominative verbs from nouns by adding to the noun stem the suffix -άζω/-άζομαι.

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1. 2. 3. 4.

preparation: I prepare name: I name marvel: I am amazed; I wonder at; I admire work: I work

You may wish to devise more exercises of this type, asking students to use what they know to derive the meaning of unfamiliar words and to perceive patterns of this kind. We repeat this in some future chapters.

English Der ivativ es from Wor ds in the Vocabula ry List

βάλλω (βλη-, βολ-) devil (ὁ διάβολος, slanderer; from διαβάλλω, I slander), diabolic, emblem, hyperbole, metabolism, palaver (ultimately from ἡ παραβολή, comparison; parable), parable, parab-

ola, parabolic, parlance, parley, parliament, parlor, parole, problem, symbol, symbolize παύω: pause ξένος: xenobiotic, xenoblast, xenogamy, xenogenesis, xenon, xenophile, xenophobe, xenophobia πυ�ρ: empyrean, pyre, pyrites, pyroclastic, pyrogenic, pyrography, pyromancy, pyromania, pyromaniac, pyrometer, pyrotechnics πα�ς: diapason, panacea, pancreas, panchromatic, Pandects, pandemic, pandemonium, Pandora, panegyric, panoply, panorama, pantheon, pantomime Κύκλωψ: cyclopean

Gr amma r 5 Notes:

Gr amma r 6 Notes:

Gr amma r 7 Notes:

✒ ✒ Ex ercise 7ε 1. Come here, boy, and drive the goats to the field. 2. Hurry home, slaves, and provide food to the goats. 3. Tell the guards to come to the boys’ aid. 4. Aren’t you afraid of the storm, friends?

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5. The farmer is leading the dogs to the field. 6. ται�ς αἰξὶν ἡγούμεθα ἀνὰ τὴν ὁδόν. 7. οἱ παι�δες οὐκ ἐθέλουσι τοι�ς φύλαξι πείθεσθαι. 8. οἱ φύλακες βούλονται τοι�ς παισὶ συλλαμβάνειν. �να 9. αἱ σώφρονες κόραι τὸν χειμω φοβου�νται. �ν κορω�ν ὀνόματα τῳ� 10. ἐθέλομεν τὰ τω παιδὶ λέγειν.

Gr amma r 8 Interrogative pronouns in 7α: τίνες (15) and τίς (24). Students may also find τίνες in 7β:7. We have not put the information about the accentuation of τίς (above the paradigm) in square brackets as is our usual practice with this feature of Greek. It is important that all learners of Greek should know how to distinguish interrogative τίς from the indefinite pronoun and adjective τις. See Grammar 9.

Gr amma r 9 Indefinite adjectives in 6α: τι (2), accusative neuter singular, modifying θηρίον, and τις (6), nominative masculine singular, modifying παι�ς. It is important that students should realize that unaccented τις is enclitic.

✒ ✒ Ex ercise 7ζ 1. What are the men doing? τί: interrogative pronoun 2. The man is telling a certain/some story to the girl. τινα: indefinite adjective 3. Some boys/children are leading the dogs into the fields. τινες: indefinite adjective 4. I want to learn who lives in the cave, τίς: interrogative pronoun 5. What story do you want to hear, children? τίνα: interrogative adjective 6. We want to hear a story about some giant. τινα: indefinite adjective τινος: indefinite adjective 7. Whom are you leading to the field, boys? τίσιν: interrogative pronoun 8. We are leading some strangers, father. τισὶν: indefinite adjective 9. Whose sheep are making such noise? τίνος: interrogative pronoun 10. To whom are you going to hand over the plow? τίνι: interrogative pronoun



7   Ο Κ Υ Κ Λ Ω Ψ ( β) I - 61

✒ ✒ Ex ercise 7η 1. Who lives in the cave? A certain/some terrifying giant lives in the cave. 2. Whom do you see in the house? I see a certain/ some woman in the house. 3. Whom are you leading to the city? I am leading certain/some slaves to the city. 4. Whose plow are you carrying to the field? I am carrying the plow of a certain/some friend. 5. Whose is this dog (to whom is this dog)? It belongs (is) to my father/It is my father’s.

Ο ΤΟΥ ΘΗΣΕΩΣ ΠΑΤΗΡ ΑΠΟΘΝΗΙΣΚΕΙ Title: Theseus’s Father Dies The teacher will need to give students the meaning of the verb.

Tr anslation

Lines 1–8 When Theseus is about to sail away to Crete, his father says to him: “I am very frightened for you, son; but nevertheless go to Crete and both kill the Minotaur and save your comrades; and then hurry home. And I, as long as you are away, will go up onto the top of the promontory every day, wishing to see your ship. But listen to me; the ship has sails (that are) black; and you, if you kill the Minotaur and save your comrades, hurry home, and when you approach Athens, take down the black sails, and raise sails (that are) white. For thus I will learn that you are safe.”

[Compound verb to be deduced: ἀποπλει�ν (1). This paragraph has two verbs in the future tense (ἀναβήσομαι, 4, and γνώσομαι, 8) and �ς, 4, ἀποκτείνͺης, 6, four subjunctives (ἀπͺη σώσͺης, 6, and προσχωρͺη�ς, 7). The glosses will suffice, but some teachers will want to take this opportunity to foreshadow new verb forms by stating the simple facts that the future is often signaled by the letter -σ- and that the subjunctive, which is used in certain kinds of subordinate clauses, can be recognized by the long vowels ͺη (as here) or η or ω in the endings. Note the use of adjectives in the predicate position: τὰ ἱστία μέλανα (5) and τὰ ἱστία λευκά (8–19). We suggest translating the adjectives as relative clauses (see above).]

Lines 9–11 So Theseus says that he intends to obey his father and sails away to Crete. And Aegeus goes up every day onto the top of the promontory and looks toward the sea.

[Compound verbs to be deduced: ἀποπλει� (10) and ἀναβαίνει (10).]

Lines 12–17 But when Theseus leaves Ariadne on Naxos and is hurrying home, he forgets his father’s words, and he does not take down the black sails. So Aegeus recognizes the ship, but he sees that it has the black sails. So he is frightened very much for Theseus. He shouts loudly and throws himself from the cliff into the sea and thus dies. So for this reason the sea is called (the) Aegean Sea/the name for the sea is (the) Aegean Sea.

✒ ✒ Ex ercise 7θ 1. ἐπεὶ ὁ Θησεὺς εἰς τα ˉ`ς Ἀθήνᾱς ἀφικνει�ται, γιγνώσκει ὅτι τέθνηκεν ὁ πατήρ. � νεᾱνίᾳ, “σύ,” φησίν, “αἴτιος 2. ἡ μήτηρ τῳ

εἰ�· ἀεὶ γὰρ τω�ν του� πατρὸς λόγων ἐπιλανθάνει.” 3. ὁ Θησεὺς μάλα λῡπει�ται καί, “ἐγὼ αὐτός,” φησίν, “αἴτιός εἰμι. μέλλω οὐ�ν ἀπὸ του� οἴκου ἀποφεύγειν.” 4. ἡ δὲ μήτηρ κελεύει αὐτὸν μὴ ἀπιέναι. 5. δι’ ὀλίγου βασιλεὺς γίγνεται, καὶ πάντες οἱ Ἀθηναι�οι φιλου�σιν αὐτὸν καὶ τῑμω�σιν. Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Sophocles: Antigone, The Women of Trachis, Philoctetes, Oedipus at Colonus, Loeb Classical Library Vol. 21, translated by Hugh Lloyd-Jones, Cambridge, MA: Harvard University Press, 1994. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 484–85 for Oedipus at Colonus, 607–09.

Tr anslation O dearest son of Aegeus, the gods alone never grow old or die (to the gods alone old age does not

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happen or to die ever). All other things all-powerful time destroys.

[Oedipus at Colonus is Sophocles’ last tragedy. Oedipus, king of Thebes, after learning that he had, unawares, killed his father and married his mother, blinded himself and wandered as a beggar to Colonus, near Athens, where he sought from Theseus, king of Athens, protection from Creon, the new king of Thebes. He promises that if Theseus protects him and allows him to die in Attica, his spirit will guard Athens.]

Gr eek Wisdom The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Diogenes Laertius, Lives of Eminent

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Philosophers: I, Loeb Classical Library Vol. 184, translated by R. D. Hicks, Cambridge, MA: Harvard University Press, 1966. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See p. 40 (1.40) for this quotation.

Tr anslation Know yourself.

[Students will be familiar with σεαυτόν from Grammar 4 on reflexive pronouns. The contracted form σαυτόν was usually used in this saying, but we use the uncontracted form that students have just learned. This saying was also inscribed on the temple of Apollo at Delphi.]

h 8 ΠΡΟΣ ΤΟ ΑΣΤΥ (α)

Illustration (p. 130)

Title: “To the City” Students will already be familiar with the phrase used as the title of this chapter; see passage 4α:21.

Pur poses of This Ch apter 1. Reading: to resume the narrative of the main story line from where we left off at the end of Chapter 5 (passage 8α picks up the two themes of the slaying of the wolf by Philip and his dog and of the arrival of the messenger reporting the imminent festival in Athens; passage β records the family’s trip to Athens) and to continue the sequence of stories from the Odyssey begun in Chapter 7, with the story of Aeolus at the end of this chapter (the sequence continues through the readings at the end of the next two chapters) 2. Grammar: (α) to introduce the forms of the present (progressive) middle participle and to describe circumstantial, attributive, and supplementary uses of participles; (β) to introduce the forms of 3rd declension nouns with stems in -ερ-, of the irregular noun γυνή, and of πα�ς; to introduce the cardinal numbers from one to ten and the declensions of εἱ�ς, δύο, τρει�ς, and τέτταρες; to introduce the ordinal numbers from first to tenth; and to present the dative of time when, the accusative of duration of time, and the genitive of time within which, using ordinal and cardinal adjectives 3. Context: to present a survey of Athenian ­h istory from the Bronze Age to the Age of Pericles

Drawn from a lekythos by the Amasis Painter, ca. 560 bc (New York, Metropolitan Museum). Another scene from this vase appears in the illustration on p. 62.

Caption under Illustration

The women, (as/while they are) talking to one another, are weaving cloth.

Students should deduce the meaning of the verb ὑφαίνουσιν from the actions of the women in the picture. They will get διαλεγόμεναι from the first entry in the vocabulary list. For the meanings of πέπλον and ἀλλήλαις, it may be easiest to refer students to the glosses under the second paragraph of the reading. Try to get students to deduce the meaning of the form of the participle διαλεγόμεναι and have them try different translations to find one that best fits the context, e.g., conversing, while conversing, who are conversing. The participle is one of the main new features of grammar in this chapter, and if students learn to recognize it from the characteristic letters -μεν- here it will help them with the reading.

Vocabula ry

διαλέγομαι: be sure students see the relationship to λέγω, I say; tell; speak. ἐργάζομαι: point out the relationship to τὸ ἔργον below.

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For a discussion of the difference between ἄστυ and πόλις, see the teacher’s notes to Chapter 9, Grammar 3. ἡ ἑσπέρᾱ: this word can also mean the west (where the sun sets in the evening); students may be familiar with the Hesperides, mythical women who guard the golden apples in a garden situated at the western edge of the world. ὁ ποιητής: be sure students recognize this as a 1st declension noun like ὁ δεσπότης and that they see its relationship to the verb ποιέω.

Teaching the New Gr amma r in the Story After reading, comprehension, and translation of the story, focus on the present/progressive middle participles. Students will be familiar with the form from the word διαλεγό-μεν-αι in the caption (see above). Invite students to locate present/progressive middle participles in the story (1, 3, 4, 5, 7, 10, 14, 21, 23); underline them on an overhead transparency. (For the time being you may ignore the fact that ἀποκρῑναμένη in line 21 is an aorist participle.) Then lead students to sort out uses of the participles. Begin by pointing out that ἐργαζόμενοι (1) follows the verb παύονται (1) and in fact fills out the meaning of that verb by indicating what it is that Dicaeopolis and the slave stop doing. Then locate other examples of supplementary usages of participles in lines 5, 7, 10, and 23; circle these participles and explain briefly that they fill out the meaning of the main verb. Then invite students to look at how the other participles function in their sentences, and lead them to see how they modify the subject of the main verb (3, 16, and 21) or describe some circumstance that accompanies the action (4 and 10). At this time it is not necessary to introduce the technical terminology (supplementary and circumstantial); concentrate rather on being sure students understand how these participles function in their sentences. Sense requires the aorist participle in line 21 (ἀποκρῑναμένη), but we do not recommend discussion of the aorist at this stage.

Tr anslation

Lines 1–7 Meanwhile Dicaeopolis and the slave do not stop working. But when evening comes, Dicaeopolis

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looses the oxen and drives (them) home, and the slave, (as he is) following his master, carries the plow. When they approach the house, they see the grandfather (as/while he is) working in the garden. So Dicaeopolis calls him and says, “­Evening is already falling, pappa. So stop working and rest.” And he says, “You are right (You speak well), son; for I am very tired.” So he stops working and ­hurries toward the house.

[Having seen the form and use of the participle διαλεγόμεναι in the caption under the illustration, students should be ready to recognize and understand the participles in this paragraph. Students have seen παύω used intransitively in the form of the imperative παυ�ε (reading 7β:13). In lines 1 and 6 the verb παύομαι is used with a supplementary participle; students should have no trouble with the translation, e.g., παύονται ἐργαζόμενοι (1), they stop working. In line 5 the verb is used as an imperative in the active voice (see 7β:13), here with a supplementary participle.]

Lines 8–20 And at home Myrrhine and her daughter are weaving cloth; and while they are weaving, they are conversing with one another. And soon the mother sees her husband and the slave and the grandfather (as they are) arriving at the courtyard. So she stops working and hurries to the door and says, “Greetings, husband, and listen. For Philip and Argus have killed a wolf.” And he (says), “Are you telling the truth? Tell me what happened.” And so Myrrhine relates everything, and he is amazed and says: “Well done; the boy is brave and strong. But tell me, where is he? Wanting (Since/Because I want) to honor the wolf-slayer, I am going to look for him.” And he intends to look for his son. But Myrrhine says, “But wait, dear, and listen again. For a messenger has come from the city; and he says that the Athenians are celebrating the Dionysia. Are you willing to take me and the children to the festival?” But he (says), “But it’s not possible, wife; for it is necessary to work. For hunger follows the lazy man, just as the poet says: from work(s) men become ‘rich in flocks and wealthy.’”

[Students may note that we now use the middle voice in the phrase τὰ Διονυ΄ˉσια ποιου�νται (17), while in the readings in Chapter 4 we used the active voice. Both voices are used in the Greek authors (see Exercise 6δ, no. 3, and its note), and



8   Π Ρ ΟΣ Τ Ο Α Σ Τ Υ (α)  I - 6 5

since students have now had the middle voice, we use it here. At the end of the paragraph Dicaeopolis alludes to Hesiod’s Works and Days 302, λῑμὸς γάρ τοι πάμπαν ἀεργῳ� σύμφορος ἀνδρί, for hunger is always a companion of the lazy man, which he paraphrases, and 308, ἐξ ἔργων δ’ ἄνδρες πολύμηλοί τ ’ ἀφνειοί τε, from work men [become] rich in flocks and wealthy, from which he quotes four words, which we surround with single quotation marks in our text. Hesiod’s poem (eighth–seventh centuries bc) is largely concerned with farming and might well have been a favorite of Dicaeopolis’.]

Lines 21–23 But Myrrhine, replying (as she replies, in replying), (says), “But nevertheless take us there, dear husband. For we rarely journey to the city; and everyone is going.” But he (says), “But (it’s) impossible; for the slave is lazy; for whenever I’m away, he stops working.”

[ἀποκρῑναμένη (21): note that we use the aorist participle here, of simple action, replying, as she replies, in reply.]

Lines 24–28 But Melissa says, “But don’t be hard, father, but obey us. Don’t you also wish to see the festival and honor the god? For Dionysus saves our vines (the vines for us). And Philip—don’t you want to honor the boy, because he has killed the wolf? For he wants to see the competitions and the dances and the tragedies. So take us all to the city.”

[θεα�σθαι (24): in 4α we used the verb θεωρει�ν in a similar context; both verbs may be used of seeing festivals and games (see the opening of Plato’s Republic).]

Lines 29–30 And Dicaeopolis says, “Very well then, since that’s what you want. But I tell you that hunger is destined to follow us—but I am not to blame.”

Wor d Stu dy 1. politics: from τὰ πολῑτικά , the adjective made from ἡ πόλις. Politics is thus “the affairs of the citizens / of the city.”

2. politburo: πολῑτ- + buro (= French bureau); a hybrid formation (former USSR) = “the office of state,” “the government.” 3. metropolis: from the Greek word ἡ μητρόπολις = “mother city” (especially of the relationship between a founding city and a colony, also of one’s homeland and of a capital city or chief town). 3. necropolis; ἡ νεκρόπολις = “city of the dead,” a cemetery of an ancient city. 4. cosmopolitan: ὁ κοσμοπολι΄ˉτης = “a citizen of the world” rather than of a particular city (attested in ancient literature).

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

θεάομαι: amphitheater, theater ἔργον: argon, chirurgeon (archaic), energy, erg, ergograph, ergometer, ergonomics, metallurgy, surgeon

ἑσπέρᾱ: Hesperides θεός: apotheosis, atheist, enthusiasm, pantheon,

polytheist, theobromine, theocentric, theocracy, theocrat, theodicy, Theodora, Theodore, theogony, theologian, theology, theomachy, theomorphism, theophany θύρᾱ: thyroid, thyroidectomy ποιητής: poet εὐ�: eucalyptus, Eucharist, eudaemonism, Eugene, eugenics, eulogium, eulogy, euonymus, eupatrid, euphemism, euphonium, euphony, euphoria, Euphrosyne, euthanasia, evangelical, evangelist, evangelize Διόνῡσος: Dionysian, dionysian

Gr amma r 1 We do not use the term aspect yet, but we do mention that present participles describe actions that are in process, ongoing, or progressive, and we title this grammar section “Participles: Present or Progressive: Middle Voice.” Although we use the term present in deference to traditional grammatical terminology, we encourage teachers to emphasize that these participles do not really refer to time but rather view the action as in process, ongoing, or progressive. The importance of this will become clearer when the aorist is introduced in Chapter 11. For the time being, we recommend that teachers call attention to the fact that “present” participles describe actions as in process, ongoing,

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or progressive and that they invite their students to examine some of the participles in the reading with this in mind. For example: οὐ παύονται ἐργαζόμενοι (1) = they do not cease being in � the ongoing process of working; ὁ . . . δου�λος τῳ δεσπότͺη ἑπόμενος (2–3) = the slave who is in the ongoing process of following his master. Translations of this sort are artificial, but they should be used from time to time to reinforce the way the action is viewed in these participles. It is the tradition in the United States to make these distinctions between the three types of participial usage outlined here. However, some teachers may feel that it is unnecessary to make these distinctions, believing that the meaning of the participle comes across clearly in context.

✒ ✒ Ex ercise 8α We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

✒ ✒ Ex ercise 8β If you have not emphasized the distinction between the three uses of the participle, you may wish to tell your students that there is no need to identify the participles as belonging to one of the categories. 1. The women stop working. ἐργαζόμεναι: feminine nominative plural agreeing with αἱ γυναι�κες. (supplementary) 2. Philip sees his father arriving at the house. ἀφικνούμενον: masculine a­ ccusative singular agreeing with τὸν πατέρα. (circumstantial) 3. Wanting to see the festival, we are hurrying to the city. βουλόμενοι: masculine nominative plural agreeing with “we”—subject of σπεύδομεν. (circumstantial) 4. Do you see the boys (who are) following the beautiful girls? ἑπομένους: masculine accusative plural agreeing with τοὺς παι�δας τοὺς. (attributive) 5. The girls who are very afraid run home as quickly as possible. φοβούμεναι: feminine nominative plural agreeing with αἱ παρθένοι αἱ. (attributive) 6. Do you hear the women (who are) conversing with one another in the house?

Book I

διαλεγομένων: feminine genitive ­ plural �ν γυναικω�ν τω�ν. agreeing with τω

(attributive) 7. The boys follow their father (who is) journeying to the city. πορευομένῳ: mascu� πατρὶ. line dative singular agreeing with τῳ (circumstantial) 8. The dog that is afraid of the wolf flees away. φοβουμένη: feminine nominative singular agreeing with ἡ κύων ἡ. (attributive) 9. The dog, rushing at the wolf, barks savagely. ὁρμωμένη: feminine nominative singular agreeing with ἡ κύων. (circumstantial) 10. The farmer finds his sheep wandering in the hills. πλανώμενα: accusative neuter plural agreeing with τὰ πρόβατα (students have not studied -ο- contract verbs yet, but they should have no trouble translating and analyzing this sentence). (circumstantial)

✒ ✒ Ex ercise 8γ 1. ἀ �ρ’ ὁρᾳ�ς τοὺς παι�δας τοὺς ἐν τͺη� ὁδῳ� μαχομένους; 2. ὁ ∆ικαιόπολις παύεται ἐργαζόμενος καὶ τοὺς βου�ς οἴκαδε ἐλαύνει. 3. παυ�έ μοι ἑπόμενος/ἑπομένη καὶ ἄπελθε. � μυρρίνͺη πειθομένη ἡ Μέλιττα οἴκοι 4. τͺη μένει. 5. τοι�ς ἑταίροις ἀνδρείως ἡγούμενος ὁ Θησεὺς ἐκ του� λαβυρίνθου ἐκφεύγει. �σον 6. οἱ ἄνδρες χαίρουσι πρὸς/εἰς τὴν νη πορευόμενοι. In no. 3, note that the active imperative form παυ�ε is regularly used intransitively (see 8α:5); students may need to refer to the rules for accenting enclitics given in the Enclitics and Proclitics section of the student’s book (pp. 331–3) for the second accent on παυ�έ.

Athens: A Historical Outline Illustration (p. 131)

Acropolis of Athens (photo: Alison Frantz, American School of Classical Studies at Athens).

Illustration (p. 138)

Relief from Persepolis, Reception Hall, showing figures of Persian guards on stairway balustrade;



8   Π Ρ ΟΣ Τ Ο Α Σ Τ Υ (α)  I - 6 7

Achaemenid Period, fifth century bc; excavated and photographed by the Persepolis Expedition of the Oriental Institute of the University of Chicago (Teheran, Archaeological Museum).

Illustration (p. 139 top)

Bust of Pericles, Roman copy of Greek original, ca. 440 bc (London, British Museum).

Illustrations (p. 140)

Reconstruction of houses, from Peter Connolly and Hazel Dodge, The Ancient City: Life in Classical Athens & Rome, Oxford University Press, 1998, pp. 48, 49. For further reading, see The World of Athens, pp. 1–41, and The Oxford History of the Classical World, pp. 26–35.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Iambic Poetry from the Seventh to the Fifth Centuries bc, Loeb Classical Library Vol. 259, translated by Douglas E. Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library ® is a registered trademark of the President and Fellows of

Harvard College. See pp. 76–77 for Archilochus, poem no. 1.

Tr anslation I am a servant of Lord Enyalios (the god of war) and skilled in the lovely gift of the Muses.

[Archilochus (fl. 650 bc) was born on the Ionian island of Paros. A number of epigrams in elegiac couplets survive and fragments of lyric and iambic verses, all concerned with his own feelings and predicaments. Students are to deduce Μουσέων.]

New Testa m ent Gr eek Tr anslation And (Jesus) seeing their faith said, “Man, your sins have been (= are) forgiven you.” “Who is this (man) who speaks blasphemies? Who can forgive sins except God alone?”

[ἀφέωνται: non-Attic, New Testament form, perfect passive 3rd person plural of ἀφι΄ˉημι, I let go, release; send; throw; here, I forgive. ἀφει�ναι: aorist infinitive active of ἀφι΄ˉημι. Word to be deduced: βλασφημίᾱς.]

h ΠΡΟΣ ΤΟ ΑΣΤΥ (β)

Illustration (p. 142)

Drawn from a cup by the Niobid Painter, ca. 450 bc (London, British Museum).

Caption under Illustration

Dicaeopolis, making a libation, prays (that) Zeus keep all safe.

Encourage students to deduce σπονδήν; they will find τὸν ∆ία and the verb εὔχομαι in the vocabulary list. Students may find the word order and the two accusatives troublesome: he prays (that) Zeus keep all safe.

in line 20 (ἀφικόμενοι); it may be identified as circumstantial, but we do not recommend further discussion at this stage. There is one active participle, βαδίζοντας (22; attributive), the meaning of which is glossed. Inform students that active participles will be presented in the next chapter.

Tr anslation

Lines 1–9 Then on the next day, as soon as day comes, Myrrhine wakes up and wakes her husband and says, “Get yourself up, husband; for it is not possible to sleep any longer; for it is time to journey to the city.” So her husband gets up; and first he calls Xanthias and tells him not to be lazy and not to stop working. And meanwhile Myrrhine brings food and wakes grandfather and the children. And then Dicaeopolis goes into the courtyard and leads the others to the altar; and (as/while he is) making a libation he prays (that) Zeus keep all safe as they go to the city. And finally he leads out the mule, and the grandfather gets up onto it. Then in this way (thus) they journey to the city.

Vocabula ry Note that to climb or to go up onto is expressed with ἀναβαίνω + ἐπί, onto + accusative. Students have seen this in the reading at the end of Chapter 7 (lines 4 and 10), and it occurs in 8β:9.

ἐν . . . τούτῳ: = ἐν . . . τούτῳ τῳ� χρόνῳ, in this time = meanwhile.

τͺη� ὑστεραίᾳ: = τͺη� ὑστεραίᾳ ἡμέρᾳ, on the next day.

[Compound verbs to be deduced: εἰσέρχεται (7) and ἐξάγει (10). σπονδὴν . . . ποιούμενος (7): note the middle voice.]

Teaching the New Gr amma r in the Story Continue to concentrate on the present, progressive participles, if you wish identifying circumstantial and attributive usages: 5, 7, 8, 11, 17, and 23. Sense requires the aorist participle

Lines 10–14

I-68

The road is long and difficult. And soon Myrrhine is tired and wants to sit down; and the mule is tired



8   Π Ρ ΟΣ Τ Ο Α Σ Τ Υ ( β)  I - 6 9

too and is not willing to go on (forward). So, sitting by the road, they rest. But soon Dicaeopolis says, “It is time to go on; cheer up, wife; the road is long and difficult at first, but ‘when(ever) you get to the top,’ just as the poet says, then it becomes easy.”

[μακρα ˉ` γὰρ ἡ ὁδός . . . (10): note omission of the verb. In the last sentence we have kept the present general temporal clause with the subjunctive (as it is in Hesiod); it is translated in the gloss, and the grammar need not be discussed at this time. Dicaeopolis is paraphrasing Hesiod again, Works and Days, 290–92: μακρὸς δὲ καὶ ὄρθιος οἰ�μος ἐς αὐτὴν (i.e., τὴν ἀρετήν) / καὶ τρηχὺς τὸ πρω�τον· ἐπὴν δ᾿εἰς ἄκρον ἵκηαι, / ῥηιδίη δὴ ἔπειτα πέλει, χαλεπή περ ἐου�σα, The road to it (i.e., virtue), is long and steep, and rough at first, but when you reach the top, she (i.e., virtue) then becomes easy indeed, although being difficult. Note that in Hesiod it is virtue that becomes easy when one reaches the top, whereas Dicaeopolis simplifies the moral by saying that the road then becomes easy.]

Lines 15–19 So they go on up the hill and, when they arrive at the top, they see Athens lying below. And Philip, looking at the city, says, “Look, how beautiful the city is! Do you see the Acropolis?” And Melissa says, “I do see it. Do you see the Parthenon too? How beautiful it is and big!” And Philip says, “But hurry, papa; for we are going down toward the city.”

[κάτω κειμένᾱς (16): note the predicate position of the participle. Compound verb to be deduced: καταβαίνομεν (19).]

Lines 20–26 Then they quickly go down, and, having arrived at the gates, they tie the mule to a certain tree and go in. And in the city they see the many people (who are) walking in the streets; for men, women, youths, children, both citizens and foreigners, are hurrying to the agora (city center). So Myrrhine, fearing for her children, says, “Come here, Philip, and take hold of my hand. And you—Melissa I mean—don’t leave me but follow with me; for there are so many people that I am afraid for you.”

[Compound verbs to be deduced: καταβαίνουσι (20), εἰσέρχονται (21).

ἀφικόμενοι (20): sense requires the aorist; it

need not be discussed now. Aorist participles will also be used in Exercise 8δ, no. 6, and in Exercise 8ζ , no. 4. ἄνδρες γὰρ, γυναι�κες, νεᾱνίαι, παι�δες (22): note the asyndeton (absence of connectives). πολι�ται τε καὶ ξένοι (23): apposition.]

Wor d Bu ilding 1. where? whither? whence? 2. hither 3. there; thither 4. here or there; hither or thither 5. here or there; hither or thither 6. there; thither; thence 7. at home; to home; from home 8. in another place; to another place; from another place 9. everywhere; in all directions; from all directions 10. in Athens; to Athens; from Athens For place where, the suffixes are -ι, -θι, -ου, and -σι(ν); for place to which, they are -δε, -ζε and -σε (ποι� is an exception, but it is the form used in Attic Greek; πόσε, the regular form, is confined to Homer and epic); and for place from which, -θεν. Note other endings in δευ�ρο, ἐνταυ�θα, and ἔνθα, and note that ἐνταυ�θα, ἔνθα, and ἐνθάδε are used for both place where and place to which and that ἐνταυ�θα and ἐνθάδε can mean either here or there or hither or thither depending on the context.

English Der ivativ es from Wor ds in the Vocabu la ry List

ἀγοραˉ΄: agora, agoraphobia πολι΄ˉτης: politic, politics χείρ: chirography, chirurgeon (archaic), chiromancy,

chiropodist, chiropractic, chiropractor, chiropteran, surgery ὑπέρ: hyper, hyperacid, hyperactive, hyperbaric, hyperbaton, hyperbola, hyperbole, hyperbolic, hyperbolism, hyperbolize, hyperboloid, Hyperborean, hyperborean, hypercalcemia, hypercapnia, hypercatalectic, hypercharge, hypercholesterolemia, hyperconscious, hypercorrect, hypercorrection, hyercritic, hypercritical, hyperemia, hyperesthesia, hypereutectic,

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

hyperextension, hyperfine structure, hypergamy, hyperglycemia, hypergolic, hypergonadism, hyperinflation, hyperinsulinism, Hyperion, hyperirritability, hyperkalemia, hyperkeratosis, hyperkinesia, hyperkinetic, hyperlink, hyperlipemia, hyperlipidemia, hypermarket, hypermedia, hypermetric, hypermetropia, hypermnesia, hypernatremia, hyperon, hyperopia, hyperostosis, hyperphagia, hyperpigmentation, hyperpituitarism, hyperplasia, hyperploid, hyperpnea, hyperpolarize, hyperpyrexia, hyperrealism, hypersensitive, hypersexual, hypersonic, hyperspace, hypersthene, hypertension, hypertensive, hypertext, hyperthermia, hyperthyroid, hyperthyroidism, hypertonia, hypertonic, hypertrophy, hyperuricemia, hyperventilate, hyperventilation, hypervitaminosis τέλος (τέλειος /τέλεος, -ᾱ, -ον, perfect; complete; τὸ τέλος, end): telangiectasia, telencephalon, teleology, teleost, telocentric, telolecithal, telomere, telophase, telos, telotaxis

Gr amma r 2 Notes:

Gr amma r 3 Notes:

Book I

8. So the daughters, obeying their fathers, follow (them) home. 9. And when they arrive home, the men tell their wives everything. 10. And the mothers grow very angry at their daughters.

✒ ✒ Ex ercise 8ε 1. ἡ μήτηρ τὴν θυγατέρα κελεύει πρὸς τὴν κρήνην σπεύδειν. 2. ἡ δὲ θυγάτηρ πρὸς τὸν ἀγρὸν βαδίζει καὶ τὸν πατέρα ζητει�. � ἀγρῳ� 3. τὸν δὲ πατέρα εὑρίσκει ἐν τῳ ἐργαζόμενον μετ᾿ ἄλλων ἀνδρω�ν. � δὲ πατρί, “ὠ� πάτερ,” φησίν, “ἡ μήτηρ 4. τῳ κελεύει με ὕδωρ φέρειν ἀπὸ τη�ς κρήνης. 5. “αἱ δ᾿ ἄλλαι κόραι πα�σαι παίζουσιν.” � μητρὶ πείθου, ὠ� θύγατερ,” 6. ὁ δὲ πατήρ, “τͺη φησίν. “τὸ ὕδωρ φέρε.” � κρήνͺη πολλαˉ`ς γυναι�κας ὁρᾳ� ἡ 7. πρὸς δὲ τͺη θυγάτηρ· πα�σαι ὑδρίᾱς φέρουσιν. 8. ται�ς οὐ�ν γυναιξίν, “χαίρετε, ὠ � φίλαι,” φησίν, καὶ τὴν ὑδρίᾱν πληροι�. � μητρὶ 9. ἐπεὶ δὲ οἴκαδε ἀφικνει�ται, τͺη πάντα λέγει. 10. ἡ δὲ μήτηρ, “εὐ� γε,” φησίν, “ἴθι νυ�ν καὶ μετὰ τω�ν ἄλλων κορω�ν παι�ζε.”

Gr amma r 4 Students should be required to memorize the nominative singular, masculine, feminine, and neuter, and the masculine genitive singular form. All the other forms can be generated from these according to the rules for 3rd and 1st declension nouns.

✒ ✒ Ex ercise 8δ 1. All the women are hurrying to the spring. 2. For the mothers are looking for their daughters. 3. But when they arrive at the spring, their daughters are not present there. 4. So the women run home and tell their husbands everything. 5. So the husbands set out for the fields, for they are going to look for their daughters. 6. And having arrived at the fields, the fathers see their daughters talking to some young men. 7. So they call their daughters and say, “Come here, daughters; don’t talk to young men.”

Gr eek Wisdom The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Diogenes Laertius, Lives of Eminent Philosophers: I, Loeb Classical Library Vol. 184, translated by R. D. Hicks, Cambridge, MA: Harvard University Press, 1966. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See p. 102 (1.99) for this quotation.

Tr anslation Practice is the all. Practice makes perfect.

Gr amma r 5 Students should learn the first three cardinals carefully, including the full paradigms. They should become familiar enough with the cardinals four to



8   Π Ρ ΟΣ Τ Ο Α Σ Τ Υ ( β) I -7 1

ten and the ordinals first to tenth to be able to recognize them with ease in the readings. These numbers will not be given in the chapter vocabularies or glossed in subsequent readings, but they are all included in the vocabularies at the end of the book for reference. Remind students that οὐδείς is a compound of the negative οὐδέ + εἱ�ς. Students may be told that the form δυοι�ν (genitive and dative) has an ending regularly used in the dual number for second declension nouns and adjectives. Homer has δύω, which also shows the original dual ending.

Gr amma r 6 Notes:

2. The father leaves his sons at home, and he leads his daughters to Athens. 3. The road is long and difficult; but on the second day they arrive there. 4. They see the many people who are hurrying in all directions through the roads. 5. When they arrive at the agora, they stay a long time looking at everything. 6. For two days they look at the things in the agora, and on the third they go up onto the Acropolis. 7. They stay in Athens for nine days, and on the tenth they start home. 8. They make a journey for four days, traveling slowly, and on the fifth they arrive home. [No. 4, πανταχόσε: see Word Building, p. 144, where the meaning of this word is to be deduced.]

✒ ✒ Ex ercise 8ζ 1. A certain farmer has three children, two sons and one daughter. 2. The boys work all day in the field, but the daughter stays at home and helps her mother. And at night they all sleep in the house. 3. And on the next day the mother (says) to her daughter, “There is not much water in the house; within two days we will have no water. So go and bring me water.” 5. And having arrived at the spring, the girl sees four women filling their water jars. 6. The first woman says, “Greetings, dear; come here and fill your jar.” 7. And the second says, “Why have you come to the spring? What is your mother doing?” 8. And answering, the girl says, “Mother is busy; for she is weaving five robes.” 9. And the third woman says, “Hurry up, you idle girl; for your mother is waiting for you.” 10. And the fourth woman says, “Don’t be so hard; for the girl is already hurrying.” 11. So the girl fills the whole jar quickly and hurries home.

� μητρὶ συλλαμβάνει (2): note the use [τͺη with the dative case; see Chapter 6, Grammar 6g, p. 103.]

Ο ΟΔΥΣΣΕΥΣ ΚΑΙ Ο ΑΙΟΛΟΣ Title: “Odysseus and A eolus” The story is based on Odyssey 10.1–75.

Tr anslation

Lines 1–3 When we escape from the cave of the Cyclops, we return quickly to our comrades. And they, when they see us, rejoice. And on the next day I tell them to go onto the ship again. Thus we then sail away.

[Compound verbs to be deduced: εἰσβαίνειν (3) and ἀποπλέομεν (3).]

Lines 4–7 And soon we arrive at the island (of) Aeolia. And there lives Aeolus, king of the winds. And he, receiving us kindly, entertains us for a long time. And when I tell him to send us away, he hands me a bag in(to) which he ties up all the winds except one, the gentle Zephyr.

[Compound verb to be deduced: ἀποπέμπειν (6).]

Lines 8–11

✒ ✒ Ex ercise 8η 1. The daughters, obeying their mother, wake their father and persuade him to go to Athens.

Then we sail for nine days, and on the tenth we see our fatherland. At that very moment I fall asleep; and my comrades, when they see me sleeping, say this (speak thus): “What is in the bag? Surely

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

there is much gold in it and much silver, gifts of Aeolus. Come on! Untie (loosen) the bag and take the gold.”

[Compound verb to be deduced: ἔνεστιν (10).]

Lines 12–16 But when they untie the bag, at once all the winds fly out, and they make a terrible storm and drive the ship away from our fatherland. And I wake up and learn what is happening. Then I despair and want to throw myself into the sea; but my comrades save me. Then the winds thus carry us back again to the island of Aeolus.

[Compound verb to be deduced: ἀπελαύνουσιν (13).]

✒ ✒ Ex ercise 8θ 1. ἐπεὶ εἰς τὴν νη �σον ἀφικνούμεθα, πρὸς τὸν του� Αἰόλου οἰ�κον ἔρχομαι. 2. ὁ δέ, ἐπεὶ ὁρᾳ� με, μάλα θαυμάζει καί, “τί πάσχεις,” φησίν, “τί αὐ�θις/πάλιν πάρει;” 3. ἐγὼ δὲ ἀποκρι΄ˉνομαι, “οἱ ἑται�ροι αἴτιοί εἰσιν. τοὺς γὰρ ἀνέμους ἔλῡσαν. ἀλλὰ βοήθει ἡμι�ν, ὠ� φίλε.” 4. ὁ δὲ Αἴολος, “ἄπιτε ταχέως,” φησίν, “ἀπὸ τη�ς νήσου. οὐ γὰρ δυνατόν ἐστιν ῾υˉμι�ν βοηθει�ν. οἱ γὰρ θεοὶ δήπου μῑσου�σιν υˉ῾μα�ς.”

Book I

Cl assica l Gr eek For Sappho, see David A. Campbell, Greek Lyric Poetry, New York: St. Martin’s Press, 1967 (p. 52 for the text of this fragment and p. 285 for notes; Campbell accepts the attribution to Sappho). Reproduced with permission of Palgrave, Basingstoke, England.

Tr anslation The moon has set and the Pleiades, it is midnight, and time passes, and I sleep alone.

[μέσαι . . . νύκτες: poetic plural for singular.] You may care to read students the version of this poem by the English poet and classicist A. E. Housman (1859–1936): The rainy Pleiads wester The rainy Pleiads wester,   Orion plunges prone, The stroke of midnight ceases.   And I lie down alone. The rainy Pleiads wester,   And seek beyond the sea The head that I shall dream of.   And ’twill not dream of me.

h 9 Η ΠΑΝΗΓΥΡΙΣ (α)

Title: “The Festival”

of the cella of the Parthenon. Made of gold and ivory, it stood 38 feet or 11.5 meters high (including the base); the Victory in her right hand was 6 feet or 1.8 meters high. With her left hand she supports her spear and holds her shield, behind which curls a serpent, representing the spirit of Erechtheus, the mythical founder and king of Athens. The statue remained in the Parthenon until the fifth century ad, when it was removed to Constantinople. It was still there in the tenth century but disappeared soon after (melted down?). A model made ca. ad 120 survives, and this, together with a detailed description by Pausanias (f l. ad 150), makes possible the reconstruction shown in this photograph (Royal Ontario Museum, Canada).

Explain that the word πανήγυρις is a compound of πα� ν and ἡ ἄγυρις, gathering = a general/ national assembly; a festival (to which everyone comes to celebrate one of the major gods). English derivative: panegyric, “a public speech in praise of someone; an encomium.”

Pur poses of This Ch apter 1. Reading: to record the experiences of the family on their arrival in Athens; to tour the Acropolis with them; and to describe the evening procession in honor of Dionysus and the prayers and rites in his honor (and in the story at the end of the chapter to continue the series of tales from the Odyssey with the story of Odysseus and Circe) 2. Grammar: (α) to introduce the forms of the present active participle; (β) to present 3rd declension nouns with stems in vowels and diphthongs; to consolidate the uses of the genitive case; to review some familiar uses of the article; and to present some new ones 3. Context: to describe Athens as it might have been experienced by an ancient visitor

Caption under Illustration

They see the statue of Athena, (being) armed and carrying Victory in her right hand.

There are a number of words here that students have not had, but their meanings can easily be elicited with content questions. “What do you see?” εἰκόνα, a statue. “How is the goddess clothed?” ἐνοπλίου, in armor, literally “(fitted out) with weapons (ὅπλα).” “What is she carrying?” Νι΄ˉκην, Victory. “With what is she carrying it?” δεξιᾳ�, with her right hand. The caption introduces two present participles, οὔσης and φερούσης, and different translations may be tried, e.g., being and which is for οὔσης and carrying and who is carrying for φερούσης.

Map (p. 154)

From Chester G. Starr, A History of the Ancient World, Oxford University Press, 1965, p. 332.

Illustration (p. 155)

The statue of Athena Parthenos, one of the masterworks of Pheidias, stood inside the east end

I-73

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Vocabula ry Note that ἐπανέπρχομαι when it means return to will be used with εἰς or πρός + the accusative. Point out that ἐπανιέναι is used as the infinitive corresponding to the verb ἐπανέρχομαι; students will recognize the infinitive ἰέναι, which was introduced in vocabulary 7α. Full discussion should be left until later when the verb εἰ�μι is treated in Chapter 10. Students will be interested to know that ἡ ἀριστεραˉ΄ is a euphemism, literally meaning the better (cf. ἄριστος, best) and used to avoid an ill-omen since the left was regarded as unlucky; εὐώνυμος, -η, -ον (εὐ- + ὄνομα), meaning literally of good name, is also used euphemistically to mean left, on the left hand. Another word for left, ˉ΄, -όν, may also mean on the left hand, σκαιός, -α westward; unlucky; awkward; stupid, and is related to Latin scaevus, -α , -um, “left; on the left; unlucky; perverse”—cf. the legendary Roman C. Mucius Scaevola, who tried to kill the Etruscan king, Porsenna, when he was besieging Rome, but killed his secretary instead; when arrested, he burned off his right hand in the presence of Porsenna to show his fearlessness. Under the entry for ἐπί we have added onto as one of its meanings with the accusative (in conjunction, for example, with ἀναβαίνω). ἡ Ἀθηνα� : a feminine contract noun of the 1st declension; nouns of this sort are few in number and are not formally presented in this course.

Teaching the New Gr amma r in the Story Students saw two masculine present active participles in Chapter 8 (βαδίζοντας, 8β:22, and καθεύδοντα, tail:8), and they saw two feminine present active participles in the caption under the picture at the beginning of this chapter. Have students look at these four examples and translate the sentences in which they occur. Inform them that these are present active participles that are parallel in function to the present middle participles that they learned in Chapter 8. Call attention to the letters -ντ- in the masculine present participles and the letters -ουσ- in the feminine examples. This will allow students to recognize the present active participles in story 9α with no difficulty in lines 4, 6, 9, 10, 17, 26, 31, and 35.

Book I

After reading, comprehension, and translation of the story, focus on the present active participles, underlining them on overhead transparencies. Have students identify the noun or pronoun that each participle modifies. Then draw up a chart on the board of the forms that occur in the caption and story α in Chapter 9: Masculine: Nom. sing.  ἀνέχων (26) Acc. sing.  βοω � ντα (6)  ἔχοντα (35) Nom. pl.  ἐσθίοντες (9)  πιˉ΄νοντες (10) Acc. pl.  σπεύδοντας (4)  βοω � ντας (4)  ποιου� ντας (4)  καθορω � ντας (31) Feminine: Nom. sing.

 φέρουσα (24)

Gen. sing.  οὔσης (caption)  φερούσης (caption) Acc. sing.  οὐ�σαν (17)  φέρουσαν (17)

Students should recognize from the chart that the masculine participles have 3rd declension endings and that the feminine ones have 1st declension endings. This plus the letters -ντ- in the masculine present participles and the letters - ουσ- in the feminine ones will put students well on the road to being able to recognize present active participles and their gender, number, and case.

Tr anslation

Lines 1–4 So going like this they arrive at the agora. But the crowd is so great there that they can scarcely go forward toward the Acropolis. Finally, following Dicaeopolis, they arrive at a portico, and sitting



9   Η Π Α Ν Η Γ Υ Ρ Ι Σ (α) I -75

down they watch the people hurrying and shouting and making an uproar.

[στοα ˉ΄ν (3): students might wonder why the stem of this word ends in an α that is not preceded by ε, ι, or ρ. Other spellings of the word show the ι, e.g., στοιαˉ΄. Present active participles: σπεύδοντας (4), βοω�ντας (4), and ποιου�ντας (4).]

Lines 5–10 By now the children are very hungry. And Philip sees a sausage seller pushing his way through the crowd and hawking (shouting) his wares. So he calls his father and says, “Dear papa, look, a sausage seller is approaching. Don’t you wish to buy food? For we are very hungry.” So Dicaeopolis calls the sausage seller and buys food. Then in this way (thus) they sit in the colonnade eating sausages and drinking wine.

[The sausage seller is a character from one of the comedies of Aristophanes, the Knights. Students should deduce an appropriate mean�ντα (6), such as hawking. ing for βοω �ντα (6), Present active participles: βοω ΄ ἐσθίοντες (9), and πιˉνοντες (10).]

Lines 11–19 After the meal Dicaeopolis says, “Come on! Don’t you want to climb the Acropolis and look at the temples?” The grandfather is very tired and does not wish to go up, and the others leave him sitting in the portico and pushing through the crowd they go up onto the Acropolis. And when they arrive at the top of the Acropolis and pass through the gateway / the Propylaea, they see the temple of the Maiden opposite and the statue of Athena, which is (being) very large, armed and carrying a spear in her right hand. Then for a long time the children, gazing at the goddess, stay quiet, but finally Dicaeopolis says, “Come on! Don’t you want to look at the temple?” And he leads them forward.

[Present active participles: οὐ�σαν (17) and φέρουσαν (17); the gloss will help with the former.]

Lines 20–29 The temple is very large and very beautiful. For a long time they look at the carvings, which decorate

the whole temple. The gates are open; so the children go up and enter (the temple). The whole inside is dark, but with difficulty they see the statue of Athena opposite, the most beautiful work of Pheidias. The goddess gleams with gold, carrying a (statue of) Victory in her right hand and in her left a shield. Then the children, gazing, at the same time are frightened and rejoice. Philip goes forward and, holding up his hands, he prays to the goddess, “O Maiden Athena, daughter of Zeus, protectress of our city, be gracious and listen to my prayer (to me praying); keep the city safe and keep us safe from all dangers.” Then he returns to Melissa and leads her out of the temple.

[τὸ πα� ν ἱερὸν (21): note the attributive position of the adjective πα�ς when it means whole in the sense of the sum total of something’s parts. Compare the predicate position in the phrase οἱ . . . παρόντες πάντες; in 9β:19. See Chapter 8, Grammar 4, p. 147. Compound verb to be deduced: εἰσέρχονται (22). πάντα τὰ εἴσω (22): note the use of the article and adverb as a substantive, the things inside = the inside; see Grammar 6c, p. 172. Note also the predicate position of the adjective πάντα , literally, all the things inside = everything inside. Present active participle: φέρουσα (24) and ἀνέχων (26). Note the use of the dative with εὔχεται (26): prays to the goddess. Philip’s prayer follows the traditional form: invocation of the god or goddess with mention of his or her birth—here, daughter of Zeus—and a cult title—here, protectress of our city; this would usually be followed by a promise of an offering such as a sacrifice; and finally there is the request made to the deity.]

Lines 30–34 For a long time they look for their parents, and finally they find them behind the temple looking down on the sanctuary of Dionysus. And Dicaeopolis says, “Look, children, the people are already gathering at the sanctuary. It’s time to go down and look for our grandfather.”

[Present active participle: καθόρω �ντας (31). Compound verb to be deduced: καταβαίνειν (33).]

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Lines 34–38 So they go down and hurry to the portico; there they find the grandfather in a bad temper. “What are you doing, child?” he says; “Why have you left (do you leave) me so long? Why aren’t we watching the procession?” But Dicaeopolis says, “Cheer up, papa; for we are now going to the sanctuary of Dionysus; for the procession takes place soon. Come on!” So he speaks and leads them to the sanctuary.

[Present active participle: ἔχοντα (35). Compound verb to be deduced: καταβαίνουσιν (34).]

Wor d Stu dy 1. democracy: ἡ δημοκρατίᾱ (ὁ δη � μος + τὸ κράτος, power; rule). The English noun suffix -cy regularly replaces Greek noun endings -τίᾱ , -τείᾱ, -κίᾱ , and -κείᾱ. � μος + ἄγω, 2. demagogue: ὁ δημαγωγός (ὁ δη ἀγωγός, -όν, leading); “a leader of the people” (the word is now used in a pejorative sense of a politician who unscrupulously appeals to the emotions and selfish interests of the electorate). � μος + ἡ γραφή, writing 3. demography: ὁ δη (γράφω) = “the recording of information about groups of people,” such as statistics on population (coined 1880). � μος) = 4. endemic: ἔνδημος, -ον (ἐν + ὁ δη “among the people,” “native,” “prevalent among the people”—ἔνδημα νοσήματα = “endemic diseases.” � μος), I live 5. epidemic: ἐπιδημέω (ἐπί + ὁ δη among my people, I live at home; (of diseases) to be widespread (in Hippocrates). There is no adjective ἐπιδημικός, -ή, -όν, but the phrase ἐπιδημιακά νοσήματα occurs in the Hippocratic corpus. The word first appears in English in 1603, probably borrowed from the French, epidémique. 6. pandemic: πάνδημος, -ον, belonging to the whole people; used of diseases by Galen (second century ad); pandemic is distinguished from epidemic as wider in effect, i.e., prevalent over a whole people or continent.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

θεός: see Chapter 8α.

Book I

ἱερόν (ἱερο-): Hierapolis, hierarch, hierarchize,

hierarchy, hieratic, hierocracy, hierodule, hieroglyph, hierology, hierophant διά: diabetes, diabolical, diabolism, diachronic, diacritical, diadem, diagnose, diagonal, diagram, dialect, dialogue, dialysis, diameter, diapason, diaper, diaphoresis, diaphragm, diarrhea, diaspora, diastasis, diastole, diatessaron, diatonic, diatribe ἐπί: see list with Chapter 5β

Gr amma r 1 As with the present middle participles in the previous chapter, emphasize that the present active participles also describe actions that are in process, ongoing, or progressive. Translate for the students a few of the sentences in the story with present active participles in such a way as to highlight this progressive aspect of the actions, e.g., instead of they watch the people hurrying and shouting and making an uproar (9a:3–4), try they watch the people as they are / in the process of / continuously hurrying and shouting and making an uproar. As with the adjective πα� ς , πα� σα , πα� ν (Chapter 8, Grammar 4, p. 146), make sure students realize that the masculine and neuter forms of the present participle have 3rd declension forms and that the feminine have 1st declension forms identical to those of the noun ἡ μέλιττα . The nominative masculine singular of the participle of εἰμί is formed from the stem ὀντ-, by dropping the τ and lengthening ο to ω, without adding the nominative ending - ς; compare χειμών, χειμω�ν-ος and σώφρων, σώφρον-ος (Chapter 7, Grammar 5 and Grammar 7, pp. 124–5) and the noun γέρων, γέροντ- ος (see Grammar 2 in this chapter, pp. 168). For the feminine, see Smyth, 301d. Students should be required to memorize the nominative singular, masculine, feminine, and neuter, and the masculine genitive singular forms. All the other forms can be generated from these according to the rules for 3rd and 1st declension nouns, noting only that in the dative plural masculine and neuter ὄντ- σι(ν) becomes οὐ�σι(ν). For the contract verbs students should again memorize the three nominative singular forms and the genitive masculine singular. From these forms they can again construct most of the others, noting what happens in the dative plural masculine and neuter.



9   Η Π Α Ν Η Γ Υ Ρ Ι Σ (α) I -7 7

✒ Ex ercise 9 α

✒ ✒ Ex ercise 9 δ

1. σπεύδοντας . . . βοω �ντας . . . ποιου�ντας (4; masc. acc. pl.), modifying τοὺς ἀνθρώπους (4) βοω�ντα (6; masc. acc. sing.), modifying ἀλλᾱντοπώλην (5) ἐσθίοντες . . . πι΄ˉνοντες (9–10; masc. nom. pl.), modifying the subject of καθίζον ται (9) οὐ�σαν . . . φέρουσαν (17; fem. acc. sing.), modifying εἰκόνα (16) φέρουσα (24; fem. nom. sing.), modifying ἡ θεὸς (23) ἀνέχων (26; masc. nom. sing.), modifying ὁ . . . Φίλιππος (25) καθορω�ντας (31; masc. acc. pl.), modifying αὐτοὺς (30) ἔχοντα (35; masc. acc. sing.), modifying τὸν πάππον (35) 2. We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

1. The children sit in the agora drinking wine.

✒ Ex ercise 9 β 1. οἱ παι�δες τρέχοντες 2. τῳ � ἀνδρὶ βαδίζοντι 3. τοὺς νεᾱνίᾱς τῑμω �ντας 4. τοι�ς παισὶν οὐ�σιν 5. τω �ν νεᾱνιω�ν μαχομένων ` 6. τα ˉς γυναι�κας λεγούσᾱς 7. τὸν ∆ικαιόπολιν εὐχόμενον 8. του� δούλου πονου� ντος 9. αἱ παρθένοι ἀκούουσαι 10. του� ἀγγέλου βοω �ντος

✒ Ex ercise 9 γ 1 ἄγοντες  The slaves have come leading the oxen. The citizen sees a certain 2 μένοντα  stranger waiting by the road. The women sit in the field 3 θεωρου� σαι watching the children. or θεώμεναι The boys don’t stop throw4 βάλλοντες  ing stones. The men watch the girl run5 τρέχουσαν  ning to the city.

οἱ δου� λοι οἴκαδε σπεύδουσι τοὺς βου�ς ἐλαύνοντες.

2. Do you see the girl who is hurrying into the temple?

ὁ ξένος ὁρᾳ� τοὺς παι�δας τοὺς εἰς τὴν ἀγοραˉ`ν τρέχοντας. 3. All hear the sausage seller hawking his wares.

οὐδεὶς ἀκούει τη�ς παρθένου τη�ς τὴν μητέρα καλούσης.

4. The men leave the women preparing dinner in the house.

ὁ παι�ς τὸν πατέρα εὑρίσκει ἐν τͺη� ἀγορᾳ� μένοντα.

5. The young man loves the girl who is (being) very beautiful.

ὁ πατὴρ τὸν παι�δα τῑμᾳ� μάλα ἀνδρει�ον ὄντα. Map (p. 161 top)

From Michael Grant and Arthur Banks, Ancient History Atlas, © 1971 by Weidenfeld & Nicolson, London, 1971, p. 27.

Illustration (p. 161 bottom)

This model of the west side of the agora in the late classical period shows (from left to right) the Tholos, the Metroon (with in front of it the base on which the statues of the eponymous heroes stood), the temple of Apollo Patroos, and the stoa of Zeus. Behind the Metroon is the Bouleuterion. On the hill to the west is the temple of Hephaestus (­A merican School of Classical Studies at Athens)

The City of Athens For further reading, see The World of Athens, pp. 74–83. For modern estimates of the capacity of the fifth-century Theatre of Dionysus, see E. Csapo in P. Wilson, ed. The Greek Theatre and Festivals (Oxford University Press, 2007), pp. 96–97.

Illustration (p. 184)

Maidens from the east frieze of the Parthenon (photo: Alison Frantz, Paris, Musée du Louvre).

Illustration (p. 184)

Model of the Athenian Acropolis as seen from the northwest. This is a plaster copy of the model by G. P. Stevens in the American School of Classical

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Studies in Athens, with additions by Sylvia Hahn of the Royal Ontario Museum (under the supervision of J. W. Graham). (Toronto, Royal Ontario Museum) A ramp leads up to the Propylaea (gateway); to the right on a projecting bastion stands the little temple of Athena Nike. Beyond the Propylaea on the right is the sanctuary of Brauronian Artemis.

Book I

To its left stands the great statue of Athena Promachus. Opposite the Parthenon on the left side of the Acropolis is the Erechtheum.

Illustration (p. 184 bottom)

The Parthenon seen from the Propylaea (photo: Alison Frantz, American School of Classical Studies).

h Η ΠΑΝΗΓΥΡΙΣ (β)

Illustration (p. 165)

Teaching the New Gr amma r in the Story

Drawn from an Attic red figure cup by the Brygos Painter, ca. 490 bc (Würzburg, Museum der Uni�μος), involving dancing versität). The revel (ὁ κω and drinking in the street, was a regular part of many religious festivals, especially those in honor of Dionysus.

Continue the focus on present, progressive participles in the active voice, as found in lines 4, 5, 6, 7, 8, 9, 10, 14, 15, 17, 21, 22, and 25.

Caption under Illustration

Lines 1–3

Tr anslation

Many of those who are present, being drunk, are reveling.

Evening is now come (present). Soon all the people are silent; for the herald comes forward and, shouting, says, “Be silent, citizens; for the procession is approaching. Get out of the way.” And so all get out of the way and wait for the procession.

Students will need help with μεθύοντες and κωμάζουσιν. τω�ν παρόντων: point out that the definite article with a participle can form a noun phrase: “of those (who are) present.”

Lines 4–9 At that very moment they see the procession (as/ while it is) approaching. The heralds are leading; and then very beautiful girls walk (along) carrying baskets full of grapes. Many citizens carrying skins of wine follow them and many metics carrying trays (of offerings). And then the priest of Dionysus comes forward and with him noble youths carrying the statue of Dionysus. Last in order attendants come leading the sacrificial victims.

Vocabula ry Students should see the relationship between the new nouns τὸ ἱερει�ον and ὁ ἱερεύς and the noun τὸ ἱερόν in Vocabulary 9α. Students should note that ῞ˉι λεως has only two sets of forms, one to go with masculine and feminine nouns and the other to go with neuter nouns. The Attic declension of this noun need not be presented to students; they need only to be able to recognize the nominative and the accusative. See the note on λαγώς in this handbook for Vocabulary 5α.

[μέτοικοι (7): for this term, see the essay in Chapter 2. Word glossed earlier in the chapter: τὴν . . . εἰκόνα (8), the statue.]

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Lines 10–14 Then all, rejoicing, follow the procession toward the sanctuary of the god. And when they arrive, the priest and the young men carry the statue of the god into the temple, and the attendants lead the victims to the altar. And then the herald, proclaiming, says to the people, “Keep holy silence, citizens.” So the whole crowd is silent and waits quiet(ly).

[Words glossed earlier in the chapter: τέμενος (10), sanctuary; τὴν . . . εἰκόνα (11), the statue, and ὁ ὅμῑλος (13), the crowd. εὐφημει�τε (13): εὐφημέω, literally, I speak well = I avoid unlucky words, hence keep holy silence (the safest way of avoiding unlucky utterance); εὐφημει�τε was the traditional call before any religious ceremony. ἥσυχος (14): predicate adjective, best translated here as an adverb.]

Lines 15–18 And the priest, raising his hands toward heaven, says, “Lord Dionysus, listen to my prayer (me praying); Thunderer, receive our sacrifice and be gracious to the people; for you, being gracious (when you are gracious), keep safe our vines and make the grapes grow (increase the grapes) to provide us with wine.”

[Note ὥστε + the infinitive παρέχειν (17–18), in a result clause.]

Lines 19–24 And all those present shout: “eleleu, iou, iou, Thunderer, being gracious make our grapes grow (increase our grapes) and provide us with wine.” And then the priest slaughters the victims; and the attendants, being ready, take them and cut (them) up. And some (parts) they offer (hand over) to the god (by) burning (them) on the altar, and others they divide up for those present. And when all is ready, the priest pours wine as a libation and prays to the god. Then all drink wine and eat the flesh, enjoying the feast.

[οἱ . . . παρόντες πάντες (19): give help, if necessary, with the use of the article with a participle to create a substantive (formally presented in

Book I

Grammar 6e, p. 172, later in this chapter, though students may have already encountered it in Chapter 8 of Workbook 1); note the predicate position of πάντες, here following rather than preceding the article and participle.]

Lines 25–31 It is now midnight, and many of those who are present, being/because they are drunk, are reveling. So Myrrhine, fearing for her children, says, “Come on, husband, grandfather is very tired. It is time to return to the gates and sleep.” But the grandfather says, “What are you saying? I am not tired. I want to revel.” But Dicaeopolis says, “You are old, father; it’s not suitable for you to revel. Come on.” Thus he speaks and leads them toward the gates. And when they arrive, they find the mule, and all sleep on the ground.

[τω �ν . . . παρόντων πολλοὶ (25): give help here as necessary with the partitive genitive, which is presented formally in Grammar 5b, p. 170, later in this chapter. κωμάζουσιν (25): revels (οἱ κω�μοι) played a regular part in religious celebrations, especially at the festivals of Dionysus; there was dancing and drinking in the streets. These revels were, perhaps, not unlike the carnivals held in Europe before the beginning of Lent.]

Wor d Bu ilding The relationship between the words in the sets is the following. A basic noun or verb is given at the left, from which the stem may be obtained by dropping the endings (-ς, -ς, and -ω). To these stems (note the lengthening of the -ε- of the contract verb) are added the suffix -της, which gives us 1st declension masculine nouns. Nouns with this suffix describe persons doing something or concerned with something. In the third column, the adjectival suffix -τικος has been added to the stems, producing adjectives that denote some relation to the nouns or verbs from which they are formed, often of fitness or ability. 1. city; citizen; of or belonging to a citizen (ἡ πολῑτικὴ τέχνη, the art appropriate to life in the city, politics). 2. ship; sailor; of or belonging to a ship or a sailor, nautical, naval (τὸ ναυτικόν, fleet).



9   Η Π Α Ν Η Γ Υ Ρ Ι Σ ( β) I - 81

3. I make; a maker, poet; capable of making, inventive, poetical.

Gr amma r 4 Notes:

English derivatives:

πολῑτικός ναυτικός ποιητής ποιητικός

political nautical poet poetic, poetical

English Der ivativ es from Wor ds in the Vocabula ry List

καίω (καυ-): caustic, cauterize, cautery, holocaust,

ink

γέρων: gerontocracy, gerontology, gerontologist δη� μος: demagogue, deme, demiurge, democracy,

democrat(ic), demographics, demography, epidemic, pandemic ἱερει�ον, ἱερεύς: see ἱερόν in list in first half of this chapter οὐρανός: uranography, Uranus πομπή: pomp, pompous ἄριστος: aristocracy, aristocrat μέσος: Mesoamerica, mesoblast, mesocarp, Mesolithic, mesomorph, Mesopotamia, mesosphere, Mesozoic

Illustration (p. 168)

Students should be informed that the remains seen here are from a stone theater built between 342 and 326 bc (and modified in Hellenistic and Roman times), replacing the earlier wooden structure (photo: Alison Frantz, American School of Classical Studies at Athens).

Gr amma r 2 For the declension of γέρων, γέροντος, see the notes on Grammar 1 above.

Gr amma r 3 Both πόλις and ἄστυ may mean city, and both are used in reference to Athens. The word ἄστυ refers to the city as opposed to the country (ἀγρός) or to the city as a collection of buildings, rather than to the city as seen in its body of citizens, the πόλις.

✒ ✒ Ex ercise 9ε 1. αἱ μακραὶ νη � ες 2. του� καλου� ἄστεως 3. τω �ν μεγάλων βασιλέων 4. τῳ � μεγάλῳ βοΐ 5. τη � ς μεγάλης πόλεως 6. τοι�ς μεγάλοις ἄστεσι(ν) �ν τω�ν νεω�ν 7. πασω 8. τὴν πα� σαν πόλιν 9. τοι�ς ἰσχῡροι�ς βουσί(ν) � μῑκρᾳ� πόλει 10. τͺη 11. του� μεγάλου βασιλέως 12. τα ˉ`ς μεγίστᾱς ναυ� ς 13. οἱ μεγάλοι βόες 14. τὸν σοφὸν βασιλέᾱ

Gr amma r 5 Notes:

✒ ✒ Ex ercise 9 ζ 1. What is the stranger’s name? 2. The king is receiving the messenger of the Athenians. 3. We arrive at our father’s field. 4. The child walking down the street holds onto his father’s hand. 5. The citizens listen to the messenger, wanting to learn the words/proposals of the king. 6. ἀκούομεν τοὺς του� ἀγγέλου λόγους. 7. ἔρχομαι πρὸς τὴν του� ποιητου� οἰκίᾱν. �ς παρθένου πατέρα. 8. ζητου� σι τὸν τη �ς παρθένου δακρῡούσ 9. ἡ μήτηρ ἀκούει τη ης καὶ σπεύδει ἐκ τη�ς οἰκίᾱς. 10. οἱ πολι�ται του� ἀγγέλου λαμβάνονται καὶ ἄγουσιν αὐτὸν/ἡγου� νται αὐτῳ� πρὸς τὸν βασιλέᾱ. �ν γυναικω�ν πολλαὶ βούλονται πρὸς τὸ 11. τω ἄστυ ἰέναι μετὰ τω�ν ἀνδρω�ν. [Note ἔχεται with the genitive in no. 4. See Grammar 5d in this chapter for the genitive with certain verbs.]

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Gr amma r 6 Notes:

✒ ✒ Ex ercise 9η 1. The father tells his son to stay in the city; but he does not obey him. 2. Some of the citizens are returning home, and others are staying, watching the procession. 3. Some of the girls are waiting by the spring, and others are already returning home with their mothers. 4. The (women) carrying the baskets are very beautiful. 5. Those who are watching the dances rejoice very much. 6. Do you see the men working in the field? 7. Your friends want to learn politics (the affairs of the city). 8. The young men who are hurrying to the field are about to help their father. 9. Don’t say this to me; for you do not know politics. 10. All the men of today honor those who love the city. 11. Your friends want to learn what justice is. 12. The women in the house are talking to one another concerning virtue. 13. Save the men in the ship; for they are in very great danger.

Ο ΟΔΥΣΣΕΥΣ ΚΑΙ Η ΚΙΡΚΗ Title: “Odysseus and Circe” Based on Odyssey 10.134–400.

Tr anslation

Lines 1–8 And when Aeolus sends us away, we sail away grieving and soon arrive at the island of Aeaea. And there lives Circe, who is (being) a terrible goddess. And I, leaving my comrades by the ship, climb a hill, wanting to learn if any man lives on the island. And when I arrive at the top of the hill, I see smoke rising toward heaven. So I return to the ship and tell some of my companions to stay by the ship, and I tell others, going to the middle of

Book I

the island, to learn who lives there. And Eurylochus leads them.

[Compound verbs to be deduced: ἀποπέμπει (1),

ἀποπλέομεν (1).

We do not gloss Αἰαίᾱν (2) and ἡ Κίρκη (2), since the English equivalents have just occurred in the lead-in.]

Lines 9–15 And they find Circe’s house (being / which was) in the middle of a woods; and near the house they see many wolves and many lions. And seeing these, they are very afraid and wait at the door. Then they hear Circe singing inside. So they call her; and she comes out of the door and calls them in. And they all follow her; Eurylochus alone stays outside, fearing (since/because he fears) some danger. And Circe leads the others in and tells them to sit (themselves) down and provides food and wine for them; but with the food she mixes evil drugs.

[Compound verb to be deduced: εἰσκαλει� (12).]

Lines 16–18 And when my comrades eat the food, Circe strikes them with her wand and drives them to the pigsties; and they immediately become pigs. And then Circe throws them acorns to eat and leaves them in the sties.

✒ ✒ Ex ercise 9 θ 1. ὁ Εὐρύλοχος ὁρω �ν τί γίγνεται, φεύγει καὶ τρέχει πρὸς τὴν ναυ� ν. 2. ἐγὼ δέ, ἐπεὶ πάντα ἀκούω, πρὸς τὴν τη�ς Κίρκης οἰκίᾱν πορεύομαι/ἔρχομαι, βουλόμενος τοὺς ἑταίρους σῴζειν. 3. ἡ δὲ Κίρκη σι�τόν τε παρέχει μοι καὶ οἰ�νον·

ἔπειτα δὲ τͺη� ῥάβδῳ πλήττουσά με κελεύει εἰς τοὺς συφεοὺς ἰέναι. 4. ἐγὼ δὲ συ� ς οὐ γίγνομαι· ἡ δὲ μάλα φοβουμένη ἐθέλει τοὺς ἐμοὺς ἑταίρους λυˉ΄ ειν. Your students might enjoy reading or hearing a translation of the whole story. Circe’s charms failed against Odysseus because on his way to her house he met a youth, who was Hermes in disguise;



9   Η Π Α Ν Η Γ Υ Ρ Ι Σ ( β)  I - 8 3

Hermes gave him an antidote, a good drug, μω �λυ, moly, which protected him.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Lyric: III, Loeb Classical Library Vol. 476, translated by David A. Campbell, Cambridge, MA: Harvard University Press, 1991. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 584–85 for this epigram, no. LXXVI = A. P. 7.270.

Tr anslation These men, (while) once taking spoils of war to Apollo from Sparta, one sea, one night, one hull of a ship buried with due honors.

[Simonides, a master of epigram, packs a mass of information into the first line and arouses deep emotion in the second with the ironic use of the verb.]

New Testa m ent Gr eek Tr anslation And as you wish that men should do to you do you to them likewise. And if you love those who love you, what thanks have you? For sinners also love those who love them. And if you do good to those who do good to you, what thanks have you? For sinners also do the same.

[Students are to deduce ἀγαθοποιη � τε and τοὺς ἀγαθοποιου�ντας from their knowledge of ἀγαθός and ποιέω. Provide help as needed with the phrase τὸ αὐτὸ (see Chapter 5, Grammar 9, p. 81).]

Illustration (p. 175)

Detail of an Attic red figure calyx crater by the Persephone painter, ca. 450–425 bc (New York, Metropolitan Museum of Art). Circe drops the drugged cup and runs away, while Odysseus’ companions, half transformed into swine, appeal to him for help.

h Review of Verb Forms

Notes:

Illustration (p. 178)

Detail of a Boeotian black figure Cabiran style skyphos by the Mystes Painter (Oxford, Ashmolean Museum). The Boeotian school of painting represented by this skyphos is named after the Cabiran sanctuary near Thebes, and it began around the middle of the fifth century. “Besides Cabirus reclining at the banquet there are less elevated scenes from mythical, human, and pygmy life,

I-84

grotesque in poses and proportions but vivacious and convincing. This is the only truly comic school of Classical Greek art. Some instances of what appears to be actor’s costume suggest a connection with farce” (R. M. Cook, Greek Painted Pottery, Chicago: Quadrangle Books, 1960, p. 102). Have students compare the representation of the same scene on the Attic red figure calyx crater (p. 175).

h Preview of New Verb Forms

These pages of the student’s book set forth some of the most basic information about the formation of the future, imperfect, aorist, and perfect tenses. Familiarity with this basic information will help students recognize and understand new verb forms as they meet them in the readings in the following chapters. Teachers will decide on the depth with which they feel it wise to treat this material so as not to overwhelm their students with information that is going to come up later in the course anyway. Concentrate on the future, imperfect, and the sigmatic and thematic aorists since these tenses are involved in the principal parts that students will be required to learn from now on. These tenses will be formally introduced in Chapters 10–13. Note that we do not treat the rare future perfect tense in this course. Note that our terminology for the tenses includes descriptive words in addition to the traditional 1st and 2nd. Thus, instead of simply 1st aorist and 2nd aorist, we use the terms sigmatic 1st aorist, asigmatic 1st aorist, thematic 2nd aorist, and athematic 2nd aorist. Here is a complete list of the terminology that we use here and elsewhere in Book I:

Athematic 2nd aorist -κα 1st perfect (to distinguish from the -α 2nd perfect) -κη 1st pluperfect (to distinguish from the -η 2nd pluperfect) The following terminology is formally presented in Book II: -θη- 1st aorist passive -θη- 1st future passive -η- 2nd aorist passive -η- 2nd future passive -κα 1st perfect active -κη 1st pluperfect active -α 2nd perfect active -η 2nd pluperfect active We use past progressive to help distinguish between imperfective, aorist, and perfective aspects. We have chosen our terms for the different formations of the future, aorist, perfect, and pluperfect with an eye to describing how these formations are constructed. We have observed that students find these terms meaningful and useful. We offer some basic information on aspect. More information on aspect will be given in the presentations of the future, aorist, and imperfect tenses in Chapters 10, 11, and 13, but students should be alerted to the concept of aspect now since it is such an important feature of the Greek verbal system. Students were already introduced to the concept of voice in Chapter 6, and they are here alerted to the fact that the passive voice will be presented in Chapters 16 and 17.

Present Athematic present Imperfect or past progressive Athematic imperfect Sigmatic future Asigmatic contract future Sigmatic 1st aorist Asigmatic 1st aorist Thematic 2nd aorist I-85

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Go over the material on verb stems and principal parts carefully with students so that they will understand the entries in the vocabulary lists in subsequent chapters. Beginning with Chapter 10 they will be expected to learn the first three principal parts. You may want to point out now that the present and the imperfect are formed from the first principal part, the stem of which

Book I

expresses progressive aspect, while the future and the aorist are obviously formed from the second and third principal parts. We give only the thematic 2nd aorist of φέρω, namely ἤνεγκον, and we do not give the alternative asigmatic 1st aorist ἤνεγκα, because we have not introduced the concept of asigmatic 1st aorists in this Preview of New Verb Forms.

h 10 Η ΣΥΜΦΟΡΑ (α)

Title: “The Misfortune”

Encourage students to deduce the meaning of ὑμνήσει and its tense. Students should remember from the Preview of New Verb Forms that σ is the sign of the future tense.

Students will need to be given the meaning of the ˉ΄ = word; cf. συμφέρω, I bring together; ἡ συμφορα a bringing together; event, circumstance; misfortune; rarely, good luck, good fortune

Vocabula ry Walk students through the verbs in the vocabulary list, making sure they understand what is enclosed in brackets and how it relates to the forms in boldface. Build on the Preview of New Verb Forms by explaining how the future and aorist tenses are formed for these verbs. Note that all four verbs have appeared in earlier vocabulary lists (6α , 7α , and 8α respectively); they are repeated here to show future and aorist stems and forms. The brevity of the list and the students’ familiarity with the words provide time to spend on leading students to comprehend the new stems and forms. ἀφικνέομαι: be sure that in the present tense form of this verb students recognize the elision of the ο of the prefix and the change of π to φ because of the rough breathing on the stem of the verb. Note that in vocabulary lists we show the prefix and the uncompounded verb in square brackets only when some change takes place when the prefix is added to the verb. For the future, explain that the κ of the stem combines with the -σ- future tense sign to give ξ . Mention that the thematic vowel -ο- and the ending -μαι are then added to give ἀφίξομαι. For the aorist, explain that the ι of the stem is lengthened to ῑ (temporal augment) to show past time, that the thematic vowel ο is added, and that the middle ending for past tense verbs is -μην instead of -μαι.

Pur poses of This Ch apter 1. Reading: to conclude the episode of the family’s visit to the festival in Athens with a surprise ending that precipitates a new movement of the plot and to conclude the episodes of Odysseus’ adventures from the Odyssey 2. Grammar: (α) to present the future tense; (β) to present the future tense of verbs with liquid and nasal stems, to present the irregular verb εἰ�μι, to present the use of the future participle to express purpose, to present examples of impersonal verbs, and to review words used to introduce questions 3. Context: to provide background information on Athenian festivals

Illustration (p. 182)

Drawn from an Attic red figure column crater, ca. 460 bc (Basel, Antiken Museum). On this mixing bowl from the third quarter of the fifth century, men and boys bring the meat of the sacrifices animal on spits as well as the innards to the altar where they will be roasted. At the right is a statue of Apollo.

Caption under Illustration

The first chorus comes forward; it will praise the works of Dionysus. I-87

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γίγνομαι: explain that the second ε of the stem γενε- is lengthened to η in the future tense and that ε is added as a syllabic augment in the aor-

ist to show past time. εὑρίσκω: in the future the ε at the end of the future stem lengthens, and then σ is added for the tense sign and ω for the 1st person singular marker. The aorist of this verb is often found without temporal augment; the thematic vowel ο and the personal ending -ν are then added. θεάομαι: point out that this is an -α- contract verb and that the α normally lengthens to η in the future and aorist but that here, after the ε it becomes ᾱ instead (remind students about the rule for 1st declension nouns, namely, that after ε, ι or ρ the original -ᾱ was kept and not changed to η). Point out that this verb has a 1st aorist with -σαinstead of the thematic 2nd aorists of the first three verbs. Keep the explanations simple at this time, but full enough so that students can build on what they learned in the Preview of New Verb Forms and so that they have a general understanding of the information that is now included in entries for verbs in the vocabulary lists. Careful attention to the verbs in the list here will prepare students well for recognition of future tense forms in the reading.

Teaching the New Gr amma r in the Story After work with the vocabulary suggested above, students should have no trouble recognizing and translating the future tense verbs in the story in lines 2, 3, 4, 5, 10, 12, 14, and 16. Have students locate these future tense forms and underline them on an overhead projection of the text. The second paragraph has the easiest verbs to focus on for future tense, with the telltale -σ-ο-. Two of the future verbs in the first paragraph have these same letters (θεᾱσόμεθα, 2, and ἡγήσομαι, 5); the other two futures (ἀφιξόμεθα , 3, and ἀφίξει, 5) will be recognized as future from observation of forms in the vocabulary list, and students should have no trouble with the 2nd person singular ἀφίξει in the context of the sentence in which it occurs. If students keep in mind that ξ = κ or χ + σ, they will immediately recognize δέξονται (17) as future. This kind of attention to the future in the caption, the vocabulary list, and the story will help

Book I

immensely with students’ understanding of the presentation of the future in Grammar 1.

Tr anslation

Lines 1–7 On the next day, as soon as the sun is rising, Dicaeopolis wakes his wife and children: “Wake up,” he says; “for soon we will watch the dances. Hurry! For if you don’t (literally, will not) hurry, we will arrive late.” But the grandfather is still sleeping. So Dicaeopolis says, “Wake up, papa. For unless you (literally, if you will not) hurry, you will arrive late. Come on, I will lead you to the theater.” And so grandfather wakes up, and Dicaeopolis leads all to the theater. And when they arrive, very many people are already filling the theater.

[“εἰ γὰρ μὴ σπεύσετε” (3) and “εἰ γὰρ μὴ σπεύσεις” (4): the future indicative is used instead of ἄν + the subjunctive in future conditional clauses expressing warnings (see Book II, Chapter 26, Grammar 1.]

Lines 8–12 So the grandfather groans and says, “Alas, alas, the whole theater is full; so I will not see the dances. What will we do?” But Dicaeopolis says, “Cheer up, pappa. Follow me. We will find a seat.” And he leads them up and finds a seat at the top of the theater. And Myrrhine says, “Sit down, children. We will see everything well from here.”

Lines 13–17 As soon as they sit down, the herald comes forward into the middle of the orchestra and says, “Keep holy silence, citizens; for now the dances will take place.” Then the first chorus advances into the orchestra and praises the works of Dionysus. Melissa is amazed as she watches and rejoices as she listens. “How well the young men dance,” she says; “they will defeat the others and receive the garlands.”

Lines 18–20 Five choruses of boys and five of men compete in order, and all dance very well. And when the tenth chorus stops, the victors (those winning) receive their garlands, and all those present hurry out of the theater.



1 0   Η Σ Υ Μ Φ Ο ΡΑ (α)  I - 8 9

Wor d Stu dy 1. agonistic: “competitive,” from the stem of the verb ἀγωνίζονται that appears in line 21 of passage α in this chapter. 2. macroeconomics: “the study of large scale economic trends,” from μακρός, large, + τὰ οἰκονομικά, economics. 3. xenophobia: “fear of strangers,” from ὁ ξένος, foreigner; stranger + the stem seen in [φοβέομαι, I fear.] 4. pyromaniac: “one mad about fire,” from τὸ πυ� ρ, fire + ἡ μανίᾱ, madness, mania. 5. ophthalmic: “concerned with the eyes,” from ὁ ὀφθαλμός, eye; Galen (second century ad) uses the word ὁ ὀφθαλμικός, ophthalmic surgeon. An ophthalmologist is a medical doctor who deals with disorders and diseases of the eyes. An optometrist examines the eyes and provides prescriptions for lenses and for treatments of disorders. An optician makes or procures and sells eyeglasses and other optical aids.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

νῑκάω: Nike Gr amma r 1 We try to use only words that students have had so far as examples in grammar sections. There are, however, few Greek verbs with dental stems in τ and none in Athenaze; we therefore give πάττω as an example, but students do not need to learn it.

Gr amma r 2 We give κομίζω, which will occur in Vocabulary 11α because no verbs of this type have occurred so far with active futures (cf. βαδίζω, βαδιου� μαι, which is given with other verbs that have middle/ deponent futures).

Gr amma r 3 The verbs καλέω (stem καλ-) and ἐλαύνω (stem ἐλα-) have what is called Attic futures, in which the intervocalic σ drops and the vowels contract,

giving καλω � , -ει�ς, -ει�, etc., and ἐλω�, ἐλᾳ�ς, ἐλᾳ�, etc. The future of ἐλαύνω is given in Grammar 5, pp. 194–5.

Gr amma r 4 We mark πι΄ˉπτω as irregular in the future since the future is not formed regularly from any of its stems (πετ-, πτ-, and πτω-). It is conjugated in the future as if its stem were πεσε-: πεσου� μαι, πεσει�/ ͺη�, πεσει�ται, etc. The aorist of πι΄ˉπτω will also be marked as irregular (see Chapter 11, Grammar 5, p. 210).

✒ ✒ Ex ercise 10α We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

✒ ✒ Ex ercise 10β 1. νῑκήσω 2. τέρψομαι 3. παύσω 4. παρασκευάσω 5. πέμψω 6. ἡγήσομαι 7. βοήσομαι 8. πείσω 9. δέξομαι 10. πείσομαι

✒ ✒ Ex ercise 10γ 1. πέμψει 2. λῡσόμενοι 3. τῑμήσομεν 4. φιλήσετε 5. σπεύσουσι(ν) 6. ζητήσειν 7. βλέψουσα 8. φυλάξομεν 9. βαδιει�ται 10. ἐσόμεθα

✒ ✒ Ex ercise 10δ 1. I will lead you to the theater. 2. We will persuade grandfather to hurry home. 3. The king will send a messenger to the city.

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4. We will guard the young men in the prison. 5. Ariadne will come to the aid of Theseus. 6. Soon evening will come, but we will not stop working. 7. We will hurry to the city and watch the dances. 8. Who will come to our aid? For soon we will be in danger. 9. You will not persuade father to lead us to the city. 10. The girls will enjoy watching the dances.

Ex ercise 10 ε 1. ἄγγελον πρὸς τὸν βασιλέᾱ πέμψομεν. 2. ὁ βασιλεὺς του� ἀγγέλου ἀκούσεται καὶ ἡμι�ν βοηθήσει. � παι�δες; δι’ ὀλίγου ἐν 3. τί ποιήσετε, ὠ ΄ κινδυˉ νῳ ἔσεσθε. � πατρὶ πεισόμεθα καὶ οἴκαδε σπεύσομεν. 4. τῳ 5. οἱ μὲν νεᾱνίαι ἡμι�ν ἡγήσονται, ἡμει�ς δ’ αὐτοι�ς ἑψόμεθα.

Festivals Illustration (p. 189)

From the west frieze of the Parthenon; the cavalry (οἱ ἱππει�ς) gallop up to join the procession. This section of the Parthenon frieze is an animated and diverse picture of horsemen riding. At one point they are four horses deep. The fluidity and sense of free movement on this frieze are entirely characteristic of a democratic society where the individual was prized. Most scholars agree that the Parthenon frieze illustrates the Panathenaic festival, which took place every four years and culminated in the presentation of a robe (the peplos) to a wooden image of the goddess. Professor John Boardman has calculated that the number of figures in the procession is precisely 192, the exact number of Athenians who fell against the

Book I

Persians at Marathon. Although the total of 192 figures does rather depend on who is doing the counting, it makes good sense that there should be a tribute to this great Athenian victory in this great Athenian temple (London, British Museum). For further reading, see the World of Athens, pp. 115–126, 105–110.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Elegiac Poetry from the Seventh to the Fifth Centuries bc, Loeb Classical Library Vol. 258, translated by Douglas E. Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 254–55 for lines 567–70.

Tr anslation I play, rejoicing in my youth; for after losing my life I will lie beneath the earth for long, dumb as a stone, and I will leave the lovely light of the sun; and, although being noble, I will see nothing any more.

New Testa m ent Gr eek Tr anslation “But love your enemies and do good (to them) and lend, expecting nothing in return; and your reward will be great, and you will be sons of the Highest, because He Himself is kind toward the unthankful and evil. Be merciful, as your father is merciful.”

[We have not glossed ἀγαθοποιει�τε; see the New Testament passage at the end of Chapter 9.]

h Η ΣΥΜΦΟΡΑ (β)

Illustration (p. 191)

Teaching the New Gr amma r in the Story

Drawn from an Attic red figure cup by Epictetus, ca. 520–510 bc (Athens, Agora Museum).

Focus on the future verbs formed according to the rules given in the first half of the chapter: ποιήσομεν (1), γενήσονται (2), καθευδήσομεν (3; see below), δέξεται (4), πορευσόμεθα (5), ποιήσει (6), πεινήσουσιν (6), ἀποφεύξεται (6), σπεύσομεν (7), πορευσόμεθα (8), θεᾱσόμενος (11), καταλείψομέν (12), and ποιήσετε (18). Underline these verb forms on an overhead projection. Then invite students to locate the four liquid/ nasal stem verbs with contract futures: μενου� μεν � (11), and ἀποκτενει�τε (18). (3 and 4), μενω Make sure students notice the use of ὡς with the future participle (11) to express purpose, and have them translate the sentences with impersonal verbs very carefully (2 and 8).

Caption under Illustration

Philip sees some young men (as/while they are) fighting in the road.

Vocabula ry Note that we repeat αἴρω from Vocabulary lβ, ἀποκτείνω from Vocabulary 6 α , ἀποφεύγω from Vocabulary 5β, μένω from Vocabulary 3 α , and τύπτω from Vocabulary 5β in order to show their principal parts and stems. Make sure students understand the significance of the stems and the relationship between the stems and the future and aorist verb forms. Again, build on the information supplied in the Preview of New Verb Forms and add whatever additional explanations are necessary for a basic understanding of the forms. Avoid excessive explanation at this stage. Point out that ἀποκτείνω and μένω have futures that look like the present tense of -ε - contract verbs. This will allow students to understand the four verbs of this type in the story (see below). The use of the impersonal verbs will be formally presented in Grammar 8. Refer to that grammar section for a simple explanation of the term impersonal. The examples given with the vocabulary entries will help students when they encounter these verbs in the reading.

Tr anslation

Lines 1–8 And Myrrhine, leading the children out of the theater, says to her husband, “What will we do now? Can we stay in the city? For tomorrow the tragedies will take place. So we will stay in the city for the night. But where will we sleep? Will your brother receive us?” Dicaeopolis (replies), “We will not stay in the city but go straight home. For we have been (are) away from the farm for a long time. And Xanthias, being lazy, will do nothing; so the oxen will be hungry, and the sheep will flee away, and the house is probably burning down already. So we will hurry to the gates and journey home. We must be there before night. I-91

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[Word glossed earlier in the chapter: του� θεα ˉ΄τρου (1), the theater. Note that ἄπεσμεν (5) (present tense) with πόλυν χρόνον is most naturally translated with a present perfect tense in English, we have been away . . . for a long time.]

Lines 9–13 So the children, obeying their father, hurry to the gates. But the grandfather says, “Alas, alas, I want to watch the tragedies. So you hurry home, but I will stay in the city to watch the tragedies.” But Myrrhine says, “Don’t talk nonsense. For we will not leave you behind in the city. Come with us.” And she leads him, complaining loudly, to the gates.

Lines 14–21 But while they are hurrying through the streets, Philip sees some young men fighting in the road; for they have drunk much wine and are drunk. So Philip stays, watching the fight; and finally the other youths throw a certain one down and don’t stop hitting him. And Philip, fearing for him, runs to (them) and says, “What will you do, men? Stop hitting him. For you will kill the poor man.” And a certain (one) of the youths, shouting fiercely, turns to Philip and says, “Who are you to (being who do you) interfere like this?” And he hits him. And he falls to the ground and remains motionless.

[Compound verbs to be deduced: καταβάλλουσι (16), προστρέχει (17), and καταπιˉ΄πτει (21).]

Book I

Wor d Bu ilding 1. Set 1 consists of primitive verbs and nouns formed from a common stem:   I fight: battle   I pray: prayer  I wish: will; determination; counsel; council; etc.  I say: word  I send: procession  I hurry: haste Note the change in the stem vowel or diphthong in the last three examples; this is regular. 2. Sets 2–5 show denominative verbs formed by the addition of a suffix to a noun stem.  Suffix -άω/-άομαι  sight: I watch  shout: I shout  victory: I defeat; I win  silence: I am silent 3. Suffix -έω/-έομαι; note the change from νοσο(noun) to νοσε- (verb):  prudent: I am prudent  sickness: I am sick  fear: I fear 4. Suffix -εύω; this suffix was derived from nouns with stems ending in -ευ- and then extended to other stems:  king: I am king  citizen: I am a citizen  danger: I am in danger child: I educate 5. Suffix -ίζω/-ίζομαι  time: I spend time; I tarry  calculation: I calculate  anger: I am angry

Lines 22–29 And his parents, hearing the shouts, run to their son and see him lying on the ground. So they lift him, but he still remains motionless. And Melissa says, “Zeus, what’s the matter with the poor boy?” And his mother (says), “Carry him to the spring.” So they carry him to the spring and pour water over his head. Then soon he moves and recovers. Then he gets up and hears his mother speaking. And looking toward her, he says, “Where are you, mother? Why is it dark?” And his mother (says), “But it’s not dark, son, look here!” But the boy sees nothing; for he is blind.

[Students should remember τυφλὸς, blind (29), from the Cyclops story in Chapter 7β.]

English Der ivativ es from Wor ds in the Vocabu la ry List

τρέπω (τροπ-): amphitropous, heliotropic, trope,

trophy, tropic, tropical, tropism, tropology κεφαλή: acephalous, acrocephalic, brachycephalic, cephalic, cephalochordate, cephalometer, cephalopod, dicephalous, microcephaly, encephalitis, macrocephalic, megalocephalic, microcephalic ὕδωρ: hydra, hydrangea, hydrant, hydrate, hydraulic, hydrocephalous, hydrochloric, hydrodynamics, hydroelectric, hydrogen, hydrology, hydrolysis, hydromancy, hydrometer hydrophobia, hydroplane, hydroponics, hydropsy



10   Η Σ Υ ΜΦ ΟΡΑ ( β)  I - 9 3

πρό: problem, problematic, Procrustean, pro-

crustean, proem, proglottid, prognosis, prognostic, program, prokaryote, prolegomenon, prolepsis, prologue, Prometheus, pronaos, pronephrous, prophecy, prophet, propolis, proptosis, proscenium, protasis

Gr amma r 5 Notes:

✒ ✒ Ex ercise 10 ζ We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

3. We see the dog approaching the sheep. 4. Our father orders us to return home. 5. The girls will go to the city. 6. Go, girls; your father will lead you to the city. 7. The mother will go to the spring; and she tells the girls to help her. 8. The girls, going to the spring (who are going to the spring), are carrying large water jars. 9. The women at the spring see them approaching. 10. “Greetings, girls,” they say. “When will you go to the city?”

Gr amma r 7 This usage of the participle is circumstantial.

✒ ✒ Ex ercise 10 η 1. Will we stay in the city or journey home? 2. The children will wake their grandfather, for we will start out soon. 3. The farmer will pelt the wolf with stones. 4. Evening will soon fall; the farmer will lift the plow and carry (it) home. 5. The slaves will loose the oxen and lead (them) home. 6. Theseus, being brave, will kill the Minotaur. 7. The children will stay at home, but I will hurry to the city. 8. Won’t you wake your grandfather? For we will arrive at the theater late.

Gr amma r 6 Notes:

Illustration (p. 196)

Detail of Attic red figure bell krater, ca. 440 bc (Frankfurt, Archäologisches Museum). A statue of the god with laurel branch and bow stands on a column at the right. The priest places the inedible parts of the sacrificed animal on the bloodstained altar. The boy behind the priest carries the edible parts of the animal, wrapped on long spits and ready to be cooked. Note the laurel wreaths.

✒ ✒ Ex ercise 10 θ 1. Go, child, and tell your mother that I will wait by the door. 2. We will go to the field and look for the dog.

✒ ✒ Ex ercise 10ι 1. We will send a messenger to tell the citizens everything. 2. The citizens are hurrying to the city center to hear the messenger. 3. They are journeying to the city to be present at the festival. 4. They are preparing to fight. 5. Theseus is sailing to Crete to save his comrades.

Gr amma r 8 Notes:

✒ ✒ Ex ercise 10 κ 1. It is time to return; we must set out at once. μὴ μένετε· δει� ἡμα� ς σπεύδειν. 2. Can’t we / May we not watch the tragedies? ἀ�ρ᾿ οὐκ ἔξεστί μοι ἐν τῳ� ἄστει μένειν; 3. You must not strike the young man.

δει� ἡμα� ς φέρειν τὸν παι�δα πρὸς τὴν κρήνην. 4. Philip must obey his father.

δει� τὴν Μέλιτταν οἴκοι μένειν. 5. Am I allowed to learn / May I learn / Can I learn what is the matter with the boy? ἔξεστιν ἡμι�ν πρὸς τὸ ἄστυ πορεύεσθαι· δει� ἡμα� ς εὐθὺς ὁρμα� ν/ὁρμα� σθαι. Gr amma r 9 Notes:

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✒ ✒ Ex ercise 10λ 1. Why does Odysseus want to sail to the island? 2. He wants to learn who lives on the island. 3. The Cyclops asks Odysseus from where he has come. 4. How do Odysseus and his comrades escape? 5. Does Odysseus save all his comrades? 6. When Odysseus escapes, to where does he sail? 7. Aeolus asks Odysseus who he is and where he has come from. 8. Aeolus asks Odysseus when he intends to sail away.

Ο ΟΔΥΣΣΥΣ ΤΟΥΣ ΕΤΑΙΡΟΥΣ ΑΠΟΛΛΥΣΙΝ Title: “Odysseus Loses His Comrades” State that ΑΠΟΛΛΥΣΙΝ means loses, not destroys. The story is based on Odyssey 12. 165–425.

Tr anslation

Lines 1–7 And Odysseus still suffers many terrible things while hurrying to return to his fatherland. For he scarcely escapes the Sirens, and sailing along Sicily he falls into the greatest danger. For on one side is Scylla, a terrible monster, having six heads, which, rushing out of a cave, seizes those sailing along and eats (them); and on the other side is Charybdis, a very terrifying whirlpool, which gulps down everything. And Odysseus, fleeing Charybdis, sails past Scylla; and she, rushing out of her cave, seizes six of his comrades; but the others Odysseus saves.

[ἐμπι΄ˉπτει (3): students are to recall this word from Chapter 7α: 12 or to deduce its meaning (=ἐν + πι΄ˉπτει). Compound verbs to be deduced: παραπλέοντας (4) and παραπλει� (6). Students will get the meaning of παρά from the prepositional phrase παρὰ τὴν Σικελίαν glossed in line 2.]

Lines 8–15 Soon they arrive at another island; and there they find many oxen. Then his comrades say, “Why

Book I

will we not (= Why don’t we) kill the oxen? For we are hungry.” But Odysseus says, “Don’t harm the oxen, for they belong to Helios. And if you harm (literally, will harm) them, Helios will punish you.” But they do not obey him but kill the oxen. And so Helios, praying to his father, Zeus, says, “Father Zeus, the comrades of Odysseus are killing my oxen. So punish them. If you do not punish (literally, will not punish) them, I will never shine among men again.”

[εἰ δὲ βλάψετε αὐτούς (11) and εἰ δὲ μὴ τῑμωρήσεις αὐτούς (14): see the note under the translation of lines 1–7 of story 10α.]

Lines 16–19 And Zeus hears him praying; for when Odysseus and his comrades, sailing away, leave the island, he sends a terrible storm and hits the ship with a thunderbolt. So all his comrades fall out of the ship and die; and Odysseus alone escapes, holding onto the mast.

[Compound verbs to be deduced: ἀποπλέοντες (17) and ἐκπιˉ΄πτουσι (18).]

✒ ✒ Ex ercise 10 μ 1. ἐννέα μὲν ἡμέρᾱς ὁ ἄνεμος τὸν Ὀδυσσέᾱ φέρει διὰ τη� ς θαλάττης, τͺη� δὲ δεκάτͺη� εἰς ἄλλην τινὰ νη� σον ἀφικνει�ται. �ς 2. ἐκει� δὲ οἰκει� ἡ νύμφη Καλυψώ· εὐμενω δὲ αὐτὸν δέχεται. 3. φιλου� σα αὐτόν, “μένε μετ ’ ἐμου� ἀεί,” φησίν, � νήσῳ.” ὁ δὲ Ὀδυσσεὺς βούλεται “ἐν τͺη

οἴκαδε ἐπανιέναι καὶ τήν τε γυναι�κα ὁρα� ν καὶ τὸν παι�δα. 4. τέλος δὲ ὁ Ζεὺς ἄγγελον πέμπει καὶ τὴν νύμφην κελεύει τὸν Ὀδυσσέᾱ λυˉ΄ ειν. 5. ἡ Καλυψὼ κελεύει αὐτὸν σχεδίᾱν ποιει�ν καὶ συλλαμβάνει αὐτῳ�. 6. ἐπεὶ δὲ ἑτοὶμη ἐστὶν ἡ σχεδίᾱ, ὁ ‘Οδυσσεὺς ἀποπλει� χαίρων. Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Menander: I, Loeb Classical Library Vol. 132, translated by W. G. Arnott, Cambridge, MA: Harvard University Press, 1979. The Loeb



10   Η Σ Υ ΜΦ ΟΡΑ ( β)  I - 9 5

Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 70–71 for lines 417–18 of The Shield or Aspis.

Tr anslation For in one day god makes the fortunate man unfortunate.

[In this scene, from the third act of Menander’s The Shield, the clever slave Daos is acting a scene to persuade Smikrines, the greedy miser, that his master is dead. He breaks into furious lamentation, quoting wildly from tragedies; this line is quoted from a little-known tragedian named Karkinos. Be sure students see how applicable these lines are to Philip and his misfortune in Chapter 10.] The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Iambic Poetry from the Seventh to the Fifth Centuries bc, Loeb Classical Library Vol. 259, translated by Douglas E. Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library ® is a registered trademark of the President and Fellows of Harvard College. See pp. 78–79 for poem no. 2.

Tr anslation In my spear (is) my kneaded bread, and in my spear (is) my Ismaric wine, and I drink leaning on my spear.

[Gerber takes the phrase ἐν δορὶ to mean “on board ship,” or if not that, then “under arms.” He translates: On board ship I have kneaded barley bread, on board ship Ismarian wine, and I drink it while reclining on board ship.]

New Testa m ent Gr eek Tr anslation And the Pharisees and their scribes were complaining to his disciples, saying, “Why do you eat and drink with tax collectors and sinners?” And Jesus, answering, said to them, “The healthy (those who are healthy) have no need for a doctor, but those who are sick (those who are in a bad way); I have not come to call righteous (people) but sinners to repentance.”

[οἱ κακω �ς ἔχοντες: those who are in a bad way; note the intransitive use of ἔχω. See Chapter 9, Grammar 6e, p. 172, for the article with the participle, forming a noun phrase best translated by a relative clause.]

h 11 Ο ΙΑΤΡΟΣ (α)

ἔκοψε are in the vocabulary list, but students should be encouraged to deduce the meaning of the verb with the help of a comprehension question (“What did Dicaeopolis do when he arrived at his brother’s house?”). Do not dwell on the form of the sigmatic 1st aorist ἔκοψε at this stage; it can be discussed in study of the vocabulary list.

Title: “The Doctor” Students will find the word in the vocabulary list.

Pur poses of This Ch apter 1. Reading: to continue the story from the new turn it takes with the blinding of Philip (the family returns to the house of Dicaeopolis’s brother, and the next day they visit a doctor) and to begin a set of readings from Herodotus at the end of this and subsequent chapters, with the story of Democedes’ cure of King Darius (theme of medicine) 2. Grammar: (α and β) to introduce past tenses of the verb, beginning with the relatively uncomplicated thematic 2nd aorist, and to treat aspect and augment, which will apply to the sigmatic and asigmatic 1st aorists introduced in the next chapter as well as to the thematic 2nd aorist introduced here 3. Context: to provide background information on Greek medicine

Vocabula ry As was recommended for Vocabulary 10α , walk students through the verbs, making sure they understand what is enclosed in brackets and how it relates to the forms in boldface. Build on the Preview of New Verb Forms and what was learned in Chapter 10 in discussing how the future and aorist tenses are formed for these verbs. We repeat εἰσάγω, λαμβάνω, λείπω, and πάσχω in this vocabulary list from 2β, 2β, 3β, and 5β respectively in order to show their futures and aorists. The verbs ἀποθνͺήσκω, λαμβάνω, and λείπω do not occur in the story but are in the grammar sections and must be learned thoroughly. Review ἀφικνέομαι and γίγνομαι from Vocabulary 10 α in conjunction with the verbs with thematic 2nd aorists here. Students will then be ready to recognize and translate the thematic 2nd aorists in the story, ἔμαѳεν (1), ἔπαθεν (14 and 18), ἐγένετο (15), and εἰσήγαγεν (16), without the help of glosses. Concentrate on these forms (augment + thematic 2nd aorist stem + ending). Students have already met the aorist ἀφι΄ˉκοντο in the caption. Students will also meet the sigmatic 1st aorist of κόπτω in the readings (11α:7 and 11β:8 and 9).

Caption under Illustration

When they arrived at the house of his brother, Dicaeopolis knocked on the door.

Encourage students to recognize ἀφι΄ˉκοντο as an aorist by having them look closely at the stem and observing that the ν of the present stem is no longer there (remind students about the change of the stem when going from present to thematic 2nd aorist; see Preview of New Verb Forms, pp. 179–80). The new words του� ἀδελφου� and I-96



11   Ο Ι Α Τ Ρ ΟΣ (α)  I - 9 7

Show them how its aorist is formed: ἔ-κοπ-σα > ἔκοψα. The forms given as the future and aorist of σκοπέω are from the verb σκέπτομαι, which is not used in Attic Greek in the present and imperfect, for which Attic uses forms of σκοπέω. The preposition παρά has the meaning to with the accusative (see line 3), most commonly with persons, not places.

Teaching the New Gr amma r in the Story Reading passage α contains the following thematic 2nd aorist verbs (indicatives, participles, and imperatives): ἔμαθεν (1), ἀφιˉ΄κοντο (7), ἐλθὼν (8), ἰδών (8), εἴπετέ (10), ἰδὼν (14), ἔπαθεν (14), εἰσέλθετε (14), εἴπετέ (15), ἐγένετο (15), εἰπὼν (16), εἰσήγαγεν (16), γενόμενα (16), εἰ�πον (16), ἐλθὲ (17), ἔπαθεν (18), ἔλθετε (20), and εἰσελθόντες (21). The forms that have not appeared in vocabulary lists are glossed at their first occurrence. When first teaching this passage highlight only the indicative forms, which are boldface in the list above. These forms are treated in the grammar immediately following. The imperatives and participles of ἔρχομαι, ὁράω, and λέγω that students have not already learned as vocabulary items are glossed at first occurrence. Leave these for discussion until after Grammar 6 and Grammar 7, where they are formally presented. On an overhead projection of the story, underline only the indicative forms in boldface above at this time. The sigmatic 1st aorist participles δακρυˉ΄σᾱσα (1) and καλέσᾱς (17) are glossed and need not be discussed at this time. For ἔκοψε (7), see above under Vocabulary. The perfect tense γέγονεν (13 and 19) will be recognized by students from what they learned in the Preview of New Verb Forms; it need not be discussed further at this stage. Treat the perfect ἔγνωκα (23) simply as a vocabulary item. After the thematic 2nd aorist indicative forms in boldface above have been underlined and foregrounded as the new grammar in the chapter, have students locate the four future tense verbs, γενήσεται (4), ζητήσομεν (5), ἡσυχάσουσι � (23), and have them explain how (19), and κομιω they are formed according to the rules set forth in Chapter 10.

Be very clear in focusing on the thematic 2nd aorist indicative and the future tense verbs in this passage, and do not allow yourself or your students to be distracted by the other new verb forms.

Tr anslation N.B. In translations of stories 11α and 11β, we provide three possible translations of aorist participles, e.g., having come / after coming / coming; see Grammar 3d, pp. 208–9. Thereafter in translations of the stories we will give only the one translation that seems most appropriate.

Lines 1–5 But Myrrhine, when she learned that her son was blind, bursting into tears, said to her husband, “Zeus, what must we do? My husband, pray to the gods to come to our aid.” But Dicaeopolis said, “But we must take the boy to some doctor; but it will soon be night. So now (we) must hurry to my brother’s house and ask him to receive us. And tomorrow we will look for a doctor.”

[ἐπεὶ ἔμαθεν ὅτι τυφλός ἐστιν ὁ παι�ς (1): students will have no trouble comprehending the sentence in which this clause occurs, but they may translate ἐστιν with present tense. They will see a number of examples of indirect statement of this sort and will come to translate the present more naturally as a past tense in English. δακρυ΄ˉσᾱσα (1): the ingressive aorist need not be identified as such at this stage; simply let students treat the word as a vocabulary item. It will be formally presented in Chapter 13, Grammar 2b, p. 250. With impersonal verbs, the subject of the infinitive may be expressed in the accusative, e.g., “τί δει� ἡμα�ς ποιει�ν;” (2) = What must we do? It is very common, however, to leave the subject unexpressed, as we do in lines 4–5.]

Lines 6–15 Then, leading the boy, they walk slowly to the brother’s house. And when they arrived, Dicaeopolis knocked on the door. And his brother, having come / after coming / coming to the door and having seen / after seeing / seeing Dicaeopolis and his father, said, “Greetings, father and brother; how are you? And you, Myrrhine, greetings to you, too. And you, Philip and Melissa, greetings to you, too. But tell me, what’s the matter with you? Why aren’t

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you returning to the country but are still staying in the city? For evening is already falling.” And Dicaeopolis (replied), “I am well, but my son, look, he is (has become) blind; he sees nothing. And so we are here asking you to receive us.” And his brother having seen / after seeing / seeing that the boy was blind (the boy being blind), said, “Zeus, whatever happened to the boy (whatever did the boy suffer)? Come in and tell me what happened.”

[βαδίζουσι (6): to avoid introducing too many examples of tenses that have not been formally presented, in this and the following chapter we make use of the historic present. Students may be told that Greek authors often use the historic present in past narrative to make the action more vivid. ὁ δὲ παι�ς, ἰδού, τυφλὸς γὰρ γέγονεν (12– 13): literally, “but the boy, look, for he has become blind.” The expression is urgent and colloquial. τί ποτε (14): it is an odd fact of language that ποτε is used in Greek to intensify an interrogative, just as is ever in English.]

Lines 16–24 So having said / after saying / saying, he led them into the house; and they told him all that had happened. And he, having called / after calling / calling his wife, said, “Come here, wife. For Dicaeopolis and Myrrhine are here; and a terrible thing happened to Philip (Philip suffered a terrible thing); for he has become blind. So take him and the women to the women’s quarters. They will rest there. And you, pappa and brother, come here.” Then Dicaeopolis and his brother and their father, having gone / after going / going into the men’s quarters, have a long discussion (converse many things), considering what (they) must do. Finally, his brother said, “Enough (of) words; I know a skilled (wise, clever) doctor and tomorrow, if you agree (if it seems good to you), I will take you to him. But now—for it’s late—we must sleep.”

[πολλὰ διαλέγονται (21): the internal accusative, literally, they converse many things, may be translated freely in English, e.g., they have a long discussion.]

Wor d Stu dy 1. logic: ὁ λόγος. Among the other meanings of the Greek word, which takes up six columns in

Book I

Liddell and Scott’s Lexicon, are reflection, reasoning, and reason (as a faculty). λογικός, -ή, -όν, from which logic is directly derived, can mean intellectual, dialectical, and, finally, logical. ἡ λογικὴ (τεχνή), on which several Greek philosophers wrote treatises, = logic. 2. dialogue: from διαλέγομαι = I talk, have a conversation, which is formed from ὁ διάλογος. 3. monologue: μόνος + ὁ λόγος, coined in English on the analogy of dialogue; no such Greek word. 4. prologue: ὁ πρόλογος. προ-, before + λόγος, used in Greek of the prologue of a tragedy. 5. eulogy: ἡ εὐλογίᾱ. εὐ�- + ὁ λόγος, λέγω— speaking well of, praise, eulogy, blessing.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

δοκει� (τὸ δόγμα, opinion; belief; ἡ δόξα, opinion,

glory): dogma, dogmatic, dogmatism, dogmatist, doxology, heterodox, heterodoxy, orthodox, orthodoxy, paradox, paradoxical κόπτω: syncopate, syncope λαμβάνω: see list with Chapter 2β λείπω: see list with Chapter 3β πάσχω: see list with Chapter 5β σκοπέω (σκεπ-, ὁ σκόπος, watcher): archbishop, archiepiscopal, bishop (ὁ ἐπίσκοπος, overseer; bishop), episcopal, horoscope, kaleidoscope, microscope, skeptic, skepticism, scope, skeptical, spectroscope, telescope ἀδελφός: Philadelphia λόγος: analogous, analogy, anthropologist (and all other -ologists), apology, archaeology (and all other -ologies), decalogue, epilogue, trilogy σοφός: philosopher, sophism, sophist, sophisticated, sophistry, sophomore, παρά (usual meanings in English derivatives: beside, beyond, incorrect, abnormal, subsidiary, assistant: AHD): para-aminobenzoic acid, para-­ aminosalicylic acid, parabinosis, parablast, parable, parabola, parabolic, paraboloid, Paraclete, paradichlorobenzene, paradigm, paradigmatic, paradox, paraformaldehyde, paragenesis, paragon, paragraph, parainfluenza, parajournalism, paralanguage, paraldehyde, paralegal, paralinguistic, parallax, parallel, parallelepiped, parallelism, parallelogram, parallel processing, paralogism, Paralympic Games, paralysis, paralysis agitans, paralytic, paralyze, paramagnetic,



11   Ο Ι Α Τ Ρ ΟΣ (α)  I - 9 9

paramecium, paramedic, paramedical, parameter, parameterize, paramilitary, paramnesia, paramorph, paramorphism, paramylum, paramyxovirus, paraneoplastic, paranoia, paranoiac, paranoid, paranormal, paraphernalia, paraphilia, paraphrase, paraphrastic, paraphysis, paraplegia, parapodium, parapraxis, paraprofessional, parapsychology, paraselene, parasensory, parasexual, parasite, parasitic, parasiticide, parasitism, parasitize, parasitoid, parasitology, para­ sitosis, parasomnia, parasympathetic, parasympathetic nervous system, parasympathomimetic, parasynthesis, parataxis, parathyroid, parathyroidectomy, parathyroid gland, parathyroid hormone, paratype, paratyphoid fever, paravane, parley, parade

Gr amma r 1 Notes:

Gr amma r 2 You may feel that the explanation of the forms of the thematic 2nd aorist is somewhat unwieldy. But it would certainly be advisable at least to get students to memorize these secondary 2nd aorist endings in the active and these primary and secondary middle endings as they learn the thematic 2nd aorist forms of λείπω and γίγνομαι. Note that on pp. 206–7 we do not give the emphatic translations, I did leave, I did become, but teachers should remind students of these possibilities, and note that here and in some subsequent verb charts we give a meaning for only the 1st person singular of the indicative, since there is not space enough for meanings of all the forms. Point out the thematic or variable vowels in the sets of forms on pp. 206–7. Although the endings of the imperative, infinitive, and participle are the same in the thematic 2nd aorist as in the present, students should note the different accents on the aorist active infinitive and participle: λαβει�ν (instead of present λαμβάνειν) and λαβών, λαβου�σα , λαβόν (instead of present λαμβάνων, λαμβάνουσα, λαμβάνον). The irregular accent on some thematic 2nd aorist active imperatives will be treated in Grammar 7.

✒ ✒ Ex ercise 11α ἔπαθεν (14 and 18), ἐγένετο (15), and γενόμενα (16)

✒ ✒ Ex ercise 11β We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

✒ ✒ Ex ercise 11γ We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

Gr amma r 3 The example of a gnomic aorist is adapted from Hesiod, Works and Days 218, παθὼν δέ τε νήπιος ἔγνω. Gnomic aorists will be found in some of the Classical Greek readings, such as the passage from Theognis on p. 288–9 of the student’s book.

Gr amma r 4 Notes:

Gr amma r 5 Students should be required to learn the futures and the thematic 2nd aorists given in this list thoroughly; they should be able to recite and write from memory the present, the future, the aorist indicative, and the aorist participle.

✒ ✒ Ex ercise 11δ 1. πεσει�, πεσει�σθε, ἔπεσες, ἐπέσετε 2. βαλει�ς, βαλει�τε, ἔβαλες, ἐβάλετε 3. λείψεις, λείψετε, ἔλιπες, ἐλίετε 4. ἀφίξει, ἀφίξεσθε, ἀφι΄ˉκου, ἀφι΄ˉκεσθε 5. λήψει, λήψεσθε, ἔλαβες, ἐλάβετε 6. μαθήσει, μαθήσεσθε, ἔμαθες, ἐμάθετε 7. ἄξεις, ἄξετε, ἤγαγες, ἠγάγετε 8. εὑρήσεις, εὑρήσετε, ηὑ�ρες, ηὓρετε 9. ἕξεις, (σχήσεις), ἕξετε (σχήσετε), ἔσχες,

ἔσχετε γενήσει, γενήσεσθε, ἐγένου, ἐγένεσθε πείσει, πείσεσθε, ἔπαθες, ἐπάθετε φεύξει, φεύξεσθε, ἔφυγες, ἐφύγετε ἀποθανει�, ἀποθανει�σθε, ἀπέθανες, ἀπεθάνετε 1 4. παρέξεις , (παρασχήσεις), παρέξετε (παρασχήσετε), παρέσχες , παρέσχετε 10. 11. 12. 13.

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

✒ ✒ Ex ercise 11ε 1. ἀποθανούμενος, ἀποθανών 2. εὑρήσομεν, ηὕρομεν 3. πεσει�σθαι, πεσει�ν 4. Indicative: μαθήσονται, ἔμαθον; participle: μαθησομένοις, μαθου�σι(ν) 5. βαλει�ν, βαλει�ν 6. φεύξεται, ἔφυγε(ν) 7. ἀφιξόμενος, ἀφικόμενος 8. ἄξειν, ἀγαγει�ν 9. γενήσομαι, ἐγενόμην 10. ἕξομεν (σχήσομεν), ἔσχομεν 11. πεισόμενος, παθών 12. λήψομαι, ἔλαβον 13. Indicative: παρέξουσι(ν) (παρασχήσουσι(ν)), παρέσχον; participle: παρέξουσι(ν) (παρασχήσουσι(ν)), παρασχου�σι(ν) 14. λείψειν, λιπει�ν

✒ ✒ Ex ercise 11ζ [We do not supply the identifications of aorist indicatives, aorist participles, and present participles, but teachers should check their students’ work carefully. All the aorist participles describe simple actions prior to or simultaneous with the action of the main verb. Sentences 8, 9, and 10 contain present participles that express ongoing, progressive states or actions (noted below).] 1. The woman, having learned / after learning / learning that her son had become (became) blind, said to her husband, “Zeus, what must we do?” 2. Having arrived / After arriving / Arriving at the brother’s house, they told him what had happened (happened) to the boy. 3. The men will lead the child to the doctor, having left / after leaving / leaving the women in the house. 4. The farmer, having led / after leading / leading his dog to the mountain, found the wolf about to attack (fall upon) the sheep. 5. The mother, having handed over / after handing over/handing over food to the boy, tells him to be hurrying to the field. 6. Having arrived at the field / After arriving at the field / Arriving at the field, he handed his father the dinner. 7. The father, having left / after leaving / leaving the plow in the field, took the dinner.

Book I

8. The boy pelted the wolf, and it fled in fear (fearing, i.e., in an ongoing state of fear). 9. The young men died fighting (i.e., while ­fighting—an ongoing, progressive action) for their city. 10. (Although) having suffered / suffering terribly (terrible things), they did not flee but fell fighting (i.e., while fighting—an ongoing, progressive action) bravely. [In no. 1 students may translate became blind, and in no. 2 they may translate what happened, but the aorists indicate that the actions were completed prior to the actions of the main verbs, which are here in the past tense, and so the pluperfect should be used in English (had become blind and had happened). In nos. 9 and 10, note the possible temporal translation of the present participles (while . . .). In no. 10, note the possible concessive translation of the aorist participle (although . . .). These uses of the participle are circumstantial.]

✒ ✒ Ex ercise 11η 1. τὸν πάππον ἐλίπομεν ἐν τͺη � ἀγορᾳ� καθιζόμενον. 2. οἱ παι�δες τὸν λύκον λίθοις ἔβαλον. �ρα ἔμαθες (ἐμάθετε) τί ἐγένετο; 3. ἀ 4. ὁ ˉ�ιᾱτρὸς δι’ ὀλίγου εἰς τὸ ἄστυ ἀφι΄ˉκετο. � ἀγρῳ� 5. ὁ αὐτουργὸς τὸ ἄροτρον ἐν τῳ καταλιπὼν τοὺς βου�ς οἴκαδε ἤγαγεν. 6. αἱ γυναι�κες μαθου�σαι τί ἐγένετο ἔφυγον. 7. ὁ παι�ς ἐκ του� δένδρου ἔπεσευ καὶ δεινὰ ἔπαθεν.

Illustration (p. 212)

Marble relief from the Temple of Amphiaraus at Oropos, ca. 370 bc (National Archaeological Museum, Athens). Note the all-seeing eyes of the god at the top of the relief.

Greek Science and Medicine For further reading, see The World of Athens, pp. 191–95, 283–87, 298–300, and The Oxford History of the Classical World, pp. 230–32.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical



11   Ο Ι Α Τ Ρ ΟΣ (α) I -1 01

Library from Greek Elegiac Poetry from the Seventh to the Fifth Centuries bc, Loeb Classical Library Vol. 258, translated by Douglas E. Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 286–87 for lines 783–88.

conclusion, the phrase οὕτως . . . ἄρ(α) thus being translated so true is it that. . . . ἠ�ν: was (translate is); the imperfect is here used of a truth just recognized; it was always true but the truth is only now realized. The translation in the gloss will suffice at this stage, without explanation of this usage of the imperfect.]

Tr anslation

New Testa m ent Gr eek Translation

For I went once also to the land of Sicily, and I went to the vine-clad plain of Euboea, and to Sparta, the glorious city of the Eurotas, which nourishes reeds; and all were welcoming me graciously when I was coming (coming) to (them); but no joy came to my heart from those things; so true is it that no other thing is dearer (to a man) than his fatherland.

[οὕτως . . . ἄρ(α): ἄρα (not to be confused with ἀ�ρα) is an inferential particle introducing a

And having lifted / after lifting / lifting up his eyes to his disciples, he (Jesus) was saying: “Blessed are the poor, for yours is the kingdom of God. Blessed are those who are hungry now, for you will be filled. Blessed are those who weep now, for you will laugh.”

[Note that ἀυτὸς (first line) is used in New Testament Greek as a 3rd person pronoun = he.]

h Ο ΙΑΤΡΟΣ (β)

Illustration (p. 216)

Drawn from an East Greek gravestone, ca 500 bc (Basel, Antikenmuseum).

Caption under Illustration

The doctor said, “Come here, boy. What happened to you? How did you become blind?

The thematic 2nd aorists ἔπαθες and ἐγένου reinforce the grammar in the first half of this chapter; ἐλθέ has been familiar as a vocabulary item since Chapter 2 and will appear in the grammatical discussion in the second half of this chapter.

Vocabula ry Note that in this and subsequent vocabulary lists forms of the aorist participle as well as the indicative will be given; this is to remind students that the augment occurs only in the indicative and to display a typical unaugmented aorist form, since the unaugmented forms will be met frequently in the readings. Note also that we repeat the entries for αἱρέω, ἔρχομαι, λέγω, ὁράω and δοκει� from Vocabulary 7α , 6α , 1α , 5α and 11α respectively to show their stems and their first three principal parts. Invite students to give close attention to the stems and the formation of the futures and aorists. Have them translate each principal part and each participle. This will prepare them well for the new grammar in the story and the grammar sections to follow. Note that we do not give principal parts for compound verbs such as προσέρχομαι; students

will find the principal parts with the entry for the uncompounded verb. � as an alternative Be sure students note ἐρω future of λέγω. ἡ δραχμή and ὁ ὀβολός: there were six obols to a drachma (6,000 drachmas to a talent, the largest monetary unit). With regard to purchasing power, in the time of Pericles, a workman received one drachma a day, and a juryman received two obols, from which we may deduce that a drachma a day would support a family and two obols a single person. Coins, all silver in the fifth century, ranged from a quarter obol to tetradrachma pieces. The entry for πρός is repeated here with the new meaning against (πρὸς τοὺς λίθους, 3).

Teaching the New Gr amma r in the Story Reading passage β contains the following thematic 2nd aorist verbs and participles. The examples in this list that are not in boldface are forms that students should be able to identify from the grammatical material in the first half of the chapter; the forms in boldface are treated in the grammar in the second half of the chapter but are easily recognizable from what students know about the stems and principal parts of these verbs and from the thematic 2nd aorist endings learned in the first half of the chapter: ἐγένετο (1), λιπόντες (2), ἤγαγον (2), ἐλάβετο (3), κατέπεσεν (4), ἀφι΄ˉκοντο (5), ἐλθὲ �λθεν (7), προσελθὼν (8), (6), εἰπὼν (6), ἐπανη ἠ�λθεν (8), ἐξελθὼν (9), ἔπαθεν (13), εἰπὼν (13), παρέσχεν (14), ἐξελθών (17), εἰσέλθετε (17), εἰ�δεν (18), προσελθὼν (18), ἔπαθεν (20),

I-10 2



11   Ο Ι Α Τ Ρ ΟΣ ( β) I -10 3

ἐλθέ (20), ἔπαθες (21), ἐγένου (21), εἰ�πεν (22), ἀφικόμενος (30), γενόμενα (30), εἰ�πεν (30), μαθου�σα (31), παρασχει�ν (35), ἐλθὼν (36), ἐξει�λε (37), and παρέσχεν (37). We recommend

that after reading, comprehension, and translation of the story the teacher invite students to locate all aorist forms of the verbs αἱρέω (seen in its compound ἐξει�λε, 37), ἔρχομαι (and its compounds), λέγω, and ὁράω, the principal parts of which have been presented in Vocabulary 11β. We recommend circling indicative forms on an overhead projection, double circling imperative forms, and triple circling participial forms so that they are clearly distinguished. Then go back to reading 11α and have students locate the forms of ἔρχομαι, λέγω, and ὁράω in that passage; again, circle indicative forms, double circle imperatives, and triple circle participles. Then return to 11β and review the grammar from the first half of the chapter by having students locate all thematic 2nd aorist verb forms from verbs other than αἱρέω, ἔρχομαι, λέγω, and ὁράω. These will be the verbs that are not in boldface in the list above. These verbs may be underlined on an overhead projection. Students will now be able to distinguish clearly with visual cues (underlining and circling) the thematic 2nd aorist verbs formed from stems linguistically related to the stem seen in the present tense (i.e., the verbs studied in the first half of the chapter) on the one hand from the thematic 2nd aorist verbs formed from unrelated stems (i.e., the verbs studied in the second half of the chapter) on the other. Careful attention of this sort to the verbs in this reading will be of immense help to students as they grapple with the new grammar in this chapter. No special attention should be given to the sigmatic 1st aorist forms in lines 6, 7, and 8 or to the perfect in lines 11 and 20. Do not allow these forms to distract attention from the thematic 2nd aorists. When sufficient attention has been given to the thematic 2nd aorists, do not leave the passage before having students locate the future tense verbs in lines � 15, 17, 23, 26, 32, 34, and 40. 14 (don’t miss καλω Use these as an opportunity to review formation of the future tense.

Illustration (p. 218)

This red-figure vase by the Clinic Painter from the second quarter of the century bc is unique in that it illustrates contemporary medical practice (Paris, Louvre CA 2183).

Tr anslation

Lines 1–7 Then on the next day, when day first dawned, Dicaeopolis and his brother, having left / after leaving / leaving the women in the house, led Philip into the road. And he took hold of his father’s hand but nevertheless, stumbling against the stones, fell to the ground. So his father lifts him and carries (him). Then going like this, they soon arrived at the doctor’s house. And his brother said, “Look, we have come to the doctor’s. Come here and knock on the door.” Having said / After saying / Saying this, the brother returned home.

[Compound verb to be deduced: κατέπεσεν (4).]

Lines 8–15 Then Dicaeopolis, having approached / after approaching / approaching, knocked on the door, but no one came. But when he knocked again, a certain slave, having come out / after coming out / coming out, said, “Go to the crows. Who are you to knock on the door (being who do you knock on the door)?” And Dicaeopolis (said), “But, my dear fellow, I am Dicaeopolis; and I am bringing my son to your master; for he has become (is) blind.” But the slave (said): “But he’s busy (he doesn’t have leisure).” And Dicaeopolis (said): “But nevertheless, call him. For a terrible thing has happened to my son; but wait, friend.” And, having said this / after saying this / saying this, he handed over two obols to the slave. And he (replied): “So wait here. For I will call my master, if somehow (if perhaps) he will be willing to receive you.”

[Let students deduce ἐξελθών (9); they had ἐξέρχομαι in Vocabulary 6β. Word glossed earlier in the chapter: γέγονεν (12), has become, is. The verb “to be” is frequently omitted in � , he doesn’t have leiGreek, as in οὐ σχολὴ αὐτῳ sure (12); be sure students note the dative of the possessor.]

Lines 16–28 Then the father and the son wait some little time at the door. And then the slave, having come out / after coming out / coming out, said, “Come in; for the master will receive you.” And so the father, leading the boy in, saw the doctor sitting in the courtyard.

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And so having approached / after approaching / approaching (him) he said, “Greetings. I am Dicaeopolis from Cholleidae, and I am bringing my son to you; for a terrible thing happened to him; he has become (is) blind.” And the doctor said, “Come here, boy. What happened to you? How did you become blind?” And so Dicaeopolis told the doctor everything, and he (i.e., the doctor) examines the boy’s eyes for a long time. And finally (he said): “I will not be able to help him. For his eyes are not diseased (sick, ill) at all. So men will not be able to help, but for the gods all things are possible. So you must take the boy to Epidaurus and pray to Asclepius, if somehow he will be willing to heal him.” And Dicaeopolis (said), “Alas! (for) how will it be possible for me, being a poor man, to go to Epidaurus?” But the doctor said, “That’s your business, my man. Goodbye.”

[Words glossed earlier in the chapter: εἰσέλθετε (17), come in; γέγονεν (20), has become, is. Compound verbs to be deduced: ἐξελθών (17), εἰσέλθετε (17), εἰσηγούμενος (18). οὐδὲν γὰρ νοσου�σιν οἱ ὀφθαλμοί (23): students should become aware of the use of οὐδέν as an internal accusative, not at all.]

Lines 29–35 And Dicaeopolis, grieving deeply (very), walks to the door and leads his son home. And when he arrived (having arrived / after arriving / arriving) he told his brother all that had happened. And Myrrhine, having learned / after learning / learning everything, (said), “All right (so be it); we cannot fight necessity. So you must take the boy to Epidaurus.” But Dicaeopolis said, “But, wife, how will it be possible for me to take the boy there? For it is necessary to go by sea; for the boy will not be able to go on foot since he is (being) blind. How then will it be possible to provide the fare to the ship’s captain? For I haven’t got the money.”

Lines 36–40 But his brother said, “Don’t worry, friend.” And, having gone / after going / going to the chest, he took out five drachmas and handed (them) over to Dicaeopolis. And he receives the money, and, giving many (great) thanks, he said, “O dearest of men, I pray the gods to provide you with all good things

Book I

since you are so kind (being so kind).” So thus they decide to hurry the next day to the Piraeus and to look for a ship that is about to sail to Epidaurus.

[Help students as necessary with ἐξει�λε (37).]

Wor d Bu ilding 1. I live, dwell; dweller, inhabitant; dwelling, house; dwelling, place, room 2. I learn; learner, pupil; act of learning; that which is learned, learning, knowledge

English Der ivativ es from Wor ds in the Vocabu la ry List

αἱρέω: see list with Chapter 7α λέγω (ἡ λέξις, speech; word; for λογ-, see list with Vocabulary 11α): lexical, lexicographer, lexicography, lexicology, lexicon, lexis ὁράω: see list with Chapter 5α εἰ�δον (ἰδ-; ἡ ἰδέᾱ, form; kind, sort; idea; τὸ εἰ�δος, form; figure): idea, ideal, idealism, idealist, idol, idolater, idolatrous, idolatry, idyll, kaleidoscope πρός: see list with Chapter 1β

Gr amma r 6 Notes:

✒ ✒ Ex ercise 11θ We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

Gr amma r 7 Notes:

✒ ✒ Ex ercise 11ι 1. “Come here, brother, and help me. 2. “Yesterday I saw a wolf going toward the sheepfold. 3. “Perhaps we will see it in the hills and take it.” 4. Then the boys, having arrived at the sheepfold, saw a wolf coming down from the hills. 5. Having seen / After seeing / Seeing the wolf, they take up (lift) stones and chase it.



11   Ο Ι Α Τ Ρ ΟΣ ( β) I -10 5

6. But their grandfather, having seen / after seeing / seeing the boys, took his stick and went to help. 7. The boys saw their grandfather approaching and said: “Come here, grandfather; we will wait for you. 8. “Hurry! We will go to the hills and take the wolf.” 9. But their grandfather said: “Come back, boys; don’t go to the hills; for you will not find the wolf.” 10. Having said / After saying / Saying this, he led the boys home.

Gr amma r 8 You may wish to tell students that the ἐ before verbs beginning with consonants is called a “syllabic augment,” while the lengthening of the initial vowel of verbs is called a “temporal augment” because long vowels are held for a longer time.

✒ ✒ Ex ercise 11κ 1. ἐκελευ 2. ἠθελ 3. ὠτρῡν 4. ˉ�ιᾱτρευ 5. ἠρχ 6. ἐλαβ 7. ἡγε 8. ἠμῡν 9. ηὐχ 10. ὠνομαζ 11. ἠλθ 12. ἐμαθ-

✒ ✒ Ex ercise 11 λ 1. We take, we are taking; ἐλάβομεν, we took. 2. He/She learns, he/she is learning; ἔμαθε(ν), he/she learned. 3. Indicative: they suffer, they are suffering; ἔπαθον, they suffered; participle: suffering; παθου�σι(ν), having suffered / after suffering / suffering. 4. I leave, I am leaving; ἔλιπον, I left. 5. Falling; πεσών, having fallen / after falling / falling. 6. We become, we are becoming; ἐγενόμεθα, we became.

7. Say; εἰπέ, say. 8. I have, I am having; ἔσχον, I had. 9. To arrive, to be arriving; ἀφικέσθαι, to arrive. 10. To leave, to be leaving; λιπει�ν, to leave. 11. Taking; λαβου�σα , having taken / after t­ aking / taking 12. Indicative: you leave, you are leaving; ἐλίπετε, you left; imperative: leave; λίπετε, leave. 13. To say, to be saying; εἰπει�ν, to say. �λθον, I came. 14. I come, I am coming; ἠ 15. to see, to be seeing; ἰδει�ν, to see. 16. We say, we are saying; εἴπομεν, we said. 17. He/She sees, he/she is seeing; εἰ�δε(ν), he/she saw. 18. Indicative: they take, they are taking; εἱ�λον, they took; participle: taking; ἑλου�σι(ν), having taken / after taking / taking.

✒ ✒ Ex ercise 11μ 1. The farmer, having come into the field, saw his daughter sitting under the tree. 2. So he approached and said, “Why are you sitting under the tree weeping, daughter?” 3. And she said: “Bringing you your dinner, father, I fell down in the road and hurt my foot.” 4. And he said, “Come here, I must look at your foot.” 5. Then he looks at her foot and after seeing that it was not at all bad (sick), he said, “Cheer up, daughter; you’ve suffered no damage (nothing bad). So hand me my dinner and return home.” 6. So the girl, having handed her father his dinner, slowly went away homeward.

✒ ✒ Ex ercise 11ν 1. πω �ς τυφλὸς ἐγένου, ὠ� παι�; εἰπέ μοι τί ἐγένετο. �ρ’  ἔ λιπες αὐτοὺς ἐν 2. που� εἰ�δες τοὺς βου�ς; ἀ τῳ� ἀγρῳ�; 3. πολλὰ κατὰ θάλατταν παθόντες τέλος εἰς τὴν γη�ν ἀφι΄ˉκοντο. 4. τοὺς χοροὺς ἰδόντες οἱ παι�δες οἴκαδε ἠ�λθον καὶ τῳ� πατρὶ εἰ�πον τί ἐγένετο. 5. εἰς τὴν θάλατταν πεσου�σαι αἱ παρθένοι δεινὰ ἔπαθον. Students should be warned not to translate “after” in nos. 3 and 4 with a separate word but to let aorist participles do the job.

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Ο ΔΗΜΟΚΗΔΗΣ ΤΟΝ ΒΑΣΙΛΕΑ ΙΑΤΡΕΥΕΙ Title: “Democedes H eals the K ing.” Students should be able to deduce the meaning of the verb from the noun ˉ�ιατρος, which they have had. You should explain that the authors of the course have converted Herodotus’ Ionic dialect to Attic. You may like to explain to your students before they read this piece that Polycrates, the powerful tyrant of Samos, at whose court Democedes served, was lured to the mainland in 522 bc by the Persian governor of Lydia and executed by crucifixion.

New Gr amma r in This R ea ding This reading passage contains the following sigmatic 1st aorist verbs: ἐκόμισαν (2), ἔβλαψεν (3), ἐκέλευσε (5), ἐθαύμασε (7), and ˉ�ι αˉ΄τρευσεν (8). The sigmatic 1st aorist is formally treated in the next chapter, and these verbs are all glossed here, ˉ΄τρευσεν (8), which students will except for �ˉι α deduce. Students can recognize most of them from what they have learned about the formation of the sigmatic 1st aorist in the Preview of New Verb Forms. It will be useful to explain that the ending in the 3rd person singular is -σε(ν) and to remind students that π + σ > ψ in ἔβλαψεν. There are two imperfects: ἐδύναντο (4) and ΄ ἐτιˉμᾱ (11); both are glossed.

Tr anslation

Lines 1–11 And when Polycrates died, the Persians, taking both the other servants of Polycrates and Democedes, brought them to Susa. And soon a bad thing happened to the king; for falling from his horse he hurt his foot. And the doctors were not able to help him. But having learned that there was a Greek doctor present among the slaves, he ordered his servants to lead Democedes to him. So Democedes came into the middle (of the court), dragging fetters and dressed in rags. Then the king, having seen him, was amazed and asked if he could heal his foot.

Book I

But Democedes, being afraid, said that he was not a skilled doctor but was willing to try. Then using Greek healing (methods) he quickly healed the foot. So he became a friend to the king, and he (the king) provided him with much money and was honoring him greatly.

[Word glossed earlier in the chapter: the verb δύναμαι (4, 7).

ὁ οὐ�ν βασιλεὺς ἰδὼν αὐτὸν ἐθαύμασε καὶ ἤρετο εἰ δύναται τὸν πόδα �ˉιᾱτρεύειν (7–8) =

Then the king, having seen him, was amazed and asked (ἤρετο) if he could (δύναται) heal his foot: note that the original present tense is kept in the indirect statement in secondary sequence in Greek, while English changes to “could.” Point this out, since students will write similar sentences in Exercise 11ξ , nos. 1 and 4 below, but with help from glosses.]

✒ ✒ Ex ercise 11ξ 1. ὁ βασιλεὺς πεσὼν ἀπὸ του� ἵππου, κακόν τι ἔπαθεν, οἱ δὲ ˉ�ιᾱτροὶ εἰ�πον ὅτι οὐ δύνανται αὐτὸν ὠφελει�ν. 2. μαθόντες ὅτι ἄλλος ˉ�ιᾱτρός ἐστιν ἐν τοι�ς δούλοις, οἱ θεράποντες εἰ�πον· “δει� του�τον τὸν ˉ�ιᾱτρὸν παρὰ σὲ κομὶζειν.” 3. ἐπεὶ δὲ ἀφι΄ˉκετο ὁ �ˉιᾱτρός, ὁ βασιλεύς, �ρα δυνατόν ἐστιν,” ἔφη, “τὸν πόδα “ἀ ˉ�ιᾱτρεύειν;” 4. ὁ ˉ�ιᾱτρὸς εἰ�πεν ὅτι ἐθέλει πειρα�σθαι. ˉ΄τρευσεν, ὁ 5. ἐπεὶ δὲ ὁ �ˉιᾱτρὸς τὸν πόδα �ˉια βασιλεὺς μάλα φίλος αὐτῳ� ἐγένετο. [Students have not had the words for horse, servants, and to heal in regular vocabulary lists, but they will find them glossed in the story above.]

New Testa m ent Gr eek Tr anslation “But I say to you who hear, love your enemies, do good to those hating you, bless those cursing you, pray for those mistreating/insulting you. To the (one) striking you on the cheek, provide the other (cheek) too.”

[This passage contains good examples of the use of participles. You may choose to discuss them with students.]

h 12 ΠΡΟΣ ΤΟΝ ΠΕΙΡΑΙΑ (α)

Title: “To the Piraeus” Pur poses of This Ch apter

Vocabula ry

1. Reading: (α and β) to record the family’s trip to the Piraeus and their negotiations for the voyage to Epidaurus and to continue the readings from Herodotus with the story of Colaeus’ voyage beyond the Pillars of Hercules (themes of seafaring and trade) 2. Grammar: (α) to present the forms of the sigmatic 1st aorist of λυˉ΄ω, of verbs with stems ending in consonants (other than liquids and nasals), and of contract verbs; (β) to present the asigmatic 1st aorist of verbs with stems ending in liquids and nasals; to list verbs with irregular sigmatic 1st aorists; and to show how compound verbs are augmented 3. Context: to present a discussion of seafaring and trade in the ancient Mediterranean to accompany the Greek narrative of the voyage to Epidaurus

Illustration (p. 225)

Drawing based on a black figure cup in Attic style, sixth century bc (Paris, Louvre).

Caption under Illustration A man approached, driving a wagon.

From the Preview of New Verb Forms and from the sigmatic 1st aorist verbs in the reading at the end of Chapter 11, students should be able to recognize the sigmatic 1st aorist προσεχώρησεν; they will deduce ἅμαξαν from the illustration.

As a further preview of the formation of the sigmatic 1st aorist, we give the aorist indicative and participle forms of the new verbs in the vocabulary list. Brief discussion of these forms in the vocabulary list will help students recognize the sigmatic 1st aorists in the reading. Point out that τὸ τει�χος, like τὸ ὄρος, which students have had since Vocabulary 5α , is a 3rd declension noun, the forms of which will be shown in Chapter 13, Grammar 4, pp. 260–1. Contraction conceals the original genitive singular ending: τείχεσ-ος > τείχους.

Teaching the New Gr amma r in the Story Reading passage α contains the following verbs and participles in the sigmatic 1st aorist (discussed in the grammar sections following the reading). The formation of the sigmatic 1st aorist will be familiar to students from the Preview of New Verb Forms and from the five sigmatic 1st aorist forms in the tail reading of Chapter 11. Help with most, but not all, of the aorists in reading 12α is given in the glosses; here is a complete list: ἐκέλευσε (1), παρεσκευάσαντο (2), ἠθέλησε (3), βαδίσᾱσα (5), ἔδοξεν (5), ἡγησάμενος (7), προσεχώρησε (7), ποιησάμενος (8), ηὔξατο (8), κελεύσαντες (10), ὥρμησαν (10), ἔπταισε (16), βοήσᾱσα (17), προσεχώρησεν (20, familiar from the caption), ἔστησε (22), ἐξηγήσαντο (23), and ἐδέξαντο (25). We recommend underlining the

I-10 7

I-10 8

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

indicative forms on an overhead projection and ­double underlining participles. All the sigmatic 1st aorist forms in the passage can be explained from the rules given in ­Grammar 1 except ἔδοξεν, which is presented in Grammar 4; its irregularity need not be discussed now. The verb ἔστησε (22) is a regular sigmatic 1st aorist formation, but students have not yet seen its present tense, ἵστημι (stem στη-); treat the verb as a vocabulary item at this stage. There are a number of imperfects in the pas�σαν (3), ἠ�ν (4), sage, the earlier ones with glosses: ἠ ἠ�ν (5), παρη�σαν (6), ἠ�ν (12), and ἐνη�σαν (13). Students will know about the imperfect tense from the Preview of New Verb Forms, but it is not formally presented until Chapter 13. It is enough at this stage to call students’ attention to the imperfect forms, and help them if necessary with the �σαν (6) and ἐνη�σαν (13). compound forms παρη It is advisable to circle these imperfect forms on an overhead projection to avoid confusion with the sometimes similar sigmatic 1st aorist forms, e.g., ἠ�σαν (3, imperfect) and ὥρμησαν (10, sigmatic 1st aorist). The following forms are glossed and need not be discussed at this stage: ἐδύνατο (4, imperfect), προσδραμου�σα (17, thematic 2nd aorist of προστρέχω), ἠ�ρεν (17, asigmatic 1st aorist), and ἀνάβηθι (24 and 25, athematic 2nd aorist imperative). Do not allow these forms to get in the way of students’ clear view of the sigmatic 1st aorist indicatives (underlined), the sigmatic 1st aorist participles (double underlined), and the imperfects (circled).

Tr anslation

Lines 1–9 The next day when day first dawned, Dicaeopolis told them all to be getting themselves ready. So the others got themselves ready at once, wanting to go as quickly as possible, and soon they were ready. But the grandfather did not wish to go; for he was so old that he could not walk a long (way); and Melissa, having walked so long a (way) the previous day, was exhausted; so the mother decided to leave her at home with the grandfather. And when the others were present, Dicaeopolis, having led them into the courtyard, approached the altar and, after making a libation, prayed that Zeus keep all safe (while) making so long a journey.

Book I

[παρασκευάζεσθαι (2): note the use of the present infinitive that describes a process (to be getting themselves ready). Note also the accusative reflexive sense of the middle voice here and in παρεσκευάσαντο (2). μακραˉ`ν (4 and 5): ellipsis of ὁδόν, accusative of extent of space, thus the translation, a long way. �σαν, Students should be able to deduce παρη �σαν glossed in line 3.] were present (6) from ἠ

Lines 10–19 Then after bidding goodbye to the grandfather and Melissa, they set out, and soon, having arrived at the gates of the city, they chose the road to the harbor. The road was straight, leading (carrying) through the long walls; and there were many people in (the road), and many wagons, and many mules also, carrying burdens either toward the city or from the city to the harbor. And Dicaeopolis hurries through the crowd wanting to arrive as quickly as possible. But Philip, although holding his father’s hand, stumbled and fell down to the ground. And his mother, shouting, said, “My poor son! What happened to you?” And, having run toward (him), she lifted him. But, having suffered nothing bad, he said, “Don’t worry, mother; for although having fallen, I’m all right (well).” But his mother is still worried and examines the boy.

[To be deduced: κελεύσαντες (10) and the com�σαν (13). pound verb ἐνη In line 12, εἵλοντο is glossed for the meaning chose in the middle voice. Give help as needed with the new meaning of φέρουσα, leading, in line 12. Students will remember ἅμαξαι (13) from the caption under the initial illustration. In lines 15–16 καίπερ is used with the participle. This should cause no problem (see our translation) but you may wish to comment that in English “although” is usually followed by a finite verb (e.g. “although he was holding his father’s hand”) while καίπερ never is: it is always used with a participle or a participle understood.

Lines 20–26 And while they are all waiting around being at a loss (as to) what (they) must do, a certain man approached driving a wagon. And, having seen them waiting around in the road and at a loss, he stopped his mule and said, “Tell me, what is the



1 2   Π Ρ ΟΣ Τ Ο Ν Π Ε Ι ΡΑ Ι Α (α) I -1 0 9

matter, friends? Why are you waiting around like this? Did the boy suffer something bad?” Then they related everything, and he said, “Come here, boy, and get up on my wagon. And you too, lady, if it’s all right with your husband (if it seems good to your husband), get up. For I too am going to the harbor.” And they accepted his proposal, and going like this they soon arrived at the harbor.

[Encourage students to come up with their own translations of τὸν λόγον in the last sentence and remind them that they will need to find a translation for this word that fits the specific context in which it is used.]

Wor d Stu dy 1. mathematics: μανθάνω (μαθ-) > μαθηματικός, -ή, -όν, fond of learning, fit to be learned > τὰ μαθηματικά, mathematics (in our sense, since the Greeks considered that mathematics was the pattern of what is learnable). 2. polymath: πολυ- + μαθ- > πολυμαθής, -ές, learning / knowing much, learned in many spheres. 3. orthodoxy: ὀρθός + ἡ δόξα, opinion > ἡ ὀρθοδοξίᾱ, straight/right opinion. 4. orthodontist: ὀρθός + ὁ ὀδούς, ὀδόντος, tooth = “one who puts teeth straight” (no such Greek word—an English coinage). 5. orthopedics or orthopaedics: ὀρθός + ὁ παι�ς, παιδός = generalized to refer to the branch of medicine concerned with curing skeletal deformities or disorders and related problems in adults as well as children.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

ἀπορέω (ἡ ἀπορίᾱ): aporia κακός: cacodyl, cacoëthes, cacography, caconym, cacophonous, cacophony

ὀρθός: (see Word Study above), orthochromatic,

orthoclase, orthoepist, orthoepy, orthogenesis, orthogonal, orthography, orthopsychiatry, orthopteran, orthoscopic, orthotics

Gr amma r 1 Note that we do not give the emphatic translations, I did loosen, etc., and I did ransom, etc., but teachers should remind students of these possibilities.

Have students compare this entire grammar section with Chapter 10, Grammar 1, pp. 184–185, noting the similarities between the formation of the future and that of the sigmatic 1st aorist.

✒ ✒ Ex ercise 12 α 1. 2. 3. 4. 5. 6. 7. 8.

κελεύσαντες (10): participle, masc. nom. pl. ὥρμησαν (10): indicative, 3rd pl. ἔπταισε (16): indicative, 3rd sing. βοήσᾱσα (17): participle, fem. nom. sing. προσεχώρησεν (20): indicative, 3rd sing. ἔστησε (22): indicative, 3rd sing. ἐξηγήσαντο (23): indicative, 3rd pl. ἐδέξαντο (25): indicative, 3rd pl.

�ρεν, 17), but this There is one other 1st aorist (ἠ is an asigmatic form and will not be identified by students at this stage (see Grammar 3 later in this chapter).

✒ ✒ Ex ercise 12 β We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

✒ ✒ Ex ercise 12 γ 1. δακρυˉ΄σω, ἐδάκρῡσα 2. βλέψομαι, ἔβλεψα 3. θαυμάσομαι, ἐθαύμασα 4. ἀκούσομαι, ἤκουσα 5. δέξομαι, ἐδεξάμην 6. διώξομαι, ἐδίωξα 7. νῑκήσω, ἐνι΄ˉκησα 8. σπεύσω, ἔσπευσα 9. κομιω �, ἐκόμισα 10. ἡγήσομαι, ἡγησάμην 11. βοηθήσω, ἐβοήθησα 12. ἐθελήσω, ἠθέλησα 13. παύσω, ἔπαυσα 14. φυλάξω, ἐφύλαξα 15. πέμψω, ἔπεμψα

Gr amma r 2 Be sure students realize that the masculine and neuter of this participle have 3rd declension forms and that the feminine has 1st declension forms identical to those of the noun ἡ μέλιττα. Students

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should be required to memorize the nominative singular, masculine, feminine, and neuter, and the masculine genitive singular form. All the other forms can be generated from these according to the rules for 3rd and 1st declension nouns. For the 3rd declension forms, the -ντ at the end of the stem is lost to form the nominative singular with the addition of the usual -ς, and the α lengthens; thus the stem λυˉ΄σαντ- produces the nominative λυˉ΄σᾱς. In the dative plural the -ντ- is lost before the ending -σι(ν), and the stem vowel lengthens.

✒ ✒ Ex ercise 12 δ Sets of forms of this sort are not provided in this handbook; teachers should check students’ work carefully.

✒ ✒ Ex ercise 12 ε 1. ἐκελεύσαμεν 2. Indicative: ἔπεμψαν; participle: πέμψᾱσι(ν) 3. ἠκούσατε 4. ἐλυ΄ˉσατο 5. εὐξάμενοι 6. ᾠκήσαμεν 7. ἐτι΄ˉμησε(ν) 8. δακρυˉ΄σας 9. ἐκόμισα 10. ἐβαδίσαμεν 11. βοηθη �σαι 12. ἐνῑκήσαμεν 13. ἡγησάμενος 14. δέξαι 15. Indicative: προσεχώρησαν; participle: προσχωρήσᾱσι(ν)

✒ ✒ Ex ercise 12 ζ 1. Dicaeopolis was not willing to lead his wife to the city. 2. The stranger, having entered [aorist of simple action], immediately asked for wine. 3. The priest, after making a libation [aorist of simple action], prayed to the gods. 4. The women, although having seen their husbands [aorist of simple action], did not stop shouting [present of continuous action]. 5. Go in, boy, and call your father. 6. Come here, boy, and tell me what you did. 7. After watching the dances [aorist of simple action], the girl hurried home.

Book I

8. The master told the slaves to be quiet (to shut up), but they did not stop talking [present of continuous action]. 9. The sailors, having cast off the ship [aorist of simple action], sailed out of the harbor. 10. The herald ordered the citizens, having become quiet (having shut up) [aorist of simple action], to listen. or The herald ordered the citizens to be quiet (to shut up) [aorist of simple action] and to listen. [Note the use of the present participle with its continuous aspect after ἐπαύσαντο in nos. 4 and 8. Note the aorist infinitive expressing simple �σαι might be translated to aspect in no. 8 (σῑγη shut up, expressing a simple action, rather than to be quiet, which could in English imply a process or continuing state). In no. 10 it makes better English to translate the participle as an infinitive. With the aorist participle here compare the aorist infinitive in no. 8.]

✒ ✒ Ex ercise 12 η 1. σπονδὴν ποιησάμενοι καὶ τοι�ς θεοι�ς εὐξάμενοι πρὸς τὸ ἄστυ ἐβαδίσαμεν. 2. ὁ πατὴρ τὸν παι�δα ἐκέλευσεν οἴκαδε πέμψαι τὸν κύνα. 3. ἐγὼ μὲν σοὶ ἐβοήθησα , σὺ δὲ ἐμοὶ εἰς κίνδῡνον ἡγήσω. � παι�, καὶ αἴτησον 4. τὴν μητέρα κάλεσον, ὠ αὐτὴν δέξασθαι ἡμα�ς. 5. ὁ νεᾱνίᾱς νῑκήσᾱς στέφανον ἐδέξατο. 6. εἰς τὸ ἄστυ ἀφικόμενοι πολλοὺς ­ἀ νθρώπους  ἐν  ται�ς  ὁδοι�ς  εἴδομεν. Note that in no. 3 we use the emphatic, accented forms of the pronouns.

Trade and Travel For Hesiod, see Hugh G. Evelyn-White, Hesiod, Homeric Hymns, Epic Cycle, Homerica, Loeb Classical Library, Cambridge, MA: Harvard University Press, 1936 (pp. 52–53 for lines 682–87, quoted on p. 203). For further reading, see The World of Athens, pp. 72–73, 181–84, 234–36.

Illustration (p. 234)

Detail of an Attic black figure cup, ca. 550 bc (London, British Museum).



1 2   Π Ρ ΟΣ Τ Ο Ν Π Ε Ι ΡΑ Ι Α (α) I -111

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Lyric: V, Loeb Classical Library Vol. 144, translated by David A. Campbell, Cambridge, MA: Harvard University Press, 1993. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 282–83 for no. 890.

Tr anslation To be healthy (is) best for mortal man, to have been born fair in physique (is) second (best), the third (best) thing (is) to be rich honestly, and the fourth (best) thing (is) to be young among (with) one’s friends. The sentiments in these anonymous lines are traditional. Ill health was always threatening in a society in which medicine was not advanced, personal beauty was held in high esteem by the Greeks, and the joys of youth are frequently contrasted with the horrors of old age. However, even in antiquity it was said that whoever composed the lines was out of his mind in putting wealth after physical beauty, “for wealth is next best to health: a handsome man who is hungry is an ugly beast” (attributed to the comic poet Anaxandrides and quoted in Athenaeus; see Campbell, Greek Lyric Poetry V, Loeb Classical Library, 1993, pp. 282–83). Be sure students realize that the infinitives are the subjects in the first two clauses and that the verb ἐστί needs to be supplied in all four clauses, as commonly in gnomic verse of this sort. In the second and third clauses, the definite articles with the ordinal adjectives indicate that

those phrases are subjects of their clauses, and the infinitives are now in the predicates of their clauses. For the ordinal adjectives, see Chapter 8, Grammar 5, p. 149. This may be a good time to inform students that Greek does not have gerunds (one may or may not want to talk about articular infinitives at this stage). In English the gerund and infinitive are sometimes interchangeable, and this poem could be translated with gerunds instead of infinitives, as follows: Being healthy (is) best for mortal man, having been born fair in physique (is) second (best), the third (best) thing (is) being rich honestly, and the fourth (best) thing (is) being young among (with) one’s friends.]

New Testa m ent Gr eek Tr anslation And he (Jesus) spoke to them this parable, saying, “What man of you having a hundred sheep and having lost one of them does not leave behind the ninety-nine in the desert and go after the lost one until he finds it? And having found (it), he puts (it) onto his shoulders rejoicing and, having gone to his home, calls together his friends and neighbors, saying to them, ‘Rejoice with me, because I found my sheep, the lost (one).’ I say to you that thus there will be joy in heaven over/at one sinner who repents (more/rather) than over/at ninety-nine righteous (men) who do not have need of/ for repentance.”

[Words to be deduced: παραβολήν, συγκαλει� = συν- + καλει�.]

h ΠΡΟΣ ΤΟΝ ΠΕΙΡΑΙΑ (β)

Caption under Illustration

Dicaeopolis, having bidden farewell to his wife, led Philip toward the ship.

Emphasize the sigmatic 1st aorist participle and main verb.

Vocabula ry The entries for πλείων and πλει�στος are not in alphabetical order; we wished to present the comparative before the superlative. Comparative and superlative adjectives are treated in Chapter 14, Grammar 1 and Grammar 2, pp. 270–271; for the time being treat the forms simply as vocabulary items and do not go into a full explanation.

Teaching the New Gr amma r in the Story The first paragraph and the first line of the second paragraph contain the following verbs in the �ν (1), ἔσπευδον (2), ἐκάλουν imperfect tense: ἠ �γον (5), ἠπόρει (5), ἔπῑνον (11), (2), ἐβόων (3), ἠ and ἔφη (10, 12, 13, 18, 20, and 26). They are all �ν, which was glossed earlier glossed except for ἠ in the chapter, and ἔφη, which was in Vocabulary 11α , and which may now be identified for students as imperfect. Students should be prepared to recognize the imperfect forms (present stem + aug�ν and ἔφη, from the ment + endings), except for ἠ Preview of New Verb Forms, but the forms need not be discussed fully at this stage. We do recommend, however, that these imperfect forms be circled on an overhead projection and identified

as examples of the imperfect tense, which will be formally treated in the next chapter. Circling the verbs in the imperfect will prevent students from confusing them with other tenses, especially with the 2nd aorist. Use this passage as an opportunity for students to firm up their ability to recognize tenses and tense indicators. Have them locate sigmatic 1st aorist forms: ἐξελάσαντες (4; glossed; the form is introduced in Grammar �σαι (5), καθισάμενοι (8), ͺἤτησαν 4), ποιη (8), προσεχώρησε (9), ἐξηγησάμενος (11), ἡγήσατο (15), προσχωρήσᾱς (17), ἐκέλευσεν ΄ˉσᾱσα (25, ingressive), νόστησον (25), δακρυ (27), ἀπετρέψατο (28), and ἡγήσατο (28). Then have students locate thematic 2nd aorists: εἰ�δε (7), εἴπετέ (11), εἰπὼν (15), ἤρετο (17), παρασχει�ν (21 and 22), παράσχες (23), παρέσχε (27), and εἰπου�σα (32). Then have students locate future forms: πλευσομένην (6), πλεύσεσθαι (12 and 13), and πλευσόμεθα (19). Treat the athematic 2nd aorist imperatives εἴσβητε (19 and 23) as vocabulary items. After intensive work with the verbs in this reading, students should have a good grasp on the clues for recognition of the tenses studied so far.

Tr anslation

Lines 1–8

I-112

And in the harbor there was a very great crowd, and a very great uproar. For the people were hurrying in all directions; for the ships’ captains



1 2   Π Ρ ΟΣ Τ ΟΝ Π Ε Ι ΡΑ Ι Α ( β) I -11 3

were calling the sailors, telling them to carry the cargoes out of the ships, and the merchants were shouting loudly (as they were) receiving the cargoes and carrying them to wagons; and others, having driven sheep out (of the ships), were leading (them) through the streets. And Dicaeopolis, watching everything, was at a loss what (he) must do and where (he) must look for a ship (that was) going to sail to Epidaurus; for he saw very many ships lying at anchor at the pier. And finally all, having sat down in a wine shop, asked for wine / And finally after they (had) all sat down in a wine shop and asked for wine.

[ἁμάξᾱς (4): students are to recall this word from passage α. Compound verb to be deduced: εἰσφέροντες (4). Remind students that circumstantial participles may best be translated as subordinate clauses, as in the last sentence, where καθισάμενοι could be translated after they (had) sat down.]

[Word glossed earlier in the chapter: δύναμαι (22), I am able.]

Lines 24–29 Then Dicaeopolis handed the money to the captain and bade farewell to his wife and brother. And Myrrhine, bursting into tears, said, “Guard the boy well, dear husband, and hasten to return home as quickly as possible. And you, dearest son, cheer up and with god’s help return home soon with (having) your eyes healthy.” Having said this, she turned away; and the brother led her back to Athens in tears.

[Call students’ attention to the fact that the participle δακρυˉ΄σᾱσα (25) is an ingressive aorist, denoting the entry into the state of being in tears = bursting into tears, while δακρῡούσͺη (29) is present tense with continuous aspect. For the ingressive aorist, see Chapter 13, ­Grammar 2b, p. 250.]

Lines 9–16 And while they were drinking the wine, a certain old sailor approached and said, “Who are you, friends, and what do you want here (wanting what are you here)? For being countrymen/rustics, you seem to be at a loss. Tell me what is the matter.” And Dicaeopolis, after relating everything, said, “Do you know if there is some ship here about to sail to Epidaurus?” And he said, “Certainly. For my ship is about to sail there. So follow me to the captain. But look, here’s the captain himself approaching at just the right time.” And, having said this, he led them to a young man at that moment (then) coming out of a ship.

Lines 17–23 Then Dicaeopolis, having approached, asked him if he was willing to take them to Epidaurus. “Certainly,” he said, “I am willing to take you there. But get on board quickly; for we are going to sail at once.” And Dicaeopolis said, “For how much?” (“What’s the fare?”) And the captain said, “For five drachmas.” But Dicaeopolis (said), “But you are asking too much. I’m willing to hand over two drachmas.” And he (said): “No; I ask for four (drachmas).” And Dicaeopolis (replied), “Look, three drachmas; for I can’t hand over more.” And he (said), “All right; hand me the money; and get on board quickly.”

Wor d Bu ilding 1. guiltless, blameless 2. unworthy 3. unjust 4. unmanly, cowardly Further examples of formations with α-privative are:

ἡ τύχη, chance, luck; ἀτυχής, -ές, unlucky, luckless; cf. εὐτυχής, -ές, lucky ἡ φρήν, φρενός, mind; σώφρων, σώφρονος (σῴ-ζω + ἡ φρήν), of sound mind; prudent; selfcontrolled; ἄφρων, ἄφρονος, mindless, foolish; εὔφρων, εὔφρονος, well-minded, kind. Occasionally feminine forms of two-termination adjectives are found, but it may be wise not to raise the issue with students.

English Der ivativ es from Wor ds in the Vocabu la ry List

ἐξηγέομαι: exegesis, exegete, exegetical φαίνομαι: phenomenal, phenomenalism, phenomen­ ology, phenomenon

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ἔμπορος: emporium μέγα: megabit, megabuck, megabyte, megacephaly, megachurch, megadeath, megadose, megafauna, megahertz, megahit, megalith, megaloblast, megalocardia, megalomania, megalopolis, megalosaur, megaphone, megapode.

Illustration (p. 238)

Aerial photograph by the late Raymond V. Schoder, S.J.

Gr amma r 4 Ask students to state clearly what is irregular about each of these sets of forms. The verb ἐλαύνω has what is called an Attic future, in which the intervocalic σ drops and the �, ἐλᾳ�ς, ἐλᾳ�, etc. Cf. the vowels contract, giving ἐλω future of καλέω, where the same thing happens, �, -ει�ς, -ει�, etc. (See the note in this giving καλω handbook on Chapter 10, Grammar 3.)

✒ ✒ Ex ercise 12 κ

Gr amma r 3 Students should compare what is said here carefully with what is said about the future of liquid and nasal stem verbs in Chapter 10, Grammar 5, p. 194–5. The presentation here builds on the presentation there. We use the verb αἴρω to show the forms of the asigmatic 1st aorist of liquid and nasal stem verbs, but the use of this verb in the middle voice is primarily Homeric and poetic. Students may be informed that φέρω has both a thematic 2nd aorist, ἤνεγκον, and an asigmatic 1st aorist, ἤνεγκα.

✒ ✒ Ex ercise 12 θ We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

✒ ✒ Ex ercise 12 ι 1. ἀ �ραι 2. ἤγειρε(ν) 3. μείνᾱσα 4. ἀπεκριˉ΄νατο 5. ἀποκρῑνάμενος 6. μει�νον 7. ἀποκτει�ναι 8. α ˉ῎ρᾱς 9. μει�ναι 10. .ἤραμεν 11. ἐγείρᾱς 12. ἀπόκρῑναι 13. ἀπεκριˉ΄νατο 14. ἀποκρι΄ˉνασθαι 15. Indicative: ἀπέκτειναν; ἀποκτείνᾱσι(ν)

Book I

You may wish to ask your students to identify liquid, nasal and irregular aorists. 1. The grandfather, lying on the ground, wanted to sleep. ἠθέλησε: irregular 2. But Philip, having run toward (him), woke him up. ἤγειρεν: liquid 3. And he said, “Why did you wake me, boy?” And Philip said, “A wolf is rushing at the sheep.” ἤγειρας: liquid 4. The grandfather said, “Call Argus and ward off the wolf from the sheep.” κάλεσον: irregular ἄμῡνον: nasal 5. So Philip, having called Argus, hurried up the hill. καλέσᾱς: irregular 6. Then Argus, barking fiercely, pursued the wolf, and Philip, having picked up (lifted) ˉ῎ρᾱς: liquid stones, pelted it. α 7. And soon Argus held the wolf with his teeth, and Philip killed it with his knife, ἀπέκτεινεν: nasal 8. And the grandfather, having arrived at the top of the hill, said, “Well done! You bravely warded off the wolf from the sheep. ἠμυ΄ˉνατε: nasal 9. “And now you stay here, and I will go back home; for I want to announce to your mother what happened.” μει�νον: nasal ἀγγει�λαι: liquid 10. Then Philip decided to drive the sheep into the sheepfold. εἰσελάσαι: irregular [Word glossed earlier in the chapter: no. 2, προσδραμὼν.]

participle:

Gr amma r 5 Notes:



1 2   Π Ρ ΟΣ Τ ΟΝ Π Ε Ι ΡΑ Ι Α ( β) I -11 5

✒ ✒ Ex ercise 12 λ 1. 2. 3. 4. 5. 6. 7. 8. 9.

προσεχώρησα ἐξέπεμψα ἀπέφυγον ἀπεκρῑνάμην εἰσέπεμψα ἀπέκτεινα εἰσεκόμισα συνη�λθον συνέλαβον

✒ ✒ Ex ercise 12 μ 1. The slaves, having lifted the stones, threw (them) out of the field. 2. The master, having driven the oxen into the field, called the slaves. 3. The master sent the slaves away, but he himself stayed in the field. 4. Having left the plow in the field, the slaves returned home quickly. 5. The girl, having seen her father, approached quickly and asked why he was not returning home. 6. But he answered that he must plow the field. 7. The young men did not run away but fought bravely. 8. The messenger announced that many (had) died in the battle. 9. The sailors, having prepared the ship, sailed out of the harbor. 10. The captain, fearing the storm, decided to return to harbor.

Ο ΚΩΛΑΙΟΣ ΤΑΡΤΗΣΣΟΝ ΕΥΡΙΣΚΕΙ Title: “Colaeus Discovers Tartessus” V er bs This passage contains the following verbs in the imperfect tense (glossed here and to be treated in the next chapter): ἔπλει (2) and ἐποιου�ντο (13).

Tr anslation

Lines 1–6 The first of the Greeks to reach Tartessus were the Samians. (Of the Greeks the Samians first reached

Tartessus.) For a certain merchant called Colaeus, setting out from Samos was sailing toward Egypt, but a very great storm arose, and for many days the wind did not stop always carrying the ship toward the west. And finally Colaeus and his comrades, having passed through the Pillars of Hercules (the Straits of Gibraltar), sailed out into the Ocean (i.e., the Atlantic) and so arrived at Tartessus.

[Tartessus was in the neighborhood of Cadiz. Compound verb to be deduced: εἰσέπλευσαν (5).]

Lines 7–14 And the natives having taken them (took them and) brought them to the king, an old man called Argathonius. And he asked them who they were and from where they had come. And Colaeus answered: “We are Greeks; and while we were sailing toward Egypt, a storm drove us to your land.” And the king, having heard all these things, was amazed, but he received them kindly and after having received them kindly (after he had received them kindly) he handed over to them very much silver and very much tin. And they, staying a long time in Tartessus, were carrying on trade. But finally, having bidden farewell to Argathonius, they sailed away and returned to Samos without any trouble (having suffered nothing bad).

[Compound verb to be deduced: ἀπέπλευσαν (13). On Tartessus and Argathonius, see H ­ erodotus 1.163–165 and 4.152. The trade opened up by Colaeus was developed by the people of Phocaea. Argathonius ruled for eighty years and died at the age of 120. His fabulous wealth came from the silver and tin. Silver came from the river ­Guadalquivir; tin, from Brittany and the west of Britain.]

✒ ✒ Ex ercise 12 ν Encourage students to find as much vocabulary as possible for the English to Greek sentences at the end of the chapters in the readings preceding them and not to rely on the vocabulary at the end of the book—e.g., in no. 6 students are to get the Greek for “were carrying on trade” from 12-13 of the reading; the phrase is not included in the end vocabulary. Also some proper names will not be included in the end vocabulary.

�λθεν, τοι�ς 1. ἐπεὶ ὁ Κωλαι�ος οἴκαδε ἐπανη Ἕλλησιν εἰ�πεν τί ἐγένετο.

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2. πάντες ἐθαύμασαν, πολλοὶ δέ, ἀκούσαντες ὅτι ὁ Ἀργαθώνιος μάλα ὄλβιός ἐστιν, ἐβούλοτο εἰς τὸν Τάρτησσον πλει�ν. �σαι/ὁρμήσασθαι· 3. ἔδοξεν αὐτοι�ς εὐθὺς ὁρμη

καὶ τέτταρας ναυ�ς παρασκευάσαντες ἀπέπλευσαν. 4. πολλὰ καὶ δεινὰ παθόντες, τέλος εἰς τὸν Τάρτησσον ἀφι΄ˉκοντο. �ς ἐδέξατο καὶ 5. ὁ βασιλεὺς αὐτοὺς εὐμενω πολύ τε ἀργύριον αὐτοι�ς παρέσχε καὶ πολὺν καττίτερον. 6. οἱ οὐ�ν Ἕλληνες πολύν τινα χρόνον ἐμπορίᾱν πρὸς τοὺς του� Ταρτήσσου πολιˉ΄τᾱς. Gr eek Wisdom

The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical

Book I

Library from Diogenes Laertius, Lives of E ­ minent Philosophers: I, Loeb Classical Library Vol. 184, translated by R. D. Hicks, Cambridge, MA: ­Harvard University Press, 1966. The Loeb ­Classical Library® is a registered trademark of the President and Fellows of Harvard College. See p. 90 (1.88) for this quotation.

Tr anslation Most (men) are bad.

[Students have had both words in this chapter.]

Illustration (p. 244)

Drawn from a vase found on Ischia (see p. 232 of the student’s book), eighth century bc (Ischia Museum).

h 13 ΠΡΟΣ ΤΗΝ ΣΑΛΑΜΙΝΑ (α)

Title: “To Salamis” The noun is given in the vocabulary list.

Pur poses of This Ch apter 1. Reading: (α) to begin the narration of the voyage of Philip and his father from the Piraeus to Epidaurus; (β) to record a nearly disastrous incident on board ship that leads to a narration by the old sailor who got them on board of the story of the Persian Wars, a narration that is prompted by their imminent arrival at Salamis; and, in the reading based on Herodotus at the end of the chapter, to record Xerxes’ crossing of the Hellespont 2. Grammar: (α) to give a formal presentation of the imperfect tense, which we also call the past progressive in order to focus attention on aspect, and to discuss aspect with regard to imperfect and aorist indicatives; (β) to present the relative pronoun and relative clauses, to present 3rd declension nouns and adjectives with stems in -εσ-, and to present a 1st/3rd declension adjective with 3rd declension stems in -υ- and -ε3. Context: to begin a study of the Persian Wars with an essay on the rise of Persia

Illustration (p. 245)

Based on an Attic black figure cup, ca. 550 bc (London, British Museum).

Caption under Illustration

The ship, which was carrying grain and wine to the islands, was round.

Supply the meaning of στρογγύλη, round (see note under the second paragraph of the translation below); σι�τον will here refer to grain and not food in general (the sense in which the word has been used earlier); highlight the imperfect ἔφερε and use it to review the formation of this tense (see ­Preview of New Verb Forms and examples in Chapter 12β).

Vocabula ry The verb ἐρέσσω is regularly spelled with double σ instead of double τ; its stem is ἐρετ-. We give the aorist in single rather than double σ. For the forms of the reciprocal pronoun ἀλλήλων, see Forms, p. 387 of the student’s book. We give the adjective, βέβαιος, not the adverb made from it that is used in the story (βεβαίως, 7). For the declension of ταχύς, see Grammar 5, p. 379.

Teaching the New Gr amma r in the Story Passage α contains the following verbs in the imperfect (glosses are kept to a minimum since students will be familiar with the formation of the imperfect from the Preview of New Verb Forms, from examples in Chapter 12β, and from the caption under the illustration at the head of this chapter): ἤρεσσον (4), ἔπλει (6), ἡσύχαζον (7), ἐσκόπει �ν (7), ἔφερε (8), ἐνη� ν (9), ἐνη� σαν (9), (7), ἠ ἐπανͺη� σαν (10), ἐπορεύοντο (11), ᾤκουν (11), ἐτέρποντο (11), ἠ�ν (12), διελέγοντο (12), and

I -117

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ͺἠ� δον (13). After underlining the imperfect forms

on an overhead projection, it may be useful to make three lists on the board. First, list the verbs that are formed by taking the present stem, augmenting it (if possible), and adding a thematic vowel and an ending similar to the endings of the 2nd aorist: ἤρεσσον (4), ἡσύχαζον (7), ἔφερε (8), ἐπορεύοντο (11), ἐτέρποντο (11), διελέγοντο � δον (12). Second, list the contract verbs: (12), and ͺἠ ἔπλει (6), ἐσκόπει (7), and ᾤκουν (11). Then list �ν (7), ἐνη� ν (9), ἐνη� σαν (10), the irregular verbs: ἠ ἐπανͺη� σαν (10), and ἠ�ν (12). This will help orient students to the three sets of forms in the grammar section: regular verbs, contract verbs, and irregular verbs.

Tr anslation

Lines 1–5 And meanwhile the old sailor, having led Dicaeopolis and the boy on board the ship, told (them) to sit on the deck. Then the captain ordered the sailors to loose the cables, and the sailors, having loosed the cables, were slowly rowing the ship toward the sea. Then, after leaving the land behind, they spread the sails.

[For the word order in the phrase ὁ ναύτης ὁ γεραιός, see Chapter 5, Grammar 7a, p. 78.]

Lines 6–13 And when the ship was sailing steadily and the sailors, having stopped from their work(s), were resting, Dicaeopolis began to examine (inchoative/ inceptive imperfect) all the ship. The ship was round, not big nor fast but steady, which was carrying cargo to the islands; for there was grain in it and wine and timber and sheep. And there were many people on board (in it), (being) countrymen, who, after selling their goods (cargoes) in Athens, were returning home; and others were journeying to relatives, who were living on the islands. And all were enjoying sailing—for the wind was favorable and the sun bright—and they were either talking to each other or singing songs.

[ἐσκόπει (8): for the inchoative (inceptive) imperfect, see Grammar 2b, p. 250. στρογγύλη (7): round, as opposed to a long ˉ΄, or warship. Merchant ships ship, ναυ�ς μακρα were built with rounded hulls.]

Book I

Wor d Stu dy 1. nautical: ναυτικός, -ή, -όν, of or belonging to sailors or ships. 2. cosmonaut: by simply pronouncing or transliterating ὁ κόσμος, students will see that it means cosmos or universe (the basic meaning of the Greek word was order) + ὁ ναύτης = “person who navigates a spacecraft” (Russian term). ˉ᾽ήρ, αˉ᾽έρος, air + ναύτης = 3. aeronaut: ὁ or ἡ α “navigator of a lighter-than-air craft.” 4. astronaut: τὸ ἄστρον, star + ὁ ναύτης = American term for no. 2 above. 5. cosmology: ὁ κόσμος + -λογίᾱ = “the theory of the universe” (coined 1656). 6. astrology: ἡ ἀστρολογίᾱ = τὸ ἄστρον + -λογίᾱ = “study of the stars.”

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

ἄνεμος: anemochory, anemograph, anemometer, anemometry, anemone, anemophilous λαμπρός ( λάμπω, I shine): lamp, lampion, lamplight, lantern ταχύς; tachistoscope, tachograph, tachometer, tachyarrhythmia, tachycardia, tachygraphy, tachylyte, tachymeter, tachypnea Gr amma r 1 Notes:

✒ ✒ Ex ercise 13 α See “Teaching the New Grammar in the Story” above.

✒ ✒ Ex ercise 13 β We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

Gr amma r 2 Students should be taught to distinguish carefully in translation between verbs in the imperfect and verbs in the aorist. Inchoative (inceptive) and conative meanings should be kept in mind as



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possibilities for the imperfect, and the ingressive should be kept in mind as a possibility for the aorist. Of greatest importance, however, is that students be encouraged to translate the imperfect when it describes continuous, incomplete, repeated, or habitual action with phrases such as was/were Xing, used to X, or was/were accustomed to Xing, making a firm distinction between the imperfect and the aorist, which usually describes a simple action in past time. In the translations of stories and exercises in the teacher’s handbooks we have given literal translations of imperfects, even when such translations might not be the most natural English idiom. In English to Greek translation exercises in the student’s books, we have taken care to make it clear when we expect students to produce imperfects and when we expect them to produce aorists.

✒ ✒ Ex ercise 13 γ �γεν: imperfect or past progressive 1. ἠ indicative, was leading, ongoing process in past time. κ αταπεσὼν: aorist participle, having fallen down, or better, falling down, simple action. ἔ βλαψεν: aorist indicative, he hurt, simple past action. The boy was leading the oxen home, but falling down he hurt his foot. 2. ἐμένομεν: imperfect or past progressive indicative, we were staying, ongoing process in past time. ὡρμησάμεθα: aorist indicative, we set out, simple past action. We were staying in the city for a long time, but finally we set out for home. 3. ἔμενον: imperfect or past progressive indicative, they were staying, ongoing process in past time. δ ιαλεγόμεναι: present or progressive participle, talking, ongoing action. ἰδου� σαι: aorist participle, seeing, or perhaps, after seeing, simple action. προσχωρου� ντας: present or progressive participle, approaching, ongoing action. ἀ πη� λθον: aorist indicative, they went away, simple past action. The girls were staying at the spring talking, but seeing the boys approaching they went away. 4. ἔμενεν: imperfect or past progressive indicative, was waiting for, ongoing action in past time. ε �δεν ἰ : aorist indicative, he saw, simple past action.

προσχωρου�σαν: present or progressive participle, approaching, ongoing action.

The man was waiting for his wife a long

time by the road, but finally he saw her approaching. 5. ἔλεγον: imperfect or past progressive indicative, were telling, ongoing action in past time. ἰ δου� σαι: aorist participle, seeing, or perhaps, after seeing, simple action. λέγουσαι: present or progressive participle, talking, ongoing action. ἐκάλεσαν: aorist indicative, called, simple past action. The women in the house were telling stories, but, seeing their husbands, they stopped talking (i.e., they stopped being in the process of talking) and called them. �γεν: imperfect or past progressive indica 6. ἠ tive, used to lead, repeated action in past time. Philip used to lead his dog to the sheepfold every day. 7. ἔπειθεν: imperfect indicative, tried to persuade, conative. ἀ γαγει�ν: aorist infinitive, to lead, simple action. ἤ θελεν: imperfect or past progressive indicative, was willing, ongoing state of mind. ἔ πεισεν: aorist, persuaded, simple past action. The girl tried to persuade her father to take her to the city, but he was not willing. But her mother easily persuaded him. 8. σῑγήσατε: aorist imperative, be silent, simple action, here = stop talking. ἀ κούετε: present or progressive imperative, listen, ongoing, continuous action. Be silent, children, and listen to me. 9. καταβαλου� σα: aorist participle, dropping or having dropped, simple action. δ ακρυˉ΄ σᾱσα: aorist participle, bursting into tears, ingressive. ἐ κάλεσεν: aorist indicative, called, simple past action. The girl, having dropped her water jug, bursting into tears, called her mother. 10. ἐκέλευσεν: aorist indicative, ordered, simple past action. κ ομίσαι: aorist infinitive, to bring, simple action. δ ακρυˉ΄ ουσα: present or progressive participle, weeping / in tears, ongoing action. ἔ σπευδεν: imperfect or past progressive indicative, began to hurry, inchoative (inceptive). The mother told the maiden to bring another water jar from the house; and she began to hurry home in tears.

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✒ ✒ Ex ercise 13 δ 1. ἐλυ΄ˉομεν, λυˉ΄σομεν, ἐλυ΄ˉσαμεν 2. ἐλυ΄ˉοντο, λυˉ΄σονται, ἐλυ΄ˉσαντο 3. Indicative: ἐποίουν, ποιήσουσι(ν), ἐποίησαν; participle: no imperfect, ποιήσουσι(ν), ποιήσᾱσι(ν) 4. ἐφίλει, φιλήσει, ἐφίλησε(ν) 5. ἐλάμβανε, λήψεται, ἔλαβε(ν) 6. ἠκούετε, ἀκούσεσθε, ἠκούσατε 7. ἡγου� , ἡγήσει, ἡγήσω 8. ἐγιγνόμεθα, γενησόμεθα , ἐγενόμεθα 9. ἐπέμπομεν, πέμψομεν, ἐπέμψαμεν 10. ηὔχοντο, εὔξονται, ηὔξαντο 11. ἀφῑκνει�το, ἀφίξεται, ἀφι΄ˉκετο 12. ἐνῑκω �μεν, νῑκήσομεν, ἐνῑκήσαμεν 13. ἐβόᾱ , βοήσεται, ἐβόησε(ν) 14. ἔπῑπτε(ν), πεσει�ται, ἔπεσε(ν) 15. ἔλειπον, λείψω, ἔλιπον

✒ ✒ Ex ercise 13 ε 1. οἱ νεᾱνίαι τάχιστα ἔτρεχον πρὸς τὴν ἀγοραˉ΄ν. � λθεν ὁ παι�ς, ἡ παρθένος 2. ἐπεὶ οἴκαδε ἐπανη πρὸς τͺη� θύρᾳ ἔμενεν. �ν στενω�ν πρὸς τὸν λιμένα. 3. ἤδη ἔπλει διὰ τω 4. ἐγὼ μὲν οἴκοι ἔμενον, σὺ δὲ πρὸς τὸ ἄστυ ἐπορεύου/῾υˉμει�ς δὲ πρὸς τὸ ἄστυ ἐπορεύεσθε.

Book I

5. ἐπεὶ εἰς τὴν νη � σον ἀφῑκόμεθα, οὐδεὶς ἡμι�ν βοηθει�ν ἤθελεν. � παι�, ἐπεὶ εἰ�δόν σε ἐν τῳ� λιμένι; 6. τί ἐποίεις, ὠ �ρ’ ἐθεω� τὴν ναυ� ν πρὸς τὴν θάλατταν 7. ἀ ἐκπλέουσαν; 8. ὁ μὲν ναύκληρος μέγα ἐβόᾱ , ἡμει�ς δὲ αὐτὸν οὐκ ἐφοβούμεθα.

The Rise of Persia Map (p. 252) From Michael Grant and Arthur Banks, Ancient History Atlas, © 1971 by Weidenfeld & Nicolson, London, 1971, p. 21. Illustration (p. 255)

Persepolis, Treasury, relief depicting an audience scene, with an Achaemenid king enthroned at center, attended by his Crown Prince standing behind the throne; Achaemenid Period, fifth century bc; excavated and photographed by the Persepolis Expedition of The Oriental Institute of the University of Chicago (Teheran, National Museum of Iran). For further reading, see The World of Athens, pp. 15–21, and The Oxford History of the Classical World, pp. 38–49.

h ΠΡΟΣ ΤΗΝ ΣΑΛΑΜΙΝΑ (β)

Illustration (p. 256)

Aerial photograph by the late Raymond V. Schoder, S.J., showing the site of the battle of Salamis seen from the island of Salamis facing east across to the mainland of Attica. The Greek navy formed up on both sides of the small island in the foreground and met the Persian fleet in the narrows, as it sailed in from the open sea (upper right in the photograph).

Caption under Illustration

Look, the straits in which we were fighting against the barbarians.

The new words, τὰ στενά , οἱ�ς, and τοὺς βαρβάρους are in the vocabulary list. Attention to the relative pronoun will prepare students for the reading passage, which contains six further examples of relative pronouns.

Vocabula ry For the declension of τριήρης, see Grammar 4, p. 261. For the declension of ἀληθής and ψευδής, see Grammar 4, p. 261. Along with the adjective ἐκει�νος we give examples of its placement outside the definite– article–noun group, i.e., in the predicate position. See Chapter 5, Grammar 7b, p. 79, and Chapter 14, Grammar 5, p. 285. � are not in The words ψευδής and τὰ ψευδη the story, but we include them in the vocabulary �. list for contrast with ἀληθής and τὰ ἀληθη

Teaching the New Gr amma r in the Story Nominative singular forms of the relative pronouns are given in the vocabulary list, and the relative pronoun is treated in Grammar 3 following this reading passage. Help students as necessary with the relative pronouns in the reading (αἳ, 1, αἳ, 3, ὃς, 8, ὃν, 10, οἱ�ς, 15, and ὃς, 24) and after study of the grammar section come back to the reading and have students examine carefully the use of the relative pronouns (see Exercise 13ζ ). Use this passage to consolidate students’ grasp of imperfect verb forms and their progressive aspect. Examples will be found in lines 1, 2, 3, 4, 5, 6, 8, 11, 16, 18, 19, and 21. Encourage students to translate the imperfect forms in a way that shows continuous, ongoing action in past time or the inchoative (inceptive) aspect. Have them avoid translation as simple past tenses in English, even if the expression in English is a little strained at times.

Tr anslation

Lines 1–7

I-121

And when they had sailed a short time, ten warships were visible (were appearing), which were going to the Piraeus, returning from the islands. So all were watching the triremes, which were moving (hurrying) quickly through the waves. For the rowers, obeying the boatswain, were striking the sea together. But when the triremes were out of sight (were no longer appearing), the wind began

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to be (inchoative/inceptive) stronger (greater), and the sea was becoming rough (inchoative). And the people were no longer enjoying themselves, but the men fell silent (inchoative) and women began to shriek (inchoative), praying Poseidon to bring them safe (to save them) to the harbor.

Lines 8–17 And a man, who was sitting near Dicaeopolis, stood up and, shouting, said, “Poseidon, as it seems, is angry with us. For we are carrying an evil man in the ship, whom it is necessary to throw into the sea.” And he was looking maliciously at those present. But the old man, having approached (him), said, “Be quiet, man; for you are talking nonsense (saying nothing). For the wind is dying down (falling) now, and no longer is the sea so rough. So sit down and keep still.” And turning / having turned to Philip, he said “Don’t be afraid (fear not at all), my boy; for we will arrive at Salamis soon. For we’re already sailing through the straits toward the harbor. Look, Dicaeopolis, (there are) the straits, in which we were waiting for the fleet of the barbarians when we were warding them off from Greece fighting for freedom.”

[τω �ν βαρβάρων (15): the Greeks regularly referred to the Persians and other non-Greeks as barbarians, which means properly those who do not speak Greek but say βαρ, βαρ.]

Lines 18–23 And Dicaeopolis said, “What are you saying, old man? Were you present at that battle?” And the old man said, “Certainly I was present, being a young man and a rower in an Athenian trireme.” And Philip (said), “Are you telling the truth? So you are very old, if you were really present at that battle. But tell us what happened.” And he said, “The story is long, but, if you want to understand the events (the things that happened), I will relate everything from the beginning. And I, who was present, enjoy relating (the events). So listen.”

[ἐκείνͺη τͺη � μάχͺη παρη� σθα (21): note the use of the dative with the verb here. The battle of Salamis took place in 480 bc, fifty years before Philip’s journey to Epidaurus—431 bc.]

Book I

Sources for the Old Sailor’s Accou nt of the Per sian Wa r Apart from the description of the battle of Salamis, the account contained in the following chapters is loosely based on Herodotus, Books 7, 8, and 9. Herodotus’ account of the Thermopylae campaign covers Book 7.207–33. The comprehension exercises in Chapters 14, 15, 17, and 18 follow Herodotus more closely, and references are given in the student’s book. Herodotus’ account of the Salamis campaign covers Book 7.49–95. His description of the actual battle is notoriously obscure, and for this we have followed Aeschylus, Persae 353–14 (we know that Aeschylus fought at Marathon, and he may have fought at Salamis; so the Messenger’s speech in the Persae gives us a contemporary account, whereas Herodotus, writing fifty years later, depended on confused oral tradition). Events following the battle of Salamis are based loosely on Herodotus, Book 7.113–20. The Plataea campaign (Book 9.1–88) is summarized in the tail reading of Chapter 18. Herodotus ends his history with the battle of Mycale and the liberation of Ionia. For events subsequent to 479 bc, we rely principally on the excursus in Thucydides, Book 1.89–118 (battle of Eurymedon, 100, Egypt, 104 and 109– 110, Cimon’s campaign in Cyprus and his death, 112). For the Peace of Callias which may have been made with Persia in the mid-fifth century, we rely on the fourth-century historian Ephorus, quoted by the first-century universal historian Diodorus Siculus (the peace is not mentioned in Thucydides).

Wor d Bu ilding These formations show how from one stem not only simple nouns and adjectives can be formed, but also compound nouns and verbs: 1. ἡ ναυ�ς: ship, stem ναϝ, cf. Latin nauis. ὁ ναύτης: sailor ναυτικός, -ή, -όν: naval τὸ ναυτικόν: fleet 2. ναυμαχέω: I fight at sea ἡ ναυμαχίᾱ: sea battle ὁ ναύκληρος: ship’s captain ὁ ναύαρχος: admiral The list could be considerably expanded, e.g.: ναυαρχέω: I command a fleet ἡ ναυαρχίᾱ: command of a fleet ναυκληρέω: I own (am captain of) a ship



1 3   Π Ρ ΟΣ Τ Η Ν Σ Α Λ Α Μ Ι Ν Α ( β) I -1 2 3

English Der ivativ es from Wor ds in the Vocabula ry List

ἀρχή, beginning; rule (ἀρχαι�ος, ancient, old): anarch, anarchist, anarchy, archaeological, archaeology, archaeopteryx, archaic, archaism, archaize, archangel, archbishop, archconservatist, archdeacon, archdiocese, archduchess, archduke, archiepiscopal, archetype, archipelago, architect, architectonic, architectural, architecture, architrave, archive, archon, archpriest, hierarchy, matriarch, matriarchy, monarch, monarchical, monarchist, monarchy, oligarchy, patriarch, patriarchal βάρβαρος: barbarian, rhubarb στενά: steno, stenobathic, stenographer, stenography, stenophagous, stenosis, stenotopic, stenotype ψευδής: pseudepigrapha, pseudo, pseudocarp, pseudocereal, pseudocyesis, pseudoephedrin, pseudoevent, pseudomonad, pseudomorph, pseudonym, pseudopod, pseudopodium, pseudoscience Ἑλλάς: Hellas, Helladic Gr amma r 3 It is probably worth remarking that who is one of a relatively small number of English words that decline (whose, whom), thus partially echoing Greek declensions.

✒ ✒ Ex ercise 13 ζ 1. αἳ (1) refers to νη � ες, fem. pl., and is the nominative subject of ἐπορεύοντο (2). 2. αἳ (3) refers to τριήρεις, fem. pl., and is the nominative subject of ἔσπευδον. 3. ὃς (8) refers to ἀνὴρ, masc. sing., and is the nominative subject of ἐκαθίζετο. 4. ὃν (10) refers to ἄνθρωπον (9), masc. sing., and is the accusative object of ῥι΄ˉπτειν. 5. οἱ�ς (15) refers to τὰ στενὰ , neuter pl., and is the dative object of the preposition ἐν.

✒ ✒ Ex ercise 13 η 1. The merchants, who were sailing in that ship, were not afraid of the waves. 2. The sailor, to whom you handed over the money, led us into the ship. 3. The men, whom you saw on the mountain, were carrying grain to Athens.

4. Those slaves did everything (all the things) that their master ordered. 5. The women, to whom we were talking, were not speaking the truth. 6. I/They were honoring / used to honor all who were fighting for freedom. 7. That ship, which you saw sailing away, was carrying grain from the Black Sea. 8. The messenger, to whom you were listening in the agora, was not telling lies. 9. Were you not afraid of the barbarians that Xerxes was leading against Greece? 10. Did you see that girl, at (with) whom the old man was so angry?

✒ ✒ Ex ercise 13 θ 1. ἐκει�νοι οἱ νεᾱνίαι πρὸς φίλους τινὰς ἐπορεύοντο οἳ ἐν τͺη� πόλει οἰκου� σιν. 2. οἱ νεᾱνίαι, οὓς ἐν τοι�ς ὄρεσιν εἴδετε,τὰ πρόβατα πα� σαν τὴν ἡμέρᾱν ἐζήτουν. 3. ὁ ναύκληρος τὸ ἀργύριον ἐδέξατο ὃ αὐτῳ� παρέσχον. �ν στενω�ν ἔπλει, ἐν οἱ�ς οἱ Ἕλληνες 4. διὰ τω τοὺς βαρβάρους ἐνι΄ˉκησαν. � διελεγόμεθα, τὰ 5. ἐκει�νος ὁ ἱερεὺς, ᾡ ψευδη� ἔλεγεν. � ἔπλει, τεττάρων ἡμερω�ν εἰς 6. ἡ ναυ� ς, ἐν ͺἡ τὸν λιμένα ἀφι΄ˉκετο. �ν γυναικω�ν ἤκουον, αἳ ἐν τͺη� οἰκίᾳ 7. τω νυκτὸς ἐπόνουν. � ὑστεραίᾳ οἱ ναυ� ται πάντα ἐποίησαν 8. τͺη ἃ/ἅπερ ἐκέλευσεν ὁ ναύκληρος. � ρ᾿ οὐκ ἐφοβου� /ἐφοβει�σθε ἐκει�νον τὸν 9. ἀ γέροντα, ὃς οὕτω μέγα ἐβόᾱ; � γέροντι 10. οἱ ξένοι, καίπερ σπεύδοντες, τῳ συνέλαβον, ὃς τοὺς βου� ς ἐζήτει.

Gr amma r 4 The word ἡ τριήρης is an adjective used substantively = ἡ τριήρης ναυ� ς, ship fitted with triple banks of oars. The accusative plural is formed by analogy with the nominative plural. The adjective ἀληθής comes from the α -privative + the stem of the verb λήθω = λανθάνω, I escape notice, and so it means without concealment, actual, real, authentic, thus, true. The accusative plural masc./fem. ἀληθει�ς is formed by analogy with the nominative plural (cf. τριήρεις).

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Gr amma r 5 Notes:

✒ ✒ Ex ercise 13 ι 1. The boys are climbing onto the walls. 2. The triremes of the Greeks, being swift, easily took the ships of the barbarians. 3. Always speak the truth, son. 4. The messenger spoke lies to the citizens. 5. Don’t drive the sheep up the hill; for there are many wolves on the hills.

Illustration (p. 263)

This modern reconstruction of a trireme from the fifth century bc was the work of English scholars and naval architects (photo: Paul Lipke / Trireme Trust).

Ο ΞΕΡΞΗΣ ΤΟΝ ΕΛΛΗΣΠΟΝΤΟΝ ΔΙΑΒΑΙΝΕΙ Title: “X erxes Crosses the H ellespont” Have students deduce the meaning of the compound verb διαβαίνει.

Tr anslation

Lines 1–5 And Xerxes, wanting to subdue the Greeks, prepared a very great army. And when all the other things were ready, he ordered his generals to make a bridge at the Hellespont, wishing to transport his army into Europe. And so the generals built a bridge, but a great storm, having arisen, destroyed and broke up (loosened) everything.

[διέφθειρε καὶ ἔλῡσεν: an example of hysteron proteron; first the storm loosened (broke up) the bridge, and then it destroyed it. Greek prefers to put the more important item first, out of chronological order.]

Lines 6–10 And when Xerxes learned what had happened, growing very angry, he ordered his slaves to whip the Hellespont and told those who were whipping the sea to say this (these things): “O bitter water, the master punishes you in this way; for you wronged him (although) having suffered no evil at

Book I

his hands. And King Xerxes will cross you, whether you want it or not.”

Lines 11–17 So he thus punished the sea, but those who (had) built the bridge he put to death, cutting off their heads. Then he told his generals to build another bridge, very strong. And when the bridge was ready, Xerxes, approaching / having approached the Hellespont, first wished to see his whole army; so he climbed a certain hill, from which he was watching the whole infantry (army) and all his ships. And then he ordered his generals to transport the infantry into Europe. So thus he was leading his army against Greece.

✒ ✒ Ex ercise 13 κ 1. ἐπεὶ ὁ Φίλιππος πρὸς τὴν Σαλαμι�να ἔπλει, ὁ ναύτης ὁ γεραιὸς εἰ�πεν ὅτι τͺη� μάχͺη παρη�ν. 2. ὁ δὲ Φίλιππος, ὃς μάλα ἐθαύμαζεν, “εἰ μὴ τὰ ψευδη� λέγεις,” ἔφη, “μάλα γεραιὸς εἰ�.” �ν 3. ὁ δὲ ναύτης ἀπεκριˉ΄νατο· “τότε νεᾱνίᾱς ἠ καὶ ἐν τῳ� ναυτικῳ� ἤρεσσον. ˉ῾μι�ν εἰπει�ν τί 4. “εἰ ἀκούειν βούλεσθε, ἐθέλω υ ἐγένετο/τὰ γενόμενα. 5. “ἀλλὰ μακρός ἐστιν ὁ λόγος, ὅν με δει� ἐξ ἀρχη�ς εἰπει�ν.”

Gr eek Wisdom The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Diogenes Laertius, Lives of Eminent Philosophers: I, Loeb Classical Library Vol. 184, translated by R. D. Hicks, Cambridge, MA: Harvard University Press, 1966. The Loeb Classical Library ® is a registered trademark of the President and Fellows of Harvard College. See p. 64 (1.63) for this quotation.

Tr anslation Nothing in excess.

[Students have just had μηδείς, μηδεμία , μηδέν in Vocabulary 13β, used instead of οὐδείς with imperatives. Make sure they realize that Solon’s proverb implies a verb such as “do” in the imperative.]



1 3   Π Ρ ΟΣ Τ Η Ν Σ Α Λ Α Μ Ι Ν Α ( β) I -1 2 5

Map (p. 265)

From Michael Grant and Arthur Banks, Ancient History Atlas, © 1971 by Weidenfeld & Nicolson, London, 1971, p. 22.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Iambic Poetry from the Seventh to the Fifth Centuries bc, Loeb Classical Library Vol. 259, translated by Douglas E. Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 160–63 for fragment 122.

Tr anslation Nothing at all is unexpected or to be sworn impossible or wonderful, since Zeus, father of the Olympians, made night from midday, hiding away the light of the shining sun, and clammy fear came upon men.

[Students are to deduce θαυμάσιον and

Ὀλυμπίων.

There is a textual problem in the fourth line. The manuscripts have the unmetrical λυγρὸν (baneful; mournful; mischievous; weak; cowardly), for which editors have suggested the following emendations: ὑγρὸν, moist, Valckenaer; ὠχρὸν, pale, Bentley; αὐ�ον, dry; trembling, Kamerbeek, and αἰνὸν, horrible, terrible, Markovich. We print the line as in David A. Campbell, Greek Lyric

Poetry, New York: St. Martin’s Press, 1967, fragment 74, p. 5, and we translate ὑγρὸν with Gerber’s “clammy.” Students may be interested to know about the other emendations. According to Aristotle (Rhet. 3.17. 1418b), Archilochus puts these words into the mouth of Lycambes, whose daughter, Neobule, Archilochus wanted to marry. Lycambes rejected him as a suitor to his daughter and Archilochus makes him say, “Nothing is unexpected, if Archilochus expects to marry my daughter.” Tradition says that on being rejected, Archilochus attacked the father and the daughter so viciously in his poems that both hanged themselves. The eclipse is probably that of April 6, 648 bc (but possibly one in 711 or 689 bc), which would give us possible dates for Archilochus’ floruit.]

New Testa m ent Gr eek Tr anslation And looking up he saw men throwing their gifts into the treasury, rich (men). And he saw a poor widow throwing two small coins there, and he said, “Truly I say to you that this poor widow threw more than all; for all these (men) threw (contributions) into the gifts from their abundance, but this (woman) threw in all the livelihood that she had (was having) from her need/poverty.”

[Compound verb to be deduced: ἀναβλέψᾱς. After students have studied Grammar 5, pp. 284–285, in Chapter 14, have them come back to this passage and look at the uses of the demonstrative adjectives αὕτη (3), οὑ�τοι (4), and αὕτη (4).

h 14 Η ΕΝ ΤΑΙΣ ΘΕΡΜΟΠΥΛΑΙΣ ΜΑΧΗ (α)

Caption under Illustration

Title: “The Battle at Thermopylae” Students will recognize the proper name once they hear or read the title aloud. It is in the vocabulary list.

Pur poses of This Ch apter 1. Reading: to allow the old man on the ship to begin recounting the story of the Persian Wars, beginning with the battles at Thermopylae (α and β) and the Persians’ advance by land to Athens and by sea to Phalerum, and to provide at the end of the chapter a reading based closely on Herodotus’ story of Ephialtes’ treachery in leading the Persians up over the mountain and down the other side so that they could attack the Greeks from behind (see second paragraph of reading β) 2. Grammar: (α) to present the comparatives and superlatives of adjectives and adverbs and the constructions in which they are used; (β) to present the forms of the demonstrative adjectives οὑ�τος, ἐκει�νος, and ὅδε; to show their use in the predicate position; and to show the correspondence of interrogative and indefinite adverbs 3. Context: to sketch the rise of Athens from the eighth century; to sketch the situation of Athens on the eve of the Persian Wars; and to describe Xerxes’ invasion in 480 bc

Illustration (p. 267)

From a cup by the Painter of the Paris Gigantomachy, ca. 475 bc (private collection).

The Greeks, fighting most bravely, were warding off the barbarians.

The superlative adverb (ἀνδρειότατα , most bravely) is a new form (to be treated in this chapter) and will need to be deduced or translated for students. Try to get the meaning with a comprehension question such as “How were the Greeks fighting?” They will see that the answer must be more than just bravely. The superlative adverb will reappear in line 16 of the story and the corresponding superlative adjective will appear in line 18, without glosses. Make sure students recognize ἤμῡνον as imperfect.

Vocabula ry The verb χράομαι has η where we would expect α in the present and imperfect, thus, present �μαι, χρͺη�, χρη�ται, χρώμεθα, indicative, χρω χρη�σθε, χρω�νται, present infinitive and partici�σθαι, χρώμενος; imperfect indicative, ple, χρη ἐχρώμην, ἐχρω�, ἐχρη�το, ἐχρώμεθα, ἐχρη�σθε, ἐχρω�ντο. ἤ: call particular attention to this word, and ask for examples of the use of “than” in comparisons in English; this will prepare for the two comparisons in the story (4 and 19). This and the following vocabulary lists in Book I contain many proper names. Teachers should not require students to learn all these names, but we include them to help students connect the Greek words with the spellings of the

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14   Η Ε Ν Τ Α Ι Σ Θ Ε Ρ Μ Ο Π Υ Λ Α Ι Σ Μ Α Χ Η (α) I -1 2 7

names in English that students will be familiar with from other readings. In Book II we will list in the vocabularies only the names that we think students should learn and be able to use in Greek.

Teaching the New Gr amma r in the Story Passage α contains the following comparative and superlative forms: μείζονα (4), πλέονας (4), μέγιστον (13), ἀνδρειότατα (16), ἀνδρειοτάτους (18), and ἄμεινον (19). Students have already had μέγιστος, πλείων/πλέων, and πλει�στος in vocabularies 7α and 12β. In teaching the story be sure students note the comparative and superlative forms (we recommend underlining them on an overhead projection), but leave the technicalities of their formation for the grammar sections.

Illustration (p. 269)

Gerard Butler as Leonidas in Zack Snyder’s 2006 film 300.

Tr anslation

Lines 1–12 “When Xerxes, who was (being) king of the Persians, was preparing his expedition, intending to subdue all Greece, the leaders of the Greeks came together at Corinth and were considering what they must do. For a long time they were at a loss; for Xerxes had a larger army than all the Greeks and more ships. And finally they decided to ward off the barbarians at Thermopylae; for there by land the mountains lie so close to the sea that a few (men) can fight against many, and by sea there are narrow straits between Euboea and the mainland. So the Greeks, having learned that Xerxes was already marching against Greece and that the Persians would soon arrive at Thermopylae, sent Leonidas, who was (being) king of the Spartans, with (having) seven thousand hoplites. These, arriving at Thermopylae, prepared to ward off the barbarians from Greece.

[Encourage students to deduce the meaning of πρω�τοι (leaders) in line 2 from their knowledge of the meaning first. εἰ�χεν (4): remind students of the irregular augment in the imperfect of ἔχω; they will need to use it in exercises.

μαθόντες . . . ὅτι ὁ Ξέρξης . . . πορεύεται . . . οἱ Πέρσαι ἀφίξονται, τὸν Λεωνίδην ἔπεμψαν

(8–10): students have seen a number of examples of indirect statement in secondary sequence with ὅτι and the indicative, with the present tense of the direct statement preserved in Greek but translated with a past tense in English, thus μαθόντες . . . ὅτι ὁ Ξέρξης . . . πορεύεται = having learned that Xerxes was marching. Help students here toward a correct translation of the future tense of the original statement when stated indirectly in secondary sequence: μαθόντες . . . ὅτι . . . οἱ Πέρσαι ἀφίξονται = having learned that the Persians would arrive.]

Lines 13–22 “Xerxes, arriving at the narrows (of Thermopylae) having a very great army, was keeping quiet for four days; for he was hoping that the Greeks would flee when they saw (having seen) the multitude of his army. But on the fifth day—for the Greeks were still remaining unmoved—he ordered his army to attack immediately. But the Greeks, fighting most bravely, were warding off the barbarians. And finally the king sent in the Persians that he used to call “Immortals,” who were (being) the bravest of his soldiers, expecting that these at least (γε) would easily conquer the Greeks. But when these too joined battle, they were faring no better than the others, fighting in the narrows and not being able to use their numbers. And the king, watching the battle, leaped to his feet from his throne three times, as they say, fearing for his army.”

[ἤλπιζε . . . (14): the gloss helps students with the accusative and infinitive form of indirect statement. Be sure that they understand that the future infinitive will be translated with “would . . .” in English. The construction also occurs in lines 18–19 below and in the tail r­eading (11–12 and 13–14). Students will recall ἀνδρειότατα (16) from its use in the caption under the illustration, and from this form they should deduce ἀνδρειοτάτους (18) in the next sentence. ˉ᾽θανάτους” (18): the “Immortals” were a “α unit of ten thousand picked Persians, so called because when one was killed his place was immediately taken by a successor.]

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Book I

Wor d Stu dy

✒ ✒ Ex ercise 14 α

1. Philip: ὁ Φίλιππος = lover of horses. 2. George: ὁ γεωργός = farmer. �ρον = gift of God (cf. 3. Theodore: ὁ θεός + τὸ δω late Greek θεοδώρητος, -ον). 4. Sophie: ἡ σοφίᾱ = wisdom. �ρον + ἡ θεαˉ΄ = gift of God. 5. Dorothea: τὸ δω 6. Ophelia: ἡ ὠφελίᾱ (ὠφελέω = I help, benefit).

1. μείζονα (4): comparative adjective modifying στρατὸν (masc. acc. sing.), used with ἢ (4). 2. πλέονας (4): comparative adjective modifying ναυ�ς (fem. acc. pl.). 3. μέγιστον (13): superlative adjective modifying στρατὸν (masc. acc. sing.). 4. ἀνδρειότατα (16): superlative adverb modifying μαχόμενοι. 5. ἀνδρειοτάτους (18): superlative adjective (masc. acc. pl.), complement with the participle �ν ὄντας and used with the partitive genitive τω στρατιωτω�ν. 6. ἄμεινον (19): comparative adjective used in the accusative adverbial phrase οὐδὲν ἄμεινον, modifying ἔπρᾱττον and followed by ἢ, than.

As a continuation of this exercise on names, teachers might ask students to find and give the meaning of the following names of cities in the United States that are derived from Greek words: Eugene (Oregon) Emporia (Kansas) Eureka (California) Indianapolis (Indiana) Philadelphia (Pennsylvania)

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

πραˉ΄ττω (πρᾱκ-): practicable, practical, practice,

practicum, practitioner, praxis πλη�θος: plethora, plethoric, plethysmograph στρατός: stratagem, strategy ὀλίγος: oligarch, oligarchy, Oligocene, oligophagos, oligopoly, oligopsony, oligotrophic στενός: see list with Chapter 13β Ἕλλην: Hellene, Hellenic

Gr amma r 1 Notes:

Gr amma r 2 Notes:

Gr amma r 3

✒ ✒ Ex ercise 14 β 1. Very many (most) of the Greeks fell fighting very well. 2. The hoplites, although fighting very bravely, were not able to ward off the enemy, who were (being) more (in number). 3. The Greeks were braver than the barbarians and were fighting better. 4. The Greeks had far fewer (fewer by much) ships than the barbarians. (Note dative of the possessor.) 5. In that battle many of the Greeks died, but far more of the enemy. 6. The woman, being much more prudent than her husband, spoke things more true. 7. The Greeks, although being very few, were preparing their weapons, intending to die as bravely as possible. 8. The barbarians, although attacking very fiercely, were not able to conquer the Greeks. [In no. 8, remind students of the meaning fierce for ἄγριος (introduced in vocabulary 5β); students will need to use this word in sentences 2 and 4 of Exercise 14γ.]

Notes:

✒ ✒ Ex ercise 14 γ

Gr amma r 4

�ν στρατὸς ἢ 1. τοι�ς μὲν Πέρσαις μείζων ἠ ἡμι�ν (οἱ Πέρσαι μείζονα στρατὸν εἰ�χον ἢ ἡμει�ς), ἡμει�ς δὲ ἀνδρειότερον ἐμαχόμεθα.

Notes:



14   Η Ε Ν Τ Α Ι Σ Θ Ε Ρ Μ Ο Π Υ Λ Α Ι Σ Μ Α Χ Η (α) I -1 2 9

2. οἱ 3. 4. 5. 6.

ἄριστοι στρατιω�ται του� Ξέρξου ἀγριώτατα προσέβαλον ἀλλ᾿ οὐδὲν ἄμεινον ἔπρᾱττον ἢ οἱ ἄλλοι. οἱ γέροντες οὐκ ἀεὶ σοφώτεροί εἰσιν ἢ οἱ νεᾱνίαι (τω�ν νεᾱνιω�ν). οἱ ὁπλι�ται τοι�ς Πέρσαις καὶ ἀγριώτερον προσέβαλον. ἔδοξεν ἡμι�ν οἴκαδε ἐπανιέναι μα�λλον ἢ ἐν τῳ� ἄστει μένειν (μει�ναι). ὁ ἄγγελος, οὑ� ἐν τͺη� ἀγορᾳ� ἠκούσαμεν, ἀληθέστερον εἰ�πεν ἢ ῾υˉμει�ς/σύ.

If necessary, remind students of μα�λλον ἤ, rather than, in sentence 5 (see Grammar 3, pp. 271–2). In sentence 6 students may need to be reminded that ἀκούω is used with a genitive of the person heard.

The Rise of Athens For further reading, see The World of Athens, pp. 7–20, and The Oxford History of the Classical World, pp. 31–35 and 38–49.

Illustration (p. 275)

A Roman copy of Greek bronze statues completed by 477/6 bc. As Susan Woodford writes, “Harmodius (to the right), young and impetuous, is shown striding vigorously forward, his sword upraised in preparation for the irresistible chopping blow. . . . Aristogeiton is older and more wary. He drapes his cloak over his arm and holds it before him for protection. . . . He moves forward with resolution, but holds his sword low, watching for his opportunity” (Naples, Archaeological Museum).

Illustration (p. 276)

The funeral mound at Marathon.

Illustration (p. 277) Bust of Themistocles.

Illustration (p. 278)

Warriors from Noam Murro’s 2014 film 300: Rise of an Empire.

Illustration (p. 278)

Attic black (and red) figure cup, ca. 510 bc (London, British Museum).

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Iambic Poetry from the Seventh to the Fifth Centuries bc, Loeb Classical Library Vol. 259, translated by Douglas E. Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 80–83 for Archilochus, poem 5.

Tr anslation Someone of the Saioi enjoys my shield, which I left by a bush, an excellent weapon, against my will. But I kept myself safe. What do I care about that shield? Let it go! I will get (another) again no worse.

[To throw away one’s shield and run was the ultimate cowardice; the Athenians even had a word to describe the man who did this: ῥι΄ˉψασπις.]

New Testa m ent Gr eek Tr anslation And look, a certain lawyer stood up testing him, saying, “Teacher, having done what, will I inherit eternal life?” And he (Jesus) said to him, “What is written in the law? How do you read (it)?” And he, answering, said, “You shall love the Lord your God from your whole heart and with your whole soul and with your whole strength and with your whole mind, and your neighbor as yourself.” And he said to him, “You answered rightly; do this and you will live.” And he, wishing to justify himself, said to Jesus, “And who is my neighbor?”

[ἀγαπήσεις κυ΄ˉριον . . . ἐν ὅλͺη τͺη � ἰσχύϊ σου: quoted from Deuteronomy 6.5. τὸν πλησίον σου ὡς σεαυτόν: quoted from Leviticus 19.18.]

h Η ΕΝ ΤΑΙΣ ΘΕΡΜΟΠΥΛΑΙΣ ΜΑΧΗ (β)

Illustration (p. 281)

Stone lion erected over the tomb of the members of the Theban Sacred Band who died at the battle of Chaeronea in 338 bc, fighting against Philip of Macedon. The Lion of Thermopylae, which Herodotus saw, has disappeared, and so we have used the Lion of Chaeronea, which still stands in situ— an anachronism that we hope is justified by the fact that both lions were erected in memory of heroes fighting for the freedom of Greece.

Caption under Illustration The Greeks made a monument to Leonidas, a very good (i.e., very brave) man, a stone lion.

Words to be supplied or deduced: μνημει�ον and λέοντα λίθινον. These words will not be glossed when they appear in line 17 of the reading passage.

Vocabula ry

ἀντέχω: remind students that the verb ἔχω has two futures, ἕξω, I will have, and σχήσω, I will get. Only the ἕξω form is used in the future of ἀντέχω. Remind students that verbs such as φράζω drop the ζ and add -σω for the future and -σα for

the aorist. We repeat πύλαι here (originally given in Vocabulary 6β), to add a new meaning, pass (through the mountains). We introduce ὡς here as a conjunction meaning when. Compare the use of ὡς in Vocabulary

13β as seen in the phrase ὡς δοκει�, as it seems, and the exclamatory use of ὡς introduced in Vocabulary 6β as seen in expressions such as ὡς ἀνδρει�ος εἰ�, How brave you are! The use of ὡς with superlatives was introduced in Grammar 4d, p. 273.

Teaching the New Gr amma r in the Story New grammar from the first half of the chapter: comparatives and superlatives: ἄμεινον (1), πλείστους (11), ἄριστος (13), and πλέονας (23). Demonstratives to be formally treated in the second half of the chapter: ταυ�τα (4), ταύτͺη (5), του�το (18), τͺη�δε (19), κείνων = ἐκείνων (20), and τούτῳ (21). Do not dwell at length on this new grammar. Students have already had the demonstrative adjectives ἐκει�νος and οὑ�τος in Vocabulary 13β and 14α respectively, and ὅδε is in Vocabulary 14β. Students should become familiar with the demonstrative adjectives in the readings but should wait until the grammar presentation to consolidate their knowledge of them. Emphasize the content of the reading in this story, and be prepared to bring students back to it to insert the tail reading for this chapter in its proper place in the second paragraph of the narrative here. Dwell on the epigram by Simonides. Teach some basic principles of scansion, and have students memorize and recite the lines.

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14   Η Ε Ν Τ Α Ι Σ ΘΕ Ρ ΜΟΠ ΥΛ Α Ι Σ Μ Α Χ Η ( β) I -1 31

Tr anslation

Lines 1–9 “And the next day the barbarians, after attacking again, were faring no better than the day before. Then when Xerxes was at a loss, there came to him a man of the Greeks, called Ephialtes, and he told (him) of the path that led (leading) through the mountain to Thermopylae. And learning this, Xerxes sent the Immortals by this route (this way), ordering them to take the Greeks from behind. But the Greeks, having learned what was happening, at first were at a loss as to what (they) must do, but finally Leonidas decided to send the others away to Attica, but he himself was remaining at Thermopylae with (having) three hundred Spartans, intending to guard the gates (i.e., the pass, which was thought of as the gates of Greece).

[Word glossed earlier in the chapter: τοὺς ἀθανάτους (5), the immortals. Compound verb to be deduced: ἀποπέμψαι (7).]

Lines 10–15 “Then the barbarians attacked, and the Spartans were fighting against an enemy (enemies) who were many times their number and killed very many; and many of the Greeks fell including Leonidas himself (both many other . . . and . . .), after showing himself (becoming) a very brave (very good) man. And finally the Persians, the ones having gone through the mountain, arrived and attacked from behind. Then the Spartans began withdrawing into the narrow (part) of the road and were fighting there until all fell.

[This chapter follows Herodotus’ account of the battle closely and in places quotes his actual words; consequently the Greek is in places a little hard for students at this stage. See Herodotus 7.207–28. αὐτὸς ὁ Λεωνίδης (12): see the discussion of the intensive use of αὐτός in Chapter 5, ­Grammar 9, p. 81.]

Lines 16–20 “And after the war the Greeks buried the three hundred where they had fallen (they fell) and made

a monument to Leonidas, a stone lion, which it is possible to see even now. And they wrote this epigram on a stone tombstone: O stranger, tell the Spartans that here   We lie, obedient to their words. —Herodotus 7.228.2

[Students will recall μνημει�ον (17) and λέοντα λίѳινον (17) from the caption under the illustration.] The epitaph on the Spartan dead at Thermopylae (19–20) is attributed to Simonides. The three hundred who died fighting with Leonidas were buried at Thermopylae. The “stranger” is the passer-by who pauses to read the epitaph. In Greek epitaphs the dead often speak from their tombs and address those who read their words. The Greek text of this epigram is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Lyric: III, Loeb Classical Library Vol. 476, translated by David A. Campbell, Cambridge, MA: Harvard University Press, 1991. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 540–41 for this epigram. See also Herodotus III: Books V–VII, Loeb Classical Library Vol. 119, translated by A. D. Godley, Cambridge, MA: Harvard University ­ Press, 1922. See pp. 544–45 for this quotation.

Lines 21–29 “And meanwhile, by sea the Greeks waiting at Artemisium were guarding the straits and, fighting at sea, defeated the barbarians although they were more (in number) and warded them off. But when the barbarians had taken (took) Thermopylae, the Greeks were no longer guarding the straits but began to retire with their ships to Salamis. And by land they were no longer able to resist the barbarians but were fleeing to the Peloponnesus, leaving behind both Boeotia and Attica to the enemy. Thus then the barbarians, after advancing by land, were intending to attack Athens, and, after sailing into Phalerum by sea, they came to lie at anchor in the harbor.”

[ται�ς ναυσὶν ἀνεχώρουν (24–5): with their ships, dative of military accompaniment, without a preposition; this usage should be pointed out to students, as it will recur in the readings.]

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Book I

Wor d Bu ilding

✒ ✒ Ex ercise 14 ε

1. There appears to be no difference in meaning ˉ΄ (compare between ὁ στράτος, and ἡ στρατια ὁ οἰ�κος and ἡ οἰκίᾱ). στρατεύω and στρατεύομαι: both words mean I wage war, campaign. τὸ στράτευμα: expedition, campaign; army. 2. ὁ στρατηγός: general. στρατηγέω: I am a general; + gen., I command. στρατηγικός, -ή, -όν: of a general; fit for command (of persons). ὁ στρατιώτης: soldier (ἡ στρατίᾱ + -της, agent suffix). 3. ὁ πόλεμος: war. πολέμιος, -ᾱ, -ον: hostile; enemy. πολεμικός, -ή, -όν: of war; fit for war; warlike. πολεμέω: I wage war.

1. That tree is very big; I/they never saw a bigger tree. 2. Do you see these boys, who are chasing that dog? 3. After learning these things, the women at once called their husbands. 4. Why don’t you want to use this plow? For it is better than that (one). 5. What are you doing, father? Are you conversing with this woman? 6. The Greeks were braver than the Persians. 7. The Spartans all died fighting very bravely. 8. αὕτη ἡ ὁδὸς κακιˉ΄ων ἐστὶν ἐκείνης/ἢ ἐκείνη· ἐκείνη δὲ μακροτέρᾱ ἐστίν. 9. ταυ�τα ἰδών, ἐκει�νος ὁ γέρων μάλα ὠργίζετο. 10. αὑ�ται αἱ γυναι�κες σοφώτεραί εἰσιν ἢ ἐκει�νοι οἱ νεᾱνίαι/ἐκείνων τω�ν νεᾱνιω�ν.

English Der ivativ es from Wor ds in the Vocabula ry list

γράφω (ἡ γραφή, writing): autobiography, auto-

graph, biography, geography, graffito, graph, grapheme, graphic, graphics, graphite, lexicographer, mimeograph, orthography, paragraph, phonograph, photograph, stenographer, telegraph, topography φράζω: paraphrase, phrase, phraseology πόλεμος: polemic, polemical, polemicist, polemicize, polemics πύλαι: Thermopylae μέτα: metabolism, metacarpal, metaethics, metagalaxy, metalanguage, metalinguistics, metamorphosis, metanephrous, metaphor, metaphrase, metaphysical, metaphysics, metaplasm, metapsychology, metastasis, metastasize, metatarsus, metathesis, metazoan Ἀττική: Attic, attic

Gr amma r 5 The genitives of demonstrative adjectives stand in the attributive position, just as do the genitives of reflexive pronouns (see the note on Chapter 7, Grammar 4, in this manual), e.g., ὁ τούτου κύων, his dog.

✒ ✒ Ex ercise 14 δ 1. αὑ�ται 2. ἐκει�νο 3. ταυ�τα 4. τω �νδε 5. ταύτης 6. οὑ�τοι 7. ἐκείνου 8. ταύτͺη 9. οἵδε 10. τούτου

[In no. 9, students are to produce ταυ�τα , the neuter plural, for “this.” Greek normally uses the neuter plural here where we use a singular. Tell students to expect this in future readings and exercises.]

Gr amma r 6 The note on what happens when an enclitic is followed by one or more enclitics will be useful even to those who are not studying accentuation in detail since it shows how enclitics can be accentuated in this position.

✒ ✒ Ex ercise 14 ζ You must make up your mind whether students not studying accentuation in detail should tackle the exercise that accompanies the translation of these sentences. 1. Who are driving the oxen? Some old men are driving them. τινες: indefinite adjective; since the previous word has its accent on the third syllable from the end, it receives an additional acute accent on its final syllable for the enclitic. 2. Where is the king going? The king is going somewhere toward the mountains. ποι: indefinite adverb; since the previous word has its accent on the third syllable from the end, it receives an additional acute accent on its final syllable for the enclitic.



14   Η Ε Ν Τ Α Ι Σ ΘΕ Ρ ΜΟΠ ΥΛ Α Ι Σ Μ Α Χ Η ( β) I -1 3 3

3. Where are the sailors? The sailors are somewhere in the harbor. που: indefinite adverb; the enclitic που followed by another enclitic (εἰσιν) receives an accent and the following enclitic does not. 4. What are you suffering, children? Are you suffering some trouble (something bad)? τι: indefinite adjective; the previous word retains its acute accent on its final syllable because of the enclitic. 5. From where have you come, husband? I have come from somewhere in the mountains (from the mountains from somewhere), wife. ποθεν: indefinite adverb; the circumflex on the final syllable of the previous word takes care of the enclitic. 6. When do you intend to go to the city? I intend to go there sometime soon. ποτὲ: indefinite adverb; since the previous word is accented on its next-to-the-last syllable, the disyllabic enclitic requires an accent on its second syllable. 7. How did you do this? I did this with some skill (skillfully somehow), πως: indefinite adverb; the circumflex on the final syllable of the previous word takes care of the enclitic. 8. Where is my brother waiting? Your brother is waiting somewhere near the agora. που: indefinite adverb; since the previous word is accented on its next-to-the-last syllable, the monosyllabic enclitic does not require an accent.

ΟΙ ΠΕΡΣΑΙ ΤΑ ΥΠΕΡ ΘΕΡΜΟΠΥΛΩΝ ΣΤΕΝΑ ΑΙΡΟΥΣΙΝ Title: “The Persians Take the Pass A bove Thermopylae” Students will have to deduce the meaning here of ὑπέρ with the genitive (above); previously they have been given the meanings on behalf of and for.

Tr anslation

Lines 1–7 And Xerxes, having learned that there was a path leading over the mountain, being very delighted, sent Hydarnes, who was (being) his best general, and the men of whom Hydarnes was in command. They set out (inchoative/inceptive imperfect) toward evening from the camp, and Ephialtes was leading them. And this path begins from the river Asopus. Then the Persians, after crossing the Asopus, were

marching all night. And day was dawning, and the Persians arrived at the top of the mountain. On this (part) of the mountain a thousand hoplites of the Greeks were on guard.

Lines 8–16 But these men did not see the Persians climbing up; for there were many trees on the mountain. But hearing a noise they learned that the Persians had come up. So the Greeks ran and began to put on their armor, and immediately the barbarians were there. But when the Persians saw men putting on armor, they were amazed; for (although) supposing that no one was guarding the path, they met an army. And Hydarnes marshaled the Persians for battle; but the Greeks, supposing that the barbarians were intending to attack, fled to the peak of the mountain and were preparing to die fighting. But the Persians were taking no notice of the Greeks, and they went down the mountain as quickly as possible.

[κατὰ τὸ ὄρος (8–9): have students deduce the meaning of κατά here (on, not down) from the phrase κατὰ . . . του�το του� ὄρους, glossed in lines 6–7. Encourage students to interpret the participle ἐλπίζοντες (11) as concessive (although).]

✒ ✒ Ex ercise 14 η 1. ἐπεὶ οἱ Πέρσαι τα ˉ`ς Θερμοπύλᾱς εἱ�λον, τͺη� Ἀττικͺη� προσεχώρησαν. �ν τε 2. οἱ Ἕλληνες ἀνεχώρησαν κατὰ γη καὶ κατὰ θάλατταν, τὴν Ἀττικὴν τοι�ς πολεμίοις καταλιπόντες. ˉ`ς τε γυναι�κας καὶ τοὺς 3. οἱ Ἀѳηναι�οι τα

παι�δας καὶ τοὺς γέροντας εἰς τήν τε Πελοπόννησον καὶ τὴν Σαλαμι�να πέμψαντες, παρεσκευάζοντο κατὰ θάλατταν μάχεσθαι. 4. τοὺς οὐ�ν ἄλλους Ἕλληνας ͺἤτησαν εἰς τὴν Σαλαμι�να ὡς τάχιστα πλει�ν/πλευ�σαι. 5. οἱ Πελοποννήσιοι, οἳ τει�χος ἐποίουν διὰ του� Ἰσθμου�, οὐκ ἤθελον τοι�ς Ἀθηναίοις βοηθη�σαι, ἀλλ᾽ ὅμως ταˉ`ς ναυ�ς εἰς τὴν Σαλαμι�να ἔπεμψαν.

In no. 1, the pluperfect “had taken” is to be translated with an aorist, which in a subordinate clause refers to an action that took place before the action of the main verb (hence “had taken” in English).

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Cl assica l Gr eek

Book I

The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Elegiac Poetry, Loeb Classical Library Vol. 258, translated by Douglas E. Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 354–55 for lines 1197–1200.

teacher’s handbook rather than in the glosses in the student’s book. Ἰερουσαλήμ (note that the text we follow prints this word with a smooth breathing; other texts print it with a rough breathing), Jerusalem Ἰεριχώ, Jericho Λευιˉ΄της, a Levite (a descendant of Levi; the Levites assisted the priests) Σαμαρι΄ˉτης, a Samaritan

Tr anslation

Tr anslation

I heard the voice of the bird crying loudly, Polypaïdes, which comes as a messenger to mortals that it is time to plow (of plowing being seasonable): and it struck my black/sad heart, because others hold my fair-flowering fields.

[βοώσης: students will have to think of an appropriate translation for this word here. ἠ�λѳε(ν): for the gnomic aorist, see Chapter 11, Grammar 3a, p. 208.]

New Testa m ent Gr eek Proper Nam es Note: Proper names will be given with the translations of the New Testament passages in the

In answer (answering), Jesus said, “A certain man was going down from Jerusalem to Jericho and fell among robbers, who, having stripped him and inflicted (having put) blows on him, went away having left (him) half dead. And by chance a certain priest was going down on that road and seeing him went past on the other side; and likewise a Levite also came to the place and seeing (him) went by on the other side. But a Samaritan on a journey came to him and seeing him was filled with pity, and having gone to him he bound up his wounds, pouring olive oil and wine on (them), and having mounted him on his own beast he took him to an inn and cared for him. . . . Which of these three seems to you to have been the neighbor of the one who fell among the robbers?” And he said, “The one who had made/taken pity on him.” And Jesus said to him, “Go, and you do likewise.”

h 15 Η ΕΝ ΤΗΙ ΣΑΛΑΜΙΝΙ ΜΑΧΗ (α)

Title: “The Battle at Salamis” Pur poses of This Ch apter 1. Reading: (α and β) to allow the old man on the ship to continue his story of the Persian Wars with the narration of the Battle of Salamis, how it was arranged and how it was fought, and to tell in the passage adapted from Herodotus at the end of the chapter how the Persians took the Acropolis at Athens after most of the Athenians had abandoned the city (this incident belongs chronologically between the first and second paragraphs of reading α). 2. Grammar: (α) to present the forms of three athematic 2nd aorists (ἔβην, ἔγνων, and ἔστην) and to present nouns of the 3rd declension with stems in -εσ- preceded by ε; and (β) to present the forms of -ο- contract verbs and of nouns of the 2nd declension with similar contractions and to present more numbers, building on Chapter 8, Grammar 5, p. 149. 3. Context: to present an essay on Aeschylus’ Persians and a translation of Aeschylus’ description of the battle of Salamis

Illustration (p. 290) Drawing based on an Attic black figure cup by Nicosthenes, ca. 530–510 bc (Paris, Louvre). This painting clearly shows the helmsmen and bow officers; the ships are not triremes (which had 170 rowers); no complete Greek drawing of a trireme survives.

Encourage students to deduce εἰσβάντες; they may recall the participle διαβάντες, which was glossed in line 5 of the reading at the end of ­Chapter 14.

Vocabula ry We give ὁ νου� ς, here because its declension is given in Grammar 4 (the word occurs in line 14 of � ἔχω, which has been passage α in the idiom ἐν νῳ used since Chapter 4α). Θεμιστοκλη�ς: the declension of this noun is given in Grammar 2.

Teaching the New Gr amma r in the Story When teaching the caption under the illustration, take note of εἰσβάντες, and then h­ ighlight εἰσβάντες (5), ἀνασταˉ`ς (9), ἔγνω (14), and διέγνω (15) in the story. These forms are all glossed; do not spend time with their full sets of forms now, but leave that for Grammar 1.

Tr anslation

Lines 1–6

Caption under Illustration

The Athenians, having embarked on their ships, were preparing to fight by sea. I-135

“So the Athenians were in the greatest difficulty, but Themistocles persuaded them not to yield to the barbarians but to fight for their freedom. So they took the women and children and old men to the Peloponnesus and Salamis, leaving Attica and their city to the enemy. And they themselves,

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having boarded their ships, sailed to Salamis and were preparing to fight by sea.

Compound verb to be deduced: προσέπλευσαν (5). ὡς . . . μαχούμενοι (6): ὡς + future participle to express purpose.

Lines 7–11 “And meanwhile the generals of the Greeks, having come together in Salamis, were so afraid that they wanted to flee away to the Peloponnesus; but ­Themistocles, having stood up in the council, said that even now they were (are) able to defeat the enemy; for fighting in the narrows the barbarians would not (will not) be able to use their numbers; so they must force them to join battle there.

οὕτως . . . ὥστε (8): note the result clause anticipated by οὕτως. Lines 12–18 “Saying this, he not only persuaded the other generals to fight, but he also sent a messenger secretly to Xerxes, to say that the Greeks were preparing (are preparing) for flight. Then Xerxes, when he learned that the Greeks intended (are intending) to flee away, wanting to destroy them as quickly as possible, decided to force them to fight at Salamis. So he sent some of his ships around the island, ordering his admirals to guard the escape routes, and others he ordered to guard the straits so that it would no longer be possible (is no longer possible) for the Greeks to sail away.”

ὡς λέξοντα (13): students may have trouble with this use of ὡς + future participle to express purpose since the participle agrees with a direct object (ἄγγελον, 13) and not a subject. The participle is also separated from the noun it modifies by six words. ὡς (14): conjunction, when. Help students sort out the uses of ὡς; this usage was introduced in Chapter 14β. ὥστε (18): result clause again; this time with no anticipating word in the main clause. Wor d Stu dy 1. monogamy: ἡ μονογαμίᾱ (fourth century ad) = μόνος, -η, -ον + γαμέω, I marry = “the condition of being married to one person.”

Book I

2. monologue: μόνος, -η, -ον + -λογίᾱ (coined 1668) = “a long speech made by one person.” 3. monochrome: μονόχρωμος, -ον (Aristotle) = μόνος, -η, -ον + τὸ χρω�μα, color = “a painting done in shades of one color.” 4. monosyllable: μονοσύλλαβος, -ον (second century ad) = μόνος, -η, -ον, + ἡ συλλαβή, syllable (literally, taken together) = “a word with one syllable.” 5. monograph: μονόγραφος, -ον (third century bc) = μόνος, -η, -ον + ἡ γραφή (γράφω) = “a scholarly book on one specific subject.”

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

ἀπορίᾱ (ὁ πόρος, passage): aporia, pore, porous,

nonporous νου� ς (νοέω, I perceive; I think; ἡ νόησις, intelligence, understanding): noesis, noetic, nous στρατηγός: strategic, strategy μόνος: minster, monad, monadelphous, monandry, monarch, Monarchianism, monarchism, monarchy, monarchical, monarchist, monarchy, monastery, monastic, monatomic, monk, monocarp, monocephalic, monocle, monocular, monocyclic, monocyte, monody, monogamy, monogenesis, monogram, monograph, monogyny, monolith, monologue, monomania, mononucleosis, monophagous, monophonic, monophthong, monopolist, monopolize, monopoly, monorail, monosyllabic, monotheism, monotone, monotonous, monotony, monoxide

Gr amma r 1 The participle γνούς is from γνοντ-ς.

✒ ✒ Ex ercise 15 α 1. 2. 3. 4.

εἰσβάντες (5): participle, masc. nom. pl. ἀνασταˉ`ς (9): participle, masc. nom. sing. ἔγνω (14): indicative, 3rd sing. διέγνω (15): indicative, 3rd sing.

✒ ✒ Ex ercise 15 β 1. Don’t you want to learn/know what the messenger said?



1 5   Η Ε Ν Τ Η Ι Σ Α Λ Α Μ Ι Ν Ι Μ Α Χ Η (α) I -1 3 7

2. The Athenians, having learned that the barbarians had taken Thermopylae and were advancing toward Attica, were very afraid. 3. Themistocles, who was (being) general, stood up and persuaded the Athenians not to yield to the enemy. 4. The Athenians, having sent their women and children to Salamis, went on board their ships. 5. Xerxes, after learning / learning that the Greeks were intending to flee away, wanted (was wanting) to force them to stand/stop and fight at Salamis. 6. Get out of the ship, boy, and stand on the pier. 7. The captain told the boy to stand up and get off the ship (having stood up, to get off the ship). 8. The women, after going into the agora, stood admiring everything. 9. Apollo said at Delphi: “Know yourself.” 10. Stop, friends, and wait for me! Students should deduce the word Δελφοι�ς in no. 9. �θι σεαυτόν, attributed to For the saying γνω Thales, see Greek Wisdom, p. 129.

✒ ✒ Ex ercise 15 γ 1. εἰς τὴν οἰκίᾱν εἰσβα�σαι, αἱ γυναι�κες ἐκάθιζον/ἐκαθίζοντο διαλεγόμεναι ἀλλήλαις. � παι�· ἀνάστηθι καὶ σύλλαβέ/ 2. σι΄ˉγησον, ὠ συλλάμβανέ μοι. ˉ΄ς, ὁ ἱερεὺς ἔστη καὶ τῳ� 3. εἰς τὸ ἱερὸν εἰσβα θεῳ� ηὔξατο. 4. ἐπὶ τὸ ὄρος ἀναβάντες ἔστημεν καὶ τὴν πόλιν (τὸ ἄστυ) ἐθεώμεθα. 5. ὁ γέρων τοὺς παι�δας ἐκέλευσε ἀναστη�ναι καὶ ἀκου�σαι/ἀκούειν. �ς οἰκίᾱς/ 6. γνοὺς τί ἐγένετο, ὁ παι�ς ἐκ τη του� οἴκου ἐξέβη ὡς τὸν πατέρα ζητήσων. �ναι τί δει� ταˉ`ς 7. αἱ γυναι�κες βούλονται γνω οἰκίᾱς καταλιπει�ν. 8. γνου� σαι ὅτι οἱ βάρβαροι προσχωρου� σιν, αἱ γυναι�κες εἰς ταˉ`ς ναυ�ς εἰσέβησαν. �ται, οὓς ὁ Ξέρξης ἔπεμψεν, ἐπὶ 9. οἱ στρατιω τὸ ὄρος τάχιστα ἀνέβησαν. 10. ἐπεὶ εἰς τὸ ἄκρον ἀφι΄ˉκοντο, τοὺς Ἕλληνας εἰ�δον, οἳ οὐκ ἔστησαν ἀνδρείως ἀλλ’ ἀπέφυγον. In no. 2, encourage students to use the prefix ἀνα�θι. with the imperative στη

Gr amma r 2 The paradigm of ὁ Θεμιστοκη �ς is given here for reference purposes only; students need not be held accountable for it.

Aeschylus’ Persae For further reading, see The World of Athens, pp. 300–304, and The Oxford History of the Classical World, pp. 156–62.

Illustration (p. 296) Note the boar-shaped prows of these two triremes illustrated on an Athenian black-figure cup by Nikosthenes of c. 530 (Paris, Louvre). New Testa m ent Gr eek Proper names

Καίσαρος Αὐγούστου, Caesar Augustus τη�ς Συρίᾱς, Syria Κυρηνίου, Quirinius Ἰωσήφ, Joseph τη�ς Γαλιλαίᾱς, Galilee Ναζαρέθ, Nazareth τὴν Ἰουδαίᾱν (γη�ν), the Judaean (land) = Judaea

Δαυίδ, David Βηθλέεμ , Bethlehem Μαριαˉ΄μ , indeclinable, Mary Χρῑστός, Christ (the Anointed One, from χρίω, I anoint)

Tr anslation And it happened in those days (that) a decree went out from Caesar Augustus (that) the entire inhabited world be enrolled (in a census). This was the first registration when Quirinius was governor of Syria. And everyone was making the journey to be enrolled, each to his own city. And Joseph also went up from Galilee out of the city of Nazareth into Judaea into the city of David, which is called Bethlehem, because he was (because him to be) from the house and the family of David, to be enrolled with Mary, the one betrothed to him, who was (being) pregnant. And it happened (that) while they were there the days were fulfilled of her giving birth (of her to give birth), and she bore her first-born son, and she wrapped him in swaddling

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Book I

bands and made him recline in a manger, because there was not place for them in the inn.

The first is translated in the gloss, and this will help students translate the other two.

ται�ς ἡμέραις ἐκείναις: for the predicate posi-

And there were shepherds in the same place living out of doors and keeping (guarding) the watches of the night over their flock. And an angel of the Lord stood over them, and the glory of the Lord shone around them, and they feared a great fear. And the angel said to them, “Do not fear, for behold I announce to you a great joy, which will be for all the people, that a savior was born to you today, who is Christ the Lord in the city of David. And this (is) the sign for you, you will find a baby wrapped in swaddling bands and lying in a manger.” And suddenly there appeared (became) with the angel a multitude of a heavenly host of ones praising God and saying, “Glory in heaven to God and upon the earth peace among men of good will or of (His) choice.”

tion of demonstrative adjectives, see Chapter 14, ­Grammar 5, p. 285. ἀπογράφεσθαι πα�σαν τὴν οἰκουμένην: help as necessary with this accusative and infinitive construction in apposition to δόγμα = a decree (that) the entire inhabited world. . . . ἀπογραφὴ: students will deduce the meaning of the noun from that of the infinitive earlier in the line. Be sure students note that the demonstrative pronoun αὕτη is the subject and that it is attracted into the gender of the predicate, ἀπογραφὴ πρώτη. ἡγεμονεύοντος . . . Κυρηνίου: genitive absolute; Latin students will see the parallel to the ablative absolute. Articular infinitives:

διὰ τὸ εἰ�ναι αὐτὸν ἐν τῳ� εἰ�ναι αὐτοὺς ἐκει� του� τεκει�ν αὐτήν

τͺη� χώρᾳ τͺη� αὐτͺη� : the intensive adjective in the attributive position means same; see Chapter 5, Grammar 9, p. 81. Compound verb to be deduced: ἐπέστη, stood over.

h Η ΕΝ ΤΗΙ ΣΑΛΑΜΙΝΙ ΜΑΧΗ (β)

Map (p. 300) From J. S. Morrison, J. F. Coates, and N. B. R ­ ankov, The Athenian Trireme: The History and Reconstruction of an Ancient Greek Warship, Cambridge, 2nd ed., 2000, p. 57.

Tr anslation

Lines 1–7 “So all night the barbarians were rowing this way and that, guarding the straits and the escape routes, but the Greeks were keeping quiet, preparing to fight. But as soon as (when first) day dawned, the barbarians began to advance into the straits, believing that they were about to defeat the Greeks easily, but suddenly they heard a very loud shout so that they were very afraid. For the Greeks, keeping (using) good order, began to advance into battle, and sailing against the barbarians they were shouting their battle song.

Caption under Map The Battle at Salamis

The topography of the battle and the movements of the fleets are controversial (Herodotus’ account is obscure), but this plan is clear and convincing. We follow the account of Aeschylus in Persae, 353–514.

Vocabula ry

δηλόω and ἐλευθερόω: inform students that this

is the third and last type of contract verb and that there are few verbs of this sort. Remind them that they have seen two verbs of this sort, ἀρόω and πληρόω in Chapters 3 and 4.

Teaching the New Gr amma r in the Story Highlight the -ο- contract verbs in this reading: ἐλευθερου� τε (14), ἐλευθερου� τε (14), ἠλευθέρωσαν (36), and ἐδήλωσαν (38). Leave the full conjugation of these verbs for Grammar 3. This is a long reading with two important pieces of Greek poetry inserted in it. Concentrate on the story and on the poetry.

Word glossed earlier in the chapter: τοὺς ἔκπλους (2), the escape routes. Note that in προὐχώρουν (3 and 6) the vowel of the prefix and the augment have contracted and the breathing mark is retained. The form could also be written προεχώρουν. προὐχώρουν (3 and 6): encourage students to interpret the imperfects here and προσέβαλλον (17) and ἐτρέποντο (21) as inchoative. ὡς (4): conjunction introducing a clause dependent on πιστεύοντες.

Lines 8–16

I-139

“And this is how (thus) the poet Aeschylus, who was even himself present at the battle, describes (makes) the Greeks sailing against the barbarians: First in an orderly manner the right wing/ was leading (the way) in order, and second the whole fleet/ came out against (them), and it was possible

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to hear at the same time/ a great shout, ‘O children of the Greeks, go on,/ free your fatherland, and free/ your children, your wives, and the seats/ shrines of your ancestral gods,/ and the tombs of your ancestors; now all is at stake (now the contest is for all).’

Note that ἡγει�το (11) is used without an object in the dative case and means was leading, advancing; κόσμῳ (11) is a dative of manner and not the object of ἡγει�το. θεω�ν (15): disyllabic, but occasionally in poetry, as here, it undergoes synizesis and becomes monosyllabic in pronunciation. The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Aeschylus I, Loeb Classical Library Vol. 145, translated by H. Weir Smyth, Cambridge, MA: Harvard University Press, 1922. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 142–45 for lines 399–405 of the Persians.

Lines 17–27 “So thus the Greeks began to attack the Persian force, and clashing in the straits they were fighting (by sea) few against many. And the barbarians, although having very many ships, were not able to use all their ships together (at once). And the Greeks either damaged (harmed) or sank the first of the barbarians’ ships, attacking with such eagerness that the barbarians began to turn (around), very afraid, and were trying to flee away. Then there was tremendous commotion. For the barbarians’ ships were falling upon each other, some trying to escape from the battle, and others advancing into battle. And finally all the barbarians were fleeing in disorder (using no order), and the Greeks pursuing sank very many ships; and everywhere there were wrecks, and everywhere corpses, so that it was no longer possible to see the sea. So thus they were fighting until night fell.

Lines 28–30 “And meanwhile Xerxes was sitting on a certain hill near the sea, watching the battle; for he was confident (believing) that the Persians would win easily; for he was ignorant of the ways of (the things

Book I

of) chance, nor did he know what the gods had in mind, but he was always subject to (used) pride.

Lines 31–5 “But when he learned (having learned) that the Greeks were winning and the barbarians fleeing away, he stood up and tore his robes. For he was in the greatest difficulty; for having lost his fleet he was no longer able to supply food for his land (foot) army, which was (being) very large. So he ordered his generals to lead the land (foot) army to Asia by land, and he himself fled away, lamenting.

Lines 36–40 “So the Greeks, having thus conquered the Persians, freed Greece. And what is more, in this action (deed) the Athenians provided the most ships of the Greeks and showed the greatest courage, so that it is possible to say truly that the Athenians saved Greece, and above all (not least) Themistocles, who as Athenian general (being Athenian general) was most responsible for the victory.

This paragraph echoes the pro-Athenian bias of Herodotus’ sources. αἴτιος . . . τη�ς νιˉ΄κης (40): note the use of the genitive with αἴτιος; meaning responsible (for).

Lines 41–6 “For the Athenians who died in this war, Simonides, who was (being) a very good poet, wrote this epigram: If to die well is the greatest part of Virtue,/ Fortune gave this to us above all./ For striving (hurrying) to put freedom around Greece (i.e., to put freedom on Greece as a wreath or crown = to wreath or crown Greece with freedom),/ we lie (in our graves) enjoying ageless praise.”

The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Lyric: III, Loeb Classical Library Vol. 476, translated by David A. Campbell, Cambridge, MA: Harvard University Press, 1991. The Loeb Classical Library® is a registered



1 5   Η Ε Ν Τ Η Ι Σ Α Λ Α Μ Ι Ν Ι Μ Α Χ Η ( β) I -141

trademark of the President and Fellows of ­Harvard College. See pp. 526–527 for this epigram, no. VIII = A. P. 7.253. We preserve Simonides’ spellings ἐλευθερίην (45) and εὐλογίͺη (46).

Wor d Bu ilding 1. I gather, count, calculate, say; calculation, account, word 2. I turn; turning 3. I send; sending, escort, procession 4. I stay, wait; staying, delay 5. I hurry; haste, eagerness 6. I leave; left over, remaining

English Der ivativ es from Wor ds in the Vocabula ry List

ἀνέστην (ἀναστα-): Anastasia πειράω: empiric, empirical, empiricism, pirate ἀγών: agonist, agonistic, agonize, agony, antago-

nism, antagonist, antagonize κόσμος (good order; universe): cosmetic, cosmic, cosmogony, cosmography, cosmology, cosmonaut, cosmopolis, cosmopolitan, cosmopolite, cosmos, macrocosm, microcosm νεκρός: necrobiosis, necrology, necromancy, necrophagia, necrophagous, necrophilia, necrophobia, necropolis, necrotomy νιˉ΄κη: Nike δεξιός: English words with dexter -/ dextro-/ dextrare from Latin, not Greek.

Gr amma r 3 Notes:

✒ ✒ Ex ercise 15 δ 1. ἐλευθερου� τε (15): 2nd person pl., present imperative. 2. ἐλευθερου� τε (15): 2nd person pl., present imperative. 3. ἠλευθέρωσαν (42): 3rd person pl., aorist indicative active. 4. ἐδήλωσαν (43): 3rd person pl., aorist indicative active.

✒ ✒ Ex ercise 15 ε We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

Gr amma r 4 Students have met another contract noun of the 2nd declension in 15α: 17, τοὺς ἔκπλους (ὁ ἔκπλους, του� ἔκπλου).

✒ ✒ Ex ercise 15 ζ 1. The general, having learned / learning the truth, shows everything to the people. 2. The enemy, having taken the city, enslave the inhabitants. 3. It is necessary to fight bravely, men, and set the fatherland free. 4. Show the courage that your ancestors always showed. or You show the courage that your ancestors always showed. 5. The hoplites, having learned / learning these things, attacked the enemy and, showing the greatest courage, set the city free. 6. What does Xerxes have in mind? He has in mind to enslave all Greece. 7. The Greeks decided to ward off the barbarians and to set Asia free.

Gr amma r 5 Emphasize that students should learn to recognize the cardinal numbers given at the top of p. 306. They will be expected to recognize them in subsequent readings. Some teachers may want to include the following numerical adverbs: ἅπαξ , once, δίς, twice, τρίς, three times. The others are formed by adding -ακις to the corresponding cardinal form (with some variations in spelling): τετράκις, πεντάκις, ἑξάκις, ἑπτάκις, ἐνάκις, δεκάκις. Here is an exercise that may be used with Grammar 5: 1. οἱ

μὲν Πέρσαι τρὶς τοι�ς Ἕλλησι προσέβαλον, οἱ δὲ Ἕλληνες ἑκάστοτε (each time) αὐτοὺς ἀπήλασαν. 2. ὁ Λεωνίδας, τριακοσίους ἔχων ὁπλίτᾱς, τὰ στενὰ ἐφύλαττε πρὸς μῡρίους βαρβάρους.

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3. τͺη � δωδεκάτͺη ἡμέρᾳ ἄγγελός τις εἰς τὸ ἄστυ ἀφι΄ˉκετο. �ν πολεμίων 4. ἤγγειλεν ὅτι τρισχι΄ˉ λιοι τω

προσχωρου� σι καὶ τοι�ς τείχεσι προσβαλει�ν μέλλουσιν. ἡμέρᾱς οἱ πολι�ται 5. ἐννεακαίδεκα ἀντει�χον, τͺη� δὲ εἰκοστͺη� ἐνέδοσαν (gave in, surrendered).

A nsw er s 1. Three times the Persians attacked the Greeks, and the Greeks drove them away each time. 2. Leonidas, having three hundred hoplites, was guarding the pass against countless barbarians. 3. On the twelfth day a certain messenger arrived at the city. 4. He announced that three thousand of the enemy were approaching and were about to attack the walls. 5. For nineteen days the citizens were resisting, but on the twentieth they surrendered.

Gr amma r 6 Notes:

ΟΙ ΠΕΡΣΑΙ ΤΑΣ ΑΘΗΝΑΣ ΑΙΡΟΥΣΙΝ Title: “The Persians Take

Athens”

Lines 1–5 The Persians take the city (that is) deserted, and they find some of the Athenians (being) in the temple, stewards of the temple and poor men, who having barricaded the Acropolis, were warding off the attackers. And the Persians, taking up position (sitting down) on the hill opposite the Acropolis, which the Athenians call the Areopagus, were besieging (the Acropolis).

Note Herodotus’ use of the historical present in the first sentence. Note the predicate position of ἔρημον (1): The Persians take the city (that is) deserted. See the note on the adjectives in the predicate position in the first paragraph of the tail reading in Chapter 7.

Book I

Compare the attributive position of ἐναντίον after the repeated definite article in line 4.

Lines 5–11 And the Athenians, although suffering terribly (very bad things), were not willing to give in but defended themselves, so that for a long time Xerxes was at a loss, not being able to take them. But finally the Persians took (them) like this; (for) some men got up where the place was sheer and the Athenians were not guarding (it) but were believing that no one could get up this way. And when they saw that they had gotten up onto the Acropolis this way, some were throwing themselves down from the wall and died, and others were fleeing to the temple. And the Persians first killed the suppliants, and then after plundering the temple set fire to the whole Acropolis.

Words glossed earlier in the chapter: δυνάμενος (7) and δύναται (9). ἀναβεβηκότας (10): we have kept ­Herodotus’ perfect participle, but the form need not be discussed at this stage. τοὺς ἱκέτᾱς, the suppliants (12): the Athenians would have taken sanctuary at the altar of Athena and thus, as suppliants of the goddess, were under her protection.

✒ ✒ Ex ercise 15 η 1. ἐπεὶ/ὡς ἔγνωσαν οἱ Ἀθηναι�οι ὅτι οἱ Πέρσαι πρὸς τὴν Ἀττικὴν προχωρου�σιν, ἀγγέλους πρὸς τοὺς Δελφοὺς ἔπμεψαν. 2. οὑ�τοι, εἰς τὸ ἱερὸν εἰσελθόντες, τὸν θεὸν ἤροντο τί δει� ποιει�ν τοὺς Ἀθηναίους. 3. ὁ θεὸς ἀποκῑνάμενος εἰ�πεν· “ἡ Ἀθηνα� οὐ δύναται υˉ῾μα�ς σῴζειν. οἱ βάρβαροι αἱρήσουσι ταˉ`ς Ἀθήνᾱς. τὸ τει�χος τὸ ξύλινον/τὸ ξύλινον τει�χος μόνον ἀπόρθητον ἔσται.” 4. οἱ ἄγγελοι τούτους τοὺς λόγους ἔγραψαν

καὶ εἰς ταˉ`ς Ἀθήνᾱς ἐπανελθόντες τῳ� δήμῳ ἤγγειλαν αὐτούς. �ς ἀνασταˉ΄ς, “ἀκούετε, ὠ� 5. ὁ Θεμιστοκλη Ἀθηναι�οι,” ἔφη, “τί λέγει τὸ χρηστήριον· αἱ τω�ν Ἀθηναίων νη�ές εἰσι τὸ τει�χος τὸ ξύλινον· αὑ�ται γὰρ τὴν πόλιν σώσουσιν. 6. οὕτως εἰπὼν τοὺς Ἀθηναίους ἔπεισε μὴ εἴκειν τοι�ς βαρβάροις ἀλλὰ κατὰ θάλατταν μάχεσθαι.

h 16 ΜΕΤΑ ΤΗΝ ΕΝ ΤΗΙ ΣΑΛΑΜΙΝΙ ΜΑΧΗΝ (α) Title: “A fter the Battle at Salamis” Pur poses of This Ch apter

deduced from derivatives such as zoology; give the meaning of ἔκτοπα, out of the way, unusual.

1. Reading: (α and β) to allow the old sailor to recount his involvement in Athenian naval engagements with the Persians around the Aegean subsequent to the battle of Salamis and his fighting in Egypt and Cyprus to the time of the peace with Persia in 449 bc; (β) to allow the old sailor to recount briefly his voyages as a sailor on merchant ships after his retirement from the navy and his resigned anticipation of death after a full life, and to give at the end of the chapter the alternative account of Xerxes’ return to Asia after the battle of Salamis 2. Grammar: (α) to introduce the passive voice and the forms of verbs in the passive voice in the present and imperfect tenses; (β) to present the conjugation of verbs that add personal endings directly to the stem, δύναμαι, κει�μαι, and ἐπίσταμαι. 3. Context: to sketch the rise of the Athenian Empire from the time of the battle of Salamis to the outbreak of the Peloponnesian War

Caption under Illustration

We saw the pyramids and the Sphinx and strange animals.

Students will be able to deduce πυράμιδας and Σφίγγα (-γγ- pronounced -ng-); ζῳ�α can be

Vocabula ry Be sure students note the new meaning of the preposition ὑπό, and have them read the footnote with care; be sure they understand the concept of voice. Have them review Chapter 6, Grammar 2, pp. 89–90 carefully for the concepts of active, middle, and passive voice.

Teaching the New Gr amma r in the Story In conjunction with ὑπό in the vocabulary list, be sure that students understand the concept of the passive voice. Be sure that they also clearly understand that the forms of verbs in the passive voice are identical to the forms in the middle voice for the present and imperfect tenses. Only present and imperfect passive forms are used in this chapter; the future and aorist passive will be presented in Book II, Chapter 17. Be sure students also understand that context will help determine whether a verb is being used in a middle or passive sense and that verbs in the passive voice are often accompanied by a prepositional phrase introduced with ὑπό + gen. or by a dative of instrument or means. There are no examples of the latter in the first reading passage, and this bit of grammar need not be discussed now.

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After reading, comprehension, and translation of the story we recommend that careful attention be given to identifying verbs in the middle voice and verbs in the passive voice. All the verbs in the middle voice are deponent, except for ἀρχομένῳ �ντο (23), which are not depo(15) and ἐπειρω nent because the verbs from which they come have active forms, although they are usually used in the middle voice in Attic. We recommend using an overhead projection of the text and having students identify the middle/deponent verbs and the passive verbs. Put boxes around the middle/deponent verbs, underline the passive verbs, and circle prepositional phrases with ὑπό, as follows (this list does �ντο, 23): not include ἀρχομένῳ, 15, and ἐπειρω κατέκειτο (1; deponent), ἐμάχοντο (3; deponent), ἡγου�ντο (4; deponent), γενόμενος �ν (5; deponent), μάχεσθαι (7; deponent), ὑπὸ τω βαρβάρων . . . εἴχοντο (7–8; passive), μάχεσθαι (9; deponent), ἐμάχοντο (13; deponent), ἐνῑκω�ντο (14; passive), ἐμάχεσθε (14; depo�ν ἐλευθερου�νται (15; passive), nent), ὑφ᾿ἡμω νῑκα�ται (18; passive), διαφθείρεται (18; pas�νται (19; sive), ἠπίσταντο (19; deponent), νῑκω passive), ἐλευθερου�ται (20; passive), δύνανται (20; deponent), εἰσβιάζεσθαι (23; deponent), κειμένην (28; deponent), νῑκώμεθα (33; passive), and ἐξελαυνόμεθα (39; passive). Careful attention to distinguishing deponent/ middle verbs from verbs being used in the passive voice will help allay the potential confusion of middle and passive voices and will demonstrate the usefulness of knowing which verbs are deponent. Careful attention to the lessons learned from study of the verbs here will greatly enhance students’ ability to comprehend the Greek of subsequent stories.

Tr anslation

Lines 1–8 So thus having finished his story, the sailor lay down on the deck, and Dicaeopolis and Philip were silent, wondering at all that he had said. And finally Philip said, “How bravely the Greeks were fighting! How brilliantly the Athenians were leading their allies! But you, what were you doing after the war? Having become a merchant were you sailing in merchant ships?” And he said, “No, for the war did not end, but it was still necessary to be fighting against the barbarians for a long time. For all

Book I

the islands and all Ionia were still being held by the barbarians.”

Lines 9–10 And Philip (said), “But how long (for how much time) was it necessary to fight? Were you involved in (present at) many battles?”

Lines 11–13 And the sailor said, “Certainly, my boy, I was involved in very many battles and was sailing to many parts of the world with the allies. For the barbarians were always fighting, and they were always being defeated.”

Line 14 And Philip (said), “But where in the world (of the world) were you fighting?”

Lines 15–21 And he (replied), “First together with the beginning of spring (i.e., the spring following the battle of Salamis, 479 bc), the Ionians are set free by us; for having sailed with a hundred ships to Samos and having pursued the barbarians’ fleet to Mycale, we attack them so eagerly that their army is conquered and their fleet is destroyed. And the Ionians, when they knew that the barbarians were being defeated, began to come to our aid; so thus all Ionia is set free and all the islands. For nowhere are the barbarians able to resist us.

Lines 22–5 “And later, when the Persians, having collected a very large army and two hundred ships, were trying to force their way again into the Aegean Sea, we, having caught them by the Eurymedon River, defeated (them) in a very great battle by both land and sea.

Lines 26–35 “And what is more, we made a campaign to Egypt and, coming to the aid of the inhabitants, drove out the Persians. For we sailed up the Nile and



16   Μ Ε Τ Α Τ Η Ν Ε Ν Τ Η Ι Σ Α Λ Α Μ Ι Ν Ι Μ Α Χ Η Ν (α) I -14 5

took Memphis, a very great city lying on the Nile. Then for six years we were remaining in Egypt, and we saw many wonders. For we saw the pyramids, which are (being) very large tombs of the ancient kings, and the Sphinx, a very strange (very terrible) statue, half lioness and half woman. And what is more, we saw unusual animals, crocodiles and ostriches. But finally the Persians, having collected a vast force, attacked us; then we are defeated and are driven out of Egypt. So we thus suffered a very great disaster; for having lost two hundred ships we scarcely escaped ourselves.”

Compound verb to be deduced: ἐξηλάσαμεν (27).

Illustration (p. 311)

ἐπίσταμαι (ἡ ἐπιστήμη, knowledge): epistemology, epistemological

ἑκατόν: hecatomb ὐπό: see list with Chapter 5β Gr amma r 1 Notes:

✒ ✒ Ex ercise 16 α We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

Pyramids at Ghiza.

✒ ✒ Ex ercise 16 β

Wor d Stu dy

1. The oxen are being driven slowly to the field by the farmer. ἐλαύνονται: present indicative passive 2. The farmer was working all day, being worn out by the sun (in the process). κατατριβόμενος: present participle passive 3. But when evening is falling, the farmer stops working; the oxen are loosed and the plow is left in the field. λυˉ΄ονται, λείπεται: present indicative passive 4. While the oxen were being driven home by the slave, the farmer, being very tired, was sitting by the road. ἠλαύνοντο: imperfect indicative passive 5. But suddenly he is woken by a shout and hears the boys calling him. ἐγείρεται: present passive indicative 6. Come here, father, and come to our aid; for we are being chased by a wolf. διωκόμεθα: present passive indicative 7. The boys, being chased by the wolf, were very afraid. διωκόμενοι: present passive participle 8. Don’t be afraid, boys; for you are not being hurt at all (you are being nothing hurt) by the wolf. βλάπτεσѳε: present indicative passive 9. So saying, he loosed his dog; and the wolf, being pursued by the dog, fled away. διωκόμενος: present participle passive 10. So the boys are saved and hurry home with their father. σῴζονται: present indicative passive

Of these four words, no. 1 dynamic, no. 4 dynasty, and perhaps no. 2 dynamo are directly derived from Greek words that are associated in meaning with the noun ἡ δύναμις, power, might, capacity, which is formed from the same stem as is the verb δύναμαι. 1. dynamic: from δυναμικός, -ή, -όν, powerful, efficacious. 2. dynamo: a coinage = “a machine for creating electrical power”; the suffix -mo is perhaps an abbreviation for motor, but it may be a more sophisticated coinage from the verb δυναμόω, I put power into something, create power. 3. dynamite: = δυναμ- + termination -ite: so named by Alfred Nobel, the inventor of dynamite in 1867. 4. dynasty: derived from ὁ δυναστής, a man with power, ruler; cf. English dynast, but dynasty has come to mean a line of hereditary rulers.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

δύναμαι (ἡ δύναμις, power; ὁ δυναστής, lord;

master; ruler): aerodynamic, aerodynamics, aerodyne, dynamics, dynamism, dynamoelectric, dynamometer, dynamotor, dynast, dynatron, dyne, dynode, heterodyne, hydrodynamics, isodynamic, photodynamic, photodynamics, thermodynamic, thermodynamics

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✒ ✒ Ex ercise 16 γ 1. The barbarians, being defeated by the Greeks, turned and fled to land.

Book I

4. ἐπεὶ ἑσπέρᾱ ἐγίγνετο, ἄγγελος ἀφι΄ˉκετο. � πολι�ται,” ἔφη, “κελεύεσθε οἴκαδε 5. “ὠ σπευ�σαι καὶ αὔριον ἐπανελθει�ν.”

οἱ ναυ�ται ὑπὸ τω�ν λͺηστω�ν διωκόμενοι τὰ ἱστία ἠ�ραν καὶ πρὸς τὸν λιμένα ἔφυγον.

The Athenian Empire

οἱ Πέρσαι καίπερ πλείστᾱς ἔχοντες ναυ�ς ὑπὸ τω�ν Ἑλλήνων νῑκω�νται.

Map (p. 316) From The Oxford History of the Classical World, ed. by J. Boardman, J. Griffin, and O. Murray, © 1985, Oxford University Press, p. 134.

2. The Greeks, although being in the greatest difficulty, are persuaded by Themistocles not to yield to the barbarians.

3. Compelled to fight in the straits, they were not able to use all their ships. ὑπὸ τω�ν Ἑλλήνων ἐδιώκοντο, καὶ πα� σαι αἱ νη� ες ἢ ἐβλάπτοντο ἢ διεφθείροντο. 4. Dicaeopolis was being persuaded by his wife to journey to the city.

ὁ Φίλιππος ὑπὸ λύκου τινὸς μεγάλου ἐδιώκετο.

5. We are compelled by the storm to return to the harbor.

ὑπὸ του� πατρὸς κελευόμεθα ἐκ τη�ς νεὼς ἐκβη� ναι.

✒ ✒ Ex ercise 16 δ 1. αἱ γυναι�κες ὑπὸ τω �ν ἀνδρω�ν φιλου�νται καὶ τῑμω�νται. �ν τινων διωκόμεναι 2. αἱ παρθένοι ὑπὸ νεᾱνιω πρὸς ταˉ`ς μητέρας οἴκαδε ἔσπευδον. 3. μὴ ἄπιτε· ὑπὸ του� βασιλέως κελευόμεθα ἐν τͺη� ἀγορᾳ� μένειν.

Illustration (p. 317) The Athenian tribute lists are among the most valuable epigraphical records of ancient Athens. Running from 454 to 415 bc, when the system of tribute was abolished, they enable us to reconstruct the extent and organization of the Empire and the relative importance of its members. The lists were engraved on a huge block of Pentelic marble erected on the Acropolis, and over a hundred fragments survive. The lists were reconstructed and interpreted by Professors West and Meritt in 1927–28. The amounts paid are in drachmas, written in Attic alphabetic numerals (Athens, National Archaeological Museum). Note that in this inscription ε is used for both ε and η, thus ΗΕΛΛΕΣΠΟΝΤΙΟΣ instead of ΗΕΛΛΗΣΠΟΝΤΙΟΣ, and note that Η (= capital η) is used for the rough breathing. For further reading, see The World of Athens, pp. 18–26 and 232–241, and The Oxford History of the Classical World, pp. 124–136.

h ΜΕΤΑ ΤΗΝ ΕΝ ΤΗΙ ΣΑΛΑΜΙΝΙ ΜΑΧΗΝ (β)

Caption under Illustration

I saw Mount Etna throwing out rivers of fire toward the heavens.

Encourage students to deduce τὸ Αἰτναι�ον ὄρος. The word ποταμός is in the vocabulary list. Both Pindar (Pythian 1.21–28) and Aeschylus (Prometheus Bound 366–369) describe the major eruption of Mount Etna that took place probably in 475/4 bc. Pindar describes it as follows: From its depths belch forth holy springs of unapproachable fire; and in the daytime rivers (of lava) pour out a fiery stream of smoke; but in the darkness red flames roll rocks and carry them with a crash into the deep flats of the sea.

Vocabula ry We give σπονδή, which is not in the reading, to show the basic meaning of αἱ σπονδαί, libations poured to guarantee a peace treaty.

Middle voice: ἐπαύσασθε (1), πειρα ˉ΄σομαι (10), ποιου�μαι (17), and στείλαντο (25). Deponent: ἐδύνατο (2), ἡγησάμενος (3), ἐπιγιγνομένῳ (5), εἰργασάμεθα (6), μαχόμενοι (7), πρόκειταί (7), γίγνεσθαι (7), γίγνεσθαι (10), ἐχρώμην (12), προσδέχομαι (17), ἐνθῡμούμενοι (22), and ἵκοντο (24). We have given sufficient information in the glosses for students to understand the passive and middle forms of verbs they have not yet encountered in the vocabulary lists.

Tr anslation

Line 1 But Philip (asked), “After suffering such a disaster didn’t you cease from the war?”

Lines 2–8 And the sailor said, “Not at all; for nothing was able to reduce the spirit of the Athenians. So soon Cimon, having led the fleet to Cyprus, again defeated the Persians, but he himself was killed (died) besieging a certain city. So we sailed away for home, distressed. And the following year a peace treaty is made by the people with the Persians. So great were the deeds we accomplished fighting against the barbarians. So a very great contest lies before you, my boy; for you must become worthy of your ancestors (fathers).”

Teaching the New Gr amma r in the Story Continue to focus on distinguishing verbs in the passive voice from verbs in the middle voice and from deponent verbs. Passive voice: λῡπούμενοι (5), σπονδαὶ ποιου�νται ὑπὸ του� δήμου (5–6), ὥστε πήγνυσθαι καὶ τὴν θάλατταν (16), ἐπλανα�το �ς ἀνέμῳ οὐρίῳ φερομένη (20–21). (19), and ἡ ναυ

After he returned from ostracism, Cimon was sent with two hundred ships to help the Greeks

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in Cyprus, where the Persians were attempting to reestablish control; he died during the siege of Cition; before sailing home the Greek fleet succeeded in raising the siege of Cition and defeated the Phoenician fleet at Salamis. The Athenians may have made peace with the Persian king—the Peace of Callias—the following year (449 bc). Compound verb to be deduced: ἀπεπλεύσαμεν (5).

Lines 9–11 And Philip said, “You are speaking the truth, old man; and if god is propitious, I will try to become a good man, worthy of my ancestors (fathers). But what were you doing in peacetime?”

Lines 12–17 And the old man said, “I was no longer young (a young man) and I was not enjoying such great strength that I could row in the fleet. So, hiring myself out, I was sailing in merchant ships to many parts of the world. For I (both) went to Sicily, where I saw Mount Etna throwing out rivers of fire toward the heavens, and I sailed to Scythia, where in winter (within the winter) the frosts are so severe that even the sea freezes (is made solid). And now being very old I make some little voyages around the islands, and I await death contentedly.”

Word glossed earlier in the chapter: ὁλκάσι (13), merchant ships. Compound verb to be deduced: ἐκβάλλον (15). πλου�ς; a contract noun of the second declension, nominative, ὁ πλου�ς (see Chapter 15, Grammar 4, p. 305).

Lines 18–19 And Philip said, “You saw many things in your long life, and you suffered many things too. For Odysseus himself wandered (was used to wandering) no further than you.”

Lines 20–1 But the old man, looking toward the land, got up and said, “Look, for already the ship, being carried along by a favorable wind, is approaching the harbor. And so, farewell.”

Book I

Lines 22–3 So speaking, he went off to the bow (of the ship), and they were staying, pondering all that he had said.

Compound verb to be deduced: ἀπέβη (21).

Lines 24–6 And when they arrived inside the very deep harbor, They took down the sails, and put (them) in the black ship Quickly, and the ship they rowed forward with the oars into the anchorage.

Note that Homer does not augment the aorists, and note the double σ in the aorist προέρεσσαν. The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Homer: Iliad: Books 1–12, Loeb Classical Library Vol. 170, translated by A. T. Murray and William F. Wyatt, Cambridge, MA: Harvard University Press, second edition, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 44–45 for 1.1.432–435.

Wor d Bu ilding 1. spiritless, despondent; I am despondent; lack of spirit 2. cheerful; I am cheerful; cheerfulness 3. eager; I am eager; eagerness

English Der ivativ es from Wor ds in the Vocabu la ry List

βίος: amphibian, autobiography, bio, bioacoustics, bioassay, bioastronautics, biobibliography, biochemistry, biodegradable, biodiversification, biodynamics, bioelectric, bioengineering, bioenvironmental, bioethics, biogenesis, biographer, biography, biology, biomechanics, biomedicine, biometrics, bionomics, biophysics, biopiracy, biopsy, biopsychology, bioresearch, bioscopy, biosocial, biosphere, biotechnology, bioterrorism, biotherapy, microbe εἰρήνη: irenic θάνατος: thanatology, thanatopsis, Thanatos ποταμός: hippopotamus ἄξιος: axiom, axiomatic



16   Μ Ε Τ Α Τ Η Ν Ε Ν Τ Η Ι Σ Α Λ Α Μ Ι Ν Ι Μ Α Χ Η Ν ( β) I -14 9

Gr amma r 2 Notes:

✒ ✒ Ex ercise 16 ε 1. O stranger, tell the Spartans that here / we lie, obedient to their words. 2. Do you know why the allies cannot come to our aid? 3. The woman was not aware (was not understanding, knowing) that her husband had died in that battle. 4. This island was lying so near to the mainland that we crossed to there easily. 5. In no sea battle could the barbarians beat the Greeks. 6. And finally Xerxes understood that the ships of the barbarians were not able to resist those of the Greeks. 7. Although fighting very bravely, the Spartans were not able to ward off the barbarians. 8. Why aren’t you working, young man, but lying so lazily? 9. Knowing that the master was approaching, the slaves, who were lying in the field, stood up and began to work. 10. Know this, that you are not able to deceive the gods. In no. 9, note the irregular augment on εἰργάζοντο and the inchoative meaning of the imperfect here (began to work).

Ο ΞΕΡΞΗΣ ΠΡΟΣ ΤΗΝ ΑΣΙΑΝ ΑΝΑΧΩΡΕΙ Title: “X erxes W ithdraws to Asia” Tr anslation Lines 1–8 There is also this other story, that, when Xerxes, marching away from Athens, arrived at Eion, he was no longer journeying by land but entrusts the army to Hydarnes to lead to the Hellespont, and he himself having embarked on a ship was sailing to Asia. But on the voyage (for him sailing) the wind was becoming stronger, and the sea was becoming

rough. And the ship, carrying very many men of the Persians, who were accompanying Xerxes, was in danger. And the king, being very frightened, asked the helmsman if there was any (means of) safety for them. And he said, “Master, there is no hope of safety, unless we get rid of some of the many passengers.”

ἀπελαύνων (1): note that the verb ἐλαύνω can have an intransitive meaning, I march. ἐπιτρέπει (3): note the use of the ­historical present in the same sentence with an aorist (ἐπεὶ . . . ἀφι΄ˉκετο, 1) and imperfect (ἔπλει, 3); these are the tenses used by Herodotus, who quite freely mixes his tenses in this way. In normal English, past tenses would be used throughout. Compound verbs to be deduced: ἀπάγειν (3) and εἰσβαˉ` ς (3). πλέοντι . . . αὐτῳ� (4): dative of the person concerned. Lines 9–15 And Xerxes, having heard this, said: “Persian men, now you must show whether (if) you love your king; for on you, it seems, depends (is) my salvation.” He said these things, and they, bowing down to him, threw themselves into the sea, and the ship lightened thus brought the king safely (saved the king) to Asia. And when he disembarked onto the land, Xerxes acted as follows (did this); because he had saved the king, he gave the helmsman a golden crown, but because he destroyed many of the Persians, he cut off his head.

✒ ✒ Ex ercise 16 ζ 1. μετὰ τὴν μάχην ὅ τε Ξέρξης καὶ οἱ

στρατηγοὶ ὀλίγᾱς τινὰς ἡμέρᾱς ἐν τͺη� Ἀττικͺη� μείναντες πρὸς τὴν Βοιωτίᾱν ὥρμησαν. 2. ὁ βασιλεὺς τὸν Μαρδόνιον ἐκέλευσε τὸν μὲν χειμω�να ἐν τͺη� Θετταλίᾳ μένειν, ἅμα δὲ ἠ�ρι ἀρχομένῳ ἐπὶ τὴν Πελοπόννησον προχωρει�ν. 3. ἐπεὶ εἰς τὴν Θετταλίᾱν ἀφι΄ˉκοντο, ὁ μὲν Μαρδόνιος τοὺς ἀρίστους τω�ν στρατιωτω�ν ἐξελέξατο, ὁ δὲ Ξέρξης αὐτοὺς ἐκει� καταλιπὼν πρὸς τὸν Ἑλλήσποντον ὡς τάχιστα ἐπορεύσατο. � ἄλλῳ λόγῳ ὃν λέγουσι περὶ του� νόστου 4. τῳ του� Ξέρξου οὐ δυνάμεθα πιστεύειν.

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5. οἱ τὰ ἀληθη � ἐπιστάμενοι (ἐκει�νοι οἳ τὰ ἀληθη� ἐπίστανται) λέγουσιν ὅτι πρὸς

τὴν Ἀσίᾱν κατὰ γη� ν ἀναχωρω�ν εἰς τὸν Ἑλλήσποντον πέντε καὶ τετταράκοντα ἡμερω�ν ἀφι΄ˉκετο.

For no. 2, students may need to be reminded that

χειμών can mean winter as well as storm (see Vocabulary 7β and passage 16β:15). In 16β the

word is used in the genitive to express time within which; here it must be in the accusative to express duration of time.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Lyric: I, Loeb Classical Library Vol. 142, translated by David A. Campbell, Cambridge, MA: Harvard University Press, 1990. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 92–93 for fragment 47 and pp. 146–147 for fragment 130.

Tr anslation Love shook my heart, as the wind falling on the oak trees on the mountain (shakes them). Love, the limb-relaxing, excites me again, (that) bitter-sweet, irresistible creature.

Illustration (p. 325) A temple was planned for this bastion on the southwest side of the Acropolis looking down toward Salamis in 449 bc, the year Athens made peace with Persia, to commemorate Greek victories in the Persian Wars, but the temple was not built until 427–424. Callicrates was the architect (photo: Alison Frantz, American School of Classical Studies at Athens). Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Lyric: III, Loeb Classical

Book I

Library Vol. 476, translated by David A. Campbell, Cambridge, MA: Harvard University Press, 1991. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 526–27 for no. IX, = A.P. 7.251. Students have already met epigrams of Simonides on pp. 174–75 and 303.

Tr anslation These men, crowning their dear fatherland with inextinguishable/imperishable glory, clothed themselves in the dark cloud of death; although dying, they are not dead, since (their) courage, giving them glory from (the earth) above, brings them up from the house of Hades.

τεθνα� σι: perfect, they have died, they are dead. New Testa m ent Gr eek Tr anslation And it happened when the angels went away from them into heaven, (that) the shepherds were saying to one another, “Let us go to Bethlehem and let us see this event that has happened that the Lord made known to us. And hurrying, they went and they found Mary and Joseph and the baby lying in the manger; and having seen, they made known concerning the saying that had been spoken to them concerning this child. And all those hearing were amazed concerning the things that had been said by the shepherds to them; and Mary was keeping all these sayings, pondering (them) in her heart. And the shepherds returned home glorifying and praising God for all the things that they had heard and seen just as they had been spoken to them.

For the proper names, see the notes on the New Testament passage in Chapter 15α. � μα is apparently used Note that the word ῥη here in two senses, first as event (2) and then as saying (5). οἱ�ς (9): attraction of the relative pronoun into the case of its antecedent.

h End Matter

Teachers should periodically guide students through the material in the end matter in the student’s book to acquaint them with what is there and how it is arranged, and to point out the kinds of information contained in the final sections of the book. Here are some notes on these sections of the student’s book.

Syllables and Accents We introduce the terms ultima, penult, and antepenult here, and some teachers will want to have their students learn these terms and use them instead of having to say “the final syllable,” “the next-tothe-last syllable,” and “the third syllable from the end.” At some point teachers should go through the material in this section carefully with their students, but we give no prescription as to when this should be done.

Enclitics and Proclitics Teachers should go through this material carefully with their students at some appropriate time.

Illustration (p. 333) Attic red figure oinochoe, ca. 450 bc (Boston, Museum of Fine Arts).

Forms Here is a listing of the major headings in this section: 1. 2. 3. 4. 5.

The Definite Article Nouns of the 1st Declension Nouns of the 2nd Declension Nouns of the 3rd Declension Adjectives and Participles of the 1st and 2nd Declensions 6. Adjectives of Irregular Declension 7. Adjectives of the 3rd Declension 8. Adjectives and Participles of 1st and 3rd Declensions 9. Comparison of Adjectives 10. Demonstrative Adjectives 11. The Adjective αὐτός, -ή, -ό, -self, -selves; same 12. The Interrogative Adjective 13. The Indefinite Adjective 14. Numerical Adjectives 15. Personal Pronouns 16. Reflexive Pronouns 17. The Reciprocal Pronoun 18. Possessives 19. The Interrogative Pronoun 20. The Indefinite Pronoun 21. The Relative Pronoun 22. Formation of Adverbs 23. Comparison of Adverbs 2 4. Verbs with Thematic Presents, Sigmatic Futures, and Sigmatic 1st Aorists

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2 5. Verbs with Athematic Presents and Imperfects 26. Contract Verbs 27. Asigmatic Contract Future of Verbs in -ίζω 28. Asigmatic Contract Future of Verbs with ­Liquid and Nasal Stems 29. Asigmatic 1st Aorist of Verbs with Liquid and Nasal Stems 30. Thematic 2nd Aorists 31. Athematic 2nd Aorists 32. The Irregular Verb εἰμί, I am 33. The Irregular Verb ε�ἰμι, I will go

Index of Language and Grammar Here is a listing of the major headings in this section: Accents Adjectives Adverbs Agreement Alphabet Alpha-privative Article Aspect Aspiration Cases Conjunctions Consonants Contractions Declensions Definite Article Diphthongs Enclitics Elision Functions of Words in Sentences Imperatives Infinitives Movable v Moods Nouns Numbers Participles Possessives Postpositives Prepositions Proclitics Pronouns Pronunciation

Book I

Punctuation Quantitative Metathesis Questions Relative Clauses Syllables Transliteration Verbs Voice Vowels Word Order Words in Sentences Writing Greek Letters

Greek to English Vocabulary This vocabulary list contains all of the words that are in the vocabulary lists in the chapters and the words presented in grammar sections that need to be learned (e.g., the irregular comparatives and superlatives and the numbers). It also contains all of the compound verbs that occur in the readings and that students are expected to deduce the meaning of. Students should always be encouraged to deduce the meaning of these verbs when they meet them in the readings and not have recourse to the Greek to English Vocabulary, but we have included the words in the vocabulary for purposes of reference. The Greek to English Vocabulary also contains all words that are glossed once in a chapter and used again later in that chapter (in the exercises or readings) but not glossed again. For the most part students will remember these words from their initial encounter with them in the reading where they are glossed, but we include them in the Greek to English Vocabulary for reference. We do not include in the Greek to English Vocabulary words that are glossed once in a chapter and do not occur again in that chapter or in a vocabulary list in a subsequent chapter. The numbers following definitions of words refer to the chapters in which the words are included in vocabulary lists or grammar sections.

English to Greek Vocabulary The English to Greek Vocabulary is not limited to words needed in the English to Greek translation



E nd M at terI-153

exercises; it instead contains a complete reverse listing of all the words in the Greek to English Vocabulary. This complete list will make it easier for teachers to make up additional exercises, and it will enable students to write Greek using almost any of the words that they have met in the readings.

The English to Greek Vocabulary is intended only as a reminder of the Greek word. For full information about any given Greek word, students will have to look the word up in the Greek to English Vocabulary. Students should also be urged always to look back at the readings and the grammar sections to refresh their minds on how a given word is used.

h Translations of Classical and New Testament Greek Readings

Chapter 1β

Chapter 4β

Heraclitus

Callimachus

Everything is on the move and nothing stays (unchanged).

Title of the Gospel of Luke

Philip, his father, laid his twelve-year-old son to rest here, his great hope, Nicoteles.

Luke 6.45

The Holy Gospel according to Luke

The good man brings forth good from the good treasure of his heart, and the bad man brings forth evil from the evil (treasure of his heart).

Chapter 2β

Chapter 5β

Callimachus A big book is big trouble.

Anacreon

Luke 3.22

We regard you as blessed, cicada, when on the tops of the trees, after drinking a little dew, you sing like a king. For yours are all those things, as many as you see in the fields and as many as the woods bear.

“You are my son, the beloved.”  or   “You are my beloved son.”

Luke 4.22 and 24

Chapter 3β

“Is not this man the son of Joseph?”   “Truly I say to you that no prophet is acceptable in his own country.”

Menander (He) whom the gods love dies young.

Chapter 6β

Luke 6.46 “Why do you call me ‘Lord, Lord,’ and not do what I say?”

Hipponax or New Comedy

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The best marriage for the prudent man is to take the good character of a woman as a wedding gift.



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For this dowry alone keeps a house safe. This man has a well-disposed helpmate instead of a tyrant, reliable for all his life.

Luke 13.10–16 “There are six days in which (we) should work; and so, coming, be healed in them, and not on the day of the sabbath.” And the Lord answered him and said, “Hypocrites, does not each of you on the sabbath day loose his ox or his ass from the stall and, having led (it) away, give it water?”

Chapter 7β Sophocles O dearest son of Aegeus, the gods alone never grow old or die (to the gods alone old age does not happen or to die ever). All other things all-powerful time destroys.

Chapter 8α Archilochus I am a servant of Lord Enyalios (the god of war) and skilled in the lovely gift of the Muses.

Luke 5.20–22 And (Jesus) seeing their faith said, “Man, your sins have been (= are) forgiven you.”   “Who is this (man) who speaks blasphemies? Who can forgive sins except God alone?”

Chapter 8β Sappho The moon has set and the Pleiades, it is midnight, and time passes, and I sleep alone.

Chapter 9β Simonides These men, (while) once taking spoils of war to Apollo from Sparta, one sea, one night, one hull of a ship buried with due honors.

Luke 6.31–33 And as you wish that men should do to you, do you to them likewise. And if you love those who love

you, what thanks have you? For sinners also love those who love them. And if you do good to those who do good to you, what thanks have you? For sinners also do the same.

Chapter 10α Theognis I play, rejoicing in my youth; for after losing my life I will lie beneath the earth for long, dumb as a stone, and I will leave the lovely light of the sun; and, although being noble, I will see nothing any more.

Luke 6.35–36 But love your enemies and do good (to them) and lend, expecting nothing in return; and your reward will be great, and you will be sons of the Highest, because He Himself is kind toward the unthankful and evil. Be merciful, as your father is merciful.

Chapter 10β Menander For in one day god makes the fortunate man unfortunate.

Archilochus On my spear depends (is) my kneaded bread, and on my spear (depends) my Ismaric wine, and I drink leaning on my spear.

Luke 5.30–32 And the Pharisees and their scribes were complaining to his disciples, saying, “Why do you eat and drink with tax collectors and sinners?” And Jesus, answering, said to them, “The healthy (those who are healthy) have no need for a doctor, but those who are sick (those who are in a bad way); I have not come to call righteous (people) but sinners to repentance.”

Chapter 11α Theognis For I went once to the land of Sicily, and I went to the vine-clad plain of Euboea, and to Sparta,

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the glorious city of the Eurotas, which nourishes reeds; and all were welcoming me graciously when I was coming (coming) to (them); but no joy came to my heart from those things; so true is it that no other thing is dearer (to a man) than his fatherland.

Luke 6.20–21 And having lifted / after lifting / lifting up his eyes to his disciples, he (Jesus) was saying: “Blessed are the poor, for yours is the kingdom of God. Blessed are those who are hungry now, for you will be filled. Blessed are those who weep now, for you will laugh.”

Chapter 11β Luke 6.27–29 But I say to you who hear, love your enemies, do good to those hating you, bless those cursing you, pray for those mistreating/insulting you. To the (one) striking you on the cheek, provide the other (cheek) too.

Chapter 12α Scolion To be healthy (is) best for mortal man, to have been born fair in physique (is) second (best), the third (best) thing (is) to be rich honestly, and the fourth (best) thing (is) to be young among (with) one’s friends.

Luke 15.3–7 And he (Jesus) spoke to them this parable, saying, “What man of you having a hundred sheep and having lost one of them does not leave behind the ninety-nine in the desert and go after the lost one until he finds it? And having found (it), he puts (it) onto his shoulders rejoicing and, having gone to his home, calls together his friends and neighbors, saying to them, ‘Rejoice with me, because I found my sheep, the lost (one).’ I say to you that thus there will be joy in heaven over/at one sinner who repents (more/rather) than over/at ninety-nine righteous (men) who do not have need of/ for repentance.”

Book I

Chapter 13β Archilochus Nothing at all is unexpected or to be sworn impossible or wonderful, since Zeus, father of the Olympians, made night from midday, hiding away the light of the shining sun, and clammy fear came upon men.

Luke 21.1–4 And looking up he saw men throwing their gifts into the treasury, rich (men). And he saw a poor widow throwing two small coins there, and he said, “Truly I say to you that this poor widow threw more than all; for all these (men) threw (contributions) into the gifts from their abundance, but this (woman) threw in all the livelihood that she had (was having) from her need/poverty.”

Chapter 14α Archilochus Someone of the Saioi enjoys my shield, which I left by a bush, an excellent weapon, against my will. But I kept myself safe. What do I care about that shield? Let it go! I will get (another) again no worse.

Luke 10.25–29 And look, a certain lawyer stood up testing him saying, “Teacher, having done what, will I inherit eternal life?” And he (Jesus) said to him, “What is written in the law? How do you read (it)?” And he, answering, said, “You shall love the Lord your God from your whole heart and with your whole soul and with your whole strength and with your whole mind, and your neighbor as yourself.” And he said to him, “You answered rightly; do this and you will live.” And he, wishing to justify himself, said to Jesus, “And who is my neighbor?”

Chapter 14β Theognis I heard the voice of the bird crying loudly, Polypa ïdes, which comes as a messenger to mortals that it is time to plow (of plowing being seasonable):



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and it struck my black/sad heart, because others hold my fair-flowering fields.

Luke 10.30–37 In answer (answering), Jesus said, “A certain man was going down from Jerusalem to Jericho and fell among robbers, who, having stripped him and inflicted (having put) blows on him, went away having left (him) half dead. And by chance a certain priest was going down on that road, and seeing him he went past on the other side; and likewise a Levite also came to the place and seeing (him) went by on the other side. But a Samaritan on a journey came to him and seeing him was filled with pity, and having gone to him he bound up his wounds, pouring olive oil and wine on (them), and having mounted him on his own beast he took him to an inn and cared for him. . . . Which of these three seems to you to have been the neighbor of the one who fell among the robbers?” And he said, “The one who had (made) pity on him.” And Jesus said to him, “Go, and you do likewise.”

of the Lord stood over them, and the glory of the Lord shone around them, and they feared a great fear. And the angel said to them, “Do not fear, for behold I bring good news to you of a great joy, which will be for all the people, that a savior was born to you today, who is Christ the Lord in the city of David; and this (is) the sign for you, you will find a baby wrapped in swaddling bands and lying in a manger.” And suddenly there appeared (became) with the angel a multitude of a heavenly host of ones praising God and saying,   “Glory in heaven to God and upon the earth peace among men of good will or of (His) choice.”

Chapter 16β Sappho Love shook my heart, as the wind falling on the oak trees on the mountain (shakes them). Love, the limb-relaxing, excites me again, (that) bitter-sweet, irresistible creature.

Simonides

Chapter 15α Luke 2.1–14 And it happened in those days (that) a decree went out from Caesar Augustus (that) the entire inhabited world be enrolled (in a census). This was the first registration when Quirinius was governor of Syria. And everyone was making the journey to be enrolled, each to his own city. And Joseph also went up from Galilee out of the city of Nazareth into Judaea into the city of David, which is called Bethlehem, because he was (because him to be) from the house and the family of David, to be enrolled with Mary, the one betrothed to him, who was (being) pregnant. And it happened (that) while they were there (in the them to be there) the days were fulfilled of her giving birth (of her to give birth), and she bore her first-born son; and she wrapped him in swaddling bands and made him recline in a manger, because there was not place for them in the inn.   And there were shepherds in the same place living out of doors and keeping (guarding) the watches of the night over their flock. And an angel

These men, crowning their dear fatherland with inextinguishable/imperishable glory, clothed themselves in the dark cloud of death; although dying, they are not dead, since (their) courage, giving them glory from (the earth) above, brings them up from the house of Hades.

Luke 2.15–20 And it happened when the angels went away from them into heaven, (that) the shepherds were saying to one another, “Let us go to Bethlehem and let us see this event that has happened that the Lord made known to us. And hurrying, they went and they found Mary and Joseph and the baby lying in the manger; and having seen, they made known concerning the saying that had been spoken to them concerning this child. And all those hearing were amazed concerning the things that had been said by the shepherds to them; and Mary was keeping all these sayings, pondering (them) in her heart. And the shepherds returned home glorifying and praising God for all the things that they had heard and seen just as they had been spoken to them.

h Word Study Index The page references are to the Word Study sections in the student’s book. A acoustics, 47 acrophobia, 88 aeronaut, 244 agonistic, 184 agoraphobia, 88 angel, 47 Anglophobia, 88 anthropology, 3 astrology, 246 astronaut, 246 atheist, 112 C choreographer, 47 chronology, 16 chronometer, 16 cosmology, 246 cosmonaut, 246 cosmopolitan, 132 D demagogue, 157 democracy, 157 demography, 157 dendrologist, 16 despotic, 16 dialogue, 205 Dorothea, 270 dynamic, 312 dynamite, 312 dynamo, 312 dynasty, 312 E endemic, 157 entomophobia, 88 epidemic, 157 eulogy, 205

G geocentric, 67 geography, 67 geology, 67 geometry, 67 George, 270 gynecology, 47

O Ophelia, 270 ophthalmic, 184 orthodontist, 227 orthodoxy, 227 orthopaedics, 227 orthopedics, 227

H heliocentric, 16

P pandemic, 157 pantheist, 112 philanthropist, 47 Philip, 270 philosophy, 3 phobia, 88 politburo, 132 politics, 132 polyandry, 47 polymath, 227 polysyllabic, 3 polytheist, 112 prologue, 205 pyromaniac, 184

L lithograph, 31 logic, 205 M macroeconomics, 184 mathematics, 227 megalithic, 31 megaphone, 31 metropolis, 132 microscope, 3 misogynist, 47 monochrome, 292 monogamy, 292 monograph, 292 monolith, 31 monologue, 205, 292 monosyllable, 292 monotheist, 112 myth, 112 mythology, 112 N nautical, 246 necropolis, 132

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S Sophie, 270 T tachometer, 47 Theodore, 270 theology, 112 triskaidekaphobia, 88 X xenophobia, 184

h Word Building Index The page references are to the Word Building sections in the student’s book. Α

ἄδικος, 238 Ἀθήναζε, 144 Ἀθήνηθεν, 144 Ἀθήνησι(ν), 144 ἀθῡμέω, 320 ἀθῡμίᾱ, 320 ἄθῡμος, 320 αἴτιος, 238 ἄλλοθεν, 144 ἄλλοθι, 144 ἄλλοσε, 144 ἀναίτιος, 238 ἄνανδρος, 238 ἀνάξιος, 238 ἀνδρε�ι ος, 238 ἄξιος, 238 ἀροτρεύω, 57 ἄροτρον, 57 Β

βασιλεύς, 194 βασιλεύω, 194 βοάω, 76, 193 βοή, 76, 193 βουλή, 193 βούλομαι, 193

Ε

εἰσάγω, 38 εἰσελαύνει, 23 εἰσπ΄ˉι πτω, 38 ἐκε�ι , 144 ἐκε�ι θεν, 144 ἐκε�ι σε, 144 ἐκκαλε�ι , 23 ἐκπˉ΄ι πτω, 38 ἐκφέρει, 23 ἔνθα, 144 ἐνθάδε, 144 ἐνταυ� θα, 144 ἐργάζομαι, 124 ἔργον, 124 ἑταίρᾱ, 101 ἑτα�ι ρος, 101 εὐθῡμέω, 320 εὐθῡμίᾱ, 320 εὔθῡμος, 320 εὐχή, 193 εὔχομαι, 193 Θ

Γ

θαυ� μα, 124 θαυμάζω, 124 θεαˉ΄, 101 θέᾱ, 193 θεάομαι, 194 θεός, 101

Δ

ˉ�ι ᾱτρεύω, 57 ˉ�ι ᾱτρός, 57

γεωργε�ι , 10 γεωργός, 10 δεύρο, 144 δίκαιος, 238 δουλεύω, 57 δούλη, 101 δου� λος, 101, 57

Ι

ἱππεύω, 57 ἵππος, 57 Κ

κινδῡνεύω, 57, 194 κίνδῡνος, 57, 194 I-159

Λ

λέγω, 193, 303 λείπω, 304 λογίζομαι, 194 λόγος, 193, 194 λοιπός, 304 Μ -μα , 219 μάθημα, 219 μάθησις, 219 μαθητής, 219 μανθάνω, 219 μάχη, 193 μάχομαι, 193 μένω, 304 μονή, 304 Ν ναύαρχος, 258 ναύκληρος, 258 ναυμαχέω, 258 ναυμαχίᾱ, 258 ναυ� ς, 167, 258 ναύτης, 167, 258 ναυτικόν, 258 ναυτικός, 167, 258 νῑκάω, 76, 193 νˉ΄ικη, 76, 193 νοσέω, 193 νόσος, 193 Ο οἴκαδε, 144 οἰκε�ι , 10 οἰκέω, 219 οἴκημα, 219 οἴκησις, 219 οἰκητής, 219

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οἰκίᾱ, 101 οἴκοθεν, 144 οἴκοι, 144 ο�ἰ κος, 10, 101 ὄνομα, 124 ὀνομάζω, 124 ὀργή, 194 ὀργίζομαι, 194 ὀρμάω, 76 ὀρμή, 76 Π

παιδεύω, 194 πα�ις, 194 πανταχόθεν, 144 πανταχόσε, 144 πανταχου� , 144 παρασκευάζω, 124 παρασκευή, 124 πέμπω, 193 πόθεν, 144 πο�ι , 144 ποιέω, 167 ποίημα, 219 ποίησις, 219 ποιητής, 167 ποιητικός, 167 πολεμέω, 284 πολεμικός, 284

πολέμιος, 284 πόλεμος, 284 πόλις, 167 πολῑτεύω, 194 πολˉ΄ι της, 167, 194 πολῑτικός, 167 πομπή, 193, 304 πονε�ι , 10 πόνος, 10 πόσε, 144 που� , 144 προθῡμέομαι, 320 προθῡμίᾱ, 320 πρόθῡμος, 320 προσάγω, 38 προσβαίνει, 23 προσβλέπω, 38 προσελαύνει, 23 προσφέρει, 23 Σ

σῑγάω, 193 σῑγή, 193 -σις, 219 σπεύδω, 193, 304 σπουδή, 193, 304 στράτευμα, 284 στρατεύω, 284 στρατηγέω, 284

Book I

στρατηγικός, 284 στρατηγός, 284 στρατιαˉ΄, 284 στρατιώτης, 284 στρατός, 284 σωφρονέω, 193 σώφρων, 193 Τ

τελευτάω, 76 τελευτή, 76 - της, 219 τῑμάω, 76 τῑμή, 76 τρέπω, 303 τροπή, 303 Φ

φιλε�ι , 10 φίλη, 101 φίλος, 10 φοβέομαι, 193 φόβος, 193 Χ

χορεύω, 57 χορός, 57 χρονίζω, 194 χρόνος, 194

h Index of Instructor’s Manual: Topics, Language, and Grammar

A ablative absolute, 138 adjectives, substantive use of, 54, 123 adverbs, suffixes for place where, place to which, and place from which, 69; in -ως, 32, 33 agreement of neuter plural subject with singular verb, 39 alpha-privative, 113, 123 antepenult, 151 aorist, gnomic, 99, 134; ingressive, 97, 113, 119 apposition, 69 articular infinitive, 138 aspect, 85; of imperfect tense, 86; of present participles, 110 asyndeton, 69 Attic declension, 44, 79 Attic future, 89, 114 attraction of relative pronoun to case of its antecedent, 150 attributive position, of adjective, 19; of αὐτός, same, 35; of genitives of demonstrative adjectives, 132; of genitives of reflexive pronouns, 56; of πα� ς, 75 C chiasmus, 3 Cholleidae, location of, 6 City Dionysia, the, 29 complement, 1, 3 conative imperfect, 118–9 conditional clauses, future, expressing warnings, 88

D denominative verbs, formation of, 59 dieresis, 45 dual number, 71 E elision, 9, 36, 38, 87 enclitics, accenting of, 8; list, 8 F future, periphrastic, 58 G genitive absolute, 138 gerund, 111 gnomic aorist, 99, 134 H historic present, 98 hybrid coinages, 4 hysteron proteron, 124 I imperfect, conative, 118–9; inchoative inceptive, 118–9 impersonal verbs, 91, 97 inceptive suffix -σκ-, verb with, 39 inchoative inceptive imperfect, 18–19 infinitive, articular, 138 ingressive aorists, 97, 113 internal accusative, 98, 104 irregular augment, 127, 149

I-161

I-162

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Book I

L linking verbs, 5

R recessive accent of finite verbs, 18

M movable ν, 3, 21

S substantive use of adjectives, 54, 123 synizesis, 140

N neuter, two rules for, 25 P penult, 151 periphrastic future, 58 postpositives, 2, 3, 16, 21, 26 predicate position, of adjectives, 35; of genitives of personal pronouns, 56; of πα�ς, 75 proclitics, 36; accenting of, 36

T thematic or variable vowels, 46 U ultima, 36, 151 V variable or thematic vowels, 46

h Index of Instructor’s Manual: Greek Words

Α

ἀγρός, 81 ἀθάνατοι, 127 Ἀθηνα� , 74 αἴτιος, 140 ἀληθής, 123 ἀλλήλων, 117 ἀναβαίνω, 68 ἀντέχω, 130 ἄρα, 101 ἀργός, 36 αˉ᾽ργός, 28, 36 ἀριστεραˉ΄, 48, 74 ἄστυ, 81 αὐτουργός, 1, 4 ἀφικνέομαι, 43, 87 Β

βαδίζω, 7, 89 βούλομαι, 28, 43 Γ

γάρ, 12–13 γε, 8 γ η�, 13, 32 γίγνομαι, future and

aorist, 88; translation of, 45

Δ

δή, 35, 39, 48 Δημήτηρ, declension of, 17

διαλέγομαι, 63 δραχμή, 102 Ε

ἐγείρομαι, 45 ἐθέλω, 28, 43 εἰς, meaning to as well as

into, 16 ἐκβαίνει, 11 ἐλαύνω, future of, 114; intransitive = I march, 89, 114 ἐλθέ, 102 ἐλπίς, 56 ἐμποδίζει, 21 ἐνταυ� θα, 69 ἐπαίρω, 46 ἐπανέρχομαι, 74 ἐπανιέναι, 74 ἔπειτα, 16, 17 ἐργάζομαι, 63 ἑσπέρᾱ, 64 ἔστι, with accent on first syllable, 13, 45 εὑρίσκω, future and aorist of, 88 εὐφημέω, 80 εὔχεται, 75 εὐώνυμος, 74 ἔχεται + gen., 81

Η ἥδε, accent of, 36 ἥπερ, accent of, 36 I-163

Ѳ

θεάομαι, as an -α- contract verb, 88

Ι

ἱερε�ιον, 79 ἱερεύς, 79 ἱερόν, 79 ῞ˉι λεως, 79 Κ

καθίζω, 57 καί . . . καί . . . , 40 καλέω, future of, 89, 114 Κνωσός, 44 ΚύκλωΨ, 53–58–9

Λ

λαγώς, Attic declension, 35

Μ

μέλλω, 58 μέν . . . δέ . . . , 12 μένω, 45, 91 Μ΄ˉι νως, 44

Ο

ὀβολός, 102 οἰκίᾱ, 50 ο�ἰ κος, 50 ὄρος, 107 οὐδείς, 58, 71 οὐ�ν, 16 οὔτε, accent of, 36

I-16 4

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Π

πανήγυρις, 73 παρά + acc., 97 πάσχω, 39 παυ� ε, intransitive, 59, 64, 66 παύω, uses in active and middle voices, 66

πείθομαι, 44 π΄ˉι πτω, irregular stem formation

στοαˉ΄, 75 συλλαμβάνω, 16 συμφοραˉ΄, 87 σῴζω, 44 σωφροσύνη, 58 σώφρων, 58

Χ

Τ

ὠ�, with vocative, 12 ὤν, οὐ�σα, ὄν, formation of, 76

in future and aorist, 89 ποιητής, 64 πόλις, 81 Πολύφημος, 53 προσχωρέω, 20

τε, enclitic, 8 τε . . . καί . . . , 40, 54 τε�ι χος, 107 τ ͺη� ὑστεραίᾳ, 68 τί, why? what? 32 τριήρης, 123

Ρ

Υ

ῥαˉ΄θῡμος, 35 ῥη�μα, 150 ῥίΨασπις, 129 Σ

σκαιός, 74 σκοπέω and σκέπτομαι, 97 σπονδαί, 147

Book I

ὑπό + gen. for personal agent, 143

Φ

φησί(ν), enclitic, 20;

postpositive, 21, 26; sometimes omitted, 32 φοβέομαι, 44

χάρις, 56 χειμών, 150 χράομαι, irregularities of conjugation, 126

Ω

ὡς, as an adverb, as, how,

as . . . as possible, 139; as a conjunction, when, 139; + future participle to express purpose, 91, 136; ὥσπερ, accent of, 36 ὥστε, accent of, 36; introducing result clauses, 36, 136

Instructor’s Resource Manual for

h

AT H E N A Z E A n Int rod u c t i on t o A n c i e nt G re e k

h

B ook Two t h i r d e di t ion

Maurice Balme Gilbert Lawall Edited by James Morwood

1

h Preface

For general information about this course, the student’s books, and the instructor’s manuals, teachers should consult the Introduction to the instructor’s manual for Book I. Some of the words that are glossed in the reading passages in the student’s book are not words that students will be expected to learn while studying from this course, and these words do not appear in the chapter vocabulary lists or in the Greek to English Vocabulary at the end of the book. If students wish to learn more about these words, they may consult a standard Greek dictionary. In the glosses of verb forms that occur in the readings we often include the dictionary form of the verb in parentheses. For example, on p. 54, the word ἐκρέματο in line 20 is glossed as follows:

ἐκρέματο (from κρέμαμαι), were hanging If students wish to learn more about the verb κρέμαμαι, they may look it up in a standard Greek dictionary, since it does not occur in the vocabularies in Athenaze. We do usually provide the dictionary form of such verbs in the glosses to make it easier for students to look up the words if they wish to. References in this instructor’s manual to a chapter, grammar section, and page(s) are to the student’s book; e.g., Chapter 17, Grammar 1, pp. 3–6, means in the student’s book.

We offer the following very brief list of books that will be most useful in teaching Greek from Athenaze: Grammar Herbert Weir Smyth. Greek Grammar. Revised by Gordon M. Messing. Cambridge: Harvard University Press, 1963. Word Study Elizabeth J. Jewell and Frank Abate. The New Oxford American Dictionary. New York: Oxford University Press, 2001. The American Heritage Dictionary of the English Language. 4th ed. Boston, New York: Houghton Mifflin, 2000. Kathryn A. Sinkovich. A Dictionary of English Words from Greek and Latin Roots. Amherst: CANE Instructional Materials, 71 Sand Hill Road, Amherst, MA 01002, 1987. Cultural and Historical Background The World of Athens: An Introduction to Classical Athenian Culture, 2nd ed., revised by R. Osborne. Cambridge, New York: Cambridge University Press, 2008. John Boardman, Jasper Griffin, and Oswyn Murray, eds. The Oxford History of the Classical World. Oxford, New York: Oxford University Press, 1986.

II - i i i

II - i v

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Peter Connolly and Hazel Dodge. The Ancient City: Life in Classical Athens & Rome. New York: Oxford University Press, 1998. What Life Was Like at the Dawn of Democracy: Classical Athens 525–322 bc. Alexandria, VA: Time-Life Books, 1997. We cite passages in The World of Athens and The Oxford History of the Classical World in the teacher’s

Book I

notes on the cultural and historical context essays in most chapters of this course.

Illustration (Book II Cover) The god Apollo from the east frieze of the ­Parthenon, 442–438 bc (Acropolis Museum, Athens)

h 17 Η ΕΠΙΔΑΥΡΟΣ (α)

Title: “Epidaurus” Pur poses of This Ch apter

a woman. Behind him stands Hera (?), the patron goddess of women; to the left, members of the sick woman’s family are praying for her (Photo: Foto Marburg/Art Resource).

1. Reading: (α) to record a brief stopover at Salamis on the voyage to Epidaurus and to describe how Dicaeopolis and Philip meet a woman there with a stomach ailment, who is also going to Epidaurus; (β) to describe the arrival at Epidaurus, where the woman with the stomach ailment lodges at an inn while Dicaeopolis and Philip make their way in the evening to the sanctuary of Asclepius, where they rouse the doorkeeper and are introduced to the priest, who gives them instructions to return the next day, and to record Philip’s preparations at the sanctuary the next day and his vigil in the abaton at night; and to continue the story of the Persian Wars in the reading at the end of the chapter adapted from Herodotus, with the story of the second taking of Athens, after the battle of Salamis 2. Grammar: (α) to continue the presentation of the passive voice from Chapter 16 by introducing the -θη- lst aorist passive and the -θη- 1st future passive; (β) to present the -η- 2nd aorist passive and the -η- 2nd future passive and to show that some deponent verbs have their aorist in the middle voice, some in the passive voice, and some in both voices 3. Context: to present a discussion of healing sanctuaries, Asclepius, and Epidaurus

Caption Under Illustration

“I was ordered by the doctor to go to Asclepius; for perhaps the god will help me.”

Students may recognize the aorist passive ἐκελεύσθην from the Introduction to the student’s book (p. xv) and will remember ὑπό + gen. as expressing the agent from their study of the ­passive voice in Chapter 16.

Vocabu La ry Remind students that in Book II we will give in the chapter vocabulary lists full sets of principal parts for most verbs. We will not give the principal parts of regular contract verbs that follow the patterns of the model contract verbs φιλέω, τῑμάω, and δηλόω or of some compound verbs. For the principal parts of the model contract verbs and of simple verbs that appear in the vocabulary lists compounded with prefixes, students should consult the Greek to English Vocabulary at the end of their books. Also, remind students that after the α and β readings we will give full sets of principal parts of verbs that they met in Book I. These sets are arranged to help students see similarities among verbs and organize them into meaningful groupings. ˉ᾽ρ- = a For the stem of αἴρω, see Smyth, 544c: α contraction of ἀερ- (ἀείρω).

Illustration (p. 1)

A marble relief from the Piraeus (fourth century bc, Piraeus Museum). It shows Asclepius healing II - 1

II - 2

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

We include here some verbs that students have already met (ἀφικνέομαι , γιγνώσκω, ἕπομαι, and πλέω) in order to show all their principal parts. We give the principal parts of the compound verb ἀπέχω to show the principal parts of the uncompounded verb ἔχω. It should be pointed out that the uncompounded verb ἔχω has two future formations, ἕξω, I will have, and σχήσω, I will get, but the compound ἀπέχω has only ἀφέξω (remind students of how ἀπο- + ἕξω becomes ἀφέξω). Brief discussion of the formation of the aorist passive while reading the caption (ἐκελεύσθην) and going over the vocabulary list (ἤρθην, ἐγνώσθην, and ἐδέθην) will prepare students to recognize the aorist and future passive forms in the reading more easily. πότερον . . . ἤ: students may be warned that πότερον often need not be translated; when used in direct questions it simply indicates that what follows will be a double question and it need not be translated itself.

Teaching the New Gr amma r in the Story The following -θη- 1st aorist passive and -θη- 1st future passive forms occur in the story: ἐδέθη (1), ἐκελεύσθησαν (2), ἐκελεύσθην (11), ὠφεληθήσομαι (12), and λυθήσεται (22), ἐλύθη (23), and ἤρθη (23). The first two aorist passives and the first future passive are glossed; students are to identify the others themselves. All the forms are recognizable as aorist or future passive from the letters -θη-. The person and number of each are clearly indicated by the context. We recommend that these aorist and future passive forms be double underlined on overhead projections of the text. Then have students locate present and imperfect passive forms (studied in Chapter 16). There are three: ἀγόμενος (3), καλούμεθα (16), and ἐφέρετο (24). Single-underline these forms. Have students locate the prepositional phrases indicating the personal agent with the passive verb forms and underline them with a different color. Finally, we suggest having students locate all middle voice verb forms: 1, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 18, 19, 20, and 21. Circle the middle voice endings on an overhead projection as the students locate the forms. Careful attention to location and identification of (1) aorist and future passive forms, (2) present passive

Book II

forms, and (3) middle voice forms now will teach students what to look for as they encounter these forms in future readings and how to sort them out in their minds. Always see the notes accompanying the paragraphs of the translation for further grammatical matters that should be called to students’ attention.

Tr anslation

Lines 1–7 So thus the ship, having arrived in the harbor, was tied to the pier by the sailors, and the passengers were ordered/told to disembark. Then Philip, being led by his father, disembarked onto the land. And Dicaeopolis said, “Come on now, son, what must (we) do? Do you wish to seek a wine shop and take dinner?” And he said, “Certainly, father, for I am hungry. So you lead, and I will follow.” Then having found a wine shop near the harbor they were sitting drinking wine and conversing with those present.

[Help students as necessary with the thematic 2nd aorist middle infinitive ἑλέσθαι (4), here take for yourself, not choose, and the present imperative ἡγου� (5).]

Lines 8–16 Of those present, a certain woman asked Dicaeopolis where he was going, and, having learned that he was going to Epidaurus, she said, “I also am going to Epidaurus. For I am sick in the stomach (with respect to my stomach), and no doctor can help me. So I was told by the doctors to go to Asclepius; for perhaps I will be helped by the god. But tell me, when will the boat sail off? Will we arrive at Epidaurus today or not?” And Dicaeopolis (replied), “I don’t know. But they say that Epidaurus is not very distant. So perhaps we will arrive before night or even earlier. But listen; for we will learn soon; for we are being called by the captain. Shall we not return to the ship quickly?”

[οὔ (13): note the accent when this proclitic is the last word in the sentence.]

Lines 17–22 Then, standing up, they were hurrying to the ship. And the captain seeing them approaching, shouted (shouting said), “Get in quickly; for we will start at



1 7   Η Ε Π Ι Δ Α Υ Ρ Ο Σ ( α ) II - 3

once; for we must arrive at Epidaurus before night.” And Dicaeopolis said, “When will we arrive there?” And the captain (replied), “If we get (having got) a favorable wind, with luck, we will sail quickly and be there toward evening. But hurry; for the ship will be cast off (loosened) at once.”

[πρὸς ἑσπέρᾱν (21): in Book I students met πρός + acc. of motion (πρὸς τὸ ἕρμα, 1β); here it is used of time (toward evening).]

Lines 23–4 So they quickly went on board, and the ship was soon cast off (loosened), and when the sails were raised (lifted), the ship was being carried quickly through the waves by a favorable wind.

Pr incipal Pa rts The verbs that are given in most of the sections titled Principal Parts that follow the reading passages are verbs that were introduced in Book I. Full principal parts are given in these sections in Book II, and students should memorize them carefully. We give λυˉ΄ω before δακρυˉ΄ω because it is the model verb par excellence. Note that in the perfect and the aorist passive of λυˉ΄ ω the stem vowel is short; in δακρυˉ΄ ω it remains long throughout.

Wor d Stu dy 1. psychologist: from the Greek words, ἡ ψῡχή + ὁ λόγος (ὁ λογιστής = one who calculates or studies). One who studies the soul or personality. 2. psychiatrist: from ἡ ψῡχή + ὁ ˉ�ιᾱτρός. One who heals the soul or treats psychic disorders. 3. analysis: from ἀναλυ΄ˉ ω = I unloose; I resolve into elements, investigate analytically; ἡ ἀνάλυσις = resolution of a problem by analysis (especially in mathematics); analysis. 4. psychoanalyst: from ἡ ψῡχή + ἀνάλυσις; one who analyzes the soul or personality into its constituent elements of the conscious and unconscious mind (especially used of Freudian psychology). 5. psychic phenomena: from ἡ ψῡχή (ψῡχικός, -ή, -όν) + τὰ φαινόμενα , appearances; manifestations of the soul or spirit as opposed to material phenomena.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

γιγνώσκω: see list with Chapter 5β δέω: asyndeton, diadem, syndetic σύν: syllabic, syllabify, syllabism, syllabize, sylla-

ble, syllabus, syllepsis, syllogism, syllogist, syllogistic, syllogize, symbiont, symbiosis, symbiote, symbol, symbolic, symbolism, symbolist, symbolize, symbology, symmetallism, symmetrical, symmetric group, symmetric matrix, symmetrize, symmetry, sympathectomy, sympathetic, sympathize, sympatholytic, sympathomimetic, sympathy, sympatric, sympatry, sympetalous, symphonic, symphonic poem, symphonious, symphonist, symphony, symphony orchestra, symphysis, sympodium, symposiac, symposiarch, symposiast, symposium, symptom, symptomatic, symptomatology, symptomize, synagogue, synalepha, synapse, synapsis, synaptic, synaptosome, synarthrodia, synarthrosis, sync, syncarp, syncarpous, synchondrosis, synchro, synchrocyclotron, synchroflash, synchromesh, synchronal, synchronic, synchronicity, synchronism, synchronize, synchronous, synchrony, synchrotron, synclinal, syncline, syncopate, syncopation, syncope, syncretism, syncretize, syncitium, syndactyl, syndactyly, syndemosis, syndetic, syndic, syndicalism, syndicate, syndrome, synecdoche, synecology, syneresis, synergetic, synergid, synergism, synergist, synergistic, synergy, synesis, synesthesia, synesthete, synfuel, syngamy, syngenic, syngenesis, synizesis, synkaryon, synkinesis, synod, synodic, synonym, synonymist, synonymize, synonymous, synonymy, synopsis, synopsize, synoptic, synostosis, synovia, synovitis, synsepalous, syntactic, syntactics, syntagma, syntagmatic, syntax, synteny, synthesis, synthesize, synthesized, synthesizer, synthetic, syntonic, syntrophism, syntype, syssarcosis, systalic, system, systematic, systematics, systematism, systematist, systematize, systemic, systemize, systole, syzygy

Gr amma r 1 Be sure students do not confuse the terms 1st and 2nd used of the aorist and future passive forms here with the terms 1st and 2nd used in Book I, namely, sigmatic 1st aorist, asigmatic 1st aorist, thematic 2nd aorist, and athematic 2nd aorist. Verbs that have 1st aorists in the active and middle voices do not necessarily have 1st aorist and future passives; for example, the verb

II - 4

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

γράφω has sigmatic 1st aorist active and middle forms, namely, ἔγραψα and ἐγραψάμην, but it has -η- 2nd aorist and future passive forms, namely, ἐγράφην and γραφήσομαι . The verb γιγνώσκω has an athematic 2nd aorist active, namely, ἔγνων, but it has -θη- 1st aorist and future passive forms, namely, ἐγνώσθην and γνωσθήσομαι . Students must attend carefully

to the principal parts to know what kind of aorist active and middle forms a verb has (1st or 2nd) and what kind of aorist and future passive forms (1st or 2nd) it has.

✒ ✒ Ex ercise 17α 1. ἐδέθη (1): aorist passive, 3rd singular, indicative, he/she was bound ἐκελεύσθησαν (2): aorist passive, 3rd plural, indicative, they were ordered ἀγόμενος (3): present passive participle, masculine nominative singular, being led ἐκελεύσθην (11): aorist passive, 1st singular, indicative, I was ordered ὠφεληθήσομαι (12): future passive, 1st singular, indicative, I will be helped καλούμεθα (16): present passive, 1st plural, indicative, we will be called λυθήσεται (22): future passive, 3rd singular, indicative, he/she will be loosed ἐλύθη (23): aorist passive, 3rd singular, indicative, he/she was loosed ἤρθη (23): aorist passive, 3rd singular, indicative, he/she was raised ἐφέρετο (24): imperfect passive, 3rd singular, indicative, he/she was being carried 2. We do not supply answers for the Verb Sheets, but teachers should check students’ work carefully.

✒ ✒ Ex ercise 17β 1. ἐπέμφθη, he/she sent; he/she was/has been sent 2. λυθέντες, having loosed; having been loosed 3. τῑμηθησόμεθα , we will honor; we will be honored 4. φιληθει�σα , having loved; having been loved �ναι, to have enslaved; to have been 5. δουλωθη enslaved

Book II

6. λέγονται, they say; they are said 7. φυλαχθήσεται, he/she will guard; he/she will be guarded 8. πείσθητι, persuade!; be persuaded 9. ἐκελεύσθησαν, they ordered; they were/ have been ordered 10. παρασκευασθήσονται, they will prepare; they will be prepared ˉ΄ττονται, they do; they are done 11. πρα 12. κομίζεται, he/she carried; he/she is carried 13. ἐτῑμήθης, you honored; you were/have been honored 14. παρεσκευάσθη, he/she prepared; he/she was/has been prepared ˉ΄χθησαν, they did/have done; they 15. ἐπρα were/have been done

✒ ✒ Ex ercise 17γ 1. The boys were persuaded by the farmer to help their father. 2. The girls, having been sent by their mother to the spring, are filling their water jars. 3. Dicaeopolis was driving home the oxen that had been loosed (having been loosed/after they had been loosed) from the plow, but the slave was left in the field. (Help students if necessary with the genitive of separation, του� ἀρότρου.) 4. These ships were made by the Athenians. 5. The barbarians, defeated by the Greeks (having been defeated/after they had been defeated), returned to Asia. 6. The messenger, sent by the king, found the citizens waiting in the agora. 7. The citizens, having been told to be silent, were listening to the messenger. 8. And having heard the messenger, they were hurrying home to tell their wives the things that had been announced. 9. “We were ordered,” they said, “to provide much money to the king.” 10. Those who died in the war will be honored by all.

✒ ✒ Ex ercise 17δ 1. ἐκελεύσθης οἴκαδε εὐθὺς ἐπανελθει�ν. 2. πρὸς τὸν ἀγρὸν ἐπέμφθημεν ὡς τὸν βου�ν ζητήσοντες.



1 7   Η Ε Π Ι Δ Α Υ Ρ Ο Σ ( α ) II - 5

3. ὁ παι�ς ὁ του�το ποιήσᾱς κολασθήσεται. � οἰκίᾳ καταλειφθει�σαι 4. αἱ γυναι�κες αἱ ἐν τͺη δει�πνον παρεσκεύαζον. �ν ναυτω�ν ἐποιήθη οἳ 5. αὕτη ἡ ναυ�ς ὑπὸ τω ὑπὸ λͺηστω�ν ἐδιώχθησαν.

Healing Sanctuaries: Asclepius and Epidaurus The inscription quoted on p. 8 is an elegiac couplet with Homeric forms: νᾱοι�ο = νᾱου�, θυώδεος = θυώδους, and ἔμμεναι = εἰ�ναι.

Illustration (p. 9)

The tholos (a rotunda) at Epidaurus in fact dates from c. 360–320, in the century following our story. It originally had twenty-six Doric columns. The inner foundation walls form a miniature labyrinth,

the purpose of which is disputed. It may have been a pit for snakes with their supposedly curative powers. The building is at present being restored.

Illustration (p. 10)

This votive offering is from the sanctuary of Asclepius on the island of Melos, Roman period (London, British Museum). Note that in the inscription the iota subscripts are omitted in the dative forms ΑΣΚΛΗΠΙΩ and ΥΓΕΙΑ (= ΥΓΙΕΙΑ). Ὑγίεια, Health, is personified as a goddess. For further reading, see The World of Athens, pp. 95–96; Civilization of the Ancient Mediterranean, Vol. II, pp. 901–904; The Oxford History of the Classical World, p. 267; and E. J. and L. ­Edelstein, Asclepius (Baltimore, Johns Hopkins University Press, 1945).

h Η ΕΠΙΔΑΥΡΟΣ (β)

εἰσίν can be translated either are shut or have been shut. As students are learning to recognize future passive forms, this passage offers opportunities to review future active and middle forms. Invite students to locate and explain the formation of the following future active and middle forms: κόψω (8), ἐπάνιμεν (8), ἀκούσεταί (9), ἡγήσεται (9), ἡγήσει (14), εἰ�μι (15), ζητήσων (15), ἐρωτήσω (16), δέξεται (18), ἐπιτρέψεις (24), ἐπιτρέψω (26), παρέσται (27), and ἡγησόμενος (27). The future participles (15 and 27) are used with ὡς to express purpose.

Vocabula ry The principal parts of ἐπιτρέπω show the principal parts of the uncompounded verb τρέπω, I turn. The impersonal verb χρή is used in the same way as the impersonal δει� (see Book I, p. 192), with an accusative and infinitive phrase as subject (sometimes with infinitive alone). χρή is properly used of moral obligation, δει� of necessity, but the latter came to be used in the sense of the former. New meaning for preposition: κατά + acc. = according to: κατὰ νόμον (39). Each new meaning for a preposition will be underlined in the vocabulary lists in the student’s book and noted, as is done here, in subsequent vocabulary notes in this teacher’s handbook.

Tr anslation

Lines 1–14

Teaching the New Gr amma r in the Story

So the ship was being carried the whole day by a favorable wind, and when evening was falling, they arrived at Epidaurus, having suffered nothing bad. And when they had disembarked onto land, Dicaeopolis decided to go straight to the sanctuary of Asclepius; for it was not far away; but the woman who was sick in the stomach was so tired that she was not wishing to go that day but stayed in an inn near the harbor. But they (i.e., Dicaeopolis and Philip) set out, and, arriving soon, they found the gates shut. So Dicaeopolis said, “The gates are (have been) shut; so what must (we) do? Shall I knock on the gates or shall we return to the harbor? For it is late.” And Philip (said), “But knock, father, if it seems good. For perhaps someone will hear and lead us to the priest.” So Dicaeopolis knocked, and an attendant, having come out soon, said, “Who are you that knock (being who do you knock) on the gates at this time of day? Where have you come from

Have students locate the following aorist and future passive forms: ἐκελεύσθησαν (22), πορευθη�ναι (22), ὠφεληθήσει (24), ἐκαθάρθη �ναι (37), and καταλειφθείς (47). (36), ἐπιφανη �ναι Inform students that the infinitive πορευθη (23) is from a deponent verb that has its aorist forms in the passive rather than the middle voice (this verb is found in the aorist middle only in com�ναι (37) is identified pounds). The form ἐπιφανη in the gloss as an -η- 2nd aorist passive infinitive (see Grammar 2, p. 14); the passive of this verb means to be shown, to be made manifest, to appear. From earlier information supplied about verbs, students will recognize κεκλειμένᾱς (6), κεκλειμέναι εἰσὶν (7), and γέγονεν (14) as perfect tense forms, identifiable as such because of the reduplication. The periphrastic form κεκλειμέναι II - 6



1 7   Η Ε Π Ι Δ Α Υ Ρ Ο Σ ( β ) II - 7

and what do you want here (wanting what are you present)?” And Dicaeopolis (replied), “I am Dicaeopolis, (being) an Athenian, and I bring my son, in the hope that (if somehow) the god is willing to heal his eyes (the eyes for him). For he has become (is) blind. Won’t you lead us to your master?”

[κόψον (9): help students if they have trouble with the aorist imperative form. ἐαˉ΄ν πως . . . ἐθέλͺη (13): the form may be identified as subjunctive, but no discussion is needed at this stage. Students should begin to identify long vowel endings, e.g., ἐθέλͺη (as opposed to ἐθέλει) ˉ΄ν πως + subjunctive as subjunctive. The idiom ἐα (= literally, if in any way . . .) is often used to mean in the hope that. . . . Words glossed earlier in the chapter: τὴν γαστέρα (4), with respect to her stomach.]

Lines 15–18 And the attendant said, “It is late, but still, stay here. For I will go to look for the master, and I will ask whether he is willing to receive you.” So they were waiting at the gates; and not much later the attendant, having returned, said, “Come in; for the master will receive you.” So saying (having said these things) he led them into the sacred precinct.

Lines 19–29 Then having passed through the gates, they entered a great courtyard; and there near the temple was sitting an old man, who, seeing them approaching, said, “Greetings, friends. What have you come for (wanting what have you come)?” So Dicaeopolis related what had happened to Philip and how they had been ordered by the doctor to go to Epidaurus, and the priest, looking kindly at the boy, said, “Tell me, boy, will you entrust yourself to Asclepius? Do you believe this, that you will be helped by the god?” And Philip (replied), “Certainly; for all things are possible for the gods; I trust the god and will entrust myself to him.” And the old man (said), “Good, boy. Now (both of you) go away to the inn, and tomorrow my attendant will be there for you to lead the child to me.” Then the father and son, having gone away, were staying throughout the night in the inn.

[του�το πιστεύεις (24): note that a neuter pronoun with πιστεύω is accusative rather than � θεῳ� πιστεύω (25–6). The dative. Compare τῳ

verb πιστεύω, like other verbs of believing, is usually followed by an infinitive in indirect statement (see Chapter 23, Grammar 3, p. 137), but here the ὅτι clause expands the pronoun του�το; this is the usual idiom.]

Lines 30–37 And the next day when day first dawned, the attendant, having approached, led Philip to the priest. And he, having received the boy kindly, said, “Come, boy, now you must prepare yourself; for you must have holy thoughts and be pure in soul (with respect to your soul). But have no fear; for Asclepius is the most benevolent (man-loving) of the gods and is always gracious to those who are pure in soul (with respect to your soul). So cheer up!” So saying, he led the boy into the temple. And first Philip was purified there, and then he was waiting the whole day in the temple, having holy thoughts and praying the god to appear (= that the god appear) in (his) sleep.

[παρασκευάζεσθαι (32): note the use of the middle voice, to prepare yourself. ὅσια . . . φρονει�ν (32): neuter plural adjective used as internal accusative, to have holy thoughts. τὴν ψῡχήν (33): accusative of respect. φοβου� (34): help students as needed with the imperative form. τω�ν θεω�ν (34): partitive genitive with the superlative adjective φιλανθρωπότατος. Proper oral phrasing of the sentence will indicate the relationship between the words. ἐκαθάρθη (36): aorist passive, was purified. Greek religion attached great importance to purification; this might involve merely a ritual washing but might also involve sacrifice.

τὸν θεὸν εὐχόμενος ἐν τῳ� ὕπνῳ ἐπιφανη�ναι (37): help students as necessary with

the accusative and infinitive construction.]

Lines 38–44 And finally, when evening was coming, the priest, having returned, said, “Come, boy; for all is ready; follow me.” And having led the boy out of the temple to the altar, he told him to make a libation according to custom. And he (i.e., Philip), having taken the bowl in his hands, made a libation, and, having raised his hands toward heaven, he said, “Asclepius, savior, most benevolent of the gods, hear my prayer (me praying), who thinking holy

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thoughts and being pure in soul am here (as) your suppliant. Be gracious to me who have become blind, and, if it seems good to you, heal my eyes.”

[γεγονότι (44): perfect active participle, dative singular masculine; the gloss provides translations, and students should be able to identify the tense as perfect.]

Lines 45–49 Then the priest, having led the boy to the holy place, told him to lie on the ground and sleep (lying on the ground to sleep). So Philip was lying down, but for a long time he was not able to sleep; for being left behind in the holy place he was very afraid; for it was night and everywhere (there was) darkness and silence, except (that) occasionally he was hearing the sacred snakes hissing gently.

[τὸ ἄβατον (45): the holy place. See essay (p. 9) for a description of this; it means literally the not-to-betrodden (place), i.e., a place sacred to the god where none but the ritually purified might walk.]

Pr incipal Pa rts The verb πιστεύω provides the regular pattern, and we accordingly put it first. Note the σ in the perfect middle/passive and the aorist passive of κελεύω. No other verb with stem in -ευ- has this. Be sure students note that πορεύομαι has its aorist in the passive voice = I marched, went (see Grammar 3, p. 15). The aorist middle ἐπορευσάμην occurs rarely in compounds.

Wor d Bu ilding Note that adjectives formed by adding the suffix -τός to the verb stem are either passive in meaning, e.g., γραπτός, -ή, -όν = written, or they denote possibility, e.g., γνωστός, -ή, -όν = known or knowable. 1. I hit, hit upon, get, happen; chance, luck; lucky; unlucky; luckless (the prefix δυσ- is the opposite of εὐ-, whereas the prefix ἀ- simply negates; thus, εὐτυχής = blessed with good luck, lucky; δυστυχής = cursed with bad luck, unlucky; and ἀτυχής = without luck, luckless) 2. I believe, trust; faith, trust; faithful, trusty; faithless, untrustworthy; I disbelieve, mistrust

Book II

3. I am able, powerful; ability, power; possible, capable; impossible, incapable 4. I learn, get to know; judgment, opinion; understood, known; unknown. Cf. Paul’s famous words to the Athenians (Acts 17:23), εὑ�ρον καὶ βωμὸν ἐν ᾡ� ἐπεγέγραπτο, “ἀγνώστῳ θεῳ�,” I found even an altar on which had been inscribed, “To an unknown god.” Also δύσγνωστος, -ον, = hard to understand, hard to recognize. 5. I draw, write; drawing, writing; written; unwritten

English Der ivativ es from Wor ds in the Vocabula ry list

νόμος: anomie, anomy, astronomer, astronomical, astronomy, autonomous, autonomy, binomial, economic, economical, economically, economics, economist, economize, economy ψῡχή: psyche, psychiatrist, psychic, psychical, psychological, psychologically, psychologist, psychology, psychopath, psychosis ἱερός: Hierapolis, hierarch, hierarchical, hierarchic, hierarchize, hierarchy, hieratic, hierocracy, hierodule, hieroglyph, hieroglyphic, hierology, hierophant, hierophantic καθαρός (ἡ κάθαρσις, purification): catharsis, cathartic, Catherine κατά: see list with Chapter 5α Gr amma r 2 Notes:

✒ ✒ Ex ercise 17ε We do not supply answers for the Verb Charts, but teachers should check students’ work carefully and be sure they keep their charts for future use.

Gr amma r 3 Notes:

✒ ✒ Ex ercise 17ζ 1. The slaves, having been freed by their master, went to the city. 2. The citizens were ordered to go to the city. 3. The young men, having conversed with the old man for a long time, returned home.



1 7   Η Ε Π Ι Δ Α Υ Ρ Ο Σ ( β ) II - 9

4. The farmer, struck by the stone, grew angry and pursued the boy. 5. Having journeyed the whole day, they finally arrived at the harbor. 6. The ship was destroyed by the storm and all the sailors were killed/died. 7. The god appeared to the boy while he was sleeping. 8. We will journey to Epidaurus to ask the god to help us. 9. This letter was written by my father. 10. The mother, having gotten very angry, punished her children.

✒ ✒ Ex ercise 17η 1. αἱ τω �ν βαρβάρων νη�ες εἰς τὰ στένα 2. 3. 4. 5.

πλεύσᾱσαι ὑπὸ τω�ν Ἑλλήνων διεφθάρησαν. ὁ Ξέρξης τοὺς βαρβάρους ἰδὼν νῑκηθέντας ἠπόρησεν. αἱ γυναι�κες εἰς τὸ ἄστυ μετὰ τω�ν ἀνδρω�ν πορευθει�σαι τοὺς χοροὺς ἐθεαˉ΄σαντο. αἱ κόραι οὐκ ἤθελον τοι�ς γέρουσι διαλέξασθαι/διαλεχθη�ναι. ἡ ναυ�ς τῳ� χειμω�νι διαφθαρήσεται. ΟΙ ΠΕΡΣΑΙ ΤΑΣ ΑΘΗΝΑΣ ΔΕΥΤΕΡΟΝ ΑΙΡΟΥΣΙΝ

Title: “The Persians Take Athens a Second Time” Students have had δεύτερος as an adjective but will have to deduce its use here in the accusative case as an adverb.

Tr anslation

Lines 1–9 And with the beginning of spring, Mardonius, having set out from Thessaly, led his army with haste against Athens. And as he advanced, none of the Boeotians were resisting him, nor were the Spartans coming to aid the Athenians. And having arrived in Attica, he did not find the Athenians, but he learned that most were in Salamis and in the ships; and the city was taken deserted. But when he was in Athens, he sent a messenger to Salamis, bearing a friendly message (friendly words); for he said that the king would give Attica back to the Athenians and make

an alliance (with them), if they ceased from war. But the Athenians did not accept the proposal (the words) but sent the messenger away.

[ἔρημνον τὸ ἄστυ (5): note the predicate position of ἔρημον; not the deserted city was taken but the city was taken deserted. ἐαˉ`ν . . . παύσωνται (8): point out the subjunctive in the conditional clause.]

Lines 10–20 The Athenians crossed to Salamis in this way; as long as they were hoping that an army would be sent by the Spartans to come to their aid, they were staying in Attica; but when the Spartans were not coming to their aid, and Mardonius, approaching, arrived in Boeotia, they removed everything from Attica and themselves crossed to Salamis. And they were sending messengers to Sparta to blame the Spartans because they were not coming to their aid. And when the messengers arrived in Sparta, they said this (these things): “The Athenians sent us to say that the king of the Persians is willing to give back Attica and make an alliance; but we, although being wronged by you, did not accept that proposal (those words). But now we tell you to send an army as quickly as possible to ward off the barbarians from Attica.”

[στρατὸν πεμφθήσεσθαι (10–11): help with the indirect statement is provided in the gloss; the construction will not be formally taught until Chapter 23, Grammar 1, pp. 127–9, but students should become accustomed to it well before then.]

✒ ✒ Ex ercise 17θ 1. οἱ Λακεδαιμόνιοι, οἳ τούτῳ τῳ � χρόνῳ ἑορτὴν ἐποιου�ντο, οὐκ ἤθελον ἐπεξιέναι ἐπὶ τοὺς Πέρσᾱς ἀλλ’ ἔτι ἔμελλον. �ν Ἀθηναίων ἄγγελοι 2. τέλος δὲ οἱ τω ῾ εἰ�πον· “υˉμει�ς μὲν οἱ Λακεδαιμόνιοι τοὺς συμμάχους προδίδοτε, οἱ δὲ Ἀθηναι�οι ἀδικούμενοι ὑφ’ ῾υˉμω�ν σπονδαˉ`ς ποιήσονται πρὸς τοὺς Πέρσᾱς. ˉ` ς οὐ�ν ποιησάμενοι καὶ σύμμαχοι 3. “σπονδα γενόμενοι τοι�ς Πέρσαις, στρατευσόμεθα μετὰ αὐτω�ν/σὺν αὐτοι�ς ἐπὶ τὴν Πελοπόννησον. 4. “τότε δὴ παθόντες μαθήσεσθε ὃτι οὐ χρὴ τοὺς συμμάχους προδου�ναι.”

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5. τέλος δὲ τούτους τοὺς λόγους φοβούμενοι οἱ Λακεδαιμόνιοι τὴν στρατιαˉ`ν/τὸν στρα τὸν ἔπεμψαν πρὸς τὴν Ἀττικήν.

Cl assica l Gr eek These inscriptions and those on pp. 8–9 are taken from Lynn R. LiDonnici, The Epidaurian Miracle Inscriptions: Text, Translation and Commentary, Texts and Translations: Graeco-Roman Religion Series 11, ed., Elizabeth Asmis, John T. Fitzgerald, and Ronald F. Hock, Atlanta: Scholars Press, 1995. Originally in the Doric dialect, they have here been adapted into Attic Greek by Pamela Gordon of the University of Kansas, Lawrence. [We are grateful to Professor Gordon for sharing her versions of these inscriptions with us. (—M. Balme and G. Lawall)] Inscriptions of this sort usually start with a heading that gives the name of the person cured and his or her ailment.

Tr anslation Heraeeus of Mytilene. This (man) had (was having) no hair on his head, but lots on his chin. And ashamed, because he thought he was being laughed at by other (men), he slept (was sleeping) in (the abaton). And the god, having anointed him with an ointment, made his head have hair.

[παμπόλλᾱς (2): let students deduce the meaning of this compound adjective.]

Tr anslation Hegestratos, headache. This (man) suffering from insomnia because of the pain (toil, work; suffering) of his head, when he was in the abaton, fell asleep and saw a dream; the god, having cured his headache (and) having made him stand up straight (and) naked, seemed to have taught him the defense in the pancratium; and when day came, he went out cured (healthy) and after a short (not a long) time he won the pancratium in the Nemean Games (he won the Nemean Games, the pancratium).

[τὰ Νέμεα (5): the Nemean Games were one of the four great Pan-Hellenic games (athletic contests), the Olympic, Isthmian, Pythian, and Nemean. The latter games were held in the Valley

Book II

of Nemea, located in a district between Argos and Corinth. τὰ Νέμεα ἐνι΄ˉκησε παγκράτιον (4–5): note the two accusatives; he won the Nemean Games, the pancratium.]

Illustration (p. 18)

The name pankration means “all-power/victory,” thus indicating that every form of fighting was allowed. It is often described as a mixture of boxing and wrestling. The fighting could be pretty violent, though at the Olympic Games biting and gouging were not permitted. (National Archaeological Museum, Athens, Greece).

New Testa m ent Gr eek The selections from the Gospel of John in Book II are taken from The Greek New Testament, 4th rev. ed., edited by Barbara Aland, Kurt Aland, Johannes Karavidopoulos, Carlo M. Martini, and Bruce M. Metzger, © 1993 Deutsche Bibelgesellschaft, Stuttgart (available in the United States from the American Bible Society, 1865 Broadway, New York, NY 10023). You may wish to consult commentaries on the Gospel of John. Many are available in bookstores and libraries, and you may wish to consult several.

Tr anslation In the beginning was the Word, and the Word was with (the) God, and the Word was God. This/He was in the beginning with God. And the Word became flesh and pitched his tent/lives among us. On the next day he sees Jesus coming toward him and says, “Behold, the lamb of god, the one taking away the sin of the world.”

[ἐρχόμενον (1): note that New Testament Greek uses this participle where Attic Greek would use ἰόντα. τὴν ἁμαρτίᾱν (2): mistake in everyday Classical Greek; guilt or sin in philosophical and religious writings (Classical and New Testament). του� κόσμου (2): students are familiar with the meaning order for ὁ κόσμος. In philosophical Greek the word came to mean world-order or universe; in New Testament Greek it means the world, here = the people who inhabit our world.]

h 18 Ο ΑΣΚΛΗΠΙΟΣ (α)

Title: “A sclepius” Pur poses of This Ch apter 1. Reading: (α) to recount the cure of Philip; (β) to tell of the arrangements for a sacrifice and memorial in honor of the cure; to introduce the theme of impending war between Athens and Sparta in a conversation between Dicaeopolis and the priest of Asclepius; and to recount in the narrative adapted from Herodotus at the end of the chapter the story of the Athenian victory over the Persian land forces at Plataea 2. Grammar: (α) to introduce the forms of the verb δίδωμι; (β) to introduce the forms of the verb τίθημι 3. Background: to sketch the history of Sparta and Corinth as background for an understanding of the political map of Greece at the outbreak of the Peloponnesian Wars

Illustration (p. 20) Statue from the sanctuary of Asclepius, fourth century bc (Epidaurus Museum). Caption Under Illustration

of δίδωμι and τίθημι because they are so different from the aorist indicative forms and therefore difficult to recognize. Note that κει�μαι is used instead of the perfect passive of τίθημι. �ς The declension of χάρις is: ἡ χάρις, τη χάριτος, τͺη� χάριτι, τὴν χάριν; αἱ χάριτες, τω�ν χαρίτων, ται�ς χάρισι(ν), ταˉ`ς χάριτας. New usage of preposition: περί + gen. = around: περὶ οὑ� (3). New usage of preposition: ὑπέρ + acc. = over, above: ὑπὲρ τοὺς λόφους (12).

Teaching the New Gr amma r in the Story Passage α contains the following forms of δίδωμι and τίθημι or their compounds: δώσεις (7), δώσω (8), ἐπέθηκε (9), and ἀπόδος (16). Students should be able to recognize all these forms from the information supplied in the vocabulary entries.

Tr anslation

Lines 1–10

Asclepius was august and tall.

Students will find σεμνός in the vocabulary list.

Vocabula ry We include τίθημι in the vocabulary list to show its principal parts even though it does not occur in uncompounded form in the reading. We include the aorist infinitives, participles, and imperatives II - 1 1

But finally Philip was so tired that he fell into a deep sleep. And the god appeared to him as he slept; he was august and tall, and in his left hand he was carrying a staff, around which the sacred serpent was curling itself. And he stood by the boy, and with a kindly look (looking kindly) he said this (these things), “What is the matter with you, boy? Why are you sleeping in my holy place?” And he, not at all afraid—for the god seemed (was

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seeming) kindly—said, “I am blind, Asclepius; so I have come to ask you to heal my eyes (the eyes for me).” And the god (said), “And if I heal your eyes, what will you give me?” And the boy for a long time was at a loss what he ought to say, but finally he said, “I don’t have many things, but I will give you my knucklebones.” And the god with a laugh (laughing) approached him and put his hands on his eyes. And after doing these things, he went away.

[ἐπεφάνη (2): be sure students recognize the -η2nd aorist passive. εἱλίττετο (3): be sure students recognize the middle-voice sense of this verb. εὐμενω�ς βλέψᾱς (3–4): remind students that the verb βλέπω is sometimes best translated look (as here) and sometimes see as in line 14 below. ˉ΄ι αˉ΄σωμαί (7): point out the subjunctive with ˉ΄ ν. its long vowel in the conditional clause with ἐα τοὺς . . . ἀστραγάλους (9): knucklebones were used as dice (see illustration, p. 22): “the four faces of the knucklebones were of different shapes, one flat, one irregular, one concave, one convex, and in dicing these had the value respectively of 1, 6, 3, 4” (Oxford Classical Dictionary, 3rd ed., “Astragalus,” p. 195).]

Lines 11–16 On the next day when day first dawned, Philip woke up and, behold, he was able to see; for he saw the sky and the sun rising above the crests of the hills and the trees being moved by the wind; and he was enjoying looking; for everything was seeming to him most beautiful. And so he was hurrying to find the priest. And he, seeing him approaching, said, “Greetings, boy; it is clear that the god came to you in kindness (kindly). And so give thanks to the god. But go to look for your father.”

[ἠγέρθη (11): we identify the form in the gloss because students have not yet had the complete principal parts of this verb. τῳ� ἀνέμῳ κῑνούμενα (13): be sure students recognize the passive voice and the dative of instrument. ἀπόδος (16): note the accent (normally recessive in imperatives, the accent cannot precede the last syllable of the preposition before the simple verb; compare παράδος (18β:8) and ἀνάθες (18β:18).]

Book II

Pr incipal Pa rts We list φιλέω first because it serves as the model for most -ε- contract verbs. The others given here show certain irregularities. For the Attic future of καλέω, see Smyth 538 and 539a. In the present and imperfect, Attic Greek uses σκοπέω, but for the other tenses it uses forms from σκέπτομαι [σκεπ-].

Wor d Stu dy 1. autobiography: from αὐτός , self + ὁ βίος , life + γράφω. Writing one’s own life. In late Greek we find βιογραφίᾱ but not αὐτοβιογραφίᾱ . 2. autograph: from αὐτός + γράφω. αὐτόγραφ ος, -ον = written with one’s own hand, occurs twice in Plutarch (first century ad) 3. automatic: from αὐτός + μα- + -τος. αὐτόματος, -ον = self-moved, of one’s own accord; of things, spontaneous, automatic. The word first occurs in Homer (Iliad 2.408) and is common in later Greek; the root μα-, found only in Homer in the perfect form, e.g., μεμάᾱσι, means to be eager or to rush. 4. autonomous: from αὐτός + ὁ νόμος. αὐτόνομος, -ον = having one’s own laws, independent (of persons and states). 5. autistic: from αὐτός + -ίστης (a termination which expresses the agent). Aristotle, fragment 669 has the form ὁ αὐτίτης = one who is by himself. Autistic is a recent medical coinage, used to describe children who are imprisoned in themselves.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

δίδωμι (δο-): anecdote, antidote, dose κῑνέω: cinema, kinetic τίθημι (θε-): anathema, anathematize, antithesis, apothecary (ἡ θήκη, case, chest), epithet, hypothesis,

hypothetical, parenthesis, synthesis, synthetic, theme, thesis ὕπνος: hypnotic, hypnotize χάρις: charisma, charismatic περί: see list with Chapter 7α ὑπέρ: see list with Chapter 8β



1 8   Ο Α Σ Κ Λ Η Π Ι Ο Σ ( α ) II - 1 3

Illustration (p. 22)

Drawn from a first-century bc or ad copy on marble by Alexander of Athens of a Greek painting of about 430 bc (Naples, Museo Nazionale).

Gr amma r 1 You may wish to explain that the process referred to here, by which θ becomes τ, is called “dissimulation.”

Gr eek Wisdom The fragments of Heraclitus contained in the Greek Wisdom sections in Book II are taken from Hermann Diels, Die Fragmente der Vorsokratiker: Griechisch und Deutsch, Vol. I, Berlin: Weidmannsche Verlagsbuchhandlung, 1956, 8th ed., Walther Kranz. For further information, see Charles H. Kahn, The Art and Thought of Heraclitus: An Edition of the Fragments with Translation and Commentary, New York: Cambridge University Press, 1979; and Robin Waterfield, The First Philosophers: The Presocratics and Sophists: Translated with Commentary, New York: Oxford University Press, 2000. Heraclitus 112 Diels For a brief overview of Heraclitus’ thinking, see the article in the Oxford Classical Dictionary. The description of Heraclitus as “lofty-minded beyond all other men” comes from Diogenes Laertius; see R. D. Hicks, Diogenes Laertius, Lives of Eminent Philosophers I, Loeb Classical Library, Cambridge MA: Harvard University Press, 1966, pp. 408–409. Sometimes connections will be seen between the fragments quoted from Heraclitus and the new grammar or the themes of the stories that they accompany, but for the most part they are quoted for their intrinsic interest and as opportunities for discussion of their often challenging and enigmatic content. All vocabulary for the fragments will be found in the Greek to English Vocabulary at the end of the book. Words that do not occur elsewhere in Athenaze are marked with an (H). Students should be allowed to work out translations independently, but from time to time they will need help from the teacher. We have changed Heraclitus’s Ionic forms to Attic in all the fragments that we quote, and occasionally we have left out a word for simplicity or clarity.

Tr anslation Moderation (self-control, temperance) is the greatest virtue, and wisdom is to speak the truth and to act (do) according to nature.

Gr eek Wisdom Heraclitus 116 Diels

Tr anslation All men have the capacity to know themselves and to act with moderation. (Literally: for all men there is a share in/a claim to knowing themselves and acting with moderation.)

✒ ✒ Ex ercise 18 α We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 18 β 1. 3rd singular imperfect indicative active of δίδωμι; he/she was giving 2. 3rd plural aorist indicative active of δίδωμι; they gave 3. Singular aorist imperative active of δίδωμι; give! 4. 3rd plural present indicative active of δίδωμι; they give 5. Nominative feminine singular present participle active of δίδωμι; giving 6. 2nd singular present indicative active of δίδωμι; you give 7. 2nd plural imperfect indicative active of δίδωμι; you were giving 8. Nominative masculine singular aorist participle middle of ἀποδίδωμι; having sold 9. 2nd singular aorist indicative active of δίδωμι; you gave 10. Aorist infinitive active of ἀποδίδωμι; to give back, pay 11. Present infinitive middle/passive of δίδωμι; middle, to give (for oneself); passive, to be given 12. 2nd singular aorist imperative middle of δίδωμι; give (for yourself) 13. 2nd person plural aorist indicative middle of ἀποδίδωμι; you sold

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14. Aorist infinitive active of δίδωμι; to give 15. 3rd plural imperfect indicative middle/passive of δίδωμι; middle, they were giving (for themselves); passive, they were given

✒ ✒ Ex ercise 18 γ 1. δός 2. ἔδοσαν 3. δόντα 4. δόμενος 5. δου� ναι 6. διδόμεθα 7. διδόμενος 8. δίδοσθαι 9. διδούς 10. δίδου 11. δόσθαι 12. ἔδοντο 13. ἐδόμην 14. δόμενοι 15. διδόμεθα

✒ ✒ Ex ercise 18 δ 1. The old man did not wish to give the money to the stranger. 2. The children, when their mother gave (them) food, immediately began to eat. (Note the inchoative imperfect.) 3. The master sent the slave to pay us (give us back) the money.

Book II

4. Why are you not willing to sell this dog to me? 5. Give thanks to the god; for he saved us. 6. Why were you giving money to this old man? 7. You give me the wine, and I will give you the food. 8. The father with a kindly laugh (laughing kindly) gave the dog to the boy. 9. The suppliants, sitting by the altar, gave thanks to the god. 10. The farmer, having arrived at the market place, sold his oxen.

✒ ✒ Ex ercise 18 ε 1. ὁ ναύκληρος τὸ ἀργύριον τῳ � ναύτͺη ἔδωκεν. � θεῳ� ἀποδου�σαι, αἱ γυναι�κες 2. χάριν τῳ οἴκαδε ἐπανη� λθον. � ἀγρῳ� 3. ἐκέλευσά σε τό τε ἄροτρον ἐν τῳ λιπει�ν καὶ σι�τον τοι�ς βουσὶ δου� ναι. � λόν ἐστιν ὅτι αὑ�ται αἱ γυναι�κες οὐδὲν 4. δη ἀργύριον τούτῳ τῳ� γέροντι ἔδοσαν. � ναυκλήρῳ τρει�ς δραχμαˉ`ς ἀποδόντες, 5. τῳ οἱ ξένοι εἰς τὴν ναυ� ν εἰσέβησαν.

Sparta and Corinth For further reading, see Civilization of the Ancient Mediterranean, Vol. I, pp. 18–19, 19–21, and 27–30; The Oxford History of the Classical World, pp. 26–31; and Oswyn Murray, Early Greece, Chapters 9 and 10 (Fontana, 1980).

h Ο ΑΣΚΛΗΠΙΟΣ (β)

Vocabula ry

priest, (he said), “Is it allowed to make a sacrifice? Is it allowed also to put up an offering to the god?” And the priest (replied), “Of course (for how not?). You may. Do you also want to put up a memorial of the cure in the temple? (For) you give me three drachmas, and I will make the sacrifice and put up the memorial for you.” But Dicaeopolis groaning (said), “Three drachmas do you say? What an expense!” But the priest (answered), “You are talking nonsense (saying nothing), man; for the expense is not large. For I will make the sacrifice for one drachma, and I will put up the memorial for two. So give me three drachmas, if you want me to do these things.” But Dicaeopolis (said), “But I haven’t got three drachmas; for I am a poor man. Are two sufficient for you?” And the priest (replied), “All right (let it be); two are sufficient, if you don’t have more.” So Dicaeopolis handed over two drachmas, and the priest, having called his attendant, told him to bring a cock, and, having led them to the altar, he made the sacrifice.

φιλαίτερος: instead of comparative and superlative forms of adjectives, we sometimes find μα� λλον or μάλιστα with the positive form, e.g., μα� λλον φίλος, dearer, and μάλιστα φίλος, dearest. New usage of preposition: διά + acc. = because of: διὰ του� το (38). New usage of preposition: ἐπί + dat. = for � (11) and ἐπὶ δυοι�ν (of price): ἐπὶ μιᾳ� δραχμͺη (11).

Teaching the New Gr amma r in the Story Passage β contains the following forms of δίδωμι and τίθημι or their compounds: ἀποδου� ναι (5), ἀναθει�ναι (6 and 7), παράδος (8), ἀναθήσω (7 and 11), δός (11), παρέδωκεν (14), δου� ναί (17), δώσω (18), ἀνάθες (18), ἀνέθηκε (20), and διδόναι (23). Students should be able to recognize all these forms from the information supplied in the vocabulary entries.

Tr anslation

Lines 1–16 And they found Dicaeopolis sitting in front of the inn. And when he saw his son walking firmly and seeing, he stood up, and running toward him he embraced him and said, “Dearest son, do I really see you (being) cured (healthy)? Did the god truly heal your eyes? We must render very great thanks to Asclepius.” And turning to the

[ἀλεκτρυόνα (15): cocks were commonly sacrificed to Asclepius as an offering to secure his help. Socrates’ last words were, “Crito, we owe a cock to Asclepius; please pay the debt and don’t forget” (Plato, Phaedo 118a). Burnet (Plato’s Phaedo [Oxford University Press], p. 118) says, “He hoped to awake (from death) cured like those who are healed by sleeping in the Asclepieion at Epidaurus.” See also the fourth mime of Herondas, in which Kynno offers a cock to Asclepius as recompense for curing her of some ailment.]

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Lines 17–22 And Philip said, “I too must give something. For I said to the god that I would give my knucklebones. Look, take these and dedicate them to the god and write on the memorial (tablet), if it seems good to you, that Philip dedicated these knucklebones to Asclepius, having the greatest gratitude.” And the priest replied, “But I will gladly do this; for the god will rejoice receiving them. But now you must journey home. Come on, I will accompany you to the gates.”

[Words glossed earlier in the chapter: τοὺς . . . ἀστραγάλους (19), knucklebones.]

Lines 23–28 And while they were walking to the gates, the priest said to Dicaeopolis, “You were in Athens recently; so tell me, how are things? Will there be war with (against) the Peloponnesians, or will you be able to save the peace? For it is clear that the Corinthians are urging the Spartans to war, since they are (being) hostile to the Athenians. So what do you think? Will they be willing to allow arbitration of their differences or will they resolve their differences by war rather than words?”

[εἰρήνην (25): the First Peloponnesian War was ended by the Thirty Years’ Peace between Athens and Sparta (446 bc); under the terms of this peace any disputes were to be referred to arbitration by a third party. The priest’s words are based on Thucydides 1.140, Pericles’ speech to the Assembly, which is quoted in adapted form in passage 21β.]

Lines 29–41 And Dicaeopolis (said), “The Corinthians have been hostile for a long time now and are plotting against us, but nevertheless the Spartans will not make war; for they always avoid action (keep quiet), fearing the power of the Athenians.” And the priest (said), “But surely the Spartans do not fear the Athenians; for they and their allies have an army (that is) very great indeed, which the Athenians will not dare to resist by land.” And Dicaeopolis said in reply (answering), “But we rule the sea at least, so that we have more resources for war; for we have very much money and very many

Book II

ships; they will certainly not be able to harm us nor (will they be able) to win a long war, nor indeed will they dare to attack us.” And the old man (said), “You clearly have great confidence (you are clear trusting much) in your city and her power. For this reason, however, as it seems to me, the Spartans will make war, because, fearing the power of the Athenians, they will not be willing to disregard its increase (it increasing). But nevertheless I will rejoice if you are proved right and I wrong (being mistaken).”

[πάλαι . . . εἰσιν (29): literally, are long ago, but this idiom is best translated have been for a long time now (and still are). δη� λος εἰ� . . . πιστεύων (37–8): = δη� λόν ἐστιν ὅτι πιστεύεις. Both constructions are com� λος εἰ�) is permon; the personal construction (δη haps more common. The priest is right (38–40); Thucydides (1.23) says that he thought that the real reason for the war was the following: “the Athenians becoming great and causing fear to the Spartans compelled them to make war”—τὴν γὰρ ἀληθεστάτην πρόφασιν

τοὺς Ἀθηναίους ἡγου� μαι μεγάλους γενομένους καὶ φόβον παρέχοντας τοι�ς Λακεδαιμονίοις ἀναγκάσαι ἐς τό πολεμει�ν. ἐαˉ`ν . . . φανͺη� ς (41): point out the subjunctive ˉ`ν in a conditional clause.] (long vowel) with ἐα Lines 42–3 And they were now at the gates. So, having bid the old man farewell, Dicaeopolis and the boy began their journey.

Pr incipal Pa rts We list τῑμάω first because it serves as the model for most - α - contract verbs. Generally, if ε , ι , or ρ precedes the final α of the stem of -α - contract verbs, the future, aorist, perfect, and aorist passive have ᾱ or α instead of η. This is shown in πειράω and θεάομαι . Exceptions are χράομαι , which has η even though the α of the stem is preceded by ρ; and γελάω, which keeps the α even though it is not preceded by ε , ι , or ρ. Note also the insertion of σ in the aorist passive of these two verbs. For reference, here are the present and imper�μαι, χρͺη� , χρη� ται, fect forms of χράομαι: χρω χρώμεθα, χρη� σθε, χρω�νται; χρω�, χρη� σθε;



1 8   Ο Α Σ Κ Λ Η Π Ι Ο Σ ( β ) II - 1 7

χρη� σθαι; χρω�μενος; ἐχρώμην, ἐχρω�, ἐχρη� το, ἐχρώμεθα, ἐχρη� σθε, ἐχρω�ντο. Students should be reminded that most -ο-

contract verbs have principal parts like those of

δηλόω.

Wor d Bu ilding 1. I give; ἡ δό- σις = the act of giving, gift (cf. ἡ ποίη-σις = the act of composing, poetry, poem); I give back; I give in; I give, I hand over 2. I give up, betray; ὁ προ-δό-της = traitor (cf. ὁ ποιητής = maker, poet); ἡ προ-δο-σίᾱ = treachery (the suffix -σίᾱ attached to a verb stem gives an abstract noun) 3. I put, place; I put up; I put on (i.e., I put something on top of something else); I put together

English Der ivativ es from Wor ds in the Vocabu la ry List

κρατέω, κράτος (-κρατίᾱ): aristocracy, aristocrat, aristocratic, autocracy, autocrat, autocratic, bureaucracy, democracy, democrat, democratic, plutocrat, technocracy πρα� γμα: pragmatic, pragmatics, pragmatism ὑγιής: hygiene, hygienic, hygienics διά: see list with Chapter 9α ἐπί: see list with Chapter 5β

Gr amma r 2 Notes:

✒ ✒ Ex ercise 18 ζ We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 18 η 1. 1st person singular imperfect indicative active of τίθημι: I was putting 2. 3rd person singular present indicative middle/passive of τίθημι: middle, he/she puts (for himself/herself); passive, he/she/it is put, placed 3. 2nd person singular aorist imperative active of ἀνατίθημι: put up!

4. Aorist infinitive active of τίθημι: to put 5. 3rd person plural present indicative active of τίθημι: they put 6. 1st person plural future indicative active of τίθημι: we will put 7. 3rd person plural aorist indicative active of τίθημι: they put 8. Nominative masculine singular present participle active of τίθημι: putting 9. 3rd person singular aorist indicative passive of τίθημι: he/she/it was put 10. Nominative feminine singular present participle active of τίθημι: putting 11. 3rd person plural imperfect indicative middle/passive of τίθημι: middle, they were putting (for themselves); passive, they were being put 12. 3rd person plural aorist indicative middle of τίθημι: they put (for themselves) 13. 2nd person plural aorist imperative middle of τίθημι: put (for yourselves)! 14. 2nd person singular present indicative active of τίθημι: you are putting 15. 3rd person singular aorist indicative active of τίθημι: he/she put

✒ ✒ Ex ercise 18 θ 1. θει�ναι 2. θου� 3. ἐθέμεθα 4. θέμενος 5. ἔθεσαν 6. τιθέᾱσι(ν) 7. τιθέναι 8. τίθεσθαι 9. τιθεμένη 10. τίθενται 11. τίθεται 12. θέμενοι 13. θου� 14. ἐτίθεσο 15. ἔθετο

✒ ✒ Ex ercise 18 ι 1. After loosing the oxen, the boys put the plow on the ground. 2. The girls, having put the water jars down in the house, called their mother.

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3. The mother was putting robes into the chest, but having heard the girls she ran to them. 4. The priest put a sacrificial victim on the altar. 5. Do you want to put up an offering in the temple? 6. The suppliants, after putting up an offering to the god, were hurrying home. 7. The god, after putting his hands on Philip’s eyes, went away. 8. You put the oars into the ship, and I will put (in) the sails. 9. After preparing the ships, we will attack the barbarians. 10. Why did you tell your dog to attack the stranger?

✒ ✒ Ex ercise 18 κ 1. ἐπεὶ ἠκέσατό με ὁ θεός, ἄγαλμα ἀνέθηκα ἐν τῳ� ἱερῳ�. 2. τὰ ἱστία εἰς τὴν ναυ� ν εἰσθέντες, τὸν ναύκληρον ἐμένομεν. � λθον, 3. ἐπεὶ οἱ παι�δες ἀπὸ του� ἀγρου� ἐπανη

αἱ γυναι�κες σι�τον ἐπὶ τὴν τράπεζαν ἐτίθεσαν. 4. ὁ πατὴρ ἡμα� ς ἐκέλευσε τὸ ἄροτρον ἐπὶ τὴν γη� ν καταθει�ναι. 5. ἐπεὶ οἱ πολέμιοι εἰς τὰ στενὰ ἔπλευσαν, αὐτοι�ς ἐπεθέμεθα. τοι�ς πολεμίοις εἰς τὰ στενὰ πλεύσᾱσιν ἐπεθέμεθα. Gr eek Wisdom Heraclitus 29 Diels

Tr anslation The best men choose one thing above all, everlasting (ever-flowing) fame among mortals.

Η ΕΝ ΤΑΙΣ ΠΛΑΤΑΙΑΙΣ ΝΙΚΗ Title: “The V ictory at Plataea” Tr anslation

Lines 1–4 And Mardonius, having learned that the Spartans were now on the march, having set fire to Athens and destroyed all the houses and temples,

Book II

was withdrawing into Boeotia. Then the Spartans, advancing, arrived in Attica, and the Athenians crossing from Salamis joined with the Peloponnesians.

[Students are to deduce the meaning of τοι�ς Πελοποννησίοις (4) from ἡ Πελοπόννησος, which they have had.]

Lines 5–12 And when they arrived in Boeotia, they learned that the barbarians were pitching camp on the river Asopus; so they were positioning themselves opposite (them) on the crest of a certain hill. And Mardonius, when the Greeks were not coming down into the plain, sent out all his cavalry against them. And the Greeks pushed back the cavalry and killed the general himself, so that they were much more confident. And after these things they decided to go down toward Plataea. And the barbarians, having learned that the Greeks were in Plataea, set out (began marching) there themselves also. And Mardonius drew up his army for battle (to fight).

[Ἀσωπῳ � (5): the alpha is long, but we do not mark capital letters with macrons. πολλῳ� (9): dative of degree of difference.]

Lines 13–21 And for eleven days they were waiting, neither side wanting to begin the battle; but on the twelfth (day) Pausanias decided to change his position again; for at the same time they were in need of food and water and (at the same time) they were suffering terribly (bad things) at the hands of the cavalry (who were) always attacking (them). So, after waiting for night, they set out. But when day dawned, Mardonius saw that the Greek camp (the camp of the Greeks) was deserted (he saw the camp being deserted); so he pursued the Greeks at full speed (at a run). And first the barbarians caught the Athenians, who fighting very bravely pushed back the cavalry. And then Mardonius fell on the Spartans, and a mighty battle developed (happened). But when Mardonius himself was killed, the barbarians, having turned, fled in disorder (in no order) into their camp.

[τῳ � Παυσανίᾳ (14): Pausanias, regent for the Spartan king, who was a minor, was commander-in-chief of the Greek army.



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ἀπέθανεν (20): was killed; ἀποθνͺήσκω is regularly used instead of the passive of ἀποκτείνω.]

✒ ✒ Ex ercise 18 λ 1. οἱ Λακεδαιμόνιοι τοὺς βαρβάρους πρὸς

τὸ στρατόπεδον διώκοντες τῳ� τείχει προσέβαλον ἀλλὰ οὐκ ἐδύναντο αὐτὸ ἑλει�ν. 2. ἐπεὶ οἱ Ἀθηναι�οι ἐβοήθησαν, οἱ βάρβαροι οὐκ ἔφυγον ἀλλὰ ἀνδρείως ἐμάχοντο. 3. τέλος δὲ οἱ μὲν Ἕλληνες ἐπὶ τὸ τει�χος ἀνέβησαν, οἱ δὲ βάρβαροι οὐδενὶ κόσμῳ ἔφυγον. 4. μετὰ τὴν μάχην ὁ Παυσανίᾱς, στρατηγὸς ὢν τω�ν Λακεδαιμονίων, αὐτὸς μνημει�ον ἀνέθηκεν ἐν Δελφοι�ς· When (as) leader of the Greeks he had destroyed the army of the Medes, Pausanias dedicated this memorial to Apollo.

This dedication of Pausanias, the first sign of the megalomania that resulted in his downfall the following year, caused a diplomatic rumpus (see Thucydides 1.132). The inscription was carved on a golden tripod supported by three intertwined snakes of bronze. The inscription was obliterated by the Spartan authorities, who put in its place the names of the cities that had taken part in the war. The gold tripod was melted down in the fourth century, but part of the serpent column survives with the names of thirty-one cities inscribed on it; the beginning of the inscription reads: τοίδε (= οἵδε) τὸν πόλεμον ἐπολέμεον· Λακεδαιμόνιοι , ’Αθηναι�οι , Κορίνθιοι . . .

Cl assica l Gr eek For the source of these inscriptions, see the note in this teacher’s handbook on the Classical Greek passages following Exercise 17θ.

Tr anslation Euphanes, a boy from Epidaurus. This (boy) suffering from the stone slept (was sleeping) in (the abaton); the god seemed to him standing near (him) to say, “What will you give me, if I make you healthy?”

And he said, “Ten knucklebones.” The god, breaking into laughter, said that he would stop him (from suffering). And when day came he went out cured (healthy).

[Word

glossed

earlier

in

ἀστραγάλους (3), knucklebones.]

the

chapter:

Tr anslation Pandarus, a Thessalian, who had marks on his forehead. This (man) sleeping in (the abaton), saw a vision; the god was seeming to bind the marks with a bandage/fillet and to be telling him, when he was outside the abaton, having taken off the bandage/fillet, to dedicate it in (into) the temple. And when day came, he arose and departed and took off the bandage/fillet, and he saw his face free from the marks, and he dedicated in (into) the temple the bandage/fillet that had (on it) the letters from his forehead.

New Testa m ent Gr eek Tr anslation “I have seen the spirit coming down/descending as a dove from heaven and it came to rest upon him.”

[Note that ἔμεινεν (1) is here translated as an ingressive aorist, described by Smyth (1924) as follows: “The aorist of verbs whose present denotes a state or a continued action, expresses the entrance into that state or the beginning of that action,” hence our translation, came to rest.] “Upon whomever you see the spirit coming down/descending and remaining upon him, this is the one baptizing in/with the holy spirit.” “Master, you are the son of God, you are king of Israel.”

Illustration (p. 41) The theater at Epidaurus was built in the fourth century bc. It is the best preserved of all Greek theaters and has remained unaltered since its building. Despite its huge size (it holds 14,000 spectators), its acoustics are perfect. It is still used today for performances of Greek dramas. (Photo: Raymond V. Schoder, S.J.)

h 19 Ο ΝΟΣΤΟΣ (α)

Title: “The R eturn” The noun is given in the vocabulary list; students have encountered the verb νοστέω in Book I.

Pur poses of This Ch apter 1. Reading: (α and β) to recount the first part of Dicaeopolis’ and Philip’s return journey (by land) to Attica, including viewing of the farms as they pass by, an encounter with a young hunter, who gives them a hare, and an encounter with a shepherd, who takes them in for the night, and to conclude the series of stories adapted from Herodotus with that of the battle of Mycale 2. Grammar: (α) to introduce the genitive absolute and the formation and meaning of the verb ἵστημι; (β) to present the forms of the verb ἵστημι and the meaning of the compounds καθίστημι and ἀφίσταμαι 3. Context: to present a brief history of Mycenae in anticipation of Dicaeopolis’ and Philip’s visit to the site on the next stage of their return home in Chapter 20

Illustration (p. 42)

Attic black-figure neck amphora by the Antimenes Painter, ca. 575 bc (London, British Museum).

Caption Under Illustration

While men are collecting olives, a boy is climbing into the tree.

The words ἐλα ˉ΄ᾱς and συλλεγόντων are new, and students will find them in the vocabulary list below the illustration. The genitive absolute, τω�ν ἀνθρώπων . . . συλλεγόντων, is a new construction, treated formally in Grammar 1; it will be useful to give some explanation of it when reading the caption and thereby prepare students for the two genitive absolutes in the reading passage.

Vocabula ry We give the verb ἐσθίω, which students have already had in the vocabulary list in Chapter 9α , in order to show its principal parts. Walk students carefully through the principal parts, the imperfect forms, the stems, and the meanings of the verb ἵστημι . Students were introduced to this verb in Chapter 15, Grammar 1, with the athematic aorist forms, ἔστην, etc. The verb is treated fully here in Chapter 19. Careful attention to the forms and their meanings as given in the vocabulary entry will prepare students for discussion of this difficult verb in Grammar 2. συλλέγω: a compound of συν- + λέγω, the original meaning of which was I pick up, gather. With this original meaning and in compounds as here with this original meaning, the verb has some principal parts that differ from those of λέγω when it means I say; I tell; I speak. ˉ΄ᾱ is Attic for ἐλαίᾱ, hence the The word ἐλα ending in -ᾱ (as always after ε, ι, or ρ).

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Teaching the New Gr amma r in the Story Two genitive absolutes occur in this passage: ἤδη θάλποντος του� ἡλίου (1) and οὐδενὸς . . . ὄντος ἡμι�ν ἀργυρίου (3). Let students discover these and work out their meanings by analogy with the genitive absolute in the caption under the illustration. The verb ἵστημι is formally presented in the current chapter. Students have seen forms of this verb since Chapter 15 (see Book I, C ­ hapter 15, Grammar 1) for ἔστην. The following forms of ἵστημι and its compound ἀνίστημι have occurred in the reading passages in Chapters ˉ`ς (15α), ἀνέστη (15β), ἀνέστη 15–18: ἀναστα (16β), ἀναστάντες (17α:17), ἔστη (18α:3), and ἀνέστη (18β:2). In the first reading passage in the present chapter, students will meet athematic 2nd aorist forms of ἵστημι that will be familiar to them from Chapter 15: ἔστησαν (1), ἀνάστηθι (8), and ἀναστάντες (9). In line 8 they will meet the transitive sigmatic 1st aorist participle ἀναστήσᾱς , which they should be able to comprehend and translate from what they have learned from the vocabulary entry and from the context with the direct object. Invite students to work out identification of the tense and voice of ˉ῞ιστατο (18) for themselves from what they have learned from the vocabulary entry.

Tr anslation

Lines 1–8 And when they arrived at the harbor, they stopped, and, since the sun was already hot, sitting under an olive tree they drank wine and ate food. But soon Dicaeopolis said, “What must we do, son? For since we have no money, it is not possible for us to return home by sea. So it is necessary to go on foot.” But Philip said, “Don’t worry about this, father. For I will be glad (will rejoice) to go (going) on foot and to see (seeing) the tilled fields and the mountains. But how will we find the way, the one leading (carrying) to Athens?” And he (replied), “Don’t worry about this, son, for we will easily find it.” And making Philip stand up, he said, “So stand up; for if you think it best (if it seems good to you), it is time to start.”

Lines 9–16 Then, having stood up, they started their journey, and first they were going through a plain, in which there were many tilled fields of men; and they were seeing many men working in the fields, of whom some were driving oxen, plowing the plowland, and others climbing into trees were gathering olives. And when they were approaching the hills, they were seeing vineyards, in which men were collecting bunches of grapes; and some of the bunches of grapes donkeys were carrying home in great baskets, and others women were putting on the ground to become dry in the sun (by means of the sun). So Philip was standing for a long time looking at everything.

[ἐπορεύοντο (9): inchoative/inceptive imperfect. ͺἠ�σαν (9): provide help as needed with this imperfect of εἰ�μι. It may be useful to give the full set of forms of the imperfect of ὁράω (10): ἑώρων, ἑώρᾱς, ἑώρᾱ, ἑωρω�μεν, ἑωρα� τε, ἑώρων.

Lines 14–15: grapes were dried in the sun to make raisins; the practice continues today.]

Pr incipal Pa rts Verbs with labial stems (ending in β, π, or φ) are given in this and the next group of principal parts. Note that τ is added to the stem βλαβ- in the first principal part and that βλαβ- changes to βλαπ- before the τ. Note the aspiration of the final consonant of the stem in the 2nd perfect active. This aspiration occurs also in the perfect active and aorist passive of πέμπω; the perfect active of πέμπω also shows a change in the stem vowel from ε to ο, as does λείπω. Note the assimilation of the final β of the stem βλαβ- in the perfect middle/ passive, and note the loss of the final π of the stem πεμπ- in the perfect middle/passive πέπεμμαι. The extent to which these linguistic phenomena are to be explained to the students at this stage is left up to the teacher, but the principal parts themselves should be carefully memorized by the students.

Wor d Stu dy 1. aristocracy: ἡ ἀριστοκρατίᾱ (ἄριστος, -η, -ον + τὸ κράτος) = the rule of the best, i.e., the best by birth, the nobles.

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2. autocracy: αὐτός, -ή, -ό + τὸ κράτος = rule by oneself, absolute power. Compare αὐτοκρατής, -ές = ruling by oneself, absolute. 3. plutocracy: ἡ πλουτοκρατίᾱ (ὁ πλου� τος + τὸ κράτος) = government by an oligarchy of the wealthy. 4. theocracy: ἡ θεοκρατίᾱ (ὁ θεός + τὸ κράτος) (Josephus, first century ad) = rule by a god/ God or by a priesthood. 5. bureaucracy: French bureau + τὸ κράτος (hybrid coinage, 1848). 6. technocracy: ἡ τέχνη + τὸ κράτος; (coined 1932) = the organization and management of society by technical experts.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

ἐσθίω (φαγ-): esophagus, sarcophagus ἵστημι (στη-, στα-): apostasy, apostate, ecstasy, ecstatic, ecstatically, rheostat, static, system, systematic, systematical, systematically, systematize νοστέω (ὁ νόστος, return): nostalgia, nostalgic, nostalgically

Gr amma r 1 This is a good time to discuss some of the common expressions of time, such as the genitive absolutes ἡμέρᾱς/ἑσπέρᾱς/νυκτὸς γιγνομένης/ γενομένης, translated when day was dawning/at daybreak, when evening was falling/fell, and when night was falling/fell, etc. Students should be alerted to the use of the verb γίγνομαι in such expressions and warned against using the verb πι΄ˉπτω. For specific references to sunrise and sunset, we use του� ἡλίου ἀνατέλλοντος of the rising sun and του� ἡλίου καταδύντος of the setting sun. In such temporal expressions the present participle with its progressive aspect will view the action as a process, e.g., when/as day was dawning, while the aorist will view it as a simple event or fact, e.g., when day dawned/had dawned, at daybreak. Students should be alerted to alternative translations such as at daybreak and invited to use them when appropriate in translating from Greek to English and to be on the lookout for them in the English to Greek translation exercises. In Exercise 19α, students are asked to pay particular attention to aspect in Greek and to tense in

Book II

English when translating participles. After each of the translations of sentences in Exercise 19α below, we offer brief comments that may help clarify matters of aspect in Greek and of tense usage in English.

✒ ✒ Ex ercise 19 α 1. When/As evening was falling, the strangers arrived at the city. (Present participle = progressive aspect or process, was falling; the present participle describes an action taking place simultaneously with that of the main verb, which is past tense, and so it is translated into English with a past tense, was falling. In translating from English into Greek students must be warned not to try to use a past tense of the Greek participle in situations such as this.) 2. Since the old man was getting angry, the boy was afraid. (Same as no. 1.) 3. When all was ready, the priest made the sacrifice. (The present participle of εἰμί indicates a continuous state rather than a process; since ἐποιήσατο, the verb of the main clause, is in a past tense, we translate ἑτοίμων ὄντων was ready.) 4. When/Since/As the wind became/had become stronger (greater), the ship, being small (since it was small), was in danger. (Aorist participle = simple event; the aorist participle is often used, as here, of an action that took place prior to that of the main verb, and so it is translated into English with became, or—to be more specific about the temporal relationship—had become. Again, students should be alerted to look out for such temporal relationships when translating from English into Greek; often an English pluperfect will be translated with an aorist in Greek, namely, when the action is viewed as a simple event as opposed to an action that had been completed at some time prior to another action in the past = pluperfect. Students should also take note that the present participle οὐ�σα may in this sentence be translated with an imperfect in English, since it was small.) 5. Although the city was far away, we were not hurrying. (Provide help if necessary with πολύ, adverbial, far. Present participle = a continuous



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state—cf. no. 3—simultaneous with the action of the main verb, and so it is here translated with was.) 6. Since night fell/had fallen (At nightfall), we decided to stay in the city. (Same as no. 4.) 7. Since the farmers became/had become hostile, the young men, having left the plain behind, went up onto the mountain. (Same as no. 4.) 8. Although the sheep were making an uproar, the farmer was not hurrying. (The present participle describes an ongoing process simultaneous with that of the main verb, which is imperfect, and so is translated were making.) 9. Since/As the sun was rising, the boy was already going to the field. (Same as no. 8.) 10. When/Since the sun had set, the boy, after working all day, wanted to return home. (Same as no. 4.)

Gr amma r 2 Although we have felt that it is helpful to present ἵστημι in these two stages in this order, some teachers may prefer to ask their students to learn the paradigms on pp. 56–58 before tackling this section. You will, of course, do what you think best.

✒ ✒ Ex ercise 19β Active transitive ἵστημι = I am setting X up ῞ˉιστην = I was setting X up στήσω = I will set X up ἔστησα = I set X up Middle transitive ἵσταμαι = I am setting X up for myself ῾ˉιστάμην = I was setting X up for myself στήσομαι = I will set X up for myself ἐστησάμην = I set X up for myself Intransitive ἵσταμαι = I stand, am standing ˉ῾ιστάμην = I was standing στήσομαι = I will stand

ἔστην = I stood ἕστηκα = I stand Passive ἵσταμαι = I am being set up ῾ˉιστάμην = I was being set up σταθήσομαι = I will be set up ἐστάθην = I was set up

✒ ✒ Ex ercise 19 γ 1. The children stopped the dogs. 2. The farmer suddenly stopped in the market place. 3. The boy stood up. 4. The father made his son stand up. 5. The sailors, having left the harbor behind, set up the mast. 6. After defeating the Persians, Pausanias set up a trophy (for himself). 7. Don’t run away, friends, but stand and fight bravely. 8. When we saw the stranger, stopping, we asked to where he was journeying. 9. The young man stopped his dog and showed us the road that led (was leading) to the city. 10. Fearing the enemy, they set up guards (for themselves/for their protection).

Gr eek Wisdom Heraclitus 41 Diels

Tr anslation Wisdom (is) one thing, to understand the purpose that steers everything through all things.

Mycenae Illustration (p. 48) The massive defenses surrounding the citadel of Mycenae were built about 1250 bc. The gate is built of huge limestone blocks, and the triangular space above the lintel is filled with the earliest European monumental sculpture; two rampant lionesses confront each other across an architectural column, and their feet rest on altars. The heads, which were made separately, are missing. (Photo: Alison Frantz, American School of Classical Studies at Athens.)

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Illustration (p. 49)

From about 1500 bc the kings of Mycenae were buried in great chamber tombs built into hillsides (tholos tombs). The Treasury of Atreus, also called the Tomb of Agamemnon, is the latest of these (about 1250 bc) and the most splendid. The tomb is approached by a passage about twenty feet or six meters wide and about 120 feet or thirty-eight meters long. The doorway was flanked by half columns of green marble, and the space above the lintels, by a skin of red marble. The chamber is in the shape of an enormous dome, about forty-three feet or thirteen meters high and about forty-seven feet or fifteen meters in diameter. Students may recall versions of this myth of the house of Atreus that differ in some ways from our account. They can be reassured that such variations are common in Greek mythology. For further reading, see the Oxford Classical Dictionary, “Mycenae” and “Mycenaean Civilization,” and E. Vermeule, Greece in the Bronze Age (University of Chicago Press, 1964).

Book II

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Elegiac Poetry, Loeb Classical Library Vol. 258, translated by Douglas Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 328–329 for lines 1069–1070b.

Tr anslation Men are foolish and childish, who weep for the dead and not for the flower of youth that perishes. Enjoy yourself, please, dear heart; soon again there will be other men, and I, having died, will be black earth.

Illustration (p. 51)

Pelops carrying off Hippodamia (see p. 51 of the student’s book). Drawing: Peter Connolly.

h Ο ΝΟΣΤΟΣ (β)

Vocabula ry

Tr anslation

καθίστημι: make sure students understand the

Lines 1–9

meanings of this verb in its active and middle forms and in the intransitive tenses of the active voice. παραινέω: note that the ε does not lengthen in the future, the aorist, the perfect, and the aorist passive. δεινός: the adjective was introduced in Chapter 6α but is given again here for its new meaning, clever at, skilled at + infinitive.

Not much later, however, having left behind the tilled fields of men, they began to climb (ingressive aorist) onto the mountains; and now they rarely met (any) men, but they were seeing a few shepherds, who were grazing their sheep. And they were going through great woods, in which there were many oaks and many pines. But when the road became rough and not easy to find, Dicaeopolis became perplexed (fell into perplexity), not knowing the way; but Philip, seeing a man approaching, said, “Look, father; do you see that man coming down toward us?” He appears/seems to be a hunter; for a Spartan dog is following him. Do you not want to stop him (make him stop) and ask him if this road leads to Corinth?” And Dicaeopolis (answered), “Certainly, let us stop him.”

Teaching the New Gr amma r in the Story Note the four genitive absolutes in lines 4, 14–5, 25, and 30. The story contains the following forms of ἵστημι and καθίστημι: κατέστη (5), στη� σαι � θι (11), (8), στήσωμεν (9), ἔστη (11), στη καταστήσεσθε (16), κατασταˉ`ς (26), and ἔστησεν (25). The passage provides opportunity to review some forms of δίδωμι and τίθημι and their compounds: δώσω (18), κατέθηκεν (19), παρέδωκεν (20), ἀπέδωκεν (21), καταθέντες (34), and ἔδωκεν (39).

Illustration (p. 53) This graceful image of a huntsman with his dog adorns a red-figure lekythos attributed to the Pan Painter and dating from the first half of the fifth century bc (Boston, Museum of Fine Arts: 13.198).

[Word glossed earlier in the chapter: τὰ . . . ἔργα (1), tilled fields. κατιόντα (6): compound verb to be deduced. φαίνεται . . . εἰ�ναι (7): he appears/seems to be. See Chapter 20, Grammar 3c, p. 77; compare φαίνεται ὤν, he is clearly. κύων . . . Λάκαινα (7): Spartan hounds were the best hunting dogs. στήσωμεν (9): note the hortatory subjunctive.]

Lines 10–24

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But as the young man was approaching, the dog barks fiercely and rushes at them; but the

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young man stopped and shouted (said shouting), “Stop, Arge, and be silent.” And so Dicaeopolis approaching said, “Greetings, young man, do you know if this road leads to Corinth?” And he (replied), “Certainly it leads there; look—it is possible to see it leading over the mountain. And you will easily recognize it, since the stone heaps (cairns) show (the way). But Corinth is a long way off, and it will soon be night; and perhaps you will fall into danger spending the night alone in the mountains. For since the mountains are deserted (the mountains being deserted), you will not meet anyone except some shepherd. But come, how are you off for food? But wait; for I will give you a hare. Look!” And so saying, he put down the pole that he was carrying on his shoulders; for two animals were hanging from the pole, one of which he untied and gave to Dicaeopolis. And he accepting (it) thanked him heartily (gave very great thanks). But the young man said, “It is nothing, for there are very many hares in the mountains, and I catch them easily; for I am very skilled at hunting. So farewell and good luck to you.” So saying, he began going down the path, and they began going slowly up (inchoative imperfects).

[ λαγών (18): for the declension of this word (Attic declension), see Forms in the student’s book, p. 321. Compound verb to be deduced: κατέθηκεν (19). εὐτυχοι�τε (23): be sure students note the optative and its meaning. � σαν (24)] Compound verb to be deduced: ἀνͺη

Lines 25–35 When evening was falling, they met a shepherd, who was driving his flocks down the road. And he, seeing them approaching, becoming fearful, stopped them and shouted (said shouting), “Who are you, who are journeying through the night? Where have you come from and where are you going?” And Dicaeopolis, approaching, related everything that had happened, and the shepherd, receiving them kindly, said, “But all beggars and strangers are under the protection of Zeus. But as night is already falling, I advise you, since you are alone (being alone), not to spend the night on the mountains. Come now, come with me to my hut, in which you can stay during the night.” And so they, gladly accepting the shepherd’s words, were

Book II

following him to a little hut. And the shepherd (said), “Look; you go in. I will milk my goats and ewes, and you, having put your baggage down, light a fire and sit down.”

[πάντες . . . πρὸς Διός εἰσι πτωχοί τε ξει�νοί τε (29–30): all beggars and strangers are under the protection of Zeus: the shepherd quotes from Homer, Odyssey 6.208–209: πρὸς γὰρ Διός εἰσιν ἅπαντες/ξει�νοί τε πτωχοί τε (although he does not quite get it right); most Greeks knew large portions of Homer by heart. Hospitality to beggars and strangers was a moral obligation generally accepted throughout Greek history. 33–4: the shepherd, like Polyphemus, milks his goats and ewes; cows were not kept for milk.]

Lines 36–43 And so Philip lit a fire, and his father, sitting down, was resting from the long journey. And the shepherd after milking his flocks, returning, prepared dinner—bread and cheese and milk. And Dicaeopolis said, “Look, friend, a huntsman, whom we met on the way, gave us this hare. Do you want to roast it for dinner?” And he (replied), “Certainly; for so we will dine most pleasantly; and after dinner, the boy will sing songs.” And so, having roasted the hare, they dined pleasantly; then Philip was singing songs, and the shepherd was telling stories, until all were so tired that they fell into a deep sleep.

[ὁ παι�ς μέλη ᾄσεται (41): the boy will sing songs: at Greek dinner parties, eating was followed by drinking and singing of songs; many of these were traditional, and everyone was expected to be able to perform. The telling of traditional stories was another regular form of entertainment, especially among the less literate.]

Pr incipal Pa rts We give here two more verbs in which τ is added to the stem (κόπτω and τύπτω). τύπτω is irregular in that ε is added to the stem that produces the future, thus giving τυπτήσω instead of the expected τύψω, which appears in late Greek. Other tenses of τύπτω are supplied by other verbs, πατάσσω, παίω, etc. τύπτω is included in the list here to provide a reminder that not all verbs follow regular patterns.



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Wor d Bu ilding 1. up; above 2. into; within 3. out; outside 4. in; within 5. down; below 6. toward; forward

English Der ivativ es from Wor ds in the Vocabula ry List

σημαίνω (τὸ ση� μα): semantic, semanticist,

semantics φόβος: aerophobia, alurophobia, anthropophobia, claustrophobia, cyanophobia, demophobia, ergophobia, gynecophobia, hypnophobia, iatrophobia, monophobia, necrophobia, nyctophobia, phobia, photophobia, pyrophobia, thanatophobia, toxicophobia, xenophobia, zoophobia βάθυς: bathos, bathetic τραχύς: trachea

Gr amma r 3 Notes:

Gr eek Wisdom Heraclitus 27 Diels

Tr anslation (Things) which they neither expect nor imagine await men when they have died.

[Help students see that the clause ἅτινα οὐκ ἔλπονται οὐδὲ δοκου�σιν is the subject of μένει.]

✒ ✒ Ex ercise 19 δ We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

Gr amma r 4 Here are translations of the sentences illustrating καθίστημι:

The dog put the stranger into a state of panic. The stranger got into a state of panic/became panicky. The people appointed Pericles general. Pericles is appointed general. Pericles was appointed general. The Athenians set up laws for themselves.

✒ ✒ Ex ercise 19 ε 1. Singular imperative, athematic aorist active of ἵστημι: stand! stop! 2. Present infinitive active of ἵστημι: to make to stand, to set up 3. Athematic aorist active infinitive of ἵστημι: to stand, stop 4. (a) 2nd person plural present indicative middle of  ἵστημι: you are setting up (for yourselves) (b) Plural imperative middle of ἵστημι: set up (for yourselves)! 5. Sigmatic aorist infinitive middle of ἵστημι: to (have) set up (for oneself) 6. (a) 3rd plural sigmatic aorist active indicative of ἵστημι: they set up (b) 3rd plural athematic aorist active indicative of ἵστημι: they stood 7. 3rd singular imperfect indicative active of ἵστημι: he/she was setting up 8. Singular imperative, sigmatic aorist of ἵστημι: set up! 9. Athematic aorist participle nominative masculine singular of ἵστημι: having stood, standing 10. Sigmatic aorist participle middle nominative masculine singular of ἵστημι: having set up (for himself), setting up (for himself) 11. 3rd singular present indicative middle of ἀφίσταμαι: he/she revolts from 12. 3rd plural imperfect indicative middle of καθίστημι: transitive: they were setting up (for themselves); intransitive: they were being appointed, established, getting/falling into a certain state, becoming 13. 3rd plural future indicative middle of καθίστημι: transitive: they will set up (for themselves); intransitive: they will be appointed, established, get/fall into a certain state, become 14. Sigmatic aorist participle masculine nominative singular of ἵστημι: having set up, setting up 15. Singular imperative, present middle of ἀφίσταμαι: revolt from!

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✒ ✒ Ex ercise 19 ζ 1. The Athenians got into war. 2. The enemy will put you to flight. 3. Who made you (set you up) a judge for us? 4. Theseus was appointed king of the Athenians. 5. The Athenians established laws (for themselves). 6. The Athenians appointed the Spartans as leaders. 7. The generals, falling into fear/panic, wanted to flee. 8. After suffering so much, we will never get into a war again. 9. The Ionians will revolt from the Persians. 10. After revolting from the Persians, the Ionians came to aid the Greeks.

✒ ✒ Ex ercise 19 η 1. ὁ 2. 3. 4. 5.

δη� μος του� τον στρατηγὸν αὐ�θις κατέστησεν. οὑ�τος, στρατηγὸς κατασταˉ΄ς, τῳ� δήμῳ παρͺήνεσε μὴ μάχεσθαι. ἐκέλευσεν ἡμα� ς πολέμου παύσασθαι καὶ τὴν πόλιν εἰς εἰρήνην κατέστησεν. υˉ῾μι�ν παραινου� μεν ἀπὸ τω�ν Περσω�ν εὐθὺς ἀποστη� ναι. οἱ Ἑλληνες, τοι�ς βαρβάροις ἀνδρείως ἐπιθέμενοι/ἐπιτιθέμενοι, αὐτoὺς εἰς φυγὴν κατέστησαν.

ΟΙ ΕΛΛΗΝΕΣ ΤΟΥΣ ΠΕΡΣΑΣ ΚΑΤΑ ΘΑΛΑΣΣΑΝ ΔΕΥΤΕΡΟΝ ΝΙΚΩΣΙΝ Title: “The Greeks Defeat

the Persians at Sea a Second Time” Students will remember the adverb δεύτερον from the title of the reading at the end of Chapter 17. The following forms of ἀφίσταμαι occur in � ναι this reading: ἀποστήσονται (6) ἀποστη (17), and ἀπέστησαν (22).

Tr anslation

Lines 1–9 With the beginning of spring the fleet of the Greeks was gathered at Aegina, one hundred and ten ships in

Book II

number. And from there they sailed to Delos, wanting to free the Ionians. And while the fleet was at Delos, messengers came from Samos, who asked them to sail to Samos and attack the barbarians (who asked them, having sailed to Samos, to attack the barbarians); “For the barbarians,” they said, “have not many ships, and the Ionians on seeing you will at once revolt from the Persians. So thus it is possible for you both to free Greek men and to ward off the barbarians.” So the general of the Greeks, having accepted these proposals, led the ships toward Samos.

[παρόντος . . . του� ναυτικου� (3): genitive absolute.]

Lines 10–18 And when after arriving at Samos they were preparing for a sea battle, the Persians at once sailed away to the mainland; for they decided not to fight by sea (make a sea battle); for their ships were not battle-worthy. So, having sailed away to Mycale, they beached their ships and built a wall around them. And the Greeks, having learned this, were pursuing/began to pursue them to Mycale. And when they were near the camp of the enemy and clearly no one was putting out to sea but they saw the ships beached inside the wall, first, sailing past, they called the Ionians, telling them to revolt from the Persians, and then, having disembarked onto land, they attacked the wall.

[ἀνειλκυσμένᾱς (15): students should learn to recognize perfect passive participles.]

Lines 19–22 Then at first the barbarians were fighting bravely, but when the Greeks, charging in a concerted effort (with one onset), took the wall, having turned, they fled. And the Ionians, when they saw the Greeks winning, having deserted to them, fell on the barbarians. So thus the Ionians revolted from the Persians for the second time.

[The first Ionian revolt had broken out in 499 bc (see essay, Book I, p. 137).]

✒ ✒ Ex ercise 19 θ 1. τω �ν Ἰώνων αἰτησάντων, τῳ� στρατηγῳ�

ἔδοξε τῳ� ναυτικῳ� πρὸς τὴν Σάμον ἡγει�σθαι.



1 9   Ο Ν Ο Σ Τ Ο Σ ( β ) II - 2 9

2. οἱ ἄγγελοι, “οὐ προδώσομεν υ ˉ῾μα� ς,” ἔφασαν, �ν Περσω�ν ἀποστησόμεθα.” “ἀλλ’ ἀπὸ τω ˉ`ς τω�ν Ἑλλήνων ναυ� ς 3. οἱ βάρβαροι τα προσιούσᾱς ἰδόντες, πρὸς τὴν ἤπειρον ἔφυγον. �ν νεω�ν ἐκβάντες τῳ� 4. οἱ Ἕλληνες ἐκ τω τείχει προσέβαλον καὶ εἱ� λον. �ντας 5. οἱ ’Ίωνες ἰδόντες τοὺς Ἕλληνας νῑκω

ἀπέστησαν ἀπὸ τω�ν Περσω�ν καὶ τοι�ς Ἕλλησιν ἐβοήθησαν.

Illustration (p. 61)

Detail of an Attic red-figure calyx krater by the Dokimasia Painter, ca. 460 bc (Museum of Fine Arts, Boston). Aegisthus slays Agamemnon while Clytemnestra comes with an ax to help Aegisthus (see p. 50 of the student’s book for a different version of the story).

New Testa m ent Gr eek Tr anslation [Help students with the elliptical phrase τί ἐμοὶ καὶ σοί (4).]

And on the third day a wedding took place in Cana of Galilee, and the mother of Jesus was there; both Jesus and his disciples were invited to the wedding. And when the wine gave out, the mother of Jesus says to him, “They do not have wine.” Jesus says to her, “What (is that) to me and you, woman? My hour has not yet come.”

And his mother says to the servants, “Whatever he says to you, do it.” There were six water jars made of stone lying there in accord with the purification of the Jews, holding two or three measures. Jesus says to them, “Fill the jars with water.” And they filled them up. And he says to them, “Draw now and carry to the master of ceremonies”; and they carried.

Illustration (p. 63) Lions on Delos (for Delos, see tail reading 19:2–3, p. 60 of the student’s book), ca. 575 bc.

h 20 Ο ΝΟΣΤΟΣ (γ)

Title: “The R eturn” Pur poses of This Ch apter 1. Reading: (γ) to continue the story of Dicaeopolis and Philip’s return to Attica with a visit to the ruins of Mycenae; (δ) to describe an overnight stay with a farmer, a hostile encounter in Corinth on the eve of the outbreak of the Peloponnesian War, flight and an overnight stay in a ditch, bypassing of Megara, and arrival, exhausted, in Eleusis; and in the final reading to present an adapted excerpt from Thucydides, in which Athenian ambassadors, present at the meeting of the Peloponnesian League at which the League resolved to declare war on Athens, remind the Spartans of their debt to Athens (July, 432 bc) 2. Grammar: (γ) to present the verb δείκνῡμι and other verbs in -νῡμι; (δ) to present the verb ῞ˉι ημι and its compounds and to present verbs that take supplementary participles 3. Context: to sketch the events that led to the outbreak of the Peloponnesian War

Illustration (p. 64) Ruins of the great court and megaron of the palace at Mycenae.

Homeric flavor here and in line 9 of the first reading passage in this chapter; students will have to be given the meaning of the word.

Vocabula ry Since δείκνῡμι and similar verbs are treated in the first grammar section in this chapter, point out that verbs of this sort are irregular only in the present and imperfect.

Teaching the New Gr amma r in the Story Two examples of δείκνῡμι are in the story, the forms of which are both easily identifiable: δεικνύναι (7) and δείξω (17). Students will readily identify the genitive absolute in line 1 and the following forms of ἵστημι: στήσᾱς (3), ˉ῞ισταντο (20), and κατέστη (22). The perfect participle ἑστηκότα (3 and 4) has not been formally studied yet (see Chapter 28, Grammar 2, pp. 240–1), but students should recognize the form as perfect tense from their study of the principal parts of the verb in Chapter 19α , and the gloss identifies the word as a participle.

Tr anslation

Caption Under Illustration

They were standing in the palace itself of Agamemnon.

Lines 1–11

We use the Homeric word δώματα , pl., palace, which is not used in Attic prose, to supply a

II - 3 0

And when day dawned, having bade farewell to the shepherd, they resumed their journey



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(inchoative/inceptive imperfect) and finally arrived at the top of the mountains, from which they looked down on the plain lying below and some walls standing on the crest of a hill. And Philip, stopping his father, said, “Papa, I see some great walls standing on the crest of that hill. But tell me, what are they?” And Dicaeopolis, looking toward the walls for a long time, said, “Those, my boy, are, I think (as it seems to me), the walls of Mycenae.” And Philip said, “Do you really mean it (are you telling the truth)? Did Agamemnon live there? Do you want to show me Agamemnon’s palace? Is it possible for us to go down there and look at the palace?” And Dicaeopolis (replied), “It is possible to go down, if you like (if it seems good to you). For the walls are not far from the road, and—for it is late—we will spend the night safe inside the walls.”

Lines 12–21 So saying, he led the boy down the mountain. Then soon they were approaching the walls, and, going up onto the crest of the hill, they arrived at the gates. Philip, looking at the walls, was wondering at their size and said, “Father, surely giants built these walls; for men could not have raised (were not able to raise) such large stones.” And Dicaeopolis said, “You are telling the truth, son. For the Cyclopes, as they say, made these (walls). But look, I will show you a wonderful work; look up!” And Philip, looking up, saw two stone lions guarding the gates. And, having looked at these, they were going forward, and arriving at the top of the crest of the hill they were standing in the palace itself of Agamemnon, looking down on the plain and the sea shining in the sun.

[θεώμενος (14) and θεᾱσάμενοι (19): the verb θεάομαι, I look at, here may be contrasted with θεωρέω, I see, with the sense of viewing or sightseeing, used in line 9. ὥς φᾱσιν (17): note that the proclitic preceding the enclitic takes an acute accent and that the enclitic is not accented. Compound verb to be deduced: ἀναβλέπων (18).]

Lines 23–27 But suddenly Philip shuddered and fell into an icy fear. “Father,” he said, “I do not like this place (this

place does not please me). For it smells of blood.” And Dicaeopolis said, “Don’t be afraid, child. Perhaps the Furies of Agamemnon and of his completely evil wife are even now wandering about. But they will not hurt you, son. Come. Give me your hand. I will lead you.” And so speaking, he led the boy down as quickly as possible.

Pr incipal Pa rts Verbs with velar stems (ending in γ, κ , or χ ) are given in this and the next group of principal parts. Most verbs with -ττ- (-σσ-) have velar stems ˉ΄ττω. and follow the pattern of πρα Be sure students note the reduplication of the stem ἀγ- in the aorist ἤγαγον, the deponent future of φεύγω, and its thematic 2nd aorist.

Wor d Stu dy 1. photograph: from τὸ φω �ς, του� φωτός, light + γράφω. A photograph is a light-drawing, i.e., a picture made “by means of the chemical action of light on a sensitive film” (OED). 2. seismograph: ὁ σεισμός, shaking, shock; earthquake + γράφω. A seismograph is an instrument for recording earthquakes; it does this by drawing a graph of the shocks. � λε, far, at a distance + γράφω. A 3. telegraph: τη telegraph is an instrument for transmitting messages to a distance in written form (compare telephone, which is an instrument for transmitting the spoken word, φωνή). ˉ΄, -όν (old) + γράφω, 4. paleography: παλαιός, -α γραφή = ancient writing, the study of ancient writing and inscriptions. 5. cryptography: κρύπτω, I hide + γράφω = a secret method of writing, hidden from all except those who have the key. � λε + τὸ γράμμα , something telegram: τη written, message, etc. = writing from a distance, i.e., a message sent by telegraph (see 3). � λε + ἡ φωνή , voice, telephone: τη � λε + πάσχω (παθ-) = suffering/ telepathy: τη experiencing emotions from afar: “the communication of impressions from one mind to another, independently of the recognized channels of sense” (OED). � λε + σκοπέω, I look at, examine , telescope: τη τηλέσκοπος , -ον = far-seeing = an instrument

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making it possible to examine/look at objects that are far off. � λε + Latin videō (a hybrid coinage) television: τη = an instrument making it possible to see things that are far off (coined 1909).

Book II

Heraclitus 43 Diels

4. Nominative feminine singular present active participle of δείκνῡμι: showing 5. 2nd singular imperfect indicative middle/ passive of δείκνῡμι: middle, you were showing (for yourself); passive, you were being shown 6. Aorist infinitive active of δείκνῡμι: to show or singular aorist imperative middle of δείκνῡμι: show (for yourself)! 7. 2nd plural present indicative active of ἀνοίγνῡμι: you are opening or plural imperative active of ἀνοίγνῡμι: open! 8. 3rd plural aorist indicative active of ῥήγνῡμι: they broke 9. Nominative masculine singular aorist active participle of ζεύγνῡμι: having yoked, yoking 10. 3rd singular aorist indicative active of ἀνοίγνῡμι: he/she opened 11. 3rd plural future indicative active of ῥήγνῡμι: they will break 12. 2nd singular present imperative middle/passive of δείκνῡμι: middle, show (for yourself)! passive, be shown! 13. Nominative plural masculine aorist active participle of ἀνοίγνῡμι: having opened, opening 14. Present infinitive active of ῥήγνῡμι: to break 15. 1st plural present indicative active of ζεύγνῡμι: we are yoking

Tr anslation

✒ ✒ Ex ercise 20 γ

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

αἱ�μα: anaemia, anemia, hemoglobin, hemorrhage λέων: chameleon, dandelion, leonine, lion, lioness τόπος: topic, topical, topographical, topography ἀσφαλής (ἡ ἄσφαλτος, asphalt, bitumen): asphalt

Gr amma r 1 Note that the present and imperfect active of these verbs have -ῡ- in the singular and -υ- in the plural; have students compare τίθημι and δίδωμι in the present active.

Gr eek Wisdom

One should extinguish arrogance/pride rather than a conflagration.

✒ ✒ Ex ercise 20 α We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 20 β 1. 3rd plural present indicative active of δείκνῡμι: they show 2. Present infinitive middle/passive of δείκνῡμι: middle, to show (for oneself), to display; passive, to be shown, displayed 3. 3rd singular imperfect indicative active of δείκνῡμι: he /she was showing

1. The general told the messenger to open the gates and receive the ambassadors. 2. The messenger asked the guards why they were not opening the gates. 3. The farmer, having yoked the oxen, began to plow. 4. Calling the slave, he showed him a huge stone and told him to carry it out of the field. 5. Such a big stone will break the plow; so it is necessary to lift the stone and carry (it) out.

War Clouds Illustration (p. 70) (Photo: Alison Frantz, American School of Classical Studies at Athens) For further reading, see The World of Athens, pp. 21–29.

h Ο ΝΟΣΤΟΣ (δ)

Vocabula ry Walk students carefully through the principal parts and meanings of ˉ῞ι ημι and the forms and meanings of its compounds. Study of the forms now will help students translate the examples in the story and will prepare them for Grammar 2 and its exercises. The compound verbs ἀφι΄ˉημι and συνι΄ˉημι do not occur in the story, but they are important verbs for students to know, and they will occur in Exercise 20ε. Explanation of the meaning and use of λανθάνω + participle should wait until students have seen the examples in lines 24, 26, and 28 of passage δ; further examples of verbs that take supplementary participles are given in Grammar 3. New usage of preposition: ἐπί + gen., toward, � ς Κορίνθου (11). in the direction of: ἐπὶ τη

τινὶ κρυψάμενοι (24–5) as they escaped (their) notice hiding/having hidden themselves in a certain ditch. More idiomatic English translations will be suggested in Grammar 3. Tr anslation

Lines 1–12 And so they decided not to spend the night near Mycenae, but, leaving the walls behind, they began to hasten in the direction of Corinth. Soon, when the sun had already set, they arrived at a certain village. And there a certain farmer, meeting them resting by the roadside, took pity on them and led them home. Then his wife provided (them) food, and the farmer told them to sit near the fire. And when they had eaten, the farmer asked them where they were going, and, hearing that they were going to Corinth, “Corinth,” he said, “is far away. You are certainly not able to arrive there today. But if you like (if it seems good to you), it is possible for you to spend the night here.” They thanked him most heartily and were lying down near the fire. The next day, as the sun was rising, having bade farewell to the farmer, they began to hurry in the direction of Corinth. But the road was long, and when evening was already falling they arrived at the city and were looking/began to look for an inn.

Teaching the New Gr amma r in the Story There are four examples of ˉ῞ι ημι in the middle voice, meaning hasten: ˉ῞ι εντο (inchoative/­i nceptive imperfect, 2 and 11), ˉ῾ιέμεθα (present indicative, 19), and ˉ῾ιέμενοι (present participle, 26). There are two imperfect active forms of ἐφιˉ΄ημι (21 and 23). Sufficient information is given in the vocabulary entries for students to be able to recognize and translate these forms. There are three examples of λανθάνω with supplementary participles: 24, 26, and 28. It is probably best to let students translate these literally for now, e.g., translating ἔλαθον ἐν τάφρῳ

Lines 13–21

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Then approaching a man who was going past on the road, they asked where there was an inn. But he, giving a terrible look and having gotten into a

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rage (into a state of anger), said, “By the gods, you are clearly Athenians. What do you want? What are you doing in Corinth?” And shouting to those present he said, “Come here, friends. Some Athenians are here; they are surely spies, who came to spy on the shipyards.” But Dicaeopolis said, “ What are you saying, man? We are not spies but farmers who are hurrying from Epidaurus to Athens.” But already a crowd of Corinthians had come together, who were shouting savagely; and some were even taking stones and throwing (them) at them.

[The Corinthian would have known that the strangers were Athenians by their accent and dialect; the Corinthians spoke a version of the Doric dialect, of which the most obvious feature was ᾱ instead of Attic η. Dicaeopolis did not know that by now war was about to be declared on Athens by the Peloponnesian League (see the next chapter). φαίνεσθε ἔοντες (15): not you seem to be, but you are clearly. See Grammar 3c, p. 77. κατασκεψόμενοι (17): future participle, here without ὡς, to express purpose.]

Lines 22–30 Then Dicaeopolis, terrified (having gotten into fear/panic), said, “Flee, Philip, as fast as you can.” So they fled toward the gates, and the Corinthians, pursuing, were throwing stones. But Philip and his father, running, fled their pursuers and escaped (their) notice hiding/having hidden themselves in a certain ditch, in which they continued to remain (were remaining) the whole night. And when day came, they set out at once and, hurrying quickly, they escaped the notice of all men. And when they were approaching Megara, they did not go into the city but went past outside the walls. So thus finally they escaped notice entering Attica, and as soon as they arrived at Eleusis, lying down by the roadside, they were resting; for after suffering many terrible things they were very tired, so that they were not able to go forward.

[Megara (27) was another Dorian city, at this time in the Peloponnesian League.]

Pr incipal Pa rts Note the aspiration of the final consonant of the stem in the perfect active of διώκω and φυλάττω and in the aorist passive of διώκω and δοκέω.

Book II

In the present and imperfect, δοκέω is conjugated as a regular -ε- contract verb, but in the other tenses it is a regular velar stem verb.

Wor d Bu ilding 1. τῑμα-: honor; I honor 2. ἀναγκα-: necessity; I compel 3. ὀργα-: anger; I get angry 4. οἰκο/ε-: house, home; I dwell; dwelling; dweller; dwelling, room 5. δουλο-: slave; I enslave; enslavement 6. κηρῡκ-: herald; I proclaim; proclamation In each case a noun is formed from the root stem, and a denominative verb is formed from this noun. The list is arranged thus: 1, 2, and 3 give 1st declension nouns; 4 and 5 give 2nd declension nouns; and 6 (consonant stem) gives a 3rd declension noun. The suffixes -αζ- and -ιζ- were originally added to form verbs from noun stems in γ and δ, e.g., ἁρπαγ- > ἁρπάζω and ἐλπιδ- > ἐλπίζω, but they were then widely extended to other stems.

English Der ivativ es from Wor ds in the Vocabu la ry List

῞ˉι ημι: catheter κρύπτω: apocryphal, crypt, cryptic, grot, grotesque, grotesquely, grotto ἔξω: exotic ἐπί: see list with Chapter 5β

Gr amma r 2 Notes:

✒ ✒ Ex ercise 20 δ We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 20 ε 1. Present infinitive middle/passive of ˉ῞ι ημι: middle, to hasten; passive, to be sent, thrown 2. 3rd plural present indicative active of συνι΄ˉημι: they understand



2 0   Ο Ν Ο Σ Τ Ο Σ ( δ ) II - 3 5

3. Nominative masculine singular present participle middle/passive of ˉ῞ι ημι: middle, hastening; passive, being sent/thrown 4. 3rd singular aorist indicative active of ἀφι΄ˉημι: he/she let go 5. Nominative masculine singular aorist active participle of ἀφι΄ˉημι: having let go, letting go 6. 3rd plural aorist indicative active of ἀφι΄ˉημι: they let go or accusative feminine singular aorist participle active of ἀφι΄ˉημι: having let go, letting go 7. Singular aorist imperative active of ἀφι΄ˉημι: let go! 8. 2nd plural aorist indicative middle of ἀφι΄ˉημι: you let go (from yourselves) 9. 3rd plural imperfect indicative middle/passive of ῞ˉι ημι: middle, they were hastening; passive, they were being let go, thrown 10. 2nd singular aorist indicative active of συνι΄ˉημι: you understood 11. Singular aorist imperative middle of ἀφι΄ˉημι: let go (from yourself) 12. Present infinitive of εἰ�μι: to go 13. Present infinitive active of ἐφι΄ˉημι: to send against 14. Present infinitive of εἰμί: to be 15. Aorist infinitive active of ˉ῞ι ημι: to send

✒ ✒ Ex ercise 20 ζ 1. The merchants, hastening to the harbor, were looking for a ship that was going to sail to Athens. 2. This slave came hurrying here and saved us from danger. 3. And so hurrying home, we asked our father to let him go free. 4. His wife said, “Don’t let the slave go, husband.” 5. But the husband, having let the slave go, was hurrying to Athens and bought another slave. 6. Do you understand all that the old man said? 7. I did not understand everything. Were you able to understand everything? 8. I, having understood everything, thanked the old man. 9. The huntsman, seeing a hare, let his dog go. 10. Having let our dogs go, we were pursuing the hare.

Gr amma r 3 With φαίνομαι we give the 2nd future passive (φανήσομαι), the future middle (φανου� μαι),

the 2nd perfect active (πέφηνα), and the 2nd aorist passive (ἐφάνην), which are used in the sense I will appear, I have appeared, and I appeared. For the principal parts of both φαίνω and φαίνομαι , see the list of principal parts after reading 22α , p. 107.

✒ ✒ Ex ercise 20 η 1. The Corinthians were seeming to become hostile. 2. The Corinthians are shown to be hostile/are clearly hostile. 3. Come on, Philip, escape the notice of our pursuers by hiding in this ditch/hide in this ditch so our pursuers won’t notice us. 4. Philip anticipated his father getting down the hill/got down the hill before his father. 5. When her husband was approaching, his wife happened to be sitting in the courtyard. 6. “You are clearly idle, wife,” he said; “Why aren’t you working?” 7. The Persians anticipated the Greeks in sailing away to the mainland./The Persians sailed away to the mainland before the Greeks (sailed there). 8. The Persians were clearly not wanting to fight by sea. 9. The master happens to be asleep. 10. They anticipated the storm, sailing into the harbor./They sailed into the harbor before the storm.

ΟΙ ΑΘΗΝΑΙΟΙ ΤΟΥΣ ΛΑΚΕΔΑΙΜΟΝΙΟΥΣ ΑΝΑΜΙΜΝΗΙΣΚΟΥΣΙΝ Title: “The Athenians R emind

the Spartans”

You will have to give the meaning of the verb ἀναμιμνͺήσκουσιν. The Corinthians persuaded the Spartans to call a meeting of the Peloponnesian League in July, 432 bc, after the Megarian Decree had been passed and the siege of Potidaea had begun (see Thucydides 1.66). The Corinthians addressed the conference last, accusing the Athenians of open aggression and the Spartans of being dilatory. They contrasted the national characters of

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Athens and Sparta and ended by demanding that they invade Attica immediately. Athenian ambassadors, who happened to be in Sparta on other business, asked permission to address the Spartans and made the speech from which the following extracts are taken. The Spartan king, Archidamus, then addressed the Spartan Assembly and tried to dissuade them from embarking on a war with Athens and advised them to make further diplomatic overtures. The issue was put to the vote, and the Spartan Assembly resolved by a large majority that the truce had been broken by the Athenians and that war should be declared. Nevertheless, diplomatic activity continued until spring 431 bc (see ­Chapter 21, readings α and β).

Tr anslation

Lines 1–7 We say that at Marathon we alone ran/took the risk of fighting the barbarians, and when they came the second time, not being able to defend ourselves by land, having boarded our ships, all of us together, we fought by sea at Salamis, so that the barbarians could not sail against the Peloponnesus and destroy it city by city/so that the barbarians were not able, sailing against the Peloponnesus, to destroy (it) city by city. And the barbarians themselves gave (made) the greatest proof of this; for when we defeated them with our ships, they retreated as fast as possible with the greater part of their army.

Lines 8–16 And in these actions we Athenians provided the three most useful things, the greatest number of ships, the man (who was the) most skillful general, and a most resolute spirit (eagerness). For we provided two-thirds of all the ships, and (we provided) Themistocles (as) general, who persuaded the other generals to fight by sea in the straits, and we showed such spirit that when no one came to our aid by land, having left our city and destroyed our property, (and) having boarded our ships, we faced the danger (ran/took the risk). For you, when you were afraid for yourselves and not for us, you came to (our) aid (for when we were still safe, you did not arrive/come); but we by endangering ourselves (running the risk) saved both you and ourselves.

Book II

Lines 17–22 After showing such great eagerness/spirit then and such judgment, do we deserve (are we worthy of), Spartans, such great hostility from the Greeks because of the empire that we hold? For this empire itself we took not (by) using force, but because you were not willing to stand fast against the remnants of the barbarians, and because the allies approached us and themselves asked us to be appointed their leaders.

✒ ✒ Ex ercise 20 θ 1. οἱ Λακεδαιμόνιοι, καὶ τὰ τω �ν συμμάχων

ἐγκλήματα ἀκούσαντες καὶ τοὺς τω�ν Ἀθηναίων λόγους, ἐβουλεύοντο μόνοι περὶ του� πραˉ΄γματος. 2. πολλοὶ ἔλεγον ὅτι οἱ Ἀθηναι�οι ἀδικου� σι καὶ δει� εὐθὺς στρατεύεσθαι. 3. ὁ δὲ Ἀρχίδᾱμος, βασιλεὺς ὤν, αὐτοι�ς παρͺήνεσε μὴ εἰς πόλεμον καταστη� ναι. 4. “ἐκείνοις γάρ,” ἔφη, “πλει�στά τε χρήματά ἐστι καὶ πλει�σται νη� ες. οὐ δυνάμεθα αὐτοὺς κατὰ θάλατταν νῑκα� ν, ἡμει�ς οὐ�ν αὐτοὶ κακὰ πεισόμεθα μα� λλον ἢ ἐκείνους βλάψομεν.” 5. τοὺς δὲ Λακεδαιμονίους οὐκ ἐδύνατο πει�σαι, οἱ�ς ἔδοξε στρατεύεσθαι. New Testa m ent Gr eek Tr anslation And when the master of ceremonies tasted the water that had become wine and was not aware from where it was, but the servants, the ones who had drawn the water, were aware, the master of ceremonies calls the bridegroom and says to him, “Every man first serves the fine (beautiful) wine and when they are drunk, the inferior (wine); you have saved the fine wine until now.” Jesus made this beginning of his signs/miracles in Cana of Galilee and showed his glory, and his disciples came to believe in him.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Elegiac Poetry, Loeb Classical Library Vol. 258, translated by Douglas Gerber, Cambridge, MA: Harvard University Press, 1999.



2 0   Ο Ν Ο Σ Τ Ο Σ ( δ ) II - 3 7

The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 56–61 for poem 12.

Tr anslation And he himself, falling in the front line, loses his own life, bringing glory to his city and people(s) and father. . . . And him young men and old alike lament, and the whole city mourns with grievous longing . . . nor does his good fame ever perish nor his name, but he becomes immortal (lit., deathless) although he is beneath the earth.

New Testa m ent Gr eek Tr anslation There was a man from the Pharisees, Nicodemus was his name, a leader of the Jews; this (man) came to him at night and said to him, “Teacher, we know that you have come from God (as a) teacher; for no one is able to make these signs/do these miracles that you make/do, unless God is with him.” Jesus replied and said to him, ‘Verily verily I say to you, unless someone is born from above/anew, he is not able to see the kingdom of God.”

h 21 Η ΕΚΚΛΗΣΙΑ (α)

Title: “The Assembly” Pur poses of This Ch apter 1. Reading: (α) to continue the story of Dicaeopolis and Philip’s return to Attica; to describe their meeting on the road with farmers hurrying to Athens to attend the Assembly, at which, as Dicaeopolis and Philip learn, the alternatives of war or peace with Sparta will be discussed; and to bring Dicaeopolis and Philip to Athens and the Assembly; (β) to present an adapted version of Pericles’ speech to the Assembly as reported by Thucydides, sketching the diplomatic situation of Sparta and Athens, the respective military powers of the two states, Pericles’ proposed reply to the Spartan ambassadors, and his belief in the inevitability of war; and in the final reading to give an adapted version of Thucydides’ account of how the Athenians, in obedience to Pericles’ policy moved their households into Athens in anticipation of a Spartan invasion of Attica 2. Grammar: (α) to introduce the forms of the subjunctive and its use in exhortations, deliberative questions, prohibitions, purpose clauses, and some conditions; (β) to present the subjunctive of -μι verbs 3. Context: to sketch the development of Athenian democracy from Solon to Pericles

Illustration (p. 82)

The Pnyx, photographed from the north; the bema (speakers’ platform) can be seen in the middle of the far side. The Pnyx is a huge semicircular terrace built

on the slopes of a hill, about 500 yards or 460 meters due west of the Acropolis. (Photo: Alison Frantz, American School of Classical Studies at Athens.)

Caption Under Illustration

They hurry to the Pnyx in order to be present at the Assembly on time.

For τὴν Πύκνα , ἵνα , and τὴν ἐκκλησίᾱν, students should consult the vocabulary list. The purpose clause with the subjunctive should cause no problem, but be sure to point it out.

The Subju nctiv e This chapter formally introduces the forms and uses of the subjunctive. The following information about the uses of the subjunctive is presented in this and subsequent chapters: Chapter 21: Grammar 3, pp. 89–90: hortatory, deliberative questions, prohibitions, purpose, conditional clauses Chapter 22: Grammar 1, pp. 107–8: clauses of fearing; Grammar 2, p. 110: indefinite or general clauses (relative, temporal, and conditional) Chapter 25: Grammar 3, pp. 168–9 optional change of subjunctive to optative in subordinate clauses in secondary sequence Chapter 26: Grammar 1, pp. 190–2: conditional clauses Chapter 30: Grammar 1, pp. 313–316: optional change of subjunctive to optative in subordinate clauses in indirect statement

II - 3 8



2 1   Η Ε Κ Κ Λ Η Σ Ι Α ( α ) II - 3 9

Vocabula ry Note that the verb ἀγορεύω is used only in the present and imperfect in Attic Greek in uncompounded forms, and thus we give only the present form in the vocabulary list. Note that the stem vowel of θυˉ΄ω is long in the first three principal parts and short in the others, just as with λυˉ΄ω. We give the singular πρέσβυς (poetic for πρεσβύτης) because it is used in the selections from the Acharnians in Chapter 30 (line 67). For the genitive πρέσβεως, compare πόλεως (see Book I, Chapter 9, Grammar 3). The plural πρέσβεις is declined like πόλις in the plural (see Book I, Chapter 9, Grammar 3). ἐαˉ΄ν and ἵνα: when going over the vocabulary before teaching the story, be sure to point out to students that these words will be found with the subjunctive. Remind them that subjunctive forms usually contain long vowels (η or ω) and are therefore very easy to recognize. Inform them that the subjunctive is also used in some types of main clauses, not introduced by subordinating conjuncˉ΄ν and ἵνα. Let them know that in tions such as ἐα story 21α most verbs in the subjunctive will be translated in the glosses. ˉ΄ν with the subjunctive in conditional For ἐα clauses, see Grammar 3e in this chapter and Grammar 2 in Chapter 22. For ἵνα (or ὅπως or ὡς) with the subjunctive in purpose clauses, see Grammar 3d.

Teaching the New Gr amma r in the Story The following subjunctive forms occur in passage α: σπεύδωμεν (2, hortatory), ἀκούωμεν (8, purpose), ποιησώμεθα . . . σώσωμεν (10–11, delib�τε (17, future more vivid condition), erative), ἀφη ἀφω�μεν . . . ποιησώμεθα (18–19, deliberative), σπεύδωμεν (21, hortatory), παρω�μεν (22, pur�σιν (29, purpose). pose), and ὠ Translations in the glosses will help students with some of these new forms; they should be carefully reviewed after students have studied grammar sections 1–3, and students should identify each subjunctive usage. Passage α offers opportunities for review of some forms of ἵστημι and its compounds: 1, 13, and 20. There are also opportunities to review the �τε (17, new aorist verbs ἀφι΄ˉημι and ἐφι΄ˉημι: ἀφη

subjunctive form), ἀφῑέναι (17, familiar present �μεν (18, new aorist subjunctive), infinitive), ἀφω and ἐφι΄ˉεσαν (21, familiar imperfect indicative). Some students may be struck by the similarity �μεν (18) and παρω�μεν (22); the former of ἀφω is ἀπο- + the aorist subjunctive of ῞ˉι ημι, namely, ὥμεν, while the latter is παρα- + the present sub�μεν. After students have junctive of εἰμί, namely, ὠ studied Grammar 4, have them come back and analyze these forms here. The various uses of the subjunctive (and optative) will become increasingly evident. However, it is worth noting that a mood that is certainly not the indicative is used in English. For examples, see the Oxford English Grammar (1996).

Tr anslation

Lines 1–11 A little later (later by not much) Dicaeopolis, having stood up, said to Philip, “Stand up, son; (for) it is time to go. So let us immediately hurry to the city.” Then having set out, they soon met many farmers journeying to Athens. So Dicaeopolis, having approached an old man, who was walking near him, asked why (because of what) so many people were hurrying to Athens. And he said, “What do you say, my good man? Do you not know this, that today there will be an Assembly? So we are all hurrying to the city for this reason, to (in order to) hear the speakers in the Assembly. For very great matters lie before the people about which it is necessary to deliberate.” And Dicaeopolis (asked), “ What things (issues) lie before the people, old man?” And he (replied), “But who does not know this, that we must deliberate whether we are to make war against the Peloponnesians or preserve the peace?”

[πολλῳ � (1): provide help as necessary with this dative of degree of difference, by much. ὠ� ἄνθρωπε (6): this is a rather disparaging form of address, thus our my good man. ἀ�ρα του� το ἀγνοει�ς, ὅτι . . . (6) and τούτου ἕνεκα, ἵνα . . . (7): Greek frequently uses demonstratives that anticipate a following clause; we use them much more sparingly in English, and they can sometimes be omitted in translation.]

Lines 12–22 But Dicaeopolis (said), “But what happened (that is) new/what new (thing) happened? For the

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Peloponnesians have long been hostile, but we did not get into a war but the treaty remains. So why is it now necessary to decide about war?” And the old man replied, “Are you ignorant of this also, that the Spartans lately sent ambassadors, who said this, ‘The Spartans want the peace to remain (be); and there will be peace, if you let the Greeks go free (independent)’? So they are telling us to give up our empire. So it is necessary to deliberate this, whether we are to give up our empire or make war against the Peloponnesians.” And Dicaeopolis said, “Zeus, that’s it (this is that). For now I understand why the Corinthians, having got into a rage, were throwing stones at us, having learned that we were Athenians. But let’s hurry, son, so that we may be present on time.”

[αἱ σπονδαί (13): this refers to the Thirty Years’ Peace, made between Athens and Sparta in 446 bc; it terminated the First Peloponnesian War and was the basis of all negotiations until the great Peloponnesian War broke out. In demanding that the Athenians give up their empire, the Spartans were in fact contravening the terms of this peace, since both sides undertook not to interfere in the other’s sphere of influence and to submit disagreements to the arbitration of a third party. Λακεδαιμόνιοι βούλονται . . . ἀφη�τε (16– 17): this was the final Spartan ultimatum to Athens, following a flurry of diplomatic activity (see Thucydides 1.139). ἀφη�τε (17): note the accent of the aorist subjunctive forms of ῞ˉι ημι in compounds.]

Lines 23–35 Then they hurried on at once and, arriving at the gates, ran to the Pnyx. There the people were already gathering, and countless were present, waiting for the presidents. Soon the presidents and the chairman and the other councilors, having come in, were sitting down. Then those present became silent (ingressive aorist), and the priest, having approached the altar, sacrificed the victim and prayed to the gods, that they might be kindly to the people. Then the chairman told the herald to read the motion for deliberation. And the herald, having read the motion for deliberation, asked the people whether they wanted (it seemed good) to vote straightway or to deliberate concerning the matter first. And the people voted, showing that all wanted to deliberate concerning the matter, since it was so important (great). Then the herald said,

Book II

“Who wishes to speak?” And many of the speakers, coming to the platform, were speaking, some saying that it was necessary to make war, others that nothing must stand (be) in the way of peace.

[For the Pnyx and the procedure at the Assembly, see the essay in Chapter 22 (pp. 113–115); we have a presentation of the Assembly in action in the opening scene of Aristophanes’ Acharnians at the end of this book (see Chapter 30α and β). “τίς ἀγορεύειν βούλεται;” (32–3): this question, put by the herald, was the customary way of opening a debate. ῥητόρων (33): this is the word used to describe those who regularly addressed the Assembly. The last sentence of this section is adapted from Thucydides 1.139 and leads into the speech of Pericles (Thucydides 1.140–144), which provides the reading for the second part of this chapter.]

Pr incipal Pa rts Notes:

Wor d Stu dy 1. anthropology: ὁ ἄνθρωπος + ὁ λόγος, -λογίᾱ: the study of mankind (coined 1593, but ἀνθρωπολογέω occurs in Philo 1.282 [Quod deus sit immutabilis 65], first century ad). 2. philanthropy: φιλέω + ὁ ἄνθρωπος; ἡ φιλανθρωπίᾱ: love of mankind, benevolence. 3. anthropomorphous: ὁ ἄνθρωπος + ἡ μορφή, shape; ἀνθρωπόμορφος, -ον: of human shape. 4. anthropophagous: ὁ ἄνθρωπος + φαγ- (cf. ἔφαγον, I ate); ἀνθρωπόφαγος, -ον: man-eating. 5. misanthrope: τὸ μι�σος (μῑσέω, I hate) + ὁ ἄνθρωπος; μῑσάνθρωπος, -ον: a hater of mankind. 6. pithecanthropus: ὁ πίθηκος + ὁ ἄνθρωπος: an ape-man (coined by Haeckel in 1876 to describe the missing link between ape and man).

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

ἐκκλησίᾱ: ecclesiastic, ecclesiastical πρέσβυς; presbyter, presbytery, priest, priestess, priesthood, priestly



2 1   Η Ε Κ Κ Λ Η Σ Ι Α ( α ) II - 4 1

ῥήτωρ: rhetoric, rhetorical, rhetorician μῡρίοι: myriad νέος: neoclassicism, neocolonialism, neocon, neocon-

servatism, neocortex, Neo-Darwinism, neodymium, neo-expressionism, neofascism, Neo-Freudian, Neogaea, neogenesis, neoimpressionism, Neo-Lamarckism, neoliberalism, neolith, Neolithic, neologism, neology, Neo-Malthusianism, neomycin, neon, neonatal, neonate, neo-Nazi, neo-orthodoxy, Neo-Pagan, Neo-­Paganism, neophyte, neoplasm, Neo-Platonism, neoprene, Neo-Scholasticism, neostigmine, Neo-Surrealism, neotectonics, neoteny, neoteric, Neotropics, neotype περί: see list with Chapter 7α

Gr eek Wisdom Heraclitus 83 Diels

Tr anslation The wisest of men will seem (to be) an ape/monkey in comparison with God in wisdom, beauty, and all other things.

Gr amma r 1 For the subjunctives of δύναμαι, κει�μαι, and ἐπίσταμαι, refer students to Forms, pp. 346–47.

Gr amma r 2 Be sure students do not confuse the sigmatic 1st aorist subjunctive forms with future forms; there is no future subjunctive. The form λυˉ΄σω could be either aorist subjunctive or future indicative, but all the other forms are clearly marked as subjunctive by the long vowels ω and η.

Gr eek Wisdom Heraclitus 44 Diels

Tr anslation One should fight for the law just as for the city wall.

✒ ✒ Ex ercise 21α We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

Gr amma r 3 Occurrences and uses of the subjunctive in passage α are listed under “Teaching the New Grammar in the Story” above. These should be reviewed with students after studying Grammar 3. For the subjunctive in conditional clauses, see Chapter 26, Grammar 1, p. 190.

✒ ✒ Ex ercise 21β 1. λυˉ΄ωμεν 2. λυˉ΄σͺη 3. τῑμᾳ� 4. δηλω �μεν 5. λυˉ΄ωνται 6. λυˉ΄σωμαι 7. λάβω/ λάβωσι(ν) 8. ἕλωνται 9. γένηται 10. φιλήσͺης 11. μαχώμεθα 12. ἀποθάνͺη 13. ἴδητε 14. βουλεύσηται 15. εὔξηται 16. λυθω �σι(ν) � 17. γραφͺη 18. βάλωμεν 19. τῑμηθͺη �ς 20. ἀφικώμεθα 21. φανω �σι(ν)

✒ ✒ Ex ercise 21γ 1. Stop, friends; let us consider what we should �μεν: hortatory, ποιήσωμεν: do. σκοπω deliberative. 2. Are we to return home or stay in the mountains? ἐπανέλθωμεν, μένωμεν: deliberative. 3. Since evening is falling, let us not stay in the mountains, but let us hurry home. μὴ μένωμεν, σπεύδωμεν: hortatory. 4. How are we to reach (arrive) home? For we do not know the way. ἀφικώμεθα: deliberative. 5. Look, we can ask that shepherd what road we should take. ἑλώμεθα: deliberative. 6. Don’t run away, old man, but tell us which road leads to the city. μὴ ἀποφύγͺης: prohibition or negative command. 7. Don’t set out to that place now; for you won’t arrive before night. μὴ ὁρμήσητε: prohibition or negative command.

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8. What are we to do, friends? For the shepherd says that we cannot arrive before night. ποιω�μεν: deliberative. 9. Having gone down into the plain, let us look �μεν: horfor a house so that we may rest, ζητω tatory, ἀναπαυώμεθα: purpose. 10. And when day comes, let us set out at once. ὁρμήσωμεν: hortatory. In nos. 1 and 5 be sure that students who have had Latin do not confuse the use of the subjunctive here with the use of the subjunctive in indirect questions in Latin.

✒ ✒ Ex ercise 21δ 1. οἱ 2. 3. 4. 5.

Ἀθηναι�οι βουλεύονται πότερον πόλεμον ποιήσωνται πρὸς τοὺς Πελοποννησίους. πρὸς τὸ ἄστυ σπεύδωμεν καὶ τω� ν ῥητόρων ἀκούωμεν. πότερον τοι�ς πολεμίοις εἴξωμεν ἢ τὴν πόλιν σώσωμεν; μὴ ἀκούσητε τω� ν πρέσβεων· οὐ γὰρ λέγουσι τὰ ἀληθη�. εὐθὺς αὐτοὺς ἀποπέμψωμεν.

Book II

The Athenian Democracy Illustration (p. 92) Acropolis of Athens. (Photo: Alison Frantz, American School of Classical Studies at Athens.) For further reading, see Civilization of the Ancient Mediterranean, Vol. I, pp. 451–455 and 463–478; The World of Athens, pp. 12–15, 23–24; and The Oxford History of the Classical World, pp. 31–35 and 136–141. Illustration (p. 93) The two ostraka on the right appear to have been written by the same hand! (American School of Classical Studies, Agora Excavation) Illustration (p. 94) In this model of the west side of the agora, the round tholos, the home of the prytaneis, is on the left, the old and new Council chambers are immediately to its right, the two winged stoas are right of center and on the hill above is the temple of Hephaestus. All these buildings date from the fifth century bc but the buildings in the foreground were added in the Roman era. (American School of Classical Studies, Agora Excavation)

h Η ΕΚΚΛΗΣΙΑ (β)

Vocabula ry

now (both formerly and now are plotting against us). For in the treaty it was (had been) stated that we must give and accept arbitration of (our) differences, and that each side (each of the two) should keep what we hold; but now they did not ask for arbitration themselves nor do they accept (arbitration) when we offer it, but they want to settle their complaints by war rather than by words. For they impose many other conditions (things) on us and these last (envoys), having arrived, tell us to let the Greeks go free. So I advise you not to yield at all but to preserve the empire and prepare to go to war.

New usage of preposition: κατά + acc., of time, at: κατ ’ ἐκει�νον τὸν χρόνον (1).

Spelling In this reading and in the passage from Thucydides at the end of the chapter, we use the Thucydidean spellings that are described on p. 96 of the student’s book. In reading 21β, words with such spellings will be found in lines 2, 3, 5, 9, 12, 19, 20, 22, 25, and 29.

Teaching the New Gr amma r in the Story Call attention to the subjunctives καταστω �μεν (12) and ἴωσιν (19). Focus students’ attention primarily on translation of the passage itself, which, adapted from Thucydides, is somewhat more difficult than the previous stories.

Tr anslation

Lines 1–11 And finally Pericles, the (son) of Xanthippus, the leading (first) man at Athens (of the Athenians) at that time and the most capable in words and action (to speak and act), having come forward, gave this advice (advised things of this sort): “I always cling to the same opinion, Athenians, not to yield to the Peloponnesians. For it is clear that the Spartans have plotted against us before and are doing so

[ἐν . . . ται�ς ξυνθήκαις (5): the Thirty Years’ Peace (446 bc). εἴρητο (5): this is a classic example of the difference between Greek and English tense usage; Greek uses the pluperfect to stress that the provisions of the treaty were fixed and unchangeable, while the English idiom is to use a simple past. Word glossed earlier in the chapter: αὐτονόμους (10), independent, free. μηδὲν εἴκειν (10): μηδέν is an adverbial accusative.]

Lines 12–18

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“And if we get into war, we will have military resources (the things of war) no weaker (than theirs); listen and learn (listening, learn); for the Peloponnesians are farmers, and they have money neither privately nor in their treasury. And people of this sort can neither man (fill) ships nor send out infantry armies often; for they are unwilling

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to be away from their farms for a long time, and it is necessary (for them) to contribute (bring in) money from their own (private property). So in one battle the Peloponnesians and their allies are capable of holding out against all the Greeks, but they are incapable of conducting (making) a long war against us.

[τὰ του� πολέμου (12): for this use of the article with the genitive, see Book I, Chapter 9, Grammar 6c.]

Lines 19–22 “For we rule the sea. And if they come against our land on foot, we will sail against theirs. For sea power is a great thing. For we live in a city like an island, which no enemy can take. So it is necessary to give up our land and houses and guard the sea and the city.

Lines 23–26 “And now let us send away (these ambassadors), answering them that we will let the cities (of our empire) go free, if they too give up the cities they hold subject, and that we are willing to submit to arbitration in accordance with the treaty, and that we will not start a war, but if they start one, we will defend ourselves.

[τούτοις (23): dative of indirect object with ἀποκρῑνάμενοι. Word glossed earlier in the chapter: αὐτονόμους (23), independent, free.]

Lines 28–32 “You must understand this, that war is inevitable (it is necessary to go to war), and that from the greatest dangers come (result) the greatest honors both for the city and for the individual (the private person). Your fathers drove off the barbarians and led the city forward to its present power, and you must not become worse men than they but must defend yourselves against your enemies in every way and pass on the city to your descendants no less powerful (smaller).”

Lines 33–36 So Pericles said this (such things), and the Athenians, thinking that he had given the best advice,

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voted for what he was ordering and answered the ambassadors point by point as he had told (them) (had explained). And the ambassadors departed for home and were no longer coming as ambassadors after this (later).

[Compound verb to be deduced: ἀπεχώρησαν (35).]

Pr incipal Pa rts Notes:

Wor d Bu ilding 1. ἡ δίκη; root word = custom; right; judgment; lawsuit; penalty. δίκαιος; δικα- + -ιος = just. ἡ δικαιοσύνη; δικαιο- + -σύνη = justice. ἄδικος; ἀ-privative + δικ- + -ος = unjust. ἀδικέω; ἀδικέ-ω = I commit injustice, do wrong; I wrong, injure ἀδίκημα; ἀδίκη-μα = injustice; wicked deed. 2. βουλή; primitive noun from root βουλ- (βούλ-ομαι); = will; counsel; plan; the Council. βουλεύω; βουλ- + -εύω; = I take counsel; deliberate; I am a member of the Council. βουλευτής; βουλευ- + -τής = councilor. βούλευμα; βουλευ- + -μα = resolution, decision. προβουλεύω; προ- + βουλεύω = I deliberate beforehand, frame a προβούλευμα . προβούλευμα; προ- + βούλευμα = preliminary decree of the Council.

English Der ivativ es from Wor ds in the Vocabu la ry List

ἄρχω (ὁ ἀρχός , leader, chief; ὁ ἄρχων, ἄρχοντος , ruler, commander): anarchist, anarchy,

archon, gynarchy, heptarchy, hierarchy, matriarch, matriarchal, matriarchy, monarch, monarchic, monarchism, monarchist, monarchy, oligarch, oligarchic, oligarchy, patriarch, patriarchal, patriarchy, tetrarch, tetrarchy, thearchy δίκη: syndic, syndicalism, syndicate δύναμις: see list for δύναμαι with Chapter 16α



2 1   Η Ε Κ Κ Λ Η Σ Ι Α ( β ) II - 4 5

ἰδιώτης (ἴδιος, -ᾱ, -ον, one’s own; private; per-

sonal): idioblast, idiocy, idiographic, idiolect, idiom, idiomatic, idiopathic, idiopathy, idiosyncrasy, idiot, idiotic, idiot-proof, idiot savant, idiotype τρόπος: geotropism, heliotrope, heliotropism, orthotropism, phototrope, subtropical, thermotropism, trope, trophy, tropic, tropical, tropism, tropistic, tropological tropology, tropophyte, troposphere ὅμοιος (ὅμος, -η, -ον, same): homeobox gene, homeo­ morphism, homeopathy, homeostasis, homeotherm, homocentric, homocercal, homochromatic, homocysteine, homoecious, homoerotic, homoeroticism, homogametic, homogamous, homogenate, homogeneous, homogenize, homogenous, homogeny, homograft, homograph, Homoiousian, homolecithal, homologate, homological, homologize, homologous, homolographic, homologue, homology, homomorphism, homonym, homonymous, Homoousian, homophile, homophobia, homophone, homophyly, homoplastic, homopteran, homopterous, homosexual, homosexuality, homotaxis, homothallic, homozygosis, homozygous χρόνιος: see list for χρόνος with Chapter 1β κατά: see list with Chapter 5α

Gr amma r 4 Notes:

✒ ✒ Ex ercise 21ε We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 21ζ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Aorist passive, 1st plural Present active, 2nd plural Aorist active, 2nd singular Present active, 3rd singular or present middle, 2nd singular or present passive, 2nd singular Aorist middle, 1st plural Present middle, 2nd plural or present passive, 2nd plural Present active, 3rd plural Aorist passive, 2nd singular Aorist active, 1st singular Aorist active, 2nd singular Aorist middle, 1st plural

12. Present active, 3rd singular or present middle, 2nd singular or present passive, 2nd singular 13. Aorist active, 3rd singular of ῞ˉι ημι or aorist middle, 2nd singular of ῞ˉι ημι 14. Present active, 3rd plural of ˉ῞ι ημι 15. Aorist passive, 3rd singular of ῞ˉι ημι

✒ ✒ Ex ercise 21η 1. Let us not stay at home but let us hurry to the city so that we may be present/to be present at the assembly. μένωμεν, ῾ˉι ώμεθα: hortatory, παρω�μεν: purpose. 2. Let us go to the Pnyx so that we may hear/to hear the speakers discussing what we are to do. ἴωμεν: hortatory, ἀκούωμεν: purpose, ποιήσωμεν: deliberative. 3. For the Peloponnesians have sent ambassadors to say that there will be war unless we give �μεν: conditional clause. up our empire. ἀφω 4. Pericles says, “Don’t give up the empire.” μὴ ἀφη�τε: prohibition or negative command. 5. So what are we to do? Are we to give up the empire or get into a war? ποιήσωμεν, ἀφω�μεν, καταστω�μεν: deliberative. 6. Let us put down our water jars and hurry to �μεν, the field to look for the dog. καταθω σπεύδωμεν: hortatory, ζητω�μεν: purpose. 7. Let us give a beautiful gift to the girl who �μεν: hortatory. found the dog. δω 8. Don’t show the road to the stranger; for he is telling lies. μὴ δείξͺης: prohibition or negative command. 9. Listen, boy, so that you may understand what �ς: purpose. the teacher is saying. συνῑͺη 10. Don’t open the gates, guards; for the enemy �τε: prohibition or are approaching. μὴ ἀνοιξη negative command.

✒ ✒ Ex ercise 21θ 1. ἐα ˉ`ν ἀργύριον ἡμι�ν δω� τε, ὠ� φίλοι, ῾υˉμι�ν συλληψόμεθα. �μεν καὶ τὸ ἱερει�ον θεωρήσωμεν. 2. στω � θεῳ� 3. πρὸς τὸ ἱερει�ον ἴωμεν ἵνα ἄγαλμα τῳ ἀναθω�μεν. �ρα τῳ� ἱερει� δείξωμεν τὸ ἄγαλμα ὃ 4. ἀ δώσειν μέλλομεν; � ν Περσω� ν ἀποστω�μεν καὶ 5. ἀπὸ τω

εὐθὺς πλεύσωμεν ὅπως τοι�ς Ἕλλησι βοηθήσωμεν.

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ΟΙ ΑΥΤΟΥΡΓΟΙ ΑΝΙΣΤΑΝΤΑΙ Title: “The Farmers A re Forced to Move” Help students deduce the meaning of ἀνίστανται, here used in a very specific sense of being compelled to get up and move from one’s usual place of residence: “are forced to move.”

Illustration (p. 102) This terracotta group of a ploughman with his yoke of oxen dates from the late sixth century and was made in Boeotia. (Paris, Musée Du Louvre) Tr anslation

Lines 1–10 The Athenians were obeying Pericles and were bringing in (to the city) from the country (their) children and wives and besides them the equipment (literally, the other equipment; see below) that they were using at home; the flocks and beasts of burden they sent to Euboea and the islands lying nearby. The forced move was difficult for them, because the majority were always accustomed to living in the country. And they were distressed while leaving their houses and temples, and being about to change their way of life. And when they arrived at the city, only a few had houses ready for them (for some few there were houses ready); but the majority lived in the deserted parts of the city and the temples. And many set up house even in the towers on (of) the walls and as each was able anywhere. For the city was not large enough for them when they came together, but later they inhabited the Long Walls and the greater part of the Piraeus.

[τὴν ἄλλην κατασκευὴν (2): not the other equipment but besides them the equipment that . . . ἐρη�μα (7): so accented in Thucydides, instead of the usual Attic ἔρημα.]

✒ ✒ Ex ercise 21ι 1. τω �ν

πολεμίων εἰς τὴν Ἀττικὴν προχωρούντων, τῳ� Περικλει� πειθόμενοι πάντες πρὸς τὸ ἄστυ ἤλθομεν.

Book II

2. μάλα

ἐβαρῡνόμεθα τοὺς οἴκους καταλιπόντες. 3. ἐπεὶ εἰς τὸ ἄστυ ἀφῑκόμεθα , οὐδεὶς οἰ�κος/ οὐδεμία οἴκησις ἡμι�ν ὑπη�ρχεν. � τον μὲν οὐ�ν ἐν πύργῳ τινὶ ᾠκου�μεν/ 4. πρω ᾠκήσαμεν, ὕστερον δὲ κατεσκευασάμεθα ἐγγὺς τω� ν μακρω� ν τειχω� ν. 5. ἐπεὶ δὲ οἱ πολέμιοι ἀνεχώρησαν, (ἡμει�ς) εἰς τοὺς οἴκους ἐπανήλθομεν. Cl assica l Gr eek

The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Elegiac Poetry, Loeb Classical Library Vol. 258, translated by Douglas Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 124–125 for fragment 9.

Illustration (p. 104) This bust of Solon dates from long after his death. It is doubtless an imagined image rather than an authentic portrait. Tr anslation From a cloud comes the might of snow and hail, and thunder comes from the bright lightning; and a city perishes from great men, and the people fall under the slavery of a monarch through its folly. If you raise (a man) too high, it is not easy to restrain (him) later, but one should think about all (these) things now.

[ἐξα ˉ΄ραντ(α): accusative subject of the infinitive κατασχει�ν; the accusative-infinitive phrase is subject of οὐ ῥᾴδιόν ἐστι, literally, (for someone) who has raised (a man) too high to restrain (him) later is not easy = if you raise (a man) too high it is not easy to restrain (him) later.]

New Testa m ent Gr eek Tr anslation Nicodemus says to him, “How is a man able to be born, being old? He is not able to go into the womb



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of his mother a second time and be born, is he?” Jesus answered, “Verily verily I say to you, if someone is not/unless someone is born from water and spirit, he is not able to enter into the kingdom of

God. That which has been born from flesh is flesh, and that which has been born from spirit is spirit. Don’t be amazed that I said to you ‘It is necessary that you be born from above/anew’.”

h 22 Η ΑΝΑΣΤΑΣΙΣ (α)

Caption Under Illustration

Title: “The R emoval” The noun and the related verb ἀνίσταμαι are given in the vocabulary list.

Pur poses of This Ch apter 1. Reading: (α) to bring Dicaeopolis and Philip home (at long last!) with Philip’s sight restored but with the bad news of the momentous decisions made in the Assembly and the necessity to move into the city before the Peloponnesians invade in the spring; (β) to describe the family’s preparations for the removal, their journey to the city, and the final diplomatic moves prior to the invasion of Attica; and in the final reading to describe the plague that struck Athens when the Peloponnesians invaded Attica the second time in 430 bc 2. Grammar: (α) to present further uses of the subjunctive (in clauses of fearing and in indefinite or general clauses); (β) to describe the structures used in indirect statements with ὅτι and ὡς and in indirect questions 3. Context: to present a sketch of Athenian political institutions at the time of the outbreak of the Peloponnesian War

Illustration (p. 105) This red-figure stamnos in the British Museum (ca. 500 bc) shows a farewell scene, which was a common subject for vase painting of this period. Often the departing warrior is shown taking the omens.

I am afraid that we will (may) soon get into war; for the young man is saying goodbye to his father and wife.

Encourage students to find a satisfactory translation of the clause of fearing after φοβου�μαι. Ask “ What is the speaker afraid of?” Then explain briefly that Greek introduces a fear that something will happen with the word μή (the hope that it will not happen) and that something will not happen with the words μή and οὐ. Be sure students rec�μεν is in the subognize that the verb καταστω junctive. The first part of the caption recurs in lines 10–11 of passage α.

Vocabula ry Conjugation of  λούω: the rule here is that the υ of the stem drops before a short vowel of the ending, and the ο contracts with that short vowel. The same happens in the imperfect, giving ἔλουν, etc. Have your students compare the present and imperfect of δηλόω. ὅστις and ἐπειδαˉ΄ν: call students’ attention to the information on the use of these words in indefinite or general clauses (whoever . . .; whenever . . .). This will lead them to correct translation of the sentences using these words in the story. It cannot be determined with certainty ˉ΄ν is long or short; Liddell whether the α of ἐπειδα and Scott remark that it is probably long, and we mark it with a macron. πρίν: this word does not occur in passage α, but examples of its use are given in Grammar 2.

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Students should note carefully how it is used. It is used with the infinitive in 22β:25.

Spelling In the α and β readings we return to the regular Attic spellings (e.g., εἰς, Μέλιττα), associated from the beginning of the course with the language of Dicaeopolis and his family. In the passage adapted from Thucydides in 22β and in the reading from Thucydides at the end of the chapter we retain his spellings (e.g., ἐς instead of εἰς).

Teaching the New Gr amma r in the Story The first paragraph provides opportunity to review the use of the subjunctive in hortatory clauses (οἴκαδε σπεύδωμεν, 2) and purpose clauses (ἵνα . . . ἐξηγώμεθα, 2–3). Examples of the new grammar in the chapter are found in the second and third paragraphs: Clauses of fearing: 10–11 and 22 Indefinite or general clauses: 12–13, 19, and 20–1 The first clause of fearing (10–11) repeats the first clause of the caption under the illustration on the opposite page; let students work out their own translations of the second clause of fearing (22), introduced by οὐδεὶς κίνδῡνος ἔσται. If students have paid attention in the vocabˉ΄ν ulary entries to the use of ὅστις ἄν and ἐπειδα in indefinite or general clauses, they should have no trouble translating the clauses in which these words are used in the story (12–13, 19, and 20–1).

Tr anslation

Lines 1–8 When the Assembly had ended and the citizens were going away, Dicaeopolis said, “Come on, son; let’s hurry home to tell (so that we may tell) your mother all that has happened.” So they were journeying very quickly, and when night had already fallen they arrived home. When Dicaeopolis had knocked on the door, out came Myrrhine, and, seeing Philip sound (being healthy) and no longer blind (seeing), she was embracing him and burst into tears (ingressive aorist) of joy (rejoicing began to weep). And when, having come in, they had washed and eaten dinner, Philip related all the things that had happened on the journey and at the

sanctuary of Asclepius; and she was listening happily (enjoying listening).

Lines 9–17 And Dicaeopolis related all that they had heard the speakers saying in the Assembly. “So thus,” he said, “I am afraid that we will (may) soon get into war. And obeying Pericles we must prepare everything to move to the city; for when(ever) the Peloponnesians invade Attica, it will be necessary, having left our home, to move to Athens.” But Myrrhine said, “Alas, what are you saying, husband? For how will we be able to leave our home and sheep and oxen? And if we move (having moved) to Athens, where indeed will we live? For there is no dwelling ready for us in the city. But it is not possible to do these things.”

[ἀναστάντες (15): the circumstantial participle may be translated with conditional force here: if we move.]

Lines 18–24 And Dicaeopolis (replied), “But it will be necessary to do these things for the following reasons (because of these things); for when(ever) the Peloponnesians invade the land, we will not be able to stand up against them in battle since they are so many (being so many); so that whoever stays outside the walls will be killed by the enemy; but if we come together in(to) the city, we will all be safe, and there will be no danger that the enemy will hurt us, if/provided we give up (having given up) our land and homes and keep guard (keeping guard) of the sea and the city.”

[Notice the translations of the circumstantial participles in this paragraph: τοσούτοις οἰ�σιν (20), since they are so many (causal); συνελθόντες . . . εἰς τὴν πόλιν (21), if we gather in(to) the city � ν ἀφέντας . . . δὲ . . . (conditional); τὴν μὲν γη ἔχοντας (23–4), if/provided we give up . . . and keep (conditional).]

Pr incipal Pa rts Verbs with liquid ( λ , p) and nasal stems (ν) are given in this and the next two groups of principal parts. Note the different form of the stem of βάλλω in the perfects and aorist passive.

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Book II

The following meanings of the various forms of φαίνω may be noted. The 2nd future passive φανήσομαι means I will appear/seem; the future middle φανου�μαι may mean either I will show or I will appear/seem. The 2nd perfect active πέφηνα means I have appeared. A 1st perfect active form πέφαγκα, I have shown, is rare in Attic. A 1st aorist passive ἐφάνθην, I was shown, is rare in prose. Since these forms are rare, they are not included in our lists of principal parts. For the use of φαίνομαι, etc., with infinitives and participles, see Chapter 20, Grammar 3c, p. 77.

4. The old man was grieving, fearing he would (might) never return. 5. I am afraid the guards will (may) not wish/be willing to open the gates. 6. The slaves were fearing their master would (might) be angry with them. 7. We are not afraid to stay outside the walls. 8. The children were fearing to tell the truth. 9. Fearing to return by night, the farmers were staying in the city. 10. The captain was fearing that the storm would (might) destroy his ship.

Wor d Stu dy

✒ ✒ Ex ercise 22 β

1. mathematics: τὰ μαθηματικά = the things suitable for learning; mathematics (since the Greek thinkers considered that mathematics was the pattern of rational learning). 2. arithmetic: ἡ ἀριθμητική (τέχνη) = the skill or science concerned with numbers (ὁ ἀριθμός). 3. geometry: ἡ γεωμετρίᾱ = land measurement, surveying; then geometry. 4. physics: τὰ φυσικά = things concerned with nature, physics (ἡ φύσις , nature). 5. biology: ὁ βίος + ὁ λόγος, -λογίᾱ = the study of life (coined 1813; Longinus, third century ad, has τὰ βιολογούμενα = incidents sketched from life, but the Greeks did not have a name for a branch of science corresponding to biology). �ον, living creature, animal (cf. 6. zoology: τὸ ζῳ ζάω) + -λογίᾱ = the study of living creatures; coined 1669.

1. φοβου�μαι μὴ ἐν καιρῳ � οὐκ ἀφικώμεθα εἰς τὴν πόλιν. 2. κίνδῡνός ἐστι μὴ οἱ πολέμιοι δι’ ὀλίγου εἰς τὴν γη� ν εἰσίωσιν. 3. πρὸς τὸ ἄστυ εὐθὺς ὡρμήσαμεν/ ὡρμησάμεθα, φοβούμενοι ἐν τοι�ς ἀγροι�ς μένειν. 4. οἱ αὐτουργοὶ ἐφοβου�ντο μὴ οἱ πολέμιοι τοὺς οἴκους διαφθείρωσιν. �ρ’ οὐ μα� λλον φοβει� οἴκαδε πλει�ν ἢ κατὰ 5. ἀ γη� ν ἰέναι;

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List None

Gr amma r 1 Notes:

✒ ✒ Ex ercise 22 α 1. Aren’t you afraid that we will (may) suffer some disaster (something bad)? 2. There is danger that a storm will (may) arise soon. 3. Although fearing that the removal will (may) be difficult, the wife obeys her husband.

Gr amma r 2 In this section we discuss relative, temporal, and conditional clauses, and it is important to make sure that students are familiar with these terms. The temporal conjunctions discussed here are “when(ever)” and “until.” Have students study the examples of definite and indefinite clauses on pp. 109–10 carefully. Note that we have provided two sentences introduced by ὅστις ἄν to point up the contrast between use of the present and the aorist subjunctive. Note that πρίν is usually used instead of ἔως when the main clause is negative in both the definite and indefinite patterns. Conditional sentences will be treated more fully in Chapter 26, Grammar 1, pp. 190–2. Be sure students learn the forms of ὅστις, as they will be expected to recognize them in future readings and use them in exercises.

✒ ✒ Ex ercise 22 γ 1. Whoever stays outside the walls will be in danger, ὅστις ἂν . . . μέν ͺη: indefinite relative.



2 2   Η Α Ν Α Σ Τ Α Σ Ι Σ ( α ) II - 5 1

ὅστις ἂν πρω� τος ἀφίκηται, δέξεται τὸ ἀργύριον.

2. Whenever the Assembly meets (takes place), ˉ`ν the citizens hurry to the Pnyx. ἐπειδα γένηται: indefinite temporal.

ἐπειδαˉ`ν οἱ πολέμιοι εἰς τὴν γη� ν εἰσβάλωσιν, πάντες εἰς τὸ ἄστυ συνερχόμεθα.

3. We will stay in the agora until the messenger returns. ἕως ἂν ἐπανέλθͺη: indefinite temporal.

οὐκ οἴκαδε ἐπάνιμεν πρὶν ἂν γένηται ἡ ἡμέρᾱ.

4. Don’t board the ship until the captain orders. πρὶν ἂν κελεύσͺη: indefinite temporal. μὴ ἀναβη� τε ἐπ ’ ἐκει�νο τὸ ὄρος πρὶν ἂν γένηται τὸ ἔαρ. 5. If the Peloponnesians (ever) come against our land on foot, we will sail against theirs with ˉ`ν . . . ἴωσιν: future more vivid our ships. ἐα conditional, indefinite in form. ἐαˉ`ν σπεύδωσιν οἱ αὐτουργοὶ εἰς τὸ ἄστυ, πάντες ἀσφαλει�ς ἔσονται. 6. Whatever the boys have, they are willing to give us all (of it) (the boys are willing to give us whatever they have). ὅσ᾽ ἂν ἔχωσιν: indefinite relative.

δει� ἡμα� ς ποιει�ν ὅσ᾽ ἂν κελεύͺη ὁ βασιλεύς.

7. When the farmer drove (had driven) the oxen into the field, he soon began to plow. ἐπειδὴ . . . εἰσήλασεν: definite temporal. ἐπειδὴ/ἐπεὶ/ὡς ὁ παι�ς εἰση� λθεν εἰς τὸν ἀγρόν, εὐθὺς τὸν πατέρα ἐκάλεσεν. 8. The shepherds will not pasture their sheep on the mountains until spring comes. πρὶν ἂν γένηται: indefinite temporal.

οἴκαδε οὐκ ὁρμησόμεθα πρὶν ἂν ὁ ποιμὴν τὴν ὁδὸν ἡμι�ν δηλοι�.

9. Whenever the master is away, the slaves stop � : indefinite temporal. working. ὅταν ἀπͺη ὅταν προσχωρͺη� /προσέλθͺη ὁ δεσπότης, οἱ δου�λοι ἀναστάντες ἐργάζονται. 10. You will get into danger, boys, if you do not do all that we advise. εἰ μὴ ποιήσετε: definite conditional ὅσ ’ ἂν παραινέσωμεν: indefinite relative. εἰ μή μου ἀκούσεσθε, δεινὰ πείσεσθε. 11. These boys, who were helping their fathers, were working until night fell. οἳ . . . συνελάμβανον: definite relative, ἕως ἐγένετο: definite temporal.

12. If (ever) anyone drinks (of) this, he dies. ἐαˉ΄ν τις πίͺη: present general conditional, indefinite. 13. We will not go away until our father returns. πρὶν ἂν ἐπανέλθͺη: indefinite temporal. 14. The farmers did not return to the country until the enemy withdrew (had withdrawn) from Attica. πρὶν . . . ἀνεχώρησαν: definite temporal. 15. Don’t go away from the market place until you hear the messenger. πρὶν ἂν . . . ἀκούσητε: indefinite temporal. [Note the use of the future indicative in the ­sentences in no. 10, which express warnings.]

Athenian Democracy in Action For further reading, see Civilization of the Ancient Mediterranean, Vol. I, pp. 470–473; The World of Athens, pp. 200–230; and The Oxford History of the Classical World, pp. 136–141.

Map (p. 114)

JACT, Reading Greek, Text and Vocabulary 2nd ed. (Cambridge University Press), 92.

New Testa m ent Gr eek Tr anslation After this there was a festival of the Jews and Jesus went up into Jerusalem. And there is in Jerusalem at the sheep gate a pool, the one called in Hebrew Bethzatha having five porticoes. In these were lying a multitude of weak/sick, blind, lame, withered/paralyzed (people). There was a certain man there being (literally, having) thirty-eight years in his weakness/sickness. Jesus, seeing this (man) lying down and learning that he has been in his sickness for a long time now, says to him, “Do you wish to become well?” The sick man answered (to) him, “Sir, I do not have a man so that whenever the water is stirred up he may put me into the pool; and while I am going, another goes down before me.” Jesus says to him, “Get up; lift your cot and walk!” And immediately the man became well and lifted his cot and began to walk.

h Η ΑΝΑΣΤΑΣΙΣ (β)

Vocabula ry

brought out the wagon, put into it all that they could carry. And when all was ready, Dicaeopolis, having yoked the oxen, put the grandfather, who was grieving a lot, onto (the wagon). Finally Myrrhine and Melissa themselves got up (onto the wagon). So thus they went on their way, weeping and lamenting, afraid that they would never return.

Notes:

Teaching the New Gr amma r in the Story Review: genitive absolutes (8, 14, 21–2, and 26); ὥς + future participle to express purpose 3 and 6–7); purpose clauses (16 and 26); clauses of fearing (2 and 11); indefinite or general clauses (3–4 and 20). New: indirect statement (5), indirect ­question (16), and indirect statement (29). Indirect statements and questions of the sorts used here are already familiar to the students and will cause them no trouble in comprehending and translating the passage; they are formally treated in ­Grammar 3.

[ἐξαγαγόντες (8): compound verb to be deduced. εἰσέθεσαν (8): compound verb to be deduced. πολλὰ ὀδῡρόμενον (9): πολλά is adverbial accusative.

Lines 12–20 And the road was long and difficult. For they had to go along the wagon road, and they were meeting many farmers, who, hurrying to the city, were getting in one another’s way. And finally, as evening was already falling, they arrived at the gates, and entering with difficulty they stayed for the night in a shrine of a hero. The next day Dicaeopolis went to his brother to ask him if he could help in any way. But the brother was not able to receive them into his house as they were so many, but he showed him a tower, which would hold them all. So Dicaeopolis, having returned to his family, led them to the tower, in which they were going to live the whole time (throughout all) until the Peloponnesians might go away and they themselves might return to the country.

Tr anslation

Lines 1–11 After hearing this, Myrrhine, falling silent (ingressive aorist), was obeying her husband, although fearing that the removal would be difficult. So all winter they were preparing to move to Athens when the Peloponnesians might invade. And together with the beginning of spring, a messenger arrived from Athens saying that the Spartans and their allies were already gathering themselves at the Isthmus. And so Dicaeopolis sent Philip and Xanthias to take the sheep to Euboea. Then he himself and Myrrhine, having

[τὴν ἁμαξιτὸν (ὁδόν) (12): the road for wagons, as opposed to the footpaths and mule tracks, which would be more direct.

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ἐν ἡρῴῳ τινὶ (15): heroes were humans who

were worshiped after death for the services they had done for men in their lifetime, such as founding cities. Their cults were very common, and there must have been many shrines to them in the city. πύργον τινὰ (17–8): the city walls had towers at intervals, the ground floors of which provided shelter for the refugees. ἀπίοιεν . . . ἐπανίοιεν (20): these optatives will not be explained until the optative mood is introduced in the Grammar in Chapter 25. If you can, pass over these instances with the briefest possible comment.]

Lines 21–30 And meanwhile a herald arrived at Athens, Archidamus, king of the Spartans, having sent (him); but the Athenians did not admit him into the city or to the Council; for it was Pericles’ decision (judgment) not to admit a herald or (and) embassy when the Spartans were already campaigning; so they send him away before hearing (him) and were ordering (him) to be outside the boundaries that very day, and they send with him escorts, so that he would not meet anyone. And when he was at the boundaries and was about to part (from the escort), he began his journey after saying just this (so great a thing): “This day will be the beginning of great troubles for the Greeks.” And when he arrived at the (Peloponnesian) camp and Archidamus learned/realized that the ­A thenians would not yield at all, in this frame of mind (thus indeed), having set out with his army, he began to advance (inchoative/inceptive ­imperfect) into their land.

[κη � ρυξ (21): heralds were sacrosanct and could therefore travel through enemy territory unmolested. πω (29): this particle is common with a negative, e.g., οὔπω, not yet, but is rare in positive sentences; here it seems to mean at all. This paragraph is taken from Thucydides 2.12 with little change.]

Pr incipal Pa rts The uncompounded verb κρι΄ˉνω will be given in Chapter 25α; it is given here so that students may see where ἀποκρι΄ˉνομαι comes from.

Wor d Bu ilding 1. I do; action; act, affair, business; fit for action, active 2. I marshal, draw up in battle array; arrangement, position, order; division of soldiers; ordered; disordered, undisciplined 3. I confuse; confusion; freedom from confusion, calmness; without confusion, calm 4. I guard; guard; guarding, guard post

English Der ivativ es from Wor ds in the Vocabu la ry List

ζεύγνῡμι (τὸ ζευ�γμα, yoke): zeugma ἐκτός: ectocommensal, ectoderm, ectogenous,

ectomere, ectomorph, ectomorphic, ectoparasite, ectopia, ectopic pregnancy, ectoplasm, ectosarc, ectotherm, ectothermic

Gr amma r 3 After studying Grammar 3, have students look back through passage β and locate examples of indirect statements and questions in lines 5, 16, and 29–30.

✒ ✒ Ex ercise 22 δ 1. The father asked the girl where she came/had come from. Direct question: Where did you come from? 2. She, answering, said that she had come from the house and would soon return there. Direct statement: I came from the house, and I will soon return there. 3. The messenger said that the ambassadors were already approaching and would soon be present. Direct statement: The ambassadors are already approaching and will soon be present. 4. The slave said to his master that it was not possible to lift so large a stone. Direct statement: It is not possible to lift so large a stone. 5. But the slave said that if the master helped, he would be able to lift the stone. Direct statement: If you do not help me, I will not be able to lift the stone. 6. No one was unaware (not knowing) that the enemy would soon invade the land. Direct statement: The enemy will soon invade the land.

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7. Dicaeopolis said to his wife that they must remove to the city. Direct statement: We must remove to the city. 8. His wife asked where they would live when they removed to the city. Direct question: Where will we live when we remove to the city? 9. Dicaeopolis answered that when the enemy invaded, they would be safe in the city. Direct statement: When the enemy invades, we will be safe in the city. 10. And so his wife said that she would do whatever her husband ordered. Direct statement: I will do whatever you order.

Η ΝΟΣΟΣ Title: “The Plague” Encourage students to deduce the meaning of the title from the verb νοσέω, which they have had. Here, of course, the “sickness” is the plague.

Tr anslation

Lines 1–5 Immediately when summer was beginning, the Peloponnesians and their allies invaded Attica; and when they had been in Attica for a few (not many) days, the plague first began to fall on (happen to) the Athenians; they say that before this it had fallen upon many places, but that it had not been so terrible (so great) a plague nor had so many people died.

[ὄντων . . . πολλα ˉ`ς ἡμέρᾱς (2): help students with this idiomatic use of the present participle with an accusative of duration of time = when they had been . . .]

Lines 6–10 For neither were doctors able to help at first, as they were not familiar with the disease, but they themselves especially were dying in as much as they were also consorting especially with the sick, nor was any other human skill helping. The plague originated (began first), as they say, in (from) Ethiopia, south of (above) Egypt, and then it spread to (came down into) Egypt and the greater part of the (Persian) king’s land.

Book II

Lines 11–14 It fell on the city of the Athenians suddenly and at first took hold of men in the Piraeus; and later it reached even the upper city (i.e., Athens itself), and far more people were dying now. I will say what it was like, having had the plague myself and having myself seen others suffering (from it).

[Thucydides’ description of the plague that follows this passage is highly scientific (2.49–53). He uses contemporary medical terminology and describes the symptoms in such detail that doctors since his time have often tried to identify it (but have failed to agree). The most likely diagnosis is typhus fever; “Two doctors who read Thucydides’ account, with great experience of typhus, but innocent of all knowledge of the Athenian epidemic, said, ‘Typhus, of course’.” (See Gomme, Historical Commentary on Thucydides, Volume II, p. 153.) Thucydides not only describes the physical symptoms of the plague but goes on to discuss the psychological effects it had on the survivors and in particular the breakdown of traditional morality. Compound verb to be deduced: ἐσέπεσε (11).]

✒ ✒ Ex ercise 22 ε ˉ�ιᾱτροὶ τοι�ς νοσου�σι προσιέναι φοβου�νται. ὅστις γὰρ ἂν νοσου�ντος ἅπτηται, αὐτὸς εἰς τὴν νόσον έμπεσὼν ἀποθνͺήσκει. οἱ ˉ�ιᾱτροὶ εἰ�πον ὅτι οὐ δύνανται ὠφελει�ν, τὴν νόσον ἀγνοου�ντες. καίπερ φοβούμενοι μὴ ἐς τὴν νόσον ἐμπέσωμεν, ἐν τῳ� ἄστει δει� μένειν ἕως ἂν ἀπίωσιν οἱ πολέμιοι. ἐαˉ`ν δι’ ὀλίγου ἀπίωσιν, ἐς τοὺς ἀγροὺς σπεύσομεν ἵνα τὴν νόσον φύγωμεν.

1. οἱ 2. 3. 4. 5.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Elegiac Poetry, Loeb Classical Library Vol. 258, translated by Douglas Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pages 120–121 for fragment 5.



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Tr anslation For to the people I gave as much privilege as to be enough, neither taking from their honor nor giving too much; and (for those) who had power and were admired for their wealth, for them too I contrived that they should have (to have) nothing improper; I stood (firm), having put a mighty

shield around both, and I allowed neither side to win unjustly.

[ἐφρασάμην (4): in the entry for this verb in the list of principal parts in Chapter 21β, we give its meaning in the middle and in the aorist passive as I think about; I consider. It is here being used in a different sense: I plan; I contrive.]

h 23 Η ΕΣΒΟΛΗ (α)

Title: “The Invasion”

Caption Under M ap

The word is given in the vocabulary list.

The Attic land is ravaged by the enemy.

Pur poses of This Ch apter 1. Reading: (α) to give an adapted version of Thucydides’ account of the Peloponnesian invasion of Attica in 431 bc and of Archidamus’ strategy for drawing the Athenians out into battle; (β) to continue Thucydides’ account of the invasion with his description of the consternation of the Acharnians over the ravaging of their territory, their eagerness to go out to attack the invaders, Pericles’ methods of maintaining his policy of not going on the attack, and the eventual withdrawal of the Peloponnesian army; and in the final reading to present Thucydides’ summary of the achievements of Pericles 2. Grammar: (α) to continue the presentation of the forms of indirect statement from the previous chapter, giving here the structures using infinitives and participles; (β) to continue the presentation of the forms of indirect statement by summarizing the structures used; to direct students to learn the forms of the verb φημί; to present the articular infinitive; to call attention to some special cases of the relationship of relative pronouns to their antecedents; and to present a note on prepositional prefixes and euphony 3. Context: to sketch the course of the first phase of the Peloponnesian War (431–421 bc), picking up the story from where the essay in ­Chapter 20 left off.

The verb is given in the vocabulary list. The arrows show the route of Archidamus’ invasion (see passage α) and withdrawal (see passage β). The site of Oenoe is uncertain; it may have been on the Boeotian side of the border. Nor is it clear why Archidamus went out of his way to try to take this fort. Perhaps he was delaying the invasion proper in the hope that the Athenians would still negotiate. His route from Eleusis is clearly defined by Thucydides (2.21–23); from the Thriasian Plain he turned north (“keeping Mount Aegaleus on his right”) and advanced to Acharnae. After leaving Acharnae, he moved east and ravaged some demes between Mount Parnes and Mount Brilessus (= Mount Pentelicon), west of Marathon. He left Attica via Oropus and returned through Boeotia. (Map: Catherine Balme.)

Vocabula ry

ὁπόταν: not in the story but given here to show the form used in indefinite clauses. Spelling All three reading passages in this chapter are based on Thucydides, and we use his spellings (e.g., ές and τάσσω). In the vocabulary lists the regular Attic spellings are given first with the Thucydidean spellings in parentheses.

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2 3   Η Ε Σ Β Ο Λ Η ( α ) II - 5 7

Teaching the New Gr amma r in the Story Students should be encouraged to read the essay on pp. 131–133 before reading this first story to give them a context for the rather demanding passage adapted from Thucydides. The reading contains examples of indirect statement in the third and fourth paragraphs. The first example uses ὅτι and the indicative (see previous chapter):

λέγεται . . . ὅτι . . . ὁ Ἀρχίδᾱμος . . . ἔμεινε καὶ . . . οὐ κατέβη. . . . (16–18) There are two examples with accusative subjects and infinitives:

ἤλπιζε . . . τοὺς Ἀθηναίους ἐπεξιέναι καὶ . . . μὴ περιόψεσθαι . . . (18–19) ἐνόμιζε τοὺς Ἀχαρνέᾱς . . . οὐ περιόψεσθαι . . . ἀλλὰ ὁρμήσειν . . . (22–4) Both of these indirect statements also contain indirect statements with accusatives and participles:

τὴν γη�ν μὴ περιόψεσθαι τεμνομένην

(18–19) and

περιόψεσθαι τὰ σφέτερα διαφθειρόμενα . . . (23–4)

Help is given in the glosses with some of the indirect statements, and formal discussion of them can wait until after the grammar has been studied.

Illustration (p. 126) In this photograph of ancient Eleusis we are looking over the ruins to the tiers of seats on the sides of what was the Great Hall of Initiation into the Mysteries of Demeter and Prosperine. Tr anslation

Lines 1–8 The Peloponnesian army (the army of the Peloponnesians), advancing, arrived first in Attica at Oenoe, where they were about to (were intending to) invade. And when they were encamped, they were preparing to make attacks on the wall with siege engines and otherwise; for Oenoe, being on

the borders of Attica and Boeotia, had been fortified with a wall, and the Athenians used to use it (as) a garrison whenever war occurred. So they were preparing attacks and wasted time around it in other ways. And Archidamus took considerable (not little) blame from this; for the Athenians were bringing in (to Athens) all their goods (things) in this time.

παρεσκευάζοντο . . . ποιησόμενοι (3): the verb παρασκευάζομαι has frequently been used with ὡς + a future participle expressing purpose (see 22β:3). Here ὡς is omitted. The gloss tries to ˉ`ς is the object of help students see that προσβολα ποιησόμενοι and not of παρεσκευάζοντο. � τείχει with the verbal Note the dative τῳ ˉ`ς . . . ποιησόμενοι = phrase προσβολα προσβαλου�ντες. μηχαναι�ς (3): siege engines. The Greeks were

notoriously incompetent at siege warfare in this period; the whole Peloponnesian army failed to reduce the fortified village of Oenoe on this occasion, and they did not even attempt to storm the walls of Athens on any of their invasions of Attica. Archidamus was a “guest friend” of Pericles; i.e., if, in peacetime, Archidamus came to Athens he would have stayed with Pericles, and vice versa. Hence the Spartans suspected that he would not prosecute the war vigorously. Pericles fell under similar suspicions from the Athenians and announced publicly that if the invading army did not sack his country estates, he would give them to the state. ἐτετείχιστο (4): pluperfect passive (to be introduced formally in Chapter 27, Grammar 5 and Grammar 6, pp. 242–3). Students can easily locate the form on the chart at the beginning of the book (p. xxx). αὐτῳ� φρουρίῳ (4–5): make sure that stu� is the object of ἐχρω�ντο and dents see that αὐτῳ that φρουρίῳ is in apposition to it, as a garrison. ὁπότε πόλεμος γένοιτο (5): the optative will be easily recognized from the diphthong. The use of the optative in indefinite clauses in secondary sequence will be discussed in Chapter 25, Grammar 3b, p. 169, and may be touched on here if students are curious. For a previous example, see 22β:20. Compound verb to be deduced: ἐσεκομίζοντο (7); note the force of the middle voice: they brought everything in “for themselves” or “in their own interests.”

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Lines 9–12 When, however, having attacked Oenoe and having tried every method, they were not able to take (it), and the Athenians were sending no ambassadors to make peace proposals, under these circumstances (thus), having set out from Oenoe (it), they invaded Attica; and Archidamus, king of Sparta, was leading them.

οὕτω δὴ (10): this phrase is often used after a long

protasis to mark the beginning of the main clause; thus our translation, under these circumstances.

Lines 13–19 And encamping, they were first ravaging Eleusis and the Thriasian Plain. And then they were advancing until they arrived at Acharnae, the largest district in Attica of the so-called demes, and settling down in it (there) they pitched camp and, staying there a long time, they were ravaging (the country). It is said that Archidamus stayed around Acharnae, having drawn himself up as for battle, and did not go down into the plain (of Athens) on that invasion with the following intention; for he was hoping that the Athenians would march out against him and would not disregard (the fact) that their land was being ravaged.

τὸ Θρῑάσιον πεδίον (13): the Thriasian Plain

was one of the grain-producing districts of Attica, as was the plain of Athens; in Greek warfare, when an invading army destroyed standing crops (the Peloponnesians invaded just as harvest was due to take place), their opponents normally had three options: (1) to come out and fight, (2) to make terms, or (3) to take no action and starve. Since the Athenians ruled the seas and could import all they needed, Archidamus’ calculations proved wrong. Pericles had already warned the Athenians of the sacrifice they must make. ἐπεξιέναι (18): note that -ιέναι has a future force here; Archidamus’ thought was “the Athenians will march out against me.” See ­Grammar la, pp. 127–8.

Lines 20–4 Then when they did not go to meet him at Eleusis and the Thriasian Plain, he (Archidamus), settling down around Acharnae, was testing (making trial) (as to) whether they would march out against (him); for at the same time the place

Book II

seemed to him suitable to encamp in, and (at the same time) he was thinking that the Acharnians, being a great part of the (whole) city (for they were three thousand hoplites) would not disregard (the fact) that their own property (lit., things) was being destroyed but would rouse everyone to battle.

πει�ραν ἐποιει�το . . . εἰ ἐπεξίᾱσιν (20–21): help students see the relationship between πει�ραν ἐποιει�το and εἰ ἐπεξίᾱσιν, was making trial (as to) whether. . . . The clause εἰ ἐπεξίᾱσιν is an indirect question. τρισχι΄ˉλιοι . . . ἐγένοντο (23): the total of Athenian front line hoplites was 13,000, apart from 16,000 reserves. If Thucydides refers to the first figure, the Acharnians provided nearly a quarter of the total force. καὶ τοὺς πάντας (24): literally, also the all, i.e., the whole population as well (as themselves). The article preceding πα�ς indicates “the whole lot.” Pr incipal Pa rts This group of principal parts completes the presentation of liquid stem verbs. ˉ᾽ρ- appears in the The long α of the stem α ˉ῎ρω, unaugmented forms of the aorist, e.g., α αˉ῎ραιμι, ἀ�ρον, ἀ�ραι, αˉ῎ρᾱς. The perfect forms of ἐγείρω show Attic reduplication, which will seem strange to students. It is explained with the list of principal parts on p. 127. In the perfect active ἐγρήγορα the ρ is also reduplicated.

Wor d Stu dy 1. politics: τὰ πολῑτικά = the affairs of the city, politics. �μος + 2. demagogue: ὁ δημαγωγός (ὁ δη ἀγωγός, -όν) = leader of the people; but by the time of Xenophon it had already acquired the sense of mob leader. 3. rhetoric: ἡ ῥητορική (τέχνη) = the art of oratory. � μος + τὸ 4. democracy: ἡ δημοκρατίᾱ (ὁ δη κράτος) = rule of the people. 5. monarchy: ἡ μοναρχίᾱ (μόνος, -η, -ον + ἀρχ-  + -ίᾱ) = the rule of one man only. � ς τυραννίδος (ὁ 6. tyranny: ἡ τυραννίς, τη τύραννος) = government by a single ruler with absolute power.



2 3   Η Ε Σ Β Ο Λ Η ( α ) II - 5 9

7. ochlocracy: ἡ ὀχλοκρατίᾱ (ὁ ὄχλος, mob + τὸ κράτος) = mob rule (Polybius 6.4). 8. autonomy: ἡ αὐτονομίᾱ (αὐτόνομος, -ον) = freedom to have one’s own laws, independence.

Be sure students note that the infinitive of εἰ�μι (I shall go) and its compounds may refer to future time in indirect statements, replacing a future indicative of a direct statement.

It is worth noting that Plato, Republic, Book 8, lists five types of constitutions in descending order of merit:

✒ ✒ Ex ercise 23 α

1. ἡ ἀριστοκρατίᾱ: the rule of the best, i.e., of the philosopher kings 2. ἡ τῑμοκρατίᾱ: the rule of those for whom honor is the mainspring of action, e.g., as in Sparta 3. ἡ ὀλιγαρχίᾱ: the rule of the few; in this constitution money is the qualification for power, e.g., as in Corinth 4. ἡ δημοκρατίᾱ: the rule of the people, of which the distinguishing characteristic is liberty, or, as Plato saw it, chaotic license 5. ἡ τύραννις: tyranny, where the state is subject to a single evil individual (Hitler’s Germany and Stalin’s Russia provide good examples)

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

τάττω (ἡ τάξις, rank; position): chemotaxis, homo-

taxis, syntax, tactics, perhaps tax (see Oxford American Dictionary), taxis, taxonomy τέμνω (ἡ τομή, cutting; ὁ τόμος, slice): anatomical, anatomist, anatomize, anatomy, appendectomy, arthrotomy, atom, atomic, atomicity, atomism, atomist, atomize, atomizer, atomy, dichotomy, entomological, entomologist, entomology, epitome, gastrotomy, hepatectomy, lithotomy, mastectomy, microtome, necrotomy, neurectomy, neurotomy, osteotomy, ovariotomy, pneumonectomy, rhizotomy, sclerotomy, tmesis, tome, tonsillectomy, tracheotomy, xylotomy, zootomy αἰτίᾱ: etiological, etiology δη� μος: see Word Study above; epidemic, pandemic πει�ρα: empiric, piracy, pirate, piratical

Gr amma r 1 In d emphasize to your students the fact that in indirect statements introduced by ἔφη the negative is placed before ἔφη and not in the accusative and infinitive construction. For those who study Latin, nego can be profitably compared.

1. The boy said to the young man that he would go to the field to look for his father. 2. The young man said that he had not seen his (the boy’s) father in the field. 3. The boy said he would look for his father in the city. 4. For he was hoping to find him there selling his sheep. 5. The young man was believing that his (the boy’s) father had already returned home. 6. The boy said that he himself would soon return home. 7. Pericles said that he always held to the same opinion. 8. For he was thinking that the Athenians, if they went to (having gotten into) war, would defeat the Peloponnesians. 9. He said that the Peloponnesians could not wage a long war. 10. He said that their fathers, fighting bravely, had conquered the Persians. 11. He was hoping that they would not be worse than their fathers. 12. The Athenians were thinking that Pericles had advised the best things. 13. Dicaeopolis said that it was necessary to remove to the city. 14. But Myrrhine said that it was not possible to do this. 15. But finally she said that she would do all that Dicaeopolis advised.

Gr amma r 2 The participle of εἰ�μι (I shall go) and its compounds may refer to future time in indirect statements (cf. the note on Grammar above).

✒ ✒ Ex ercise 23 β 1. The farmer saw that the slave was sleeping under the tree. 2. The slave perceived (came to know) that his master was getting very angry.

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3. The women saw that a great wolf was coming toward the spring. 4. The mother perceived that her daughter was very afraid of the wolf. 5. The mother understood (was understanding/ knowing) that she herself was safe, but that her daughter was falling into danger. 6. Soon she saw that the wolf, having turned, was fleeing toward the mountains. 7. So, calling her daughter, she said, “Come back! Don’t you know that the wolf is already going away?” 8. I know that the enemy will soon invade the land. 9. The farmers were aware (were understanding/ knowing) that they had fallen into the greatest danger. 10. The doctor knew that he himself would die of the plague.

Gr eek Wisdom Heraclitus 8 Diels

Book II

Tr anslation Heraclitus says that the most beautiful harmony comes from opposites (things that carry in different directions).

The Peloponnesian War: First Phase (431–421 bc) For further reading, see The World of Athens, pp. 29–34.

Gr eek Wisdom Heraclitus 119 Diels

Tr anslation Character is a man’s god/fate/guiding spirit/ genius.

h Η ΕΣΒΟΛΗ (β)

Vocabula ry

Tr anslation

Notes:

Lines 1–8 As long as the army was around Eleusis and the Thriasian Plain, the Athenians had some hope that they would not advance closer (to the city); but when they saw the army around Acharnae sixty stades (about seven miles or eleven kilometers) distant from the city, they were no longer considering (it) tolerable, but as their land was being ravaged within eyesight, it seemed to them a terrible thing, and all, especially the young men, decided (it seemed good to both the others and especially the young men) to go out against them and not disregard (the situation). And assembling into groups, they were arguing furiously (were in great contention), some telling (them) to go out, others forbidding (not allowing) (it). And the Acharnians, thinking that they formed (were) the greatest part of the Athenians, since their land was being ravaged, were especially urging the attack (the marching forth).

Teaching the New Gr amma r in the Story The reading contains the following examples of indirect statement with infinitives, as presented in Grammar 1:

ἐλπίδα τινὰ εἰ�χον αὐτοὺς . . . μὴ προϊέναι . . . (2)

οἱ . . . Ἀχαρνη�ς οἰόμενοι αὐτοὶ μέγιστον μέρος εἰ�ναι τω�ν Ἀθηναίων . . . (7–8) αἴτιόν τε ἐνόμιζον αὐτὸν εἰ�ναι . . . (11) πιστεύων . . . ὀρθω�ς γιγνώσκειν . . . (13) The reading contains the following examples of indirect statement with participles, as presented in Grammar 2:

εἰ�δον τὸν στρατὸν . . . ἀπέχοντα . . . (3) Περικλη�ς . . . ὁρω�ν . . . αὐτοὺς . . . ὀργιζομένους καὶ οὐ . . . φρονου� ντας . . .

ἐπεξιέναι (5 and 7): the infinitive has a present force here; compare προϊέναι (2) with its future

(12–13)

force.

Be sure students realize that προϊέναι (2) has a future force. There is one example of an articular infinitive: περὶ του� μὴ ἐπεξιέναι (13); see Grammar 5, pp. 138–9. There are two examples of relative pronouns attracted into the case of their antecedent (10 and 11); see Grammar 6a, pp. 139–40.

Lines 9–16

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The city was excited in every way, and they (the citizens) were angry with Pericles (were holding Pericles in anger), and they remembered nothing of his earlier advice (of those things that he had formerly advised), but they were abusing him,

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because, (although) being general, he was not leading (them) out against (the enemy), and they were thinking him responsible for everything they were suffering. But Pericles, seeing that they were angry at the present state of affairs and not in a good frame of mind (not thinking the best things), and being confident that he was right about not going out to attack, was not holding an Assembly or any meeting, lest if they came together in anger rather than good judgment they might make some mistake, but he was guarding the city and keeping (it) quiet (in quietness) as much as he was able.

ἐν ὀργͺη� εἰ�χον (9): help with the idiom as neces-

sary—they held X in anger = they were angry with X. ὡ�ν (10 and 11): explain to students that relative pronouns that would be accusative direct objects of the verbs in their clauses are often attracted into the case of a genitive or dative antecedent (see Grammar 6a, pp. 139–40). This provides a good opportunity to review agreement and case usage of relative pronouns. μάλιστα (16) belongs with ὅσον ἐδύνατο and is untranslatable.

Lines 17–21 And the Peloponnesians, when the Athenians were not coming out against them for battle, setting out from Acharnae, were ravaging some others of the demes and after staying in Attica for a considerable time, they retired through Boeotia (the Boeotians), not (the way) by which they had invaded. And, arriving at the Peloponnesus, they disbanded their army, and each returned to his own city.

αˉ῎ραντες (18): note the intransitive use of the verb αἴρω here, setting out; cf. 22β:29 and the gloss

there.

διέλῡσαν τὸν στρατὸν (20): the Peloponnesian army consisted of farmers who were called up for particular campaigns; the only standing army in the alliance was that of the Spartans themselves. The others had to return to their farms to get the harvest in. Pericles in his speech to the Assembly (see Chapter 21β) had remarked on this. Pr incipal Pa rts

Verbs with present stem nasal suffixes (consisting of ν or ν in combination with some vowel)

Book II

are given in this and the next group of principal parts. The perfect of λαμβάνω is formed by placing the prefix εἰ- before the stem. Note that many verbs with the -αν- suffix have an ε in other tenses (but not the thematic aorist), e.g., αὐξάνω (αὐξε-) and μανθάνω (μαθε-).

Wor d Bu ilding 1. 2. 3.

I say, word, etc. I turn; turn, way, manner I draw, write; drawing, writing I fight; battle I make, compose; maker, poet I judge; judge I write; writer I become; parent I save; savior I give; giver I heal; healer, doctor I loose; loosing I make, compose; making, composition I judge; judgment I say; saying, report I come to know, perceive, learn; opinion, judgment, intention 4. I make, compose; anything made, composition I do; act, affair, business I write; writing, letter, (plural) letters, literature

English Der ivativ es from Wor ds in the Vocabu la ry List

διαλυˉ΄ ω: dialysis, dialyze, dialyzer ἔξοδος: exodus στάδιον: stadium Gr amma r 3 After students have studied Grammar 1, Grammar 2, and Grammar 3, have them look back through passages α and β, locate all examples of indirect statement, and analyze them in the light of the information in the grammar sections.

Gr amma r 4 Notes:



2 3   Η Ε Σ Β Ο Λ Η ( β ) II - 6 3

✒ ✒ Ex ercise 23 γ 1. The messenger said that the ambassadors had already arrived at the gates. (a.i)

ὁ γέρων ἔφη τὸν παι�δα ἤδη οἴκαδε ἐπανελθει�ν. (a.i)

2. The young men think that they themselves will easily defeat the enemy. (b)

νομίζομεν αὐτοὶ τὴν πόλιν ῥᾳδίως αἱρήσειν. (b)

3. The boys said that they had seen their father in the agora. (a.iii) οἱ ξένοι εἰ�πον ὅτι/ὡς τὸ ἀργύριον ηὑ�ρον/ εὑ�ρον. (a.iii) 4. I see that you are suffering many troubles. (e) ὁρω�μεν αὐτοὺς ἁμαρτάνοντας. (e) 5. As a storm was rising, the sailors knew that they would arrive at the harbor with difficulty. (d) αἱ γυναι�κες ἔγνωσαν ὅτι/ὡς εἰς μέγαν κίνδῡνον καταστήσονται. (d) 6. The girl was thinking that she would see her mother by the spring. (b)

ὁ ποιμὴν ᾤετο τὸν κύνα εὑρήσειν πρὸς τῳ� ποταμῳ�. (b) 7. The slaves were hoping that their master would not be angry with them. (c)

ἐλπίζομεν τὸν κύνα μὴ βλάψειν τὰ πρόβατα. (c) 8. The women knew that there was no food for them in the house. (d)

οἱ αὐτουργοὶ ἠπιστήθησαν οὐδεμίαν οἴκησιν σφίσιν ὑπάρχουσαν ἐν τῳ� ἄστει. (d)

9. The Athenians were thinking that their enemies were plotting against them. (b) ᾠόμεθα τὸν ξένον ἡμι�ν ἡγει�σθαι/ἡμα�ς ἄγειν πρὸς τὸ ἱερόν. (b) 10. The woman was believing that she herself was right and her husband wrong. (b) ἕκαστος ᾠ�ετο αὐτὸς μὲν ἀσφαλὴς εἰ�ναι, τοὺς δὲ ἄλλους ἑν κινδυ΄ˉ νῳ. (b)

2. What is justice? Justice is helping one’s friends and harming one’s enemies. 3. Attacking the city, they came within (into) hope of taking it. 4. Is there anything opposite to living, just as sleeping (is opposite) to being awake? 5. Pericles, being general, was holding the correct opinion about the Athenians not going out against (the enemy).

Gr eek Wisdom Heraclitus 73 Diels

Tr anslation (We) must not act (do) and speak like (men) sleeping.

Heraclitus 135 Diels

Tr anslation He used to say (that) the shortest way to fame/a good reputation (is) to become good (the to become good).

Gr amma r 6 Notes:

✒ ✒ Ex ercise 23 ε

Notes:

1. Let us not trust the ambassadors that the Spartans sent. οὓς 2. Be worthy, men, of the freedom that you have won. ἣν 3. You must judge the matters from what you know yourselves. ἐκείνων ἃ 4. The general arrived, leading an army from the ˉ῞ς cities that he persuaded. α 5. You are the most ignorant of the Greeks that I know. Ἑλλήνων οὓς

✒ ✒ Ex ercise 23 δ

Gr amma r 7

1. Themistocles was especially responsible for the battle in the straits.

Remind students if necessary that γ is pronounced as ng in sing before γ, κ , ξ , and χ.

Gr amma r 5

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Ο ΠΕΡΙΚΛΗΣ

Book II

φαίνεται . . . προγνοὺς (9): is/was proved (for the

Tr anslation

supplementary participle, see Chapter 20, Grammar 3c, p. 77).

Lines 1–6

Lines 12–17

Saying such things as this Pericles was trying to rid the Athenians of their anger against him. And publicly they were obeying his words, and they were no longer sending ambassadors to the Spartans and were more enthusiastic (in a greater state of eagerness) for the war, but privately they were distressed by their sufferings. They did not, however, stop being angry with him (having him in anger) until they had fined him (penalized him with money). But not much later they chose him as general again and entrusted (to him) all their affairs (matters).

οὔτε . . . τε (2–3): a common combination where a

negative clause is followed by a positive. πρότερόν (4): before, looking forward to πρὶν (5) until; there is no need to translate πρότερον. Students should be reminded that πρίν + ­infinitive = before, as in 22β: 25. It can also be used with a finite verb, usually after a negative clause, and mean until, as here (see Chapter 22, Grammar 2, pp. 109–111). ἐζημίωσαν χρήμασιν (5): the Assembly was sovereign and kept strict control over all its officers. Each month at a meeting of the Assembly, the people were asked whether they wished to keep all officials in office; it may have been at such a meeting that Pericles was accused of embezzlement and deposed from office and fined. Such fines were a common way of punishing officials, and embezzlement of public funds was one of the most common accusations in prosecutions that might be purely political in purpose. Our sources differ both on the charge brought against Pericles and the amount of the fine.

Lines 7–11 And for as long as he was at the head of the city in (time of) peace, he was leading it with moderation and guarded it safely, and in his time it became its greatest; and when war broke out, Pericles was proved (is proved) to have foreseen its power in this, too. He lived on for two years and six months; and when he died, his foresight with regard to the war was recognized (even) more.

For he said that if they (the Athenians) kept quiet and guarded the fleet and did not increase the empire in time of war and nor yet put the city at risk, they would win. But they (i.e., his successors) did everything opposite to this (to the opposite) and pursued bad policies for their private ambitions and private profits. And the reason was that he, being powerful, was not being led by the people more than he himself was leading them. There was (under Pericles) in theory (word) a democracy, but in fact (deed) rule by the leading (first) man.

This is a hard paragraph, not made easier by the omissions that were necessary; students may need help. μὴ ἐπικτωμένους (12–13): the negative is μή because this and the other participles are conditional and conditional clauses have εἰ μή. Remind students that participles can be translated with conditional force. Thucydides, in attributing this advice to Pericles, is perhaps writing with hindsight, thinking of the Sicilian expedition, which was largely responsible for the downfall of Athens. He was strongly biased against Pericles’ successors, especially Cleon. λόγῳ μὲν . . . ἔργῳ δὲ (16): in word . . . but in deed, very commonly used to mean in theory . . . but in practice. Word to be deduced: δημοκρατίᾱ (16).

✒ ✒ Ex ercise 23 ζ 1. του� Περικλέους ἀποθανόντος/ἐπειδὴ/ ὡς ἀπέθανεν ὁ Περικλη�ς, οἱ ὓστερον οὐκ ἠ�γον τοὺς πολιˉ΄τᾱς ἀλλ’ ἤγοντο ὑπ ’ αὐτω�ν. �τος εἰ�ναι, 2. ἕκαστος γὰρ βουλόμενος πρω “τοι�ς πολιˉ΄ταις,” ἔφη, “πάντα δώσω ὅσ ’ ἄν βούλωνται.” 3. πολλὰ δὲ ἥμαρτον καὶ τὸν στόλον ἀπέπεμψαν πρὸς τὴν Σικελίᾱν, ἐλπίζοντες οὕτω τῳ� δήμῳ χαριει�σθαι. 4. ἐπειδὴ/ὡς δὲ ἤκουσαν τοὺς στρατηγοὺς ὑπὸ τω�ν πολεμίων νῑκωμένους/ὅτι οἱ στρατηγοὶ ὑπὸ τω�ν πολεμίων νῑκω�νται, βοήθειαν οὐκ ἔπεμψαν.



2 3   Η Ε Σ Β Ο Λ Η ( β ) II - 6 5

5. ἀγωνιζόμενοι πρὸς ἀλλήλους περὶ τη �ς του� δήμου προστασίᾱς, του� πολέμου ἀμελει�ν ἐπείθοντο.

Cl assica l Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Elegiac Poetry, Loeb Classical Library Vol. 258, translated by Douglas Gerber, Cambridge, MA: Harvard University Press, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 130–133 for fragment 13.

Tr anslation One man hurries from one place, another from another (i.e., everyone has a different pursuit); one wanders over the sea in ships, longing to bring home wealth; . . . another, cutting the treeclad earth, slaves year in, year out, for whom bent plows are a concern; another, knowing the works of Athena and Hephaestus of many crafts, collects his livelihood with his (two) hands; . . . another the Lord Apollo, the far-shooter, makes a prophet, and he (the prophet) knows trouble coming to a man from afar.

χειροι�ν (6): remind students that Greek has dual

number, of which this is an example (see Book I, Chapter 1, Grammar 1, for brief mention of the dual). Solon continues with mention of the poet and the doctor; in a society in which most men were farmers, his list includes most of the possible ways of making a living.

New Testa m ent Gr eek Tr anslation “Verily verily I say to you, the one believing has eternal life. I am the bread of life. Your fathers ate the manna in the desert and died; this is the bread coming down out of heaven, so that anyone may eat from it and may not die. I am the living bread, the (bread) having come down out of heaven; if anyone eats from this bread he will live to eternity; moreover also the bread that I will give is my flesh on behalf of the life of the world.”

τὸ μάννα (2): see Exodus 16 and Numbers 11.4–9. Illustration (p. 144)

Attic red-figure vase painting by Nikoxenos Painter, ca. 500 bc (Paris, Louvre).

h 24 ΕΝ ΔΙΔΑΣΚΑΛΩΝ (α)

Title: “At School” Try to get students to deduce the meaning of the title, beginning with ὁ διδάσκαλος in the vocabulary list. With ἐν διδασκάλων, supply οἴκῳ, in the house of the teachers (Smyth, 1302), or the genitive may originally have been partitive (Jean Humbert, Syntaxe grecque, Paris: Éditions Klincksieck, 1972, p. 270).

Pur poses of This Ch apter 1. Reading: (α and β) to describe the education that Philip received while in Athens, and to present the description of Greek education contained in Plato’s Protagoras; to move by means of a clever transition at the end of reading β to the writer Herodotus, from whom the readings in Chapters 25–28 are drawn; and in the reading at the end of the chapter to present an adapted version of the prologue to Herodotus’ history 2. Grammar: (α) to provide an opportunity for review of the regular formation of comparative and superlative adjectives, as presented in Book I, Chapter 14, Grammar 1; to present more comparative and superlative adjectives corresponding to ἀγαθός and κακός; and to present clauses with ὅπως and the future indicative; (β) to present further examples of irregular comparative and superlative adjectives, some of which were given in Book I, Chapter 14, Grammar 2, and some of which are new

3. Context: to give an overview of Greek education in the fifth and fourth centuries bc

Illustration (p. 145)

This and the illustration on p. 153 show two sides of a red-figure cup by Douris, ca. 480 bc (Berlin, Antikenmuseum). The boy in the middle is reciting his lesson. On the walls behind hang cups (φιάλαι), lyres (κιθάραι), and an object that is perhaps a charcoal brazier.

Caption Under Illustration

At school: on the left the boy is being taught to play the lyre by the music teacher; on the right sits his παιδαγωγός; in the middle the writing master teaches letters.

Students will find many of the words (or related words) in the vocabulary list. The word παιδαγωγός (the slave who accompanied a boy to and from school, a tutor) will be familiar to students who have studied Latin, and its derivation from παι�ς and ἄγω may be discussed.

Vocabu la ry The verb *ζάω, ζώω or ζω � is rare in Attic Greek in

the aorist and perfect tenses, for which forms of the verb βιόω are used instead. Sometimes the future of βιόω is used instead of the future of *ζάω. Here is more complete information on this verb: *ζάω � , ζͺη� ς, ζͺη� , ζω�μεν, ζͺη� τε, ζω�σι(ν)), infinitive, (ζω ζη� ν, imperfect, ἔζων, ἔζης, ἔζη, ἐζω�μεν, ἐζη� τε, ἔζων, ζήσω or ζήσομαι or βιώσομαι (future

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2 4   Ε Ν Δ Ι Δ Α Σ Κ Α Λ Ω Ν ( α ) II - 6 7

of βιόω), ἐβίων (athematic aorist of βιόω), βεβίωκα (perfect of βιόω), I live.

Spelling With this reading passage, we resume use of the ˉ΄ ττω, as the Attic spellings εἰς and -ττ-, e.g., πρα story returns to the family and Philip’s education. These spellings are also used in the passage adapted from Plato’s Protagoras in the second reading passage, since Plato used them. At the end of the chapter in the reading from Herodotus we use the Ionic spelling ἐς.

Teaching the Gr amma r in the Story The grammar presented in this chapter is essentially a review and expansion of comparative and superlative adjectives, and there are only two examples of these in the story (πλέονα , 11, and πλείστου, 15). There are two examples of object clauses with ὅπως after verbs or phrases expressing care or effort (formally presented in Grammar 3), namely,

ἅπαντες οἱ τεκόντες του� το περὶ πλείστου ποιου�νται, ὅπως ἀγαθοί γενήσονται οἱ παι�δες (14–15) and περὶ τούτου διαμάχονται, ὅπως ὡς βέλτιστος ἔσται ὁ παι�ς (18–19).

The reading, especially the third paragraph, which is adapted with slight changes from Plato, is more difficult than usual, and major attention will need to be focused on comprehension and translation. Following comprehension and translation, we recommend intensive review of deponent, middle, and passive verb forms. The following examples should be noted:

ἐπολιορκου�ντο (2): imperfect passive ἤγετο (2): imperfect passive ἐδιδάσκετο (3): imperfect passive (note that verbs such as διδάσκω that take two accusatives when used actively—e.g., the teacher taught the boy letters—retain one of the accusatives in the passive, thus he was taught letters (τὰ γράμματα, accusative) and music (τὴν μουσικήν) ἠγγέλθη (5): aorist passive λελυμένοι (6): perfect passive participle (see p. 214 of the student’s book) ἤρετο (8): aorist middle deponent

παύηται (9): present middle subjunctive παιδευόμενος (9): present passive participle δεξάμενος (9): aorist middle deponent participle

ἐπορεύετο (10): imperfect deponent, inchoative καταλειφθεὶς (10): aorist passive participle ἐπαιδεύετο (11): imperfect passive (again with accusative object, πλέονα) ἐνδείκνυσθαι (13): present middle infinitive πειρα� ται (14): present middle ποιου�νται (15): present middle γενήσονται (15): future deponent ἀρξάμενοι (16): aorist middle λεγόμενα (17): present passive participle διαμάχονται (18): present deponent ἔσται (19): future deponent ἐνδεικνύμενοι (20): present middle participle πείθηται (22): present middle subjunctive διαστρεφόμενον (22), from διαστρέφω, I turn; I twist: present passive participle

καμπτόμενον (22), from κάμπτω, I bend: present passive participle

Tr anslation Lines 1–11 As long as the Peloponnesians were staying in Attica and the Athenians were being besieged, Philip was taken every day by his cousins to school. And so he was being taught letters by the grammar teacher and music by the lyre teacher; and he also was going to the trainer’s to practice gymnastics. But when it was announced that the Peloponnesians had gone away, all the farmers, freed from fear, were returning to the country. And so Dicaeopolis was about to take his wife and children home, but his brother asked him if he was willing to leave Philip at his house so that he would not stop his education (stop being educated). And so Dicaeopolis, gladly accepting this and entrusting his son to his brother, set out (began his journey), and Philip, left behind, was continuing his education (was being educated even more things).

εἰς διδασκάλων (2–3): students will deduce the meaning of this phrase from their knowledge of the title of the chapter. With διδασκάλων supply οἰ�κον, or treat the genitive as partitive. τά τ᾽ οὐ�ν χράμματα . . . τὴν μουσικήν (3): draw your students’ attention to the chiasmus here. What effect does it have?

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Lines 12–15 Of what sort this education was, one can learn (by) looking at a dialogue of Plato, in which a certain sophist called Protagoras tries to prove that virtue is teachable. For Protagoras says that all parents consider this of greatest importance, (to see to it) that their children will become good.

Protagoras has said to a prospective pupil whom Socrates has brought to see him, “Young man, if you come to me, you will go home that very day a better man, and the same the next day; and every day you will become better.” Socrates replies that he had not thought that virtue (goodness, excellence) was teachable, and that even the wisest and best fathers fail to pass on their virtue to their children (he quotes the example of Pericles’ children). Protagoras replies at length, and one of his arguments is taken from the education of children both at home and at school; he tries to show that the primary purpose of all education is moral. The extract begins at Protagoras 325c.

Lines 16–23 “Starting from (when they are) small children,” he says, “as long as they live, they (the parents) teach and warn/advise (them). And when he (a child) first understands speech (things being said), both nurse and mother and tutor and the father himself strive hard for this, (to see to it) that the child will be as good as possible, in respect of each deed and word, teaching (him) and showing that this is right but that is wrong, and (that) this is good but that is shameful, and (that) this is holy but that is unholy, and do this but don’t do that; and if he obeys (well and good!)—, but if not, they straighten him out with threats and blows like a piece of bent and warped wood.”

Pr incipal Pa rts We here show verbs with the nasal suffixes -ν-, -νε-, and -νῡ-/-νυ-. Note the accent of ἀφι�γμαι. The accent cannot precede augment or reduplication.

Wor d Stu dy The Word Study section is in the second half of the chapter.

Book II

A dditional English Der ivativ es from Wor ds in the Vocabula ry List διδάσκω: autodidact, didactic, didactics �ον, του� ζῴου, animal): protozoan, *ζάω (τὸ ζῳ

protozoon, spermatozoon, zodiac, zoo, zoochlorella, zoogenic, zooglea, zoography, zooid, zoological, zoologist, zoology, zoon, zoonosis, zoophilous, zoophyte, zootechny, zootomy παιδεύω: propaedeutics γράμμα: cablegram, cardiogram, centigram, diagram, epigram, glamorous, glamor, gram, grammar, grammarian, grammatical, gramophone, kilogram, milligram, monogram, parallelogram, program, telegram γυμναστική: gymnastic, gymnastics μουσική: music, musical, musician σοφιστής: sophist, sophistic, sophisticate, sophisticated, sophistry

Gr amma r 1 The material here is repeated from Book I, Chapter 14, Grammar 1, for purposes of review.

Gr amma r 2 Notes:

✒ ✒ Ex ercise 24α 1. The barbarians, although being far more (in number), were inferior to the Greeks. 2. For the Greeks, advancing most bravely into the narrows and fighting very well, put the barbarians to flight. 3. And so the Greeks, having defeated the barbarians, were shown (to be) better in every way. 4. Pericles was proved an excellent (the best) man; for he was leading the city very wisely. 5. He was much better than the other politicians; for they were inferior and were making very many mistakes. 6. These women, being wiser than their husbands, were giving better advice (were advising better things). 7. This man is rather bad, but that man is the worst/very bad.



2 4   Ε Ν Δ Ι Δ Α Σ Κ Α Λ Ω Ν ( α ) II - 6 9

8. Of all the teachers this is the best; for he educates the children very well/best. 9. That teacher is the worst/very bad; for he teaches the children nothing. 10. The best teachers make the children better every day.

✒ ✒ Ex ercise 24γ 2. 3.

Gr amma r 3 Point out how in our examples will is used in a subordinate clause after a present main verb (as it would be after a future) while would is used after a main verb in a past tense. (The concept of primary and secondary sequence is not explained until Grammar 25.3.)

✒ ✒ Ex ercise 24β 1. Consider it of greatest importance (to see to it) that you will always honor the gods. 2. We are considering it of great importance (to see to it) that we will become no (not) worse than our fathers. 3. The teachers strive hard (to see to it) that the children will not make mistakes. 4. Let us do everything, friends, (to see to it) that we will not be taken by the enemy. 5. The father was doing everything (to see to it) that his son would be well educated.

Illustration (p. 151)

Detail of an Attic black-figure cup, ca. 550 bc (­London, British Museum).

πραˉ΄ττετε, ὅπως βελτι΄ˉονες γενήσεσθε, ὠ� παι�δες. περὶ πολλου� ποιώμεθα, ὅπως μὴ εἰς κίνδῡνον καταστησόμεθα. οἱ ποιμένες διεμάχοντο, ὅπως τὰ πρόβατα εὐ� φυλάξουσιν. περὶ πλείστου ἐποιου� ντο, ὅπως μὴ φεύξεται τὰ πρόβατα εἰς τὰ ὄρη. πάντα ἔπρᾱττον, ὅπως τὸν λύκον ἀποκτενου� σιν, ὅς τοι�ς προβάτοις προσέβαλλεν.

1. πάντα

4. 5.

Greek Education Illustration (p. 153) This and the illustration on p. 143 show two sides of a red-figure cup by Douris, ca. 480 bc (Berlin, Antikenmuseum). The pipe is a double pipe (the only sort the ancients used). On the wall behind the music lesson are hung a papyrus scroll and a writing tablet. For further reading, see Civilization of the Ancient Mediterranean, Vol. II, pp. 1077–1086; The World of Athens, pp. 171–177 and 287–288; and The Oxford History of the Classical World, pp. 227– 232 and 236–237.

h ΕΝ ΔΙΔΑΣΚΑΛΩΝ (β)

Vocabula ry ἐπιμελέομαι: be sure to call students’ attention to

to the good behavior of the children than to letters and music (lyre playing); and the teachers do pay attention to these things, and when they (the children) are learning letters and are about to understand writing, as earlier (then) (they were about to understand) speech, they set in front of them (as they are sitting) on the benches the poems of good poets to read, and they compel them to learn (these) thoroughly, (poems) in which there are many warnings/much advice and many eulogies (praises) of good men of old, so that the child may imitate (them) and want to become like them.

the fact that this verb can take either a genitive or a ὅπως clause. It is used with the genitive in lines 2–3 and with both the genitive and ὅπως in lines 9–10. New usage of preposition: ἐπί + gen. =on: ἐπὶ τω�ν βάθρων (5). New usage of preposition: πρός + dat. = in addition to: πρὸς . . . τούτοις (10).

Teaching the New Gr amma r in the Story

ἀναγιγνώσκειν (5): explanatory infinitive. Lines 9–14

Object clause after verb of caring: ἐπιμελου�νται . . . ὅπως μηδὲν κακουργήσουσιν οἱ νέοι (9–10). Articular infinitive: εἰς τὸ λέγειν τε καὶ πραˉ΄ττειν (14). Comparative adjective: βελτι΄ˉονα (15). Verb taking two accusative objects, used in the passive with one of the objects retained in the accusative: τοιαυ� τα . . . ἐπαιδεύετο (19).

“And again the music teachers are concerned with self-control and (to see to it) that the young will do no wrong. And besides these things, when they learn to play the lyre, they teach them the poems of other good poets, songwriters, setting (them) to the lyre, and they make (compel) the rhythms and harmonies (of the songs) to be made (to become) familiar to the souls of the children, so that they may be gentler, and (so that) becoming more graceful (well rhythmed) and more coordinated (harmonious) they may be useful for both speech and action/speaking and acting.

Review of subjunctive usages: General temporal clauses: 3–5 and 10. Purpose clauses: 7–8, 13–14, 15–18, and 20–1.

σωφροσύνης (9): ἡ σωφροσύνη (σῴ-ζω + ἡ φρήν, φρεν-ός/φρον- + -σύνη) = soundness of

Tr anslation Lines 1–8 “And after this, sending (their children) to school, they tell the teachers to pay much more attention

mind, prudence; moderation, self-control. Together with ἡ σοφίᾱ , wisdom, ἡ ἀνδρείᾱ, courage, and ἡ δικαιοσύνη, justice, it is one of Plato’s four cardinal virtues, which together make up ἡ ἀρετή,

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2 4   Ε Ν Δ Ι Δ Α Σ Κ Α Λ Ω Ν ( β ) II - 7 1

human excellence. Plato (Republic 430e5) describes σωφροσύνη as “a sort of discipline (κόσμος τις) and control of certain pleasures and desires, as when people describe someone as being in some indefinable way ‘master of himself ’.” Plato in Book 3 of the Republic attaches great importance to music in education and is much concerned with the moral effects of music—its influences on the soul, e.g., 401d4: “For these reasons is not education in music of the greatest importance, because rhythm and harmony sink down into the innermost part of the soul and grasp it most firmly, bringing with them grace, and if a man is rightly educated, they make him graceful, and, if not, the opposite?” ποιήματα . . . εἰς τὰ κιθαρίσματα ἐντείνοντες (11–12): literally, poems . . . stretching (them) to lyre music, i.e., writing music to fit the poems; ἐντείνω is used both of tuning a lyre (by stretching the strings) and of putting words into verse. Its meaning of setting words to music, although natural enough, seems to occur here only. ἡμερώτεροί (13): the word ἥμερος means tame, cultivated, civilized, gentle. This term and the following terms (εὐρυθμότεροι and εὐαρμοστότεροι) deserve special attention and discussion, as does the phrase χρήσιμοι . . . εἰς τὸ λέγειν τε καὶ πραˉ΄ττειν (14). εἰς τὸ λέγειν τε καὶ πραˉ΄ττειν (14): note the use of εἰς + accusative to express purpose and the use of the articular infinitive.

Lines 15–18 “And still in addition to these things they send (them) to the trainer’s, so that having their bodies in better condition they may serve/minister to their intellect that is (being) virtuous, and they may not be compelled to play the coward through physical weakness (fault of their bodies) whether in war or in other deeds (both in war . . . and . . .).”

The commonly accepted view of education was that “music” (i.e., everything concerned with the Muses, including literature and music proper) was for training the soul, and gymnastics (physical training) for training the body. Plato in Book III of the Republic argues that both music and gymnastics aim at educating the soul; he here attributes a similar view to Protagoras. παιδοτρίβου (15): παι�ς + τρι΄ˉβω, I rub, pound; spend or waste (time); wear out (a person). The παιδοτρίβης is the one who makes the boys

exercise and practice so that they become experts (τετρῑμμένοι).

Lines 19–29 Such was the education Philip was receiving (Philip was being educated such things), and enjoying this education he proved so good a pupil that the teacher gave him some books to read to himself. Of these books he particularly enjoyed a certain one, the history of Herodotus, in which Herodotus relates the Persian Wars; for Herodotus not only writes of the war with the Medes (Persians) and all the battles, but also shows the causes of the war, showing how (in what way) the Medes increased their power and what peoples they conquered in succession; in which things many other things are told including (and) the story of Croesus; for Croesus was king of the Lydians, a man who had become very wealthy and very powerful, who subdued the Greeks in Asia, but finally was himself conquered by Cyrus, king (being king, who was king) of the Medes (Persians).

ἀναγιγνώσκͺη (21): the verb means to read aloud; this was the normal practice; hence αὐτὸς πρὸς ἑαυτὸν ἀναγιγνώσκειν = to read to himself. Ἡρόδοτος (22): the latest events recorded in

his history belong to 431/430 bc, and he may have died before he had finished it completely; Philip, in spring 431, is therefore reading an unfinished version (but Herodotus was said to have made public readings of parts of his work at the Olympic games some years before). τὰ Μηδικὰ (22): Cyrus, a Persian prince, had at the beginning of his career conquered his neighbors, the Medes, and so was king of the Medes and � δοι of the Persians. Herodotus usually uses οἰ Μη and τὰ Μηδικά, while we usually say “Persians” and “the Persian Wars”; Herodotus generally keeps the name Πέρσαι for the Persians proper, who formed the aristocracy of Cyrus’s court and army. δυνατώτατος (27): very powerful, a new meaning for this word, which has occurred previously with the meanings possible; capable.

Pr incipal Pa rts The suffix -(ί)σκω is usually referred to as ingres-

sive, inceptive, or inchoative, but only a few of the verbs that use it have any sense of “beginning,” e.g., γηράσκω. In the first principal part, the suffix

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

-ίσκω is added to the stem if it ends with a consonant and -σκω, if with a vowel (note the iota subscript in ἀποθνͺή-σκω). The suffix appears only in the first principal part and thus shows up in the present and imperfect tenses only. Students should be informed that only certain verbs in Greek use this suffix; it is not one that can be added to any verb stem. Note that the perfect tense of ἀποθνͺήσκω does not use the prefix ἀπο-. The verb γιγνώσκω shows reduplication in the present stem, consisting of the first consonant of the stem + ι (see the group of verbs after reading 26 α , p. 189, for more examples of present reduplication). This verb does have an ingressive force = I come to know; I perceive; I learn. The aorist imperative of εὐρίσκω is εὑρέ/ εὕρετε (note the irregular accent in the singular).

Wor d Stu dy 1. music: ἡ μουσική (τέχνη) (αἱ Μου� σαι) = art, skill concerned with the Muses; music. 2. harmony: ἡ ἁρμονίᾱ, means of fastening, stringing an instrument, music; harmony. 3. rhythm: ὁ ῥυθμός. 4. orchestra: ἡ ὀρχήστρᾱ (ὀρχέομαι, I dance) = circular space (in the theater in which the chorus danced). In English = (1) the part of the theater assigned to the band and chorus of singers (1724) and (2) the band of musicians itself (1720). 5. chorus: ὁ χορός, dance; band of dancers and singers. 6. symphony: ἡ συμφωνίᾱ (συν- + ἡ φωνή, -φωνίᾱ) = concord of sounds; then orchestra; symphony had the same meaning in English, e.g., “And with preamble sweet of charming symphonie . . . ” (Milton, Paradise Lost III, 367– 368) until the time of Handel (in the Messiah, 1760, “The Pastoral Symphony” is an orchestral interlude). 7. melody: ἡ μελῳδίᾱ (τὸ μέλος, song + ἡ ᾠδή, song, ode) 8. chord: ἡ χορδή, the gut of an animal; the string of a lyre; a musical note. The modern meaning of chord in music is properly speaking a “concord,” i.e., the notes added to a bass to make up a “chord.” �ν = ἡ διὰ πᾱσω�ν χορδω�ν 9. diapason: διὰ πᾱσω συμφωνίᾱ (the concord through all the notes

Book II

of the scale). The meaning is now generally limited to two stops on the organ, which extend through the whole compass of the instrument. Your students may be able to think of other musical terms derived from Greek, e.g., organ (τὸ ὄργανον) and harmonica (cf. harmony).

Wor d Building 1. 2. 3. 4. 5. 6.

honor; I honor house, home; I dwell slave; I enslave king; I am king, I rule necessity; I compel anger; I grow angry

English Der ivativ es from Wor ds in the Vocabula ry List See Word Study above.

κιθαρίζω (ἡ κιθάρᾱ, lyre): cithara, cither, cittern,

guitar

βιβλίον (ἡ βύβλος/βίβλος, papyrus; roll of papyrus, book): bible, biblical, bibliofilm, bibliographer, bibliographical, bibliography, bibliolatry, bibliomancy, bibliomania, bibliophile, bibliopole, bibliotheca, bibliotherapy, bibliotics μαθητής (μανθάνω/ἔμαθον): mathematical, mathematician, mathematics, mathematize πρα� ξις (πραˉ΄ττω): impracticable, impractical, impracticed, orthopraxis, practicable, practical practically, practice, practicum, practitioner σω�μα: chromosome, soma, somatic, somatogenic, somatology, somatomedin, somatoplasm, somatopleure, somatosensory, somatotherapy, somatotype, psychosomatic φωνή: antiphon, antiphonal, anthem, euphony, gramophone, homophone, megaphone, microphone, phonathon, phone, phoneme, phonemic, phonetic, phonetician, phonetics, phonic, phonics, phonocardiograph, phonogram, phonograph, phonography, phonology, phonoscope, phonotactics, phonotype, polyphonic, saxophone, symphonious, symphony, telephone, xylophone παλαιός: paleoanthropic, paleoanthropology, paleobiochemistry, paleobiography, paleobiology, paleobotany, Paleocene, paleoclimatology, paleoconservative, paleoecology, paleography, paleoliberal, paleolith,



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Paleolithic, paleomagnetism, paleontology, Paleosiberian, Paleozoic, paleozoology ἐπί: see list with Chapter 5β πρός: see list with Chapter 1β

Gr amma r 4 Notes:

Gr amma r 5 Notes:

✒ ✒ Ex ercise 24δ 1. Take care, friend, (to see to it) that you play the lyre better than your brother. 2. The good do not always become more prosperous than the wicked and do not live more easily. 3. I am afraid that the ships of the enemy are swifter than ours. 4. If you do this, you will become most hateful to me. 5. Whoever reads the poems of good poets will become better. 6. The Persians have bigger ships than we and more. 7. We, although having fewer ships, will defeat them very easily. 8. For our ships are faster. 9. Who is dearer to me than my mother? 10. No one plays the lyre more pleasantly than you. Word glossed earlier in the chapter: ποιήματα (in β: 6, here in no. 5).

Ο ΗΡΟΔΟΤΟΣ ΤΗΝ ΙΣΤΟΡΙΑΝ ΑΠΟΔΕΙΚΝΥΣΙΝ Title: “H erodotus Displays His

Inquiry”

Students will try to translate τὴν ἱστορίᾱν as his history, but the word is used here in its original sense of inquiry. Students had δείκνῡμι, I show, in Chapter 20 γ; from this they should be encouraged to deduce the meaning of ἀποδείκνῡσιν here (makes known, displays).

Tr anslation Lines 1–4 This is the display of the inquiry of Herodotus of Halicarnassus, so that neither the things that have come to pass through human agency (from men) may fade (from memory) by (lapse of) time, nor may the great and wonderful deeds, performed some by the Greeks and others by the barbarians, lose their fame (become without fame), including the reason why (both other things and for what reason) they made war on each other.

ἀπόδειξίς (1): exhibition, display; Herodotus

would have “displayed” his work by reciting it before an audience. Thucydides, on the other hand, wrote his history for a reading public and says (1.22.4): “(My history) is composed to be a possession forever, not a performance to please an immediate public.” It is characteristic of Herodotus to tell the old mythical stories without critical comment; the next paragraph makes it clear that he does not necessarily believe them himself.

Lines 5–9 Thus the Persians say, and they find (that) the origin of their hatred toward the Greeks is because of the sack of Troy. Concerning these things, I am not going to say that it happened like this or in some other way, but after telling of the man whom I myself know began unjust actions against the Greeks, I will go forward into the further (part) of the story.

Ἰλίου (5): the initial iota is long, but we do not

place macrons over capital letters.

Lines 10–14 Croesus was Lydian by race, and the son of Alyattes, and ruler (tyrant) of the peoples this side of (within) the river Halys. This Croesus was the first man of whom we know who (Croesus first of whom we know) subdued some of the Greeks and made others friends. He subdued the Ionians in Asia, and he made friends of the Spartans. But before the reign of Croesus all Greeks were free.

Croesus became king of Lydia ca. 565 bc; the eastern border of his empire was the river Halys; he in

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fact completed the conquest of the Ionian Greeks, which had been begun by Alyattes. He made an alliance with Sparta, on learning that the Spartans were the most powerful state in Greece.

✒ ✒ Ex ercise 24ε 1. του� πατρὸς ἀποθανόντος, ὁ Κροι�σος βασιλεὺς ἐγένετο, ὃς ἐπὶ τοὺς ἐν Ἀσίᾳ Ἕλληνας στρατευόμενος κατεστρέψατο. �ν ἐν Ἀσίᾳ Ἑλλήνων 2. πάντων τω νῑκηθέντων, πλείστᾱς ναυ�ς ποιησάμενος 3.

4.

5.

6.

παρεσκευάζετο ὡς ἐπὶ τοὺς νησιώτᾱς στρατευσόμενος. Ἕλλην δέ τις ἐς ταˉ`ς Σάρδῑς ἀφικόμενος καὶ ἀκούσᾱς τί ἐν νῳ� εἰ�χεν ὁ Κροι�σος, � βασιλευ�,” ἔφη, “οἱ νησιω�ται “ὠ πλείστους ἱππέᾱς συλλέγουσιν ὡς ἐπὶ σὲ στρατευσόμενοι/ἵνα ἐπὶ σὲ στρατεύσωνται. ὁ δέ Κροι�σος, οἰόμενος τὸν Ἕλληνα τὰ ἀληθη� λέγειν, “ἐγὼ μέν,” ἔφη, “ἐλπίζω τοὺς νησιώτᾱς στρατεύσεσθαι ἐπ ’ ἐμέ· σαφω�ς γὰρ νῑκηθήσονται.” ὁ δὲ Ἕλλην τάδε ἀπεκριˉ΄νατο· “ἀ�ρ’ οὐκ οἴει τοὺς νησιώτᾱς ἐλπίζειν σὲ κατὰ θάλατταν ἐπὶ σφα� ς στρατεύσεσθαι, πιστεύοντας σὲ νῑκήσειν;” οὕτως οὐ�ν ἐπείσθη ὁ Κροι�σος μὴ στρατεύεσθαι ἐπὶ τοὺς νησιώτᾱς ἀλλὰ φίλους ποιήσασθαι. Cl assica l Gr eek

For Hesiod, see M. L. West, Hesiod: Words & Days, Edited with Prolegomena and Commentary, Oxford University Press, 1978 (p. 100 for lines 109–118).

Tr anslation The immortals who have their homes on Olympus first made the golden race of men of mortal speech. They were living like gods, having hearts free from care away from and without toil and woe; nor was sad old age present at all, but always unfailing (the same, i.e., unchanged) in feet and hands, they were enjoying festivities far from all evils; and they died as though (they had been) overcome by sleep; they had all good things, and the bountiful earth of its own accord was bearing (carrying) much and plentiful fruit. . . .

Book II

After the Bronze Age, Hesiod inserts the age of the heroes, in which lived the mythical heroes such as Oedipus, Achilles, Agamemnon, etc. He thus makes the Iron Age the fifth (see end of Chapter 26).

New Testa m ent Gr eek Illustration (p. 162)

The Light of the World (1853–54) is a painting by ­William Holman Hunt showing the figure of Jesus about to knock on an overgrown (because long unopened) door. It illustrates Revelations 3:20: ‘Behold, I stand at the door and knock; if any man hear my voice, and open the door, I will come in to him, and will sup with him, and he with me.’ The painting hangs in the Chapel of Keble College, Oxford.

Tr anslation And so Jesus again spoke to them saying, “I am the light of the world; the one following me will never walk in the darkness, but will have the light of life.”

οὐ μὴ περιπατήσͺη (2): New Testament Greek uses οὐ μή + the aorist subjunctive to express a strong negative statement about the future. Then Jesus was saying to the Jews who had come to believe in him, “If you remain in my word, you are truly my disciples and you will know the truth, and the truth will set you free.” And passing along he saw a man blind from birth. And his disciples asked him, saying, “Teacher, who sinned, he or his parents, that he was born blind?” Jesus answered, “Neither he nor his parents sinned, but (he was born blind) so that the works of God might be shown in him. We must work the works of the one who sent me while it is day; night is coming when no one is able to work. As long as (when) I am in the world, I am the light of the world.” Having said these things, he spat on the ground and made mud from the spit and smeared the mud on his (i.e., the blind man’s) eyes and said to him, “Go wash in the pool of Siloam (which is translated Having Been Sent).” And so he (i.e., the blind man) went away and washed himself and went (away) seeing. του� πτύσματος (7): students will deduce the meaning of this noun from the verb ἔπτυσεν earlier in the sentence.

h 25 Ο ΚΡΟΙΣΟΣ ΤΟΝ ΣΟΛΩΝΑ ΞΕΝΙΖΕΙ (α) Caption Under Illustration

Title: “Croesus Entertains

Solon”

Solon, having arrived at Sardis to look at everything, was being entertained by Croesus.

The new verb is in the vocabulary list.

Pur poses of This Ch apter 1. Reading: (α , β, and the tail reading) to give an adapted version of Herodotus’ story of how Croesus entertained Solon and of their discussion of true happiness 2. Grammar: (α) to introduce the optative mood; its use in main clauses expressing wishes (optative of wish); its use in main clauses expressing possibilities (potential optative); its use as an alternative to the subjunctive in subordinate clauses in secondary sequence; and its forms ( λυˉ΄ ω, contract verbs, thematic aorists, and liquid stem verbs); (β) to present the optatives of -μι verbs and to present the use of the optative as an alternative to the indicative in indirect statements and indirect questions in secondary sequence 3. Context: to present information about Herodotus and his history

Illustration (p. 164) This red-figure cup by Douris, ca. 480 bc (London, British Museum) illustrates a symposium (dinner party). This is a very common subject on cups of this period. Although the scene of this chapter is set in Sardis, it may not be wildly wrong to illustrate it with an Athenian symposium, since relations between Greece and Lydia were close in this period.

Introduce θεωροίη as an optative and briefly explain the use of the optative here as a substitute for the subjunctive in subordinate clauses in secondary sequence.

Vocabula ry Students have already seen the principal parts of κρι΄ˉνω, given along with ἀποκρι΄ˉνομαι in the list of principal parts after passage 22β. New usage of preposition: κατά + acc., through: κατὰ τοὺς θησαυροὺς (12). Note that we keep Herodotus’ genitive Ἀλυάττεω.

The Optativ e This chapter formally introduces the forms and uses of the optative. The following information about the uses of the optative is presented in this and subsequent chapters:

Chapter 25 Grammar 1, pp. 166–7: wishes Grammar 2, p. 167: potential optative Grammar 3, pp. 168–9: the optative as an alternative to the subjunctive in subordinate clauses in secondary sequence

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Grammar 6, pp. 181–2: the optative as an alternative to the indicative in indirect statements and questions in secondary sequence

Chapter 26 Grammar 1, pp. 190–2: conditional sentences

Chapter 30 Grammar 1, pp. 313–6: optional change of indicative and subjunctive to optative in complex sentences in indirect statement

Spelling With the readings from Herodotus in Chapters 25 and 26 we continue to use his spellings ἐς and -σσ-; with Chapter 27 more of Herodotus’ Ionic dialect will be preserved in the readings, and students will be given a note on the Ionic dialect at the beginning of that chapter.

Teaching the New Gr amma r in the Story The following optatives occur in passage α:

ἵνα μή . . . ἀναγκασθείη (6): purpose clause in secondary sequence

οὕστινας σφίσι Σόλων θει�το (8): indefinite

relative clause in secondary sequence ἵνα δείξειαν (12): purpose clause in secondary sequence For pedagogical purposes in lines 6 and 8 we have substituted the optative for Herodotus’ sub� and θη�ται), making the junctives (ἀναγκασθͺη optional substitution of optative for subjunctive in secondary sequence that Herodotus did not make. When working on passage α for comprehension and translation, be sure students notice the new optative forms (they should have no trouble translating them in context). Then after students have studied the grammar sections, have them come back and identify the forms and the constructions in which they occur.

Book II

Tr anslation

Lines 1–12 When Alyattes died, Croesus the son of Alyattes inherited (received) the kingdom, being thirty-five years old, who, attacking the Greeks in Asia, subdued (them) in turn. When he had subdued the Greeks in Asia, there arrive at Sardis other wise men from Greece and in particular Solon, an Athenian man, who, after making laws for the Athenians, went abroad for ten years, having sailed off ostensibly (in word) for sightseeing but in fact (in deed) in order that he might not be compelled to repeal (loose, untie) any of the laws that he had laid down. For the Athenians themselves were not able to do this; for they were being constrained to use for ten years the laws, whatever ones Solon laid down for them. So leaving the country he arrived in Egypt to Amasis and what is more at Sardis to Croesus. On arrival (having arrived), he was being entertained in the palace by Croesus. And afterward, on the third or fourth day, on Croesus’ order (Croesus having ordered) servants were leading Solon through the treasures so that they might show (him) that everything was great and prosperous.

For Solon, see essay, Chapter 21, pp. 91–2. His archonship, when he was appointed arbitrator and carried through his reforms, is traditionally dated to 594/593 bc, though some modern scholars argue for a later date. Croesus did not become king of Lydia until 565 bc, and so the whole of the famous story that follows may belong to the realm of myth rather than history. ἄλλοι . . . σοφισταὶ (4): for Herodotus the word σοφιστής does not mean “sophist” but simply “wise man.” Solon was one of “the seven wise men” of this time (see the Greek Wisdom readings in Book I). Herodotus says that they all came to visit Croesus when Sardis was at the height of its prosperity. Compound verb to be deduced: ἐκπλεύσᾱς (6). οὕστινας (8): note that the pronoun is not assimilated to the case of its antecedent here. θει�το (8): help students as necessary with this aorist optative form (for the construction, see Grammar 3, pp. 168–9). Compare ἔθετο (7).

Lines 13–24 After he had seen and examined it all (him having seen and examined everything), Croesus asked



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him these things, “Athenian guest, many reports (much account) have come to us about you because of your wisdom and your travels (wandering), (telling) that you have passed through much of the world (much land) to see things (for the sake of seeing). So now I want to ask you who is the happiest of all the men whom you have seen.” He was asking this (these things) expecting that he himself was the happiest, but Solon without any flattery (flattering nothing) but speaking (using) the truth, says, “O king, Tellus the Athenian.” Croesus, surprised at what was said, asked, “How do you judge Tellus to be happiest?” And Solon said, “Tellus had (there were for Tellus) handsome and good sons, and he also saw children being born to his sons and all surviving, and the end of his life was most brilliant; for when the Athenians had a battle with their neighbors at Eleusis, having come to (their) aid and having made a rout of the enemy, he died most gloriously (most beautifully), and the Athenians buried him publicly where he fell and honored him greatly.”

5. paleography: παλαιός, -ά , -όν, old + ἡ γραφή, -γραφίᾱ = ancient writing, the study of ancient writing (coined 1818). 6. archaeology: ἀρχαιολογίᾱ (ἀρχαι�ος, -ᾱ , -ον + -λογίᾱ) = study of things ancient.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

θάπτω [ταφ-]: cenotaph, epitaph κρι΄ˉνω (ἡ κρίσις, decision; judgment; ὁ κριτής,

receives hospitality or gives it to another), thus, guest or host, or it may mean stranger or foreigner. ὡ�ν (16): genitive by attraction.

judge): crisis, criterion, critic, critical, critically, criticize, criticism, critique, hypercritical, hypocrisy, hypocrite, hypocritical θεράπων (θεραπεύω, I do service; I care for; I treat): therapeutic, therapeutics, therapy θεωρίᾱ: theorem, theoretical, theoretician, theoretics, theorist, theorize, theory θησαυρός: thesaurus ἡ σοφίᾱ: philosopher, philosophic, philosophical, philosophically, philosophize, philosophy, sophist, sophisticated, sophistication, sophistry, sophomore, unsophisticated κατά: see list with Chapter 5α μετά: see list with Chapter 6α

Pr incipal Pa rts

Gr amma r 1

ξένε (14): ὁ ξένος means guest-friend (i.e., one who

These three verbs belong to the -μι class of verbs, which in the present and imperfect are athematic; that is, they add endings to the stem without thematic vowels. The forms are similar to those of ἵσταμαι. See Book I, Chapter 16, Grammar 2. Remind students that the 2nd person singular imperfect of δύναμαι is ἐδύνασο or more commonly ἐδύνω and of ἐπίσταμαι it is ἠπίστασο or more commonly ἠπίστω.

Wor d Stu dy 1. history: ἡ ἱστορίᾱ , inquiry; history. 2. chronicle: χρονικός, -ή, -όν, concerned with time; τὰ χρονικά , annals, records of events year by year (chronicle, via Middle English cronicle). 3. chronology: ὁ χρόνος + ὁ λόγος, -λογίᾱ = study of times and dates (coined 1593). 4. genealogy: ἡ γενεᾱλογίᾱ (ἡ γενεά+ -λογίᾱ) = study of family, tracing descent.

Although it is worth emphasizing to students that the optative may be easily recognized from the letters οι, αι, ῳ or ει, the actual signals of the optative mood are -ῑ- or -ιη-, which combine with other vowels in the verb forms. For details, see Smyth 393, 459, and 460. We recommend placing emphasis on recognition, memorization, and production rather than on analyzing the linguistic origins of the forms.

✒ ✒ Ex ercise 25α 1. 2. 3. 4. 5.

May our mother arrive quickly! May we defeat the enemy and save our country. May I not see the wicked faring well! May the ship not be destroyed by the storm! May all who do such things die horribly!

Gr amma r 2 Notes:

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✒ ✒ Ex ercise 25 β 1. I wouldn’t want to harm the child. 2. I couldn’t do this. 3. I would gladly hear/I should like to hear what the young man wants. 4. Perhaps the king would give us some money. 5. We would scarcely obey the general if he gives such orders (giving such orders). 6. Would you tell me what happened? 7. Who would trust this man, who has often lied to us? 8. You wouldn’t escape the notice of the gods doing such a thing. 9. As they are hostile (Being hostile), they would not want to help us. 10. You couldn’t step into the same river twice.

Gr amma r 3 The examples in section b in secondary sequence have the same pattern as past general conditions (see Chapter 26, Grammar 1, p. 190).

Gr amma r 4 Students should be alerted to the fact that the diphthongs οι and αι are counted as long in the optative endings, producing accents as follows: λυˉ΄ σοι, λυˉ΄ σαι, φιλήσαι. In the optative active, Attic usually shows -ειας, -ειε(ν), and -ειαν in sigmatic 1st aorists and asigmatic 1st aorists of liquid and nasal stem verbs. There are alternative forms for contract verbs in the present optative active, as follows:

Singular φιλοι�μι, φιλοι�ς, φιλοι� τῑμῳ�μι, τῑμῳ�ς, τῑμῳ� δηλοι�μι, δηλοι�ς, δηλοι� Plural φιλοίημεν, φιλοίητε, φιλοίησαν τῑμῴημεν, τῑμῴητε, τῑμῴησαν δηλοίημεν, δηλοίητε, δηλοίησαν The aorist passive optatives have alternative forms in the plural, showing -είημεν, -είητε, and -είησαν.

Book II

For the optatives of δύναμαι, κει�μαι, and ἐπίσταμαι, refer students to Forms, pp. 346–7.

✒ ✒ Ex ercise 25 γ We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 25 δ 1. λυˉ΄ ωσιν, λυ΄ˉ οιεν 2. λυˉ΄ ηται, λυ΄ˉ οιτο 3. λυˉ΄ σωμεν, λυ΄ˉ σαιμεν 4. λυθͺη �, λυθείη 5. βούλωμαι, βουλοίμην 6. νῑκω �μεν, νῑκῳ�μεν 7. φιλͺη �, φιλοίη 8. ποιήσωνται, ποιήσαιντο 9. ἴδητε, ἴδοιτε 10. τῑμᾳ�, τῑμῴη 11. λῡώμεθα , λῡοίμεθα 12. λάβω/λάβωσι(ν), λάβοιμι/λάβοιεν 13. γένηται, γένοιτο 14. φιλήσωμεν, φιλήσαιμεν 15. ἀφίκωνται, ἀφίκοιντο

✒ ✒ Ex ercise 25 ε 1. οἱ νέοι ἐπαιδεύοντο ἵνα ἀγαθοὶ γένοιντο. The young were being educated so that they might become good. (It may be useful to remind students that in English we use may in primary sequence and might in secondary sequence, as in the sentence above.) Σόλων ἀπεδήμησεν ἵνα μὴ 2. ὁ ἀναγκασθείη τοὺς νόμους λυ� σαι. Solon went abroad so that he might not be forced to repeal his laws. 3. οἱ παι�δες ἐφοβου� ντο μὴ ὁ πατὴρ ὀργίζοιτο. The children were afraid their father might be angry. 4. οἱ ὁπλι�ται ἐφοβου� ντο μὴ οὐκ ἀμυ΄ˉ νοιεν τοὺς πολεμίους. The hoplites were afraid they might not ward off the enemy. 5. ὁ Δικαιόπολις πρὸς τὸ ἄστυ ἐπορεύθη ὅπως τοὺς χοροὺς θεῳ�το. Dicaeopolis journeyed to the city to watch the dances.



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6. φοβούμενος τὸν κίνδῡνον, τοὺς φίλους ἐκάλεσα ὅπως ῾υˉμι�ν βοηθοι�εν. Fearing the danger, I called our friends to come to your aid. � ἄστει ἐμείναμεν ἵνα ταˉ`ς τραγῳδίᾱς 7. ἐν τῳ θεῴμεθα. We stayed in the city to watch the tragedies. 8. οἱ αὐτουργοὶ εἰς τὸ ἄστυ ἔσπευσαν ἵνα μὴ ὑπὸ τω�ν πολεμίων ληφθει�εν. The farmers hurried to the city so that they might not be caught by the enemy. � οἴκαδε 9. ἐφοβούμεθα μὴ οὐκ ἐν καιρῳ ἐπανέλθοιμεν. We were afraid we might not return home in time. 10. ὁπότε ἔαρ γένοιτο, οἱ ποιμένες τὰ πρόβατα πρὸς τὰ ὄρη ἤλαυνον. Whenever spring came, the shepherds were driving their sheep to the hills.

✒ ✒ Ex ercise 25 ζ 1. οἱ Ἕλληνες τοὺς παι�δας εἰς διδασκάλων ἔπεμπον ἵνα/ὅπως τὰ γράμματα μάθωσιν/ μάθοιεν. 2. οἱ παι�δες ἀεὶ ἐφοβου� ντο μὴ ὁ διδάσκαλος ὀργίζηται/ὀργίζοιτο.

3. ὁπότε γένοιτο ὁ χειμών, οἱ ποιμένες τὰ πρόβατα ἤλαυνον εἰς τὸ πεδίον. 4. οἱ δου� λοι ἀεὶ ἐποίουν (πάντα) ὅσα κελεύοι ὁ δεσπότης. 5. οἴκαδε ἐσπεύσαμεν ἵνα τὴν μητέρα εὕρωμεν/εὕροιμεν.

Ν.Β. In nos. 1, 2, and 5 either the subjunctive or the optative is correct, but in 3 and 4, which are indefinite clauses in secondary sequence, only the optative without ἄν is correct. Illustration (p. 172)

Marble portrait herm of Herodotus, Roman copy of a late-fifth-century Greek original (New York, Metropolitan Museum of Art).

Herodotus For further reading, see Ancient Writers, Vol. I, pp. 209–232; Cambridge History of Classical Literature, Vol. I, pp. 426–441; and The Oxford History of the Classical World, pp. 186–191. For an attractive books of excerpts from the History with notes and copious color illustrations, see J. Claughton, Herodotus and the Persian Wars (Cambridge University Press, 2008).

h Ο ΚΡΟΙΣΟΣ ΤΟΝ ΣΟΛΩΝΑ ΞΕΝΙΖΕΙ (β)

Vocabula ry

the second prize. And he (said), “Cleobis and Biton. For they were Argives by birth and had (For to them being Argives by birth there was) sufficient wealth and besides this physical strength (strength of body) like this: both were prize winners (in athletic contests), and what is more this story is told (about them): when the Argives were having a festival for Hera, it was absolutely necessary that their mother be brought by a team of oxen (by a yoke) to the temple, and the oxen were not arriving from the field in time. And the young men, so that their mother might arrive in time, themselves were dragging the wagon, and their mother was being carried on the wagon, and having brought her forty-five stades (about five miles or eight kilometers), they arrived at the temple.

Notes:

Teaching the New Gr amma r in the Story The following optatives occur in passage β (see Grammar 3 and Grammar 6):

τίνα . . . ἴδοι (1–2): indirect question in secondary sequence.

ἵνα παραγένοιτο (7): purpose clause in secondary sequence.

ὅτι . . . εἴη (11): indirect statement in secondary sequence.

ὅ τι . . . εἴη (16): indefinite relative clause in secondary sequence.

Again, for pedagogical purposes we have changed Herodotus’ Greek, substituting the indefinite relative clause in lines 16 for Herodotus’ definite clause with the indicative ἐστί. Be prepared to help students as necessary with the constructions in which the datives are used in line 3 (τούτοις . . . οὐ�σι . . . Ἀργείοις), line 6 (τοι�ς Ἀργείοις), and line 10 (αὐτοι�ς ποιήσᾱσι καὶ ὀφθει�σι).

Lines 10–19

Tr anslation

Lines 1–9 When Solon had said this about Tellus, Croesus asked whom he had seen second happiest after him, thinking that he would certainly carry (off) II - 8 0

“After they had done this and had been seen (for them having done this and having been seen) by those present, the end of their life was excellent, and god showed in these things that it is better for a man to be dead rather than to live. For the Argive men (who were) standing around praised the strength of the young men, and the Argive women praised their mother, because she had such children. And the mother, standing in front of the statue of the goddess (Hera), was praying that the goddess give to Cleobis and Biton, her own children, who had honored her greatly, whatever it was best for a man to get. And after this prayer, when they had sacrificed and feasted, the young men, having gone to sleep in the temple itself, never got up again but died like this. And the Argives, having



2 5   Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Σ Ο Λ Ω Ν Α Ξ Ε Ν Ι Ζ Ε Ι ( β ) II - 8 1

made statues of them, set them up at Delphi, as being (having become) the best (of) men.”

τεθνάναι (11): besides having the 1st perfect forms τέθνηκα, indicative, and τεθνηκέναι, infinitive, the verb ἀποθνͺͺήσκω has 2nd perfect

forms, found most commonly in the participle, τεθνεώς, τεθνεω�σα, τεθνεός, and the infinitive, τεθνάναι. Similarly, ἵστημι, besides having the 1st perfect forms ἕστηκα, etc., has 2nd perfect �σα, ἑστός and forms, the participle ἑστώς, ἑστω the infinitive ἑστάναι (see Chapter 27, tail reading, lines 10 and 13).]

Lines 20–22 So Solon gave the second prize for happiness to these men, and Croesus, having grown angry, said, “Athenian guest, do you despise our happiness so much that you didn’t even consider (make) us worth comparing to (worthy of) private individuals?”

Illustration (p. 177)

3. 4.

son of Alcmeon, descended from Alcmeon (a) little child (b) little house (c) young boy (d) youth

English Der ivativ es from Wor ds in the Vocabula ry List

πλου� τος: Pluto, plutocracy, plutocrat, pluton, Plutonium

Gr amma r 5 Note that for the present optative of the verb εἰμί we give the forms εἰ�μεν, εἰ�τε, εἰ�εν first, as they are more common than the alternative forms (see Smyth 393).

✒ ✒ Ex ercise 25 η

These archaic statues of brothers, dated about 590 bc, were found in excavations at Delphi, complete with an inscription naming them and saying that they were dedicated by the people of Argos. (Photo: Alison Frantz, American School of Classical Studies at Athens.)

We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

Pr incipal Pa rts

1. εἰμί: 3rd singular, present, active 2. εἰ�μι: 2nd plural, present or future, active 3. δίδωμι: 1st plural, aorist, middle 4. δίδωμι: 1st singular, present, active 5. δίδωμι: 2nd singular, present, middle or passive 6. τίθημι: 3rd singular, present, middle or passive 7. τίθημι: 3rd plural, present, active 8. τίθημι: 3rd plural, aorist, passive 9. ἵστημι: 3rd singular, present, middle or passive 10. ἵστημι: 1st singular, present, active 11. ἵστημι: 2nd singular, 2nd aorist, active 12. δείκνῡμι: 1st plural, aorist, active 13. δείκνῡμι: 3rd plural, present, active 14. ῞ˉι ημι: 3rd plural, aorist, active 15. ῞ˉι ημι: 3rd singular, present, active

Originally these verbs began with consonants (*σεϝάω, *σέλκω, *σέπομαι, *ϝεργάζομαι, and *σέχω) and took syllabic augments. The intervocalic σ or ϝ dropped out, and the vowels contracted to ει. The εἰ- augment does not appear in the aorist and perfect of ἕπομαι and ἔχω. The unaugmented aorist forms of ἕπομαι �μαι, σποίμην, σπου�, σπέσθαι, and are σπω σπόμενος. The unaugmented aorist forms of ἔχω are σχω�, σχοίην or σχοι�μι, σχές, σχει�ν, and σχών.

Wor d Bu ilding 1. citizen (city); sailor (ship) horseman (horse); priest (holy) 2. (a) dear, friendly; friendship, love true; truth (b) just; justice prudent, self-controlled; prudence, self-control (c) equal; equality young; youth

✒ ✒ Ex ercise 25 θ

Gr amma r 6 Notes:

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

✒ ✒ Ex ercise 25 ι 1. ἡ γυνὴ ἡμα� ς ἤρετο εἰ τῳ � παιδὶ αὐτη�ς ἐν τͺη� ὁδῳ� ἐντύχοιμεν. The woman asked us if we had met her son on the road. 2. ἀπεκρῑνάμεθα ὅτι οὐδένα ἀνθρώπων ἴδοιμεν ἀλλ’ εὐθὺς ἐπανίοιμεν ὡς αὐτὸν ζητήσοντες. We answered that we had seen no one (of men) but we would return at once to look for him. � παιδὶ ἐντυχόντες εἴπομεν ὅτι ἡ μήτηρ 3. τῳ ζητοίη αὐτόν. Meeting the boy, we said that his mother was looking for him. �ν πολεμίων 4. ὁ ἄγγελος εἰ�πεν ὅτι τω

ἀπελθόντων τοι�ς αὐτουργοι�ς ἐξείη οἴκαδε ἐπανιέναι.

The messenger said that as the enemy had gone away the farmers could return home. 5. ὁ Πρωταγόρᾱς εἰ�πεν ὅτι του� το περὶ πλείστου ποιοι�ντο οἱ πατέρες, ὅπως ἀγαθοὶ γενήσοιντο οἱ παι�δες. Protagoras said that fathers considered this the most important thing, (to see to it) that their sons should become good. 6. ὁ Ἡρόδοτος ἐξηγήσατο ὅπως εἰς

πόλεμον κατασται�εν οἵ τε βάρβαροι καὶ οἱ Ἕλληνες.

Herodotus related how the barbarians and Greeks got into war. 7. ὁ Σόλων ἠπιστήθη ὅτι οἱ Ἀθηναι�οι οὐ λυˉ΄ σοιεν τοὺς νόμους. Solon understood/knew that the Athenians would not repeal the laws. 8. ὁ Κροι�σος τὸν Σόλωνα ἤρετο τίνα ὀλβιώτατον ἴδοι. Croesus asked Solon who was the happiest man he had seen. 9. ὁ Σόλων εἰ�πεν ὅτι οἱ νεᾱνίαι, τὴν μητέρα εἰς τὸ ἱερὸν κομίσαντες, ἀποθάνοιεν. Solon said that the young men, after carrying their mother to the temple, died. 10. οὕτως ἔδειξεν ὁ θεὸς ὅτι ἄμεινον εἴη ἀνθρώπῳ τεθνάναι μα�λλον ἢ ζη�ν. So god showed that it was better for a man to be dead than to live. Students will recall the second perfect infinitive τεθνάναι in no. 10 from passage β:11, where it is glossed. Notice the future optatives in nos. 2, 5, and 7, representing future indicatives of direct speech;

Book II

students should be reminded that this is the only use of the future optative.

Gr eek Wisdom Heraclitus 128 Diels

Tr anslation (The Greeks) pray to statues that do not hear as if they could hear.

ἀκούοιεν: note the irregular potential optative without ἄν. Ο ΣΟΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ ΟΡΓΙΖΕΙ Title: “Solon A ngers Croesus” Students will deduce the meaning of the verb from their knowledge of the middle verb ὀργίζομαι. There is one optative in the tail reading: παραμείνειε (10), optative in a future less vivid protasis of a mixed conditional sentence.

Tr anslation

Lines 1–6 But Solon said, “Croesus, you ask me about the human predicament (human affairs), and I know that all divinity is jealous and troublemaking. For in (the course of) a long time it is possible to see many things that one does not want to see and to suffer many things (that one does not want to suffer). For I set the bounds of a man’s life (of life for a man) at seventy years. These years, seventy in number (being seventy), provide 26,200 days. And each of them brings something different from the others (and the one of them brings no matter similar to the other).

πα� ν τὸ θει�ον φθονερὸν ὂν καὶ ταραχω�δες (2):

the notion that God was hostile to mankind was not unfamiliar to some writers in the Old Testament, e.g., Exodus 20:5, “I the Lord thy God am a jealous God,” i.e., He will not tolerate the neglect of honors due to Him or the paying of honors to other gods. The Greeks consistently believed that God (the gods) would humble those who enjoyed too much prosperity; for too much prosperity or power results in ὕβρις, pride, and this will



2 5   Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Σ Ο Λ Ω Ν Α Ξ Ε Ν Ι Ζ Ε Ι ( β ) II - 8 3

inevitably be followed by νέμεσις, divine retribution. No man therefore could feel secure, and the prosperous might well consider that the gods were “troublemaking.”

Lines 7–13 “You seem to me to be very (greatly) rich and to be king over many men; but as for what (that which) you ask me, I do not yet say (that of) you, until I learn that you have ended your life well. For the very (greatly) rich man is not happier than the one having livelihood for a day, unless luck should stay with him, so that he finishes his life well. For many rich people among mankind (of men) are unhappy, and many having a moderate livelihood are lucky. One must examine the end of every event, (to see) how it will turn out. For god, after having given a glimpse of happiness to many men, overturned (perhaps gnomic aorist: overturns) them root and branch.”

ἐκει�νο . . . οὔπω σε λέγω (8): I don’t yet say that of you. . . . When λέγω means I say something of someone, it takes two accusatives, e.g., κακά σε λέγω, I speak ill of you.

The profound pessimism of this passage illustrates one strand of Greek thought; it was based on the conviction that life was a lottery in which no man could rely on the protection of the gods, however well he lived. It led Theognis to say (425– 429): “The best of all things for men is never to be born, nor to see the rays of the burning sun, and being born to pass as soon as possible the gates of Hades and lie clothed in deep earth”—a sentiment echoed, for instance, in Sophocles’ Oedipus at Colonus, 1224–1227.

Lines 14–16 Solon in saying this was no longer finding favor with Croesus, but Croesus sends him away, thinking that he was stupid, who, ignoring present goods, was telling him to look at (see) the end of everything.

✒ ✒ Ex ercise 25 κ 1. ὁ μὲν Κροι�σος ᾤετο ὀλβιώτατος εἰ�ναι ἀνθρώπων, ὁ δὲ Σόλων εἰ�πεν ὅτι ἄλλους εἰ�δεν/ἴδοι ὀλβιωτέρους. 2. ὁ οὐ�ν Κροι�σος τὸν Σόλωνα ἤρετο τί κρι΄ˉνει/κρι΄ˉνοι ἄλλους ὀλβιωτέρους εἰ�ναι.

3. ὁ δὲ Σόλων ἀπεκριˉ΄νατο ὅτι οὐδένα ὄλβιον καλει�/καλοίη πρὶν ἂν μάθͺη/πρὶν μάθοι αὐτὸν τὸν βίον εὐ� τελευτήσαντα. � Σόλωνι ὀργισθεὶς 4. ὁ οὐ�ν Κροι�σος τῳ αὐτὸν ἀπέπεμψεν, οἰόμενος/δόξᾱς ὅτι ἀμαθής ἐστιν/ἀμαθὴς εἴη or αὐτὸν ἀμαθη� εἰ�ναι. 5. μετὰ δὲ ταυ� τα ὁ Κροι�σος δεινὰ παθὼν ἔγνω/ἔμαθε τὸν Σόλωνα ὀρθω�ς γιγνώσκοντα. For the use of πρίν in no. 3 in an indefinite clause after a negative main clause, see Chapter 22, Grammar 2, pp. 110–11.

Gr eek Wisdom Heraclitus 93 Diels

Tr anslation The lord, whose oracle is in Delphi, neither speaks nor conceals (hides), but indicates (signals; signs; shows).

New Testa m ent Gr eek Tr anslation “The one coming in through the gate is the shepherd of the sheep. The gatekeeper opens (the gate) for this one, and the sheep hear his voice and he calls his own sheep by name and leads them out. Whenever he leads out all his own (sheep), he walks in front of them, and the sheep follow him, because they know his voice. . . . I am the gate; if anyone comes in through me, he will be saved and he will come in and he will go out and he will find pasture. . . . I am the good shepherd. The good shepherd lays down his life on behalf of his sheep; the hired laborer and (the one) not being the shepherd, of whom the sheep are not his own, sees the wolf coming and lets the sheep go/abandons the sheep and flees—and the wolf seizes (attacks) them and scatters (them)—because he is a hired laborer and he has no care concerning (for) the sheep. I am the good shepherd and I know my (sheep) and my (sheep) know me, just as the Father knows me and I know the Father, and I lay down my life on behalf of my sheep. And I have other sheep that are not of this sheepfold; and I must lead them, too, and they will hear my voice, and they will become one flock, one shepherd.”

h 26 Ο ΚΡΟΙΣΟΣ ΤΟΝ ΠΑΙΔΑ ΑΠΟΛΛΥΣΙΝ (α) παιδί, as here. The meaning of the word νύμφην, bride, will have to be given to students, to avoid confusion with “nymph.” The alpha of Ἄτῡς is long, but we do not place macrons over capital letters.

Title: “Croesus Loses His Son” The verb is given in the vocabulary list.

Pur poses of This Ch apter 1. Reading: (α , β, and tail reading) to give an adapted version of Herodotus’ story of Croesus, Adrastus, and Croesus’ son Atys 2. Grammar: (α) to present the standard types of conditional sentences; (β) to review the adverbial use of the accusative case; to present new uses of the accusative case (accusative of respect and accusative absolute); and to present verbal adjectives in -τέος 3. Context: to offer information on shame and guilt in Greek culture as background for the story of Adrastus

Illustration (p. 187)

The painting on this black-figure lekythos by the Amasis Painter (New York, Metropolitan Museum of Art, ca. 560 bc) shows a wedding procession. The bride (just virible) and groom are in a cart drawn by mules, preceded by the bride’s mother carrying torches; at the right, the bridegroom’s mother, holding a torch, welcomes the procession.

Vocabula ry New usage of preposition: ἐπί + acc., of direction or purpose, to, for: ἐπὶ πόλεμον (8). New usage of preposition: κατά + acc., with regard to: κατὰ τὸν παι�δα (4).

Teaching the New Gr amma r in the Story Focus on the two examples of indirect statement: ἐνόμισε ἑαυτὸν εἰ�ναι ἀνθρώπων ἁπάντων ὀλβιώτατον (2) and του�τον οὐ�ν τὸν Ἄτῡν

σημαίνει τῳ� Κροίσῳ ὁ ὄνειρος ἀποθανει�σθαι αἰχμͺη� σιδηρέᾳ βληθέντα (5–6). Note that in

the first example Herodotus uses the accusative ἑαυτόν as the subject of the indirect statement even though it is the same as the subject of the leading verb (normally one would expect αὐτός; see Chapter 23, Grammar 1b, p. 128). Examples of the optative:

ἐμπέσοι (10), purpose clause in secondary

Caption Under Illustration

Croesus gets his son a wife; look, Atys is bringing his bride home in a carriage.

Students may need help with the idiom ἄγεται τῳ � παιδὶ γυναι�κα; the phrase ἄγεσθαι γυναι�κα can be used of bringing home a wife for oneself (Odys� sey 14.211) or of bringing home a wife for a son, τῳ

sequence ἥκοι . . . εἴη (14), indirect question in secondary sequence (note that ὁπόθεν . . . ἥκοι will be translated from where he had come; and note the indefinite interrogative ὁπόθεν used in the indirect question; see Chapter 22, Grammar 3, p. 120).

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2 6   Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Π Α Ι Δ Α Α Π Ο Λ Λ Υ Σ Ι Ν ( α ) II - 8 5

Tr anslation

Lines 1–10 And when Solon had gone away, a terrible retribution from god fell on (took) Croesus, because he thought that he himself was the happiest of all men. For while he was asleep (to him sleeping), a dream appeared to (stood over) him, which showed him the truth of the evils that were going (were destined) to happen with regard to his son. Croesus had two sons, of whom one was mute, but the other far the first of those the same age; and his name was Atys. So the dream shows to Croesus that this Atys will die (will be killed) struck by an iron spear point. And when he woke up, fearing the dream, he gets his son a wife, and no longer did he send him out to/for war, and, having taken the javelins and spears and all (the weapons) that men use for war out of the men’s chambers, he piled (them) up in the storerooms, lest some (one of the weapons) fall on his son.

μελλόντων γενέσθαι (3): the aorist infinitive with μέλλω is rare. βληθέντα (6): help as necessary with this

aorist passive participle; the principal parts were given after passage 22α , p. 107, with the meaning I strike, as needed here. ἐξηγέρθη (7): again, help as necessary with this aorist passive form; the principal parts of ἐγείρω were given after passage 23α, p. 127. ἐκκομίσᾱς (9): compound verb to be deduced.

Lines 11–20 But while the boy has his marriage on his hands (is busy with his marriage), there arrives at Sardis a man whose hands are unclean (being unclean with respect to his hands). This man, having entered Croesus’ palace, begged to obtain purification; and Croesus purified him. And when Croesus had performed the customary rituals, he inquired from where he had come and who he was, saying these things: “Man, who are you and where have you come from to my palace (being who and having come from where did you arrive at my palace)?” And he answered: “King, I am the son of Gordias, and I am called Adrastus, and I am here after involuntarily slaying my own brother, having been driven out by my father.” And Croesus replied: “You are the offspring of friends and you

have come to friends, where you will lack nothing as long as you stay (staying) in my (our) palace. And I advise you to bear this misfortune as lightly as possible.”

On the concepts of pollution and purification underlying the content of this paragraph, see the essay on pp. 193–5. ταˉ΄ς χει�ρας (12): for the accusative of respect, see Grammar 2, pp. 199–200 in this chapter. ἐπικυρη�σαι (13): cf. ἐκύρησε (25β:14). The nominative of Γορδίου (16) is Γορδίης (Ionic) or Γορδίᾱς (Attic). The Attic spelling of Ἄδρηστος (16) is Ἄδρᾱστος, and the English is Adrastus. The adjective ἄδρᾱστος, Ionic, ἄδρηστος, means not running away (from διδράσκω, I run away).

Pr incipal Pa rts Present reduplication consists of the first letter of the stem + ι. We repeat γιγνώσκω here from the list of principal parts after passage 24β to show how it fits into the group of verbs with present reduplication and to set it alongside γίγνομαι, with which it is often confused by students. The verb διδάσκω was given in the vocabulary for Chapter 24α with full principal parts, but it is repeated here to show how it fits into the group of verbs with present reduplication; it is irregular in retaining the prefix δι- in all tenses. The perfect active and middle of γίγνομαι have the same meaning. For πι΄ˉπτω, see Teacher’s Handbook I, ­Chapter 10, Grammar 4.

Wor d Stu dy 1. epic: ἡ ἐπική (ποίησις), epic poetry (τὰ ἔπη is used to mean the same); the root ἐπ- is found in εἰ�πον, I said (epic poetry was declaimed rather than sung). 2. lyric: λυρικός, -ή, -όν, of the lyre (ἡ λύρᾱ); Greek lyric poetry was composed to be sung to the accompaniment of the lyre. 3. drama: τὸ δρα� μα (δράω, I do, act) = action on the stage, drama. 4. tragedy: ἡ τραγῳδίᾱ (ὁ τράγος, goat + ἡ ᾠδή, song) = goat-song. Greek writers say that ­originally the prize for the winner of the tragic competition was a goat.

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

5. comedy: ἡ κωμῳδίᾱ (ὁ κω �μος, revel + ἡ ᾠδή, song) = revel song, so-called, according to Greek writers, because comedy first arose at revels in honor of Dionysus. 6. biography: ἡ βιογραφίᾱ (ὁ βίος + γράφω, ἡ γραφή); the word does not occur until late Greek, but a few biographies were written in classical times. The novel is missing from this list of literary genres, since it was not a recognized form of literature, although romantic novels were written from the first century bc.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

καθαίρω (ἡ κάθαρσις , purification): catharsis,

cathartic, Catherine ὀνομάζω (τὸ ὄνομα/ὄνυμα, name): anonymous, anonymity, antonym, pseudonym, synonym, synonymous, onomatopoeia γάμος: bigamist, bigamous, bigamy, heterogamous, heterogamy, monogamist, monogamous, monogamy, polygamist, polygamous, polygamy νέμεσις: nemesis, Nemesis ἕτερος: heterocarpy, heterochromatic, heterochromatin, heterochromosome, heterocyclic, heterodox, heterodoxy, heterodyne, heterogamete, heterogamous, heterogamy, heterogeneous, heterogenous, heterograft, heterogynous, heterologous, heteromorphic, heteronomous, heteronym, heterophony, heterophyllous, heteropterous, heterosexual, heterotaxis, heterotopic, heterotroph ἐπί: see list with Chapter 5β κατά: see list with Chapter 5α

Gr amma r 1 Notes:

✒ ✒ Ex ercise 26α 1. If you do not discuss (talk about) peace, I will not listen to you. (future more vivid) 2. If we had conquered the barbarians, all would have honored us. (past contrary to fact) 3. If we should/were to hurry home, perhaps we would arrive in time. (remote, future less vivid)

Book II

4. If you told everything to the king, you were foolish. (past particular) 5. If you had stayed at home, you would not have gotten into such danger. (past contrary to fact) 6. If the allies were here, they would be coming to our aid. (present contrary to fact) 7. If we summon the allies, they will come to our aid. (future more vivid) 8. If you do this, I will kill you. (future minatory) 9. If we had set out immediately, we would already have arrived at the city. (past contrary to fact) 10. If you should/were to speak the truth, I would believe you. (remote, future less vivid) 11. If you (ever) help your father, I (always) praise you. (present general) 12. If this dog (ever) saw a wolf, it (always) used to run away. (open, past general)

✒ ✒ Ex ercise 26β 1. If we should/were to hurry straight (immediately) to the city, perhaps we would arrive before evening falls.

εἴ μοι ἡγοι�ο, ἡδέως ἂν ἑποίμην.

2. If we had not met the shepherd, we would have missed the way.

εἰ μὴ ἐσπεύσαμεν, ὀψὲ ἂν οἴκαδε ἀφῑκόμεθα. 3. If you listen to me, you will soon come to know everything.

ἐαˉ΄ν μοι ταχέως ἕπησθε, ἀφιξόμεθα πρὶν γενέσθαι τὴν νύκτα. 4. If the children had obeyed their father, they would not have gotten into so great danger.

εἰ οἴκοι ἐμείναμεν, τοὺς ἀγω�νας οὐκ ἂν ἐθεᾱσάμεθα.

5. Unless I trusted you, I would not be telling you this.

εἰ παρη�ν ὁ πατήρ, ἡμι�ν ἂν συνελάμβανεν.

6. If the shepherd had not come to the rescue, all the sheep would have died.

εἰ μὴ ὁ ποιμὴν εἰς τὸ αὔλιον ἔσπευσεν, οὐκ ἂν ἔσωσε τὰ πρόβατα. 7. If you see mother in the agora, ask her to hurry home.

ἐαˉ` ν μὴ δι’ ὀλίγου οἴκαδε ἐπανέλθͺη ἡ μήτηρ, ἐγὼ αὐτὸς εἰ�μι ὡς ζητήσων αὐτήν. 8. If my brother were not suffering so (suffering bad things), I would not be so distressed. � ν ἡ μήτηρ, ἠπίστατο ἂν τί δει� ἡμα� ς εἰ παρη

ποιει�ν.



2 6   Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Π Α Ι Δ Α Α Π Ο Λ Λ Υ Σ Ι Ν ( α ) II - 8 7

9. If the enemy (ever) invades the land, the farmers (always) remove to the city.

ἐαˉ΄ν οἱ αὐτουργοὶ εἰς τὸ ἄστυ ἀνίστωνται, ἀσφαλει�ς εἰσιν ἐντὸς τω�ν τειχω�ν.

10. If the Athenians (ever) attacked, the enemy (always) retired,

εἰ ἀναχωρήσειαν/ἀναχωρήσαιεν οἱ Ἀθηναι�οι, οἱ πολέμιοι προσέβαλλον αὐτοι�ς.

Shame and Guilt For further reading, see Civilization of the Ancient Mediterranean, Vol. II, pp. 959–979; The World of Athens, pp. 100–113; and E. R. Dodds, The Greeks and the Irrational (University of California Press, 1968), especially chapter 2.

h Ο ΚΡΟΙΣΟΣ ΤΟΝ ΠΑΙΔΑ ΑΠΟΛΛΥΣΙΝ (β)

ἐξέλωμεν (8): compound verb (from ἐξαιρέω) to

Vocabula ry New usage of preposition: πρός, + gen., from, at the hand of: πρὸς αὐτου� (4).

be deduced; help as necessary with the aorist subjunctive form.

Lines 9–11 Teaching the New Gr amma r in the Story

But Croesus, remembering the words of the dream, was saying this, “I am not willing to send my son; for he is newly married, and those things are a care to him now. But I will send picked (young men) and dogs and will tell those who go to remove the beast from your land.”

This is a long reading passage. Concentrate on the unfolding of the story. Indirect statements: ἔφη σε ὀλιγοχρόνιον

ἔσεσθαι· ὑπὸ γὰρ αἰχμη�ς σιδηρέᾱς ἀπολει�σθαι (16), λέγεις . . . ὅτι ὁ ὄνειρος ἔφη (18), and ἔφη ὑπὸ αἰχμη�ς σιδηρέᾱς ἐμὲ τελευτήσειν (18–19). Tr anslation

Lines 1–8 So Adrastus was living in Croesus’ palace, and at the same time on Mount Olympus a great boar appears (becomes); and this (boar) rushing down from (out of) this mountain was destroying the tilled fields of the Mysians, and the Mysians, having often gone out against it, were doing (it) no harm, but were suffering harm from it. Finally messengers of the Mysians came to Croesus and were saying these things: “King, a very large wild boar appeared (to us) in our land, which is destroying our tilled fields. Although being very eager to take it, we are not able. And so now we ask you to send us your son and picked young men and dogs, so that we may remove it from our land.”

Illustration (p. 197) The scene actually shows the Calydonian boar hunt (Meleager is about to kill the boar). Detail from the François vase (black-figure volute krater signed by Kleitias and Ergotimus, ca. 575 bc, Florence, National Museum). (Photo: Hirmer Fotoarchiv.) Lines 12–22

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But his son, having heard what Croesus had said to the Mysians, went to him and says, “Father, why are you not willing to send me to the hunt? Have you seen some cowardice in me or lack of spirit?” And Croesus answered with these (words): “Son, I’m not doing this because I have seen (having seen) cowardice or anything else objectionable, but a vision in a dream (of a dream), appearing to (standing over) me in my sleep, said that you would be short-lived; for (you) would perish by an iron spear point.” And the young man answers with these (words): “You may be pardoned for guarding me (there is pardon for you to keep a guard around me) since you saw



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such a vision (for you having seen such a vision). But you say that the dream said that I would die by an iron spear point; but what hands (what sort of hands) has a wild boar (are there of a wild boar), and what iron spear point? So since our battle (the battle for us) is not against men, let me go.” Croesus replies: “Son, you convince (conquer) me (by) revealing your opinion concerning the dream. So I change my mind and let you go to/for the hunt.”

ἃ εἰ�πεν (12): note omission of the antecedent. ἔσεσθαι (16): students may have forgotten this

future infinitive of the verb εἰμί (Book I, Chapter 10, Grammar 4). ἰδόντι (17): causal, since. μέθες (20): help students as necessary with this aorist imperative of μεθι΄ˉημι (for the aorist imperative ἕς, see Chapter 20, Grammar 2, p. 74).

Lines 23–8 After saying these things, Croesus sends for Adrastus and says these things to him: “Adrastus, I purified you and received (you) in my palace. So now I want/need you to become the guardian of my son as he sets out to hunt.” And Adrastus answered: “Since you are (so) earnest and I must oblige you, I am ready to do this, and you can expect (expect— imperative) that your son, whom you tell (me) to guard, will return home safe as far as his guardian is concerned (because of his guardian).”

Lines 29–35 After these things they set out (they began to go, inchoative/inceptive imperfect), equipped with picked (young men) and dogs. And, having arrived at Mount Olympus, they were searching for the wild beast, and, having found it and standing around it in a circle, they were throwing their javelins at (it). Then the foreigner, the man who had been purified with respect to murder, throwing his javelin at the boar, misses it and hits Croesus’ son. And he, struck by the spear point, fulfilled the warning (saying, message) of the dream, and someone ran to tell Croesus what had happened. And when he arrived at Sardis he told him of both the battle and the fate (death) of his son.

περιστάντες (30): compound verb to be deduced. ὁ καθαρθεὶς τὸν φόνον (31): the one who

had been purified with respect to the murder; the

article is used to stress the identity of the slayer of Croesus’ son at this dramatic moment. τὸν φόνον (31): accusative of respect—a difficult example; the genitive would have been expected. ἀκοντίζων (31): here with an accusative object, though the verb usually is followed by a genitive. βληθείς (32): see passage α, line 6 and the note in this handbook on βληθέντα.

Pr incipal Pa rts All of these verbs are repeated here from earlier lists (19α , 23α , and 26α). They show vowel gradation such as that seen in English sing, sang, sung; see Smyth 35 and 36.

Wor d Bu ilding 1. 2. 3. 4. 5. 6.

I leave; left, remaining I am glad, delighted, I enjoy; sweet, pleasant I lie; false war; of war, of an enemy, hostile justice; just house, home, dwelling; of the house, of the family, kin, of one’s own 7. war; warlike, hostile 8. I do; concerned with action, practical 9. stone; of stone, made of stone 10. battle; fit for battle, warlike 11. I use; useful 12. I shine; shining, bright, brilliant 13. I fear; fearful, frightened, terrifying, frightening 14. I make, do; made, done 15. I write; written 16. I use; useful, good

English Der ivativ es from Wor ds in the Vocabula ry List

κύκλος: bicycle, circle, cyclamen, cycle, cyclic, cyclin, cycling, cyclist, cyclohexane, cycloid, cyclometer, cyclone, cyclonic, cyclop(a)edia, cyclopean, cyclophosphamide, Cyclops, cyclorama, cyclosis, cyclostome, cyclothymia, cyclotron, encyclical, encyclopaedia, encyclopaedic, epicycle, motorcycle, tricycle φήμη (φημί): aphasia, blame, blameless, blaspheme, blasphemous, blasphemy, euphemism

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φύλαξ: prophylactic, prophylaxis πρός: see list with Chapter 1β Gr amma r 2 Notes:

Gr amma r 3 Notes:

✒ ✒ Ex ercise 26γ 1. A certain man, Phrygian by race, having arrived at Sardis, asked Croesus for purification. τὸ γένος: accusative of respect. 2. Croesus, when he had decided to purify him, was inquiring where he had come from and from what father he was born. δόξαν: accusative absolute. 3. As he had to tell the truth, the stranger answered, “I am the son of Gordias and my name is Adrastus and I am here after slaying my own brother involuntarily.” δέον: accusative absolute. 4. Croesus, receiving him, said, “You have come to friends; and so stay in our palace for as much time as you wish.” ὅσον . . . χρόνον: accusative of duration of time. 5. Some messengers, Mysian by race, arriving at Sardis, said, “Send us, king, your son so that we may remove a great wild beast from our country.” γένος: accusative of respect. 6. The boy, not at all afraid of the hunt, persuaded his father to send him; “For,” he said, “our battle is not against men.” οὐδὲν: adverbial accusative. 7. Being allowed to go to the hunt, Atys set out at once. ἐξὸν: accusative absolute. 8. After journeying a long way and finding the beast, some of the young men chased it and others standing around in a circle were throwing their javelins. ˉ` ν . . . ὁδὸν: accusative of extent of μακρα space. In no. 1, the meaning of Φρύγιος and κάθαρσιν are to be deduced; for τὸ γένος see 24 tail: 10 and Grammar 2, pp. 199–200, where the accusative of respect appears without the article.

Book II

In no. 8, the verb ἐσηκόντιζον is to be recalled from passage β:31.

Gr amma r 4 Latin students will recognize the similarity of the construction of the Greek verbal adjective in -τέος + a form of the verb εἰ�ναι to the Latin passive periphrastic (gerundive of necessity). Greek also has verbal adjectives ending in -τός, -τή, -τόν. Three examples are included in the Word Building exercise on p. 199 of this chapter: ποιητός, γραπτός, and χρηστός. The first two are perfect passive in sense, made and written, and the third expresses possibility, usable; useful; good. Also: δυνατός, possible; capable.

✒ ✒ Ex ercise 26δ 1. Then shall we not begin their education (educating) with music before gymnastics? And there are two sorts of stories (a double type of stories), the one true, the other false (a falsehood)? Is it necessary to educate (them) in both? (“Music” includes literature—see Chapter 24; early education in music will consist largely of storytelling; the false stories are myths representing gods and heroes as having human faults and vices. In Plato’s state, literature is severely censored; Homer and Hesiod are excluded.) 2. These stories are not to be told in our city. 3. And after music the young must be trained in gymnastics. 4. It is necessary (for us) to (We must) select from the other guardians the sort of men who most seem to do with all eagerness whatever they consider to benefit the state. 5. If we are going to use women for the same purposes as the men, it is necessary (for us) to (we must) also teach them the same things. Plato adopts the traditional division of education into music and gymnastics. Education will begin with music, the telling of stories to the very young. These stories will be censored, and all “false” stories, such as myths which do not represent the gods and heroes in a true and noble light, will be excluded.



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In gymnastics Plato seems to be concerned with physical health and self-discipline as much as with exercise. Women are to have the same education as men, including gymnastics, and will play their part in war.

Ο ΑΔΡΗΣΤΟΣ ΕΑΥΤΟΝ ΣΦΑΖΕΙ Title: “A drastus Slays Himself” Students will need to be given the meaning of the verb.

Tr anslation

Lines 1–6 And Croesus was confounded by the death of his son, and he was grieving still more because that man whom he himself had purified of murder had killed his son. And being terribly grieved at the disaster, he was calling on Zeus of purification, calling (him) to witness (the things) that he had suffered at the hands of his guest, and he was calling on Zeus of hospitality, because having received the stranger in his palace he was sheltering unawares the murderer of his son, and he was calling on Zeus of companionship, because having sent him (Adrastus) (as a) guard he found him most hostile.

φόνου (2): genitive of separation with ἐκάθηρεν. καθάρσιον . . . ἐφέστιον . . . ἑταιρει�ον

(3–5): the titles by which Croesus calls on Zeus are all regular cult titles, signifying different aspects of his worship. ἃ ὑπὸ του� ξένου ἔπαθεν (3–4): we say “suffered from . . .” or “suffered at the hands of . . .” rather than “suffered by. . . .” Note omission of the antecedent. ἐλάνθανε βόσκων (5): one may supply ἑαυτὸν with ἐλάνθανε, i.e., he escaped his own notice sheltering, he sheltered X unawares. See Chapter 20, Grammar 3, pp. 76–7. Compound verb to be deduced: συμπέμψᾱς (6).

Lines 7–10 And after this the Lydians arrived (were present) carrying the corpse, and the murderer was following it behind. And he, standing before the corpse, tried to surrender himself to Croesus, stretching

forth his hands, telling him to slaughter himself (Adrastus) over the corpse, saying that he ought to live no longer.

παρεδίδου (8): conative imperfect, tried to surrender, but Croesus would not accept his surrender. Lines 11–17 And hearing this, Croesus pities Adrastus, although being in such deep trouble of his own, and says to him: “I have all satisfaction (justice) from you, since you condemn yourself to death. You are not responsible for this trouble of mine (μοι), but one of the gods, who long ago forewarned (foretold) me of what was (destined) to be.” And so Croesus buried his own son, and Adrastus, this man (who was) the murderer of his own brother, and (was the) murderer of (the son of) the man who purified him, when there was no man around the tomb, being very weighed down by his bad luck, slaughters himself over the tomb.

✒ ✒ Ex ercise 26ε 1. ξένος τις, Φρύγιος τὸ γένος, ἐς Σάρδῑς ἀφικόμενος οὐ καθαρὸς ὢν ταˉ΄ς χει�ρας, τὸν Κροι�σον ͺἢτησεν ἑαυτὸν καθη�ραι. 2. ὡς οἱ Μῡσοὶ τὸν Κροι�σον βοήθειαν ͺἢτησαν, πρω�τον μὲν ὁ Κροι�σος οὐκ ἤθελε/ἠθέλησε τὸν υἱὸν πέμψαι. 3. ὁ δὲ υἱός, “οὐ πρὸς ἄνδρας,” ἔφη, “ἡμι�ν

γίγνεται ἡ μάχη· μηδὲν οὐ�ν φοβου� ἀλλὰ πέμψον με.” 4. ὁ οὐ�ν Κροι�σος ἐπείσθη μὲν τοι�σδε τοι�ς λόγοις, τὸν δὲ ξένον μεταπεμψάμενος ἐκέλευσεν αὐτὸν φυλάττειν τὸν παι�δα. 5. ἐξὸν ἰέναι, ὁ Ἄτῡς εὐθὺς ὁρμησάμενος/ ὁρμηθεὶς τͺη� τρίτͺη ἡμέρᾳ ἐς τὸ ὄρος ἀφι΄ˉκετο. 6. ὡς δὲ ηὑ�ρον τὸν ὑ�ν, ὁ ξένος ἀκοντίζων ἥμαρτεν μὲν του� ὑός, ἔτυχε δὲ του� παιδὸς του� Κροίσου. No. 1: it may be useful to review the declension of

χείρ. See Forms, p. 325(364).

No. 3: remind students to use μηδέν and not οὐδέν with the imperative.

Cl assica l Gr eek For Hesiod, see M. L. West, Hesiod: Words and Days, Edited with Prolegomena and Commentary,

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Oxford University Press, 1978 (p. 103 for lines 174–181).

Tr anslation I wish then that I were not any longer among the fifth (race of) men, but had either died before (them) or been born thereafter. For now the race is of iron; and (men) will not cease from weariness and grief in the day, nor (will they stop) being distressed at night; but the gods will give them hard anxieties; but all the same good will be (lit., will have been) mixed with bad even for them. But Zeus will destroy this race of men of mortal speech, too, when they are gray-haired at birth.

μηκέτ(ι) . . . ὤφελον (1): ὤφελον or εἴθ’ ὤφελον (ὀφείλω) is used to express a wish for the present or past (negative μή). Gr eek Wisdom Heraclitus 40 Diels

Tr anslation Much learning does not teach (one) to have understanding (a mind); for it would have taught Hesiod and Pythagoras and in turn Xenophanes and Hecataeus.

You may wish to point out the parallel sentiment from Ecclesiastes 12.12: “Of making many books there is no end and much study is a weariness of the flesh.”

New Testa m ent Gr eek Tr anslation And a certain person was sick, Lazarus from Bethany, from the village of Maria and Martha her sister. . . . So the sisters sent to him saying, “Lord, see (the one) whom you love is sick.” And Jesus, hearing, said, “This illness is not to death (will not lead to death) but (is) for the glory of God, in order that the son of God may be glorified through it. And Jesus loved Martha and her sister and Lazarus. . . . Then Jesus, coming, found him being in the tomb already for four days (already having four days in

Book II

the tomb). . . . And many of the Jews had come to Martha and Mary to console them concerning their brother.

ἀσθένεια (4): students will deduce the meaning of this noun from the meaning of the participle

ἀσθενω�ν, which is glossed earlier in the passage.

Then Martha, when she heard that Jesus was coming, met him; but Mary was sitting in the house. Then Martha said to Jesus, “Lord, if you had been here my brother would not have died; and now I know that as many things as you may ask of God, God will give to you.” Jesus says to her, “Your brother will stand up.” Martha says to him, “I know that he will stand up/be resurrected in the resurrection on the last day.” Jesus said to her, “I am the resurrection and the life; the one believing in me, even if he dies, he will live, and everyone living and believing in me will never die for eternity. Do you believe this?” She says to him, “Yes, lord, I have come to believe that you are the Christ (the Anointed One), the son of God, the one coming into the world.”

οὐ μὴ ἀποθάνͺη (8): New Testament Greek uses οὐ μή + the aorist subjunctive to express a strong negative statement about the future.

So Jesus, being again deeply moved within goes to the tomb; it was a cave and a stone was lying on it. Jesus says, “Lift the stone.” Martha, the sister of the one who had died says to him, “Lord, he already stinks, for he is (dead) for four days.” Jesus says to her, “Did I not say to you that if you believe you will see the glory of God?” Then they lifted the stone. And Jesus lifted his eyes up and said, “Father, I give you thanks because you heard me. And I knew that you always hear me, but I spoke because of the crowd standing around, so that they might believe that you sent me.” And saying these things he shouted in a loud voice, “Lazarus, (come) out here.” The one who had died came out bound with respect to his feet and hands with strips of cloth and his face had been bound around with a cloth. Jesus says to them, “Untie (Loosen) him and allow him to depart.”

Illustration (p. 208) This aerial photograph shows the stadium, the theater, the temple of Apollo, and the Sacred Way lined with treasuries. (Photo: Raymond V. Schoder, S.J.)

h 27 Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ ΚΥΡΟΝ ΣΤΡΑΤΕΥΕΤΑΙ (α) Title: “Croesus Wages War Against Cyrus” Pur poses of This Ch apter 1. Reading: (α and β) to give an adapted version of Herodotus’ story of Croesus’ campaign against Cyrus and of Cyrus’ defeat of Croesus; and in the final reading to give an adapted version of Herodotus’ story of Labda, whose son, Cypselus, became tyrant of Corinth 2. Grammar: (α) to present the perfect and pluperfect tenses, middle/passive, and the dative of agent; (β) to give further information on perfect reduplication and augment and to present the perfect and pluperfect middle/ passive forms of verbs with stems ending in consonants 3. Context: to present information on signs, dreams, and oracles as background for the story of Croesus and the Delphic oracle

Illustration (p. 209)

The photograph is taken from above the Treasury of the Athenians on the Sacred Way at Delphi, looking down on the theater and the temple of Apollo. (Photo: Alison Frantz, American School of Classical Studies at Athens.)

Caption Under Illustration

The messengers of Croesus, having arrived at Delphi, consulted the god.

Attention may be called to the perfect middle participle ἀφῑγμένοι, formally treated in this chapter.

Stress the temporal augment and the fact that the ending -μένοι is added directly to the stem with no thematic vowel. Students have seen the verb χράομαι + dat. in the sense I use; enjoy since Chapter 14; they will have to deduce the new meaning here, consult (a god or oracle). The new meaning is glossed at line 5 of passage α.

Dialect The Ionic dialect. We introduce more Ionic forms in the readings in this and the following chapters, but we still allow a fair number of Attic spellings.

Vocabula ry New usage of preposition: ἐπί + acc., for (of time): ἐπὶ δύο ἔτεα (1). New usage of preposition: πρός + acc., with (i.e., in relation to—not of accompaniment): πρὸς Ἄμᾱσιν (38).

Teaching the New Gr amma r in the Story The following perfect and pluperfect passive forms appear in passage α: ἐστερημένος (1), τὰ γεγραμμένα (20), and ἐπεποίητο (40). They are all identified and translated in the glosses. Call students’ attention to them as the story is read, comprehended, and translated, but leave full discussion of them until after all the grammar in the chapter has been studied.

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All uses of the subjunctive and optative will be identified and explained in the notes after the paragraphs of the translations of passages α and β.

Tr anslation

Lines 1–11 Croesus was sitting in deep (great) sorrow for two years after having been bereft of his son; and after that (those things), when Cyrus, having become king of the Persians, conquered the Medes and increased the power (the affairs) of Persia (the Persians), Croesus was wishing, if somehow he could, to stop their power before (they) became great. So he decided to consult the best oracle, so that he might learn whether he should (whether it was necessary that he) wage war against the Persians; first, however, it was necessary to find out (come to know) which oracle was the best. So he was making trial of all the oracles, sending messengers, some to Dodona, others to Delphi, and others to other places. And he was telling the messengers on the hundredth day from when(ever) they set out from Sardis to consult the oracles, asking what the king of the Lydians, Croesus, happened to be doing (at that moment), and, having written down whatever the oracles said, to bring it back to him.

εἴ πως δύναιτο (4): the conditional clause that would have had its verb in the indicative in primary sequence here changes to the optative in secondary sequence; the change is optional. πρὶν μεγάλους γενέσθαι (4): help students as necessary with πρίν + infin.; supply αὐτούς as subject of the infinitive, before they became great. ἵνα μάθοι (5): purpose clause with the optative instead of the subjunctive in secondary sequence; the change is optional. εἰ δέοι ἐπὶ τοὺς Πέρσᾱς στρατεύεσθαι

(5–6): again, the indirect question that would have had its verb in the indicative in primary sequence here has its verb in the optative in secondary sequence; the change is optional. Δωδώνην (8): in the mountains of Epirus (in the northwest of Greece), was the seat of an ancient oracle of Zeus, the most prestigious oracle apart from that of Apollo at Delphi; the will of Zeus was revealed by the rustling of the leaves of a sacred oak.

Book II

ἀφ’ ͺἡ�ς ἂν ὁρμηθω�σι (11): subjunctive with

ἄν in an indefinite or general clause; in second-

ary sequence, as here, the verb could have been changed to the optative without ἄν. ὅ τι ποιω�ν τυγχάνοι (10): see Chapter 20, Grammar 3, p. 77, for τυγχάνω with supplementary participle. The indicative of the original, �ν τυγχάνει, What does he direct question (τί ποιω happen to be doing?) is here changed to the optative in secondary sequence; the indefinite ὅ τι is often used instead of the definite τί in indirect questions (see Chapter 22, Grammar 3, pp. 119–120). Note that the neuter of the pronoun ὅστις is usually written ὅ τι to distinguish it from ὅτι, that; because. ὅσ ’ ἂν λέγͺη τὰ χρηστήρια (10–11): ­indefinite relative clause, here without an antecedent, with ἄν and the subjunctive preserved in secondary sequence.

Lines 12–18 What the other oracles prophesied is told by no one, but at Delphi, as soon as the Lydians entered to consult the god, the Pythia says these things: I know the number of the sand(s) and the measures of the sea, and I understand the dumb, and I hear him who does not speak. A smell came to my mind of a hard-shelled tortoise being boiled in a bronze (kettle) along with the flesh of a lamb.

The Pythia was the priestess of Apollo, who, after an elaborate ritual, sat upon a bronze tripod and, inspired by Apollo, delivered his response to the question put by the suppliant. On this occasion the Pythia gave the response without going through the ritual and before any question was put, but Apollo hears even “him who does not speak.” On the hundredth day after his messengers had left Sardis, Croesus “cut up a tortoise and a lamb and boiled them together in a bronze pot” (Herodotus 1.48). The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Herodotus: I, Loeb Classical Library Vol. 117, translated by A. D. Godley, Cambridge, MA: Harvard University Press, 1920. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 54–55 for this passage.



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Lines 18–22 When the Pythia had made this prophecy, the Lydians, having written it down, left for Sardis. And when the others also who had been sent around were present carrying their oracular responses, Croesus was reading all the things that had been written. And of the others none was pleasing to him, but when he heard the (answer) from Delphi, he at once prayed and accepted (it), thinking that the only (true) oracle was the (one) at Delphi, because it had found out what he himself had done.

περιπεμφθέντες (19): compound verb to be

deduced; help students as necessary with the aorist passive participle. The principal parts of πέμπω were given in the list after passage 19α , p. 43. Compound verb to be deduced: ἐξηυ� ρε (22).

Lines 23–31 After this (these things) Croesus was honoring the god at Delphi and was ordering all the Lydians to sacrifice whatever each could (had). And he sent very many very beautiful gifts to Delphi and told those who were about to take them to ask the ­oracle whether Croesus should (whether it was necessary that Croesus) wage war against the Persians. And when the Lydians, having arrived, dedicated (set up) their offerings, they consulted the oracle. And the Pythia answered as follows (these things), that if Croesus waged war against the Persians, he would destroy (break up) a great empire. And when Croesus learned the oracle, he was delighted, quite convinced (hoping altogether) that he would destroy the empire of Cyrus. So with this hope he began a campaign into the empire of the Persians. And when he arrived at the river Halys, having crossed it with his army, he took the city of the Pterians.

ὅ τι ἔχοι ἕκαστος (24): indefinite clause in sec-

ondary sequence, whatever each had. Note that

ἔχω + infin. can mean I am able; possibly we should supply θυˉ΄ ειν here and translate whatever each could

sacrifice.

εἰ δέοι (25): optative replacing indicative in a subordinate clause in secondary sequence. ἐαˉ` ν στρατεύηται . . . καταλυˉ΄ σει (28): future more vivid condition, with the conditional clause in the form of an indefinite or general clause; note that the subjunctive with ἄν is retained here, although it could have been changed to the optative

without ἄν. So also καταλυˉ΄ σει here could have been changed to the optative. The river Halys (31) formed the eastern border of Croesus’ empire, and the city of Pteria lay about 80 miles or 128 kilometers east of it, in the empire of Cyrus.

Lines 32–42 And Cyrus, having gathered his own army, was opposing (campaigning against) Croesus. And when a great battle had taken place and many men had fallen on both sides, they finally parted with neither side victorious (having conquered) when night had come. And on the one hand both the armies thus contended. But Croesus on the other hand having found fault with his army with regard to its size (for his army was much smaller than that of Cyrus), having found fault with this, when on the next day Cyrus was not testing (trying) (him) (by) attacking, he was marching off to Sardis, intending to summon the Egyptians according to their oath (for he had made an alliance with Amasis king of Egypt) and to send for the Babylonians (for an alliance had been made by him with them, too), and, after calling these (allies) and gathering together his own army, he was intending to wage war against the Persians at the beginning of spring (together with spring).

τὸ ἑαυτου� στράτευμα (35): be sure students take this as the object of μεμφθείς (35). αὐτῳ� ἐπεποίητο συμμαχίη (40): dative of agent with the pluperfect passive (see Grammar 7, p. 218). στρατεύειν (41): Herodotus uses the active here, but usually he uses the verb in the middle voice. According to Herodotus 1.77, Croesus also asked the Spartans, with whom he had an alliance, to send help. Gr eek Wisdom Heraclitus 110 Diels

Tr anslation Literally: For as many things as they wish to happen for men is not better. It is not better for men to get as many things as they want. It isn’t good for men to get all they want.

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Pr incipal Pa rts In the Introduction (p. xxii), we warned students that some verbs as they are presented by grammarians derive their parts from etymologically unrelated stems. The three verbs offered here exemplify that situation. Note the irregular ε instead of the expected η in ͺἡρέθην. We have tried to sort out the stems associated with ἔρχομαι as clearly as possible. Note the Attic reduplication (see principal parts after reading 29β, pp. 271–2) in the second perfect ἐλ-ήλυθ-α.

hexameter, hydrometer, kilometer, meter, metric, metrical, metronome, metronomic, micrometer, millimeter, odometer, pedometer, pentameter, perimeter, speedometer, symmetrical, symmetry, tachometer, thermometer, trimeter, voltmeter στράτευμα: see list for στρατός with Chapter 14α ἐπί: see list with Chapter 5β πρός: see list with Chapter 1β

Gr amma r 1 Notes:

Wor d Stu dy

Gr amma r 2

1. philosophy: ἡ φιλοσοφίᾱ (φίλος, -η, -ον + ἡ σοφίᾱ). 2. logic: ὁ λόγος, reason, λογικός, -ή, -όν, ἡ λογική (τέχνη). �θος , custom, character; τὰ ἤθη , 3. ethics: τὸ ἠ morals; τὰ ἠθικά , things concerned with morals; a treatise on morals (Aristotle). ἡ ἐπιστήμη, knowledge 4. epistemology: (cf. ἐπίσταμαι, I understand; I know) + ὁ λόγος, -λογίᾱ = theory of knowledge (coined 1856). 5. metaphysics: τὰ μετὰ τὰ φυσικά , the things after/beyond the natural; τὰ μεταφυσικά (Aristotle) = the branch of philosophy that deals with the first principles of things. In fact, this branch of philosophy has this name because it refers to the things dealt with after The Physics in Aristotle’s sequence of works. 6. political theory: πολῑτικός, -ή, -όν + ἡ θεωρίᾱ, speculation, theory.

Notes:

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

καταλυˉ΄ ω: catalysis, catalyst, catalytic, catalyze φωνέω: see list for φωνή with Chapter 24β ἀνάθημα: anathema, anathematize ἀριθμός: algorithm, arithmetic, arithmetical, arith-

metically, arithmetician, logarithm, logarithmic, logarithmical δω�ρον: Dorothea, Dorothy, Endora, Pandora, Theodore, Theodosius μαντει�ον (ὁ μάντις , seer): mantic, (praying) mantis μέτρον: barometer, calorimeter, centimeter, cyclometer, diameter, geometric, geometrical, geometry,

Book II

Gr amma r 3 Notes:

Gr amma r 4 Notes:

Gr amma r 5 Notes:

Gr amma r 6 Notes:

Gr amma r 7 Notes:

✒ ✒ Ex ercise 27α We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 27β 1. 2. 3. 4. 5. 6.

λέλυνται λελυμένος πεποίηται νενῑκη�σθαι πεπαιδεύμεθα ᾠκη�σθαι



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Illustration (p. 220)

7. ͺἡρημένος 8. δέδοται

Detail of head of the Charioteer of Delphi, dedicated by Polyzalos of Gela for a victory either in 478 or 474 bc (Delphi, Archaeological Museum).

✒ ✒ Ex ercise 27γ 1. 2. 3. 4. 5. 6.

ἐλέλυτο ἐπεποίηντο ἐνενι΄ˉκητο ͺἤρητο ἐβεβούλευτο ἤγγελτο

Signs, Dreams, and Oracles For further reading, see Civilization of the Ancient Mediterranean, Vol. II, pp. 941–950; The World of Athens, pp. 94–98; and H. W. Parke, Greek Oracles (London, Hutchinson, 1967), chapter 7.

✒ ✒ Ex ercise 27δ

New Testa m ent Gr eek

1. The farmer, having arrived at the field, yoked the oxen. 2. When the oxen had been yoked, he plowed the field. 3. When he had ceased from the work, he was about to (intending to) return home. 4. The oxen, loosed by the slave, were being driven from the field. 5. The farmer himself, overcome (conquered) by sleep, was sleeping by the road. 6. It had been planned by Croesus to learn which oracle was best. 7. The messengers, having consulted the Pythia, went away to Sardis. 8. The god at Delphi has been honored by Croesus. 9. An alliance had been made by the Lydians with Amasis. 10. Roused/Excited by the oracle, Croesus was intending (about to) campaign against Cyrus.

✒ ✒ Ex ercise 27ε 1. οἱ δου� λοι τῳ � δεσπότͺη λελυμένοι πάντες

ἥδοντο/ἥσθησαν.

2. πρὸς τὸ ἄστυ πεπορεύμεθα ἵνα τοὺς

χοροὺς θεώμεθα.

3. ἀ �ρα τῳ� ἀρότρῳ κέχρησαι ὅ σοι ἔδωκα; 4. πολλαὶ νη �ες τοι�ς Ἀθηναίοις ἐπεποίηντο. 5. ὁ στρατηγὸς ἡμι�ν εἰ�πε τὰ βεβουλευμένα.

Illustration (p. 220)

Antikenmuseum Berlin, Staatliche Preußischer Kulturbesitz F 2538.

Museen

Tr anslation And Mary was standing at the tomb outside, weeping. Then as she was weeping, she stooped to look into the tomb and she sees two angels sitting in white (garments), one at the head and one at the feet, where the body of Jesus was lying (i.e., had been lying). And they say to her, “Woman, why do you weep?” She says to them that “They lifted (took away) my lord, and I do not know where they put him.” Having said these things, she turned around and she sees Jesus standing (there) and she was not aware (was not knowing) that it was Jesus. Jesus says to her, “Woman, why are you weeping? Whom are you looking for?” She, thinking that he is the gardener, says to him, “Lord, if you took him away, tell me where you put him, and I will lift him (take him away).” Jesus says to her, “Mary.” Having turned around she says to him in Hebrew “Rabbouni” (which means Teacher). Jesus says to her, “Do not touch me, for I have not yet gone up to my father; but go to my brothers and tell them, ‘I am going up to my father and your father and my god and your god’.” Mary (the) Magdalen goes, announcing to the disciples that “I have seen the lord,” and (that) he said these things to her.

Illustration (p. 224)

The stadium at Delphi (see pp. 221–3 of the student’s book). (Photo: Foto Marburg/Art Resource.)

h Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ ΚΥΡΟΝ ΣΤΡΑΤΕΥΕΤΑΙ (β)

Vocabula ry

in the past in a state of having been destroyed: was destroyed (i.e., was in a state of having been destroyed).

ὄπισθε(ν): the usual Attic spelling is ὄπισθεν, but Herodotus uses ὄπισθε as well.

Tr anslation

Teaching the New Gr amma r in the Story

Lines 1–8 And Cyrus at once, when Croesus was marching away after the battle that had taken place at Pteria, knowing that Croesus after marching away was going to disperse his army, planned to march as quickly as he could against Sardis. And after making this decision (when these things seemed good to him), he also began to do (inchoative/inceptive imperfect) (it) quickly; for, marching his army into Lydia, he came himself (as a) messenger to Croesus (i.e., he arrived before any messenger could report to Croesus). Then Croesus, although he had arrived at a state of great perplexity, nevertheless led the Lydians out to battle. There was at that time no people in Asia braver or more stalwart than the Lydian. And they fought from horseback (their fighting was from horses), and they themselves were good at riding.

The following perfect and pluperfect passive forms appear in the reading. In these notes we try to clarify the implications of the perfective aspect and the perfect or pluperfect tense.

ἀφῑγμένος (5): perfect middle participle; the

perfective aspect implies that Croesus had arrived at a state of perplexity and was in that state when he took the action described in the main verb, was in a state of having arrived at great perplexity = had arrived at a state of great perplexity. τεταγμένοι ἠ�σαν (14): pluperfect passive indicative; the perfective aspect and the pluperfect tense imply that Cyrus had completed the stationing of his forces and that they were arranged in a certain pattern at the time of the action of the main verb παρῄνεσε (14, aorist), were in the state of having been stationed = had been stationed or simply were stationed. ἐσεσόφιστο (17): pluperfect passive indicative, had been devised, i.e. prior to Cyrus’ stationing of his camels. διέφθαρτό (20): pluperfect passive indicative; the perfective aspect and pluperfect tense imply that Croesus’ hope was at this moment

ἱππεύεσθαι (8): note the use of the infinitive to complete the meaning of the adjective ἀγαθός. Lines 9–20 When they (the two armies) had come together on the plain before the city, Cyrus, when he saw the Lydians (in the process of) being drawn up for battle, being afraid of their cavalry, he did as follows (a thing such as the following); he commanded all II - 9 8



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his camels, which were carrying the food and baggage, to go in front of the rest of his army against Croesus’ cavalry, and he told the infantry to follow the camels. And behind the infantry he posted all his cavalry. When they had all been stationed (were all stationed), he advised them to kill all, not sparing the other Lydians, but not to kill Croesus himself. And he posted the camels opposite the cavalry (i.e., of Croesus) because of the following things: a horse is frightened of a camel and does not endure either seeing the sight of it or smelling its smell. So these things had been devised so that Croesus’ cavalry would be useless. And when they were coming together in battle, then, as soon as the horses were smelling the camels and saw them, they began to turn back, and Croesus’ hope was destroyed.

τη�ς ἄλλης στρατιη�ς (11–12): emphasize the idiom here, meaning the rest of his army, not the other army. τῳ� Κροίσῳ (18): dative of the person ­concerned, the cavalry would be useless for Croesus = ­Croesus’ cavalry would be useless. So also in the last line the hope for Croesus = Croesus’ hope. Lines 21–4 However, the Lydians were not cowards. But when they learned what was happening, having leaped off their horses, they began to join battle with the Persians on foot. But in time when many had fallen on both sides, the Lydians turned tail and, cooped up within (into) the walls, were being besieged by the Persians.

Wor d Bu ilding Compound words are used freely by all Greek writers, especially by the poets, who seem to coin them freely. For example, Liddell and Scott list seventeen compounds formed from ναυ� ς, not counting adjectives, nouns, and verbs formed from these basic compounds. N.B. All compound adjectives, including those compounded with ἀ-privative, are of two terminations; i.e., they have no separate feminine forms. (a) 1. well-born 2. ill-born 3. lucky (with good luck) 4. unlucky (without luck) 5. unlearned, ignorant, stupid 6. ever remembered (b) 1. loving mankind, benevolent 2. loving wisdom, philosophic 3. loving honor, ambitious 4. of short duration, short-lived 5. high-souled, generous 6. false prophet (c) 1. ship battle, sea battle 2. seafarer, sailor, passenger (ναυ� ς + βα-, βαίνω = one who goes on a ship) 3. people power, democracy 4. I rule the sea 5. child leader, tutor

Pr incipal Pa rts The augment in εἰ�πον is retained in all moods. Students should be reminded that λέγω introduces indirect statements with accusative and infinitive or with ὅτι/ὡς and that εἰ�πον introduces indirect statements with ὅτι/ὡς (see Chapter 23, Grammar 3, p. 137). The principal parts of the compound verb διαλέγομαι + dat., I talk to, converse with, are διαλέξομαι or διαλεχθήσομαι, διελεξάμην, διείλεγμαι, and διελέχθην. The stem of the rarely used εἴρω is ἐρ-, for ϝερ-; cf. Latin uerbum, “word.” The stem given for the perfect, ῥη-, is for ϝρη- and gives *ἐ-ϝέϝρη-κα > εἴρηκα. Note the doubling of the ρ in ἐρρήθην.

English Der ivativ es from Wor ds in the Vocabu la ry List

ἔθνος: ethnic, ethnical, ethnicity, ethnoastronomy, ethnobotany, ethnocentrism, ethnocentric, ethnography, ethnohistory, ethnology, ethnomethodology, ethnomusicology, ethnonym, ethnogram ἵππος (ὁ ἵππος , horse): eohippus, hippo, hippocampus, Hippocrene, hippodrome, hippogriff, hippopotamus, Philip κάμηλος: camel, camelback, camelhair, camelopard, Camelopardalis ὄπισθε(ν), ὀπίσω (ὀπισθο-): opisthobranch, opisthodomos, opisthognathous

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Gr amma r 8 Notes:

Gr amma r 9 For the periphrastic forms πεφασμένος εἰ� and πεφασμένος ἠ�σθα, see Smyth 707a.

✒ ✒ Ex ercise 27ζ See Teaching the New Grammar in the Story above for more on these verb forms. 1. ἀφῑγμένος (5): nominative masculine singular of perfect participle of ἀφικνέομαι �σαν (14): 3rd plural of pluper2. τεταγμένοι ἠ fect passive of τάσσω (τάττω) 3. ἐσεσόφιστο (17): 3rd singular of pluperfect of

σοφίζομαι

4. διέφθαρτό (20): 3rd singular of pluperfect passive of διαφθείρω

✒ ✒ Ex ercise 27η We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 27θ 1. δεδεγμένοι εἰσί(ν) 2. ἠγγελμένα 3. ἀφι�χθαι 4. δεδιωγμένοι 5. γέγραπται 6. λέλειφθε 7. πεπρᾱγμένοι εἰσί(ν) 8. ἤγγελται 9. νενόμισται 10. ἔψευσθε 11. πέπεισμαι 12. πεπεμμένοι εἰσί(ν)

✒ ✒ Ex ercise 27ι 1. 2. 3. 4. 5. 6.

ἐπέπεμφθε δεδεγμένοι ἠ�σαν ἐπέπεισο ἤγμην ἀφι�κτο παρεσκευάσμην

Book II

✒ ✒ Ex ercise 27κ 1. An alliance had been made by Croesus with the Babylonians. 2. The hoplites, having been drawn up on the plain, were waiting for the enemy. 3. Everything had already been planned by the general. 4. Croesus had been persuaded by the oracle to invade Cyrus’ empire. 5. The Lydians had been led out to battle to ward off the enemy. 6. The gates are open (have been opened); so let us go in quickly. 7. Have you been persuaded by the doctor to take your son to Epidaurus? 8. Do you understand the writing (the things that have been written)? (For) I can understand it. 9. The merchant said that he had not received the money. 10. The boys left in the city by their fathers were going to school (to the teacher’s) every day.

✒ ✒ Ex ercise 27 λ 1. οἱ παι�δες οἴκοι λελειμμένοι ἐλῡπου� ντο. 2. οἱ πρέσβεις ἤδη εἰς ταˉ` ς πύλᾱς ἀφῑγμένοι ἠ�σαν. 3. ὁ ἄγγελος ἔφη τὸν βασιλέᾱ πεπει�σθαι του� γέροντος φείδεσθαι. ὁ ἄγγελος εἰ�πεν

ὅτι ὁ βασιλεὺς πέπεισται του� γέροντος φείδεσθαι. ˉμι�ν ἐρου�ντες/λέξοντες 4. πεπέμμεθα ὡς ῾υ τὴν ναυ� ν ἤδη εἰς τὸν λιμένα ἀφι�χθαι. ˉμι�ν ἐρου�ντες/λέξοντες 5. πεπέμμεθα ὡς ῾υ ὅτι ἡ ναυ� ς ἤδη εἰς τὸν λιμένα ἀφι�κται. �ρα δέδεξαι τὸ ἀργύριον ὅ σοι ἔπεμψα; 6. ἀ Η ΛΑΒΔΑ ΣΩΙΖΕΙ ΤΟ ΠΑΙΔΙΟΝ Title: “L abda Saves H er Baby” For the diminutive παιδίον, see Word Building, Chapter 25, pp. 178–9.

Tr anslation

Lines 1–9 But when Labda gave birth, the Bacchiadae send ten men to the village in which Eetion lived, to kill



2 7   Ο Κ Ρ Ο Ι Σ Ο Σ Ε Π Ι Τ Ο Ν Κ Υ Ρ Ο Ν Σ Τ Ρ Α Τ Ε Υ Ε Τ Α Ι ( β ) II - 1 0 1

the baby. These men, having arrived and having entered the courtyard, asked Labda for the baby. And she, not knowing why they had come and thinking that they were friends of her husband, bringing the baby, gave it to one of them. They had decided (it had been planned by them) on the way that the first of them to receive (having taken) the baby would kill it. Then when Labda, bringing the baby, gave it, the baby by divine chance smiled at the man (the one of the men) who took it. And coming to feel pity (ingressive aorist), he was not able to kill it, but he handed it over to the second, and he to the third; and so it passed through all (their hands) being handed over, since none wanted to do the deed.

Lines 10–20 Then returning the baby to its mother and having gone out, standing at the door, they were accusing each other and especially the man who had first received (it), because he had not acted according to what had been decided, until after a long time they decided to go in again and all share in the murder (it seemed best to them, having gone in again, all to share in the murder). But Labda was hearing all this, standing at the door itself; and fearing that if they got the baby a second time they would kill it, taking (it), she hides it in a chest, knowing that if they came back, they were going to search everything; which thing indeed also happened. Having come in and searched, as the baby was not in sight, they decided to go away and tell the men who had sent them that they had done everything that they had ordered. Indeed, they went away and said these things. And after this the baby grew up (was increasing itself), and, having escaped this danger, it was called Cypselus after the chest in which it had been hidden.

ἑστω�τες (10) and ἑστω�σα (13): these forms are from the 2nd perfect of ἵστημι (infinitive ἑ-στά-ναι, participle ἑ-στα-ώς > ἑστώς, ἑστω�σα, ἑστός). ὃ δὴ καὶ ἐγένετο (16): which thing indeed also happened; ὅ is the connecting relative. ἐσελθου�σι . . . καὶ ἐρευνήσᾱσι (16): datives with ἔδοξεν (it seemed best to them, they decided). Κύψελος (19): the story explains Cypselus’ name; the Greeks were very fond of such etiological stories, especially in myth. In this

case the story is told about an important historical figure. Cypselus was the first of the Greek tyrants and ruled Corinth with great success until about 625 bc, when he was succeeded by his son Periander.

✒ ✒ Ex ercise 27μ 1. ὁ Κυ� ρος ἤδη εἰς Σάρδῑς ἀφι�κται· δει� ἡμα�ς παρασκευάζεσθαι ὡς  μαχουμένους. �ν πολεμίων στρατιαˉ` τῳ� Κυ΄ˉ ρῳ 2. ἡ τω

τεταγμένη ἐν τῳ� πεδίῳ τῳ� πρὸ του� ἄστεως μένει. �ς ἄλλης στρατια�ς 3. αἱ κάμηλοι πρὸ τη τεταγμέναι εἰσίν. τί πεποίηται/πέπρᾱκται του� το τοι�ς Πέρσαις; 4. οἱ ἵπποι, φόβῳ νενῑκημένοι, φεύγουσιν· δει� ἡμα�ς πεζοὺς μάχεσθαι. � δὲ 5. ἀνδρείως μέν μεμαχήμεθα, τῳ σοφίσματι τῳ� του� Κυ΄ˉ ρου νενῑκήμεθα.

In no. 3, help as necessary with “the rest of the army”; cf. passage 27β:11–2; do not penalize stu�ς. dents if they use the Ionic form στρατιη

Cl assica l Gr eek Xenophanes 23 Diels

Tr anslation (There is) one god, the greatest among gods and men, like mortals neither with respect to body nor thought/mind.

Xenophanes 15 Diels

Tr anslation But if oxen and horses or lions had hands or (if they were able) to draw with their hands and accomplish the works that men do, horses would draw the shapes of gods like horses and oxen like oxen and would make their (i.e., the gods’) bodies such as the body even they themselves each had.

ἰδέᾱς ἔγραφον: referring to paintings. σώματ ’ ἐποίουν: referring to sculptures. See

J. A. Moore, Selections from the Greek Elegiac, Iambic and Lyric Poets, Cambridge MA: Harvard University Press, 1962, p. 67.

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Hom er ic Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Homer: Iliad: Books 1–12, Loeb Classical Library Vol. 170, translated by A. T. Murray and William F. Wyatt, Cambridge, MA: Harvard University Press, second edition, 1999. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 12–13 for 1.1–7.

Tr anslation Sing of the accursed wrath, O goddess, of ­Achilles, son of Peleus, which put countless woes upon the Achaeans and sent forth many mighty souls of heroes to Hades, and was causing (the men)

Book II

themselves to be prey for dogs and all birds, and the plan of Zeus was being accomplished, (starting) from the (very time) when the son of Atreus, king of men, and noble Achilles first stood apart, quarreling.

Illustration (p. 235) A buffed up Brad Pitt played Achilles in Wolfgang Petersen’s 2004 epic film Troy. Illustration (p. 236) From an Attic red-figure neck amphora by the Kleophrades Painter, ca. 500 bc (London, British Museum). Rhapsodes were reciters of epic poetry; originally the term could apply to poets reciting their own poetry or to minstrels performing the works of others. Later, rhapsodes became a class of professional reciters, principally of Homer. They carried a staff, as in this painting.

h 28 Ο ΑΠΟΛΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ ΣΩΙΖΕΙ (α) Title: “A pollo Saves Croesus” The Pur poses of This Ch apter

Teaching the New Gr amma r in the Story

1. Reading: (α , β, and tail reading) to give an adapted version of Herodotus’ story of the fall of Sardis, Croesus on the pyre, and Croesus’ recognition of his mistake; in an additional reading, to provide Bacchylides’ account of Croesus on the pyre 2. Grammar: (α) to present the 1st and 2nd perfect and pluperfect active; (β) to present verbs found most commonly in the perfect tense, including οἰ�δα 3. Context: to provide an account of various religious currents in ancient Greece

The following perfect and pluperfect forms appear in the story: πεπαυμένων (5), ἐτέτακτο (6), ἀνεβεβήκει (10), and παρηλεμήκει (16). The participle πεπαυμένων is easily recognizable as perfect middle or passive; it is middle here. For the pluperfect passive ἐτέτακτο, refer students to Chapter 27, Grammar 9, pp. 228–30 (compare ἐδέδεκτο). The pluperfect active forms ἀνεβεβήκει and παρημελήκει are glossed here and will be discussed later in this chapter (Grammar 5, pp. 242–3); full discussion of them may be left to Grammar 5.

Tr anslation

Lines 1–12

Vocabula ry

ἁλίσκομαι: the stems are ἁλ- (for ϝαλ-) and ἁλο-. The digamma explains the augmented ˉ΄λων (from ἑϝάλων) and ἑάλωκα (from forms ἑα ἑϝάλωκα); remind students about the suffix (ί)σκω (see principal parts after passage 24β,

p. 138). The verb is passive in meaning in all tenses, including the perfect. The noun ἱππεύς is declined like βασιλεύς. New usage of preposition: κατά + acc., after: κατ ’ αὐτόν (10). Compare the use of this preposition in line 5 where it means at, in line 9 where it means down, in line 13 where it means with regard to, and in line 21 where it means according to.

II - 1 0 3

And Sardis was taken in the following way: when the fourteenth day of the siege of Croesus (for Croesus being besieged) came, Cyrus, having sent horsemen through his own army, proclaimed that he would give gifts to the first man who climbed (set foot on) the wall. After this, when the army had tried, as it was not succeeding, then, after the others had stopped (trying), a certain man, called (by name) Hyroeades, began to make an attempt, approaching at this (part) of the acropolis where no guard had been posted; for the acropolis is sheer and impregnable at this point. But this Hyroeades, having seen on the previous day one of the Lydians climbing down at this (part) of the acropolis

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for his helmet, which had been rolled down from above, and taking it up, he thought (about it) and laid it to heart. And then indeed he himself had climbed up, and others of the Persians were climbing up after him. When many had got up there (had approached), Sardis was taken in this way and all the city was being sacked.

Book II

whether (if) one of the gods would save him from being (so that he would not be) burned alive.

τεσσερεσκαίδεκα . . . τεσσερεσκαίδεκα (21):

ἐτέτακτο (6): note the pluperfect passive.

these Ionic forms are accusative, although they appear to have nominative case endings (τεσσερεσ-). Coincidences in the number of years and the number of days of this sort struck the Greeks as divinely ordained.

Lines 13–19

Pr incipal Pa rts

With regard to Croesus himself, these things happened. He had a son (who was) in other respects capable, but mute. And when the wall was being taken, some one of the Persians was coming to kill Croesus; and Croesus, seeing him coming against (him), because of his present misfortune was paying no heed (had gotten into a state of heedlessness), nor was it making any difference to him at all whether he died (to die). But this boy, the mute one, when he saw the Persian advancing, through fear broke into speech (broke his voice) and said, “Man, do not kill Croesus.” This was the first thing this (boy) spoke, but after this he was now speaking throughout his whole life (for the whole time of his life).

ἄφωνος (13): cf. κωφὸς (26α:4). τί (16): note that this is not the interrogative τί

(which always has an acute accent), but rather the indefinite, which is here accented because of the following enclitic pronoun οἱ. The pronoun τι is here accusative of respect, with respect to anything, in any way, at all. Help as necessary with the infinitive ἀποθανει�ν (16), which is the subject of διέφερε (16); literally, nor was dying making any difference to him, better English, nor was it making any difference to him whether he died.

Lines 20–27 The Persians took (held) Sardis and captured Croesus himself, after he had ruled for fourteen years and been besieged for fourteen days, and after he had put an end to his own great empire according to the oracle. After taking him, the Persians brought him to Cyrus. And he, having made a great pyre, put Croesus up on it bound in shackles and twice seven children of the Lydians beside him, either intending to sacrifice them to some god, or, having learned that Croesus was a god-fearing man, he put him up on the pyre for this reason, wanting to learn

There is no difference in meaning between the asigmatic and the thematic aorist of φέρω. The asigmatic aorist ἤνεγκα is conjugated like the asigmatic aorists with liquid and nasal stems (see Forms, pp. 353–4). Note the Attic reduplication in the perfect (see the principal parts after 29β, pp. 271–2). Be sure to call attention to Attic reduplication in conjunction with Grammar 7, pp. 243–4, in this chapter. Other verbs from Book I with parts from different stems are:

ἐρωτάω, ἐρωτήσω, ἠρόμην, ἠρώτηκα, I

ask. The future and perfect are based on the present, but the aorist is based on ἔρομαι/ εἴρομαι, ἐρήσομαι. � ν, imperfect, ἔζων, ζήσω or *ζάω, infinitive ζη βιώσομαι (from βιόω), athematic aorist, ἐβίων, perfect, βεβίωκα, I live. σκοπέω, σκέψομαι, ἐσκεψάμην, ἔσκεμμαι, I look at, examine; I consider. Attic uses only the present and imperfect of σκοπέω. The other tenses are supplied by σκέπτομαι (stem σκεπ-).

Wor d Stu dy 1. gynecologist: ἡ γυνή, τη � ς γυναικός + ὁ λόγος, -λογίᾱ, -λογιστής = one who specializes in the study of the diseases of women (coined 1847). 2. pharmacologist: τὸ φάρμακον, drug + ὁ λογιστής = one who specializes in the use of medical drugs (coined 1721). 3. physiotherapist: ἡ φύσις, nature + θεραπ- (as in θεραπεύω, I treat medically) + -ίστης = one who treats ailments by natural methods (coined recently). 4. pediatrician: ὁ παι�ς + ˉ�ι ᾱτρ-ός, ˉ�ι ᾱτρεύω = one who specializes in treating children’s ailments (coined recently).



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5. gerontologist: ὁ γέρων, του� γέροντος + ὁ λογιστής = one who specializes in the study of the diseases of the elderly (coined recently). 6. anesthetist: ἀναίσθητος, -ον, without feeling or sensation (ἀν- + αἰσθάνομαι, I perceive; I feel) + -ίστης = one who specializes in making patients insensitive to pain (coined 1848). Note that ἀνis ἀ- privative before a vowel.

A dditional English Der ivativ es from Wor ds in the Vocabu la ry List

κατακαίω (καυ-): caustic, cauterize, cautery, holocaust, ink

καταπαύω (παυ-): pause ἀκρόπολις: acropolis δαίμων: demon, demoniac, demoniacal, demonic,

demonize, demonolatry, demonology ζωή (τὸ ζῳ�ον, του� ζῴου, animal): mesozoic, paleozoic, spermatozoon, zodiac, zoo, zoochlorella, zoogenic, zooglea, zoography, zooid, zoological, zoologist, zoology, zoon, zoonosis, zoophilous, zoophyte, zootechny, zootomy ἱππεύς: see ἵππος in list with Chapter 27β πυραˉ΄ (τὸ πυ�ρ, πυρός): empyrean, pyre, pyrites, pyroclastic, pyrogenic, pyrography, pyromancy, pyromania, pyromaniac, pyrometer, pyrotechnics κατά: see list with Chapter 5α

Gr amma r 1 Notes:

Gr amma r 2 For confusion that may be caused by the terms first and second, see the note in this handbook on Chapter 17, Grammar 1. What was said there applies here as well. For an example of the perfect imperative, see κεχήνατε in line 89 of the selections from the Acharnians on p. 300 of the student’s book.

Gr amma r 5 Notes:

Gr amma r 6 Notes:

✒ ✒ Ex ercise 28α We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

Gr amma r 7 Notes:

✒ ✒ Ex ercise 28β We do not give answers for the Verb Sheets, but teachers should check students’ work carefully and be sure they keep their sheets for future use.

✒ ✒ Ex ercise 28γ 1. λελύκᾱσι(ν) 2. λελυκότες 3. μεμαθηκέναι 4. πέπομφας 5. τέθνηκε 6. ἤχατε 7. δεδηλώκαμεν 8. νενῑκηκότες 9. δεδείχᾱσι(ν) 10. λελοιπέναι 11. γεγραφυι�α 12. πεπείκαμεν

Gr eek Wisdom Heraclitus 104 Diels We suggest having students read or reread these lines in conjunction with Grammar 9, p. 255, where they get the participle of οἰ�δα.

Gr amma r 3 Notes:

Gr amma r 4 Notes:

Tr anslation They believe (obey) the bards and they use the crowd (as their) teacher, not knowing that “the many (are) evil, and good men are few.”

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Heraclitus is probably quoting Bias of Priene; see Book I, p. 243, for Bias’ apophthem, οἱ πλει�στοι κακοί.

✒ ✒ Ex ercise 28δ 1. 2. 3. 4. 5. 6.

ἐλελύκεμεν ἐτετῑμήκει ἤχεσαν ἐπεπείκης ἐπεπόμφεσαν ἐδεδηλώκη

✒ ✒ Ex ercise 28ε 1. Have you done all that your father has ordered? 2. Has your mother persuaded you to stay at home? 3. The Athenians have got into (are in) the greatest danger. 4. The hoplites have been defeated by the enemy, and the general himself is dead (has died). 5. Those who had died in the battle have been honored by the people. 6. The slaves, having loosed the oxen, were driving (them) home. 7. Why have you left the plow in the field? 8. I, being a young man then, had not yet learned geometry. 9. But now a sophist has taught me all mathematics. 10. Archimedes, sitting in his bath, suddenly shouted (said shouting), “I’ve found (it).” In nos. 8 and 9 students are to deduce the meanings of γεωμετρίᾱν and μαθηματικά. No. 10: Archimedes is reputed to have shouted εὕρηκα when he discovered a method of determining the purity of the gold in the crown of Hiero, tyrant of Syracuse. The California state motto, “Eureka,” is the only one from Greek.

✒ ✒ Ex ercise 28ζ 1. οἱ δου� λοι τοὺς βου� ς λελύκᾱσι καὶ οἴκαδε ἤχᾱσιν. ˉ΄ς τε γυναι�κας καὶ τοὺς παι�δας εἰς ταˉ`ς 2. τα νήσους πεπόμφαμεν. � θύρᾳ ἕστηκε τὸν ἄνδρα 3. ἡ γυνὴ πρὸς τͺη μένουσα.

Book II

4. τί του� το πεποίηκας; ὁ γὰρ διδάσκαλός σοι δεδήλωκε/δέδειχε τί δει�/χρη� σε ποιει�ν/ ποιη�σαι. �ς ζη�ν. 5. ἄμεινόν ἐστι τεθηκέναι ἢ αἰσχρω

Rationalism and Mysticism Illustration (p. 247)

The model shows the temple complex at Eleusis. The Great Hall of Initiation (center) dates from the mid-fifth century.

Illustration (p. 248)

Detail of an Attic red figure hydria attributed to the Troilus Painter, ca. 490–480 bc (New York, Metropolitan Museum of Art). Triptolemus, said by some to be the son of Eleusis, the eponymous hero of the city of the same name, in his winged chariot brings stocks of wheat to mortals. For further reading, see The Oxford History of the Classical World, pp. 113–123 and 267–269, and The World of Athens, pp. 122–124.

Hom er ic Gr eek The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Homer: Odyssey: Books 1–12, Loeb Classical Library Vol. 104, translated by A. T. Murray and George E. Dimock, Cambridge, MA: Harvard University Press, 2nd ed., 1995. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 12–13 for 1.1–10.

Tr anslation Tell me, O Muse, the tale of the man much-­ traveled/of many devices, who wandered far and wide, when he (had) sacked the holy city of Troy; and he saw the cities of many men and came to know their mind, yes, and he suffered in his spirit many woes on the sea, trying to win his life and the homecoming of his companions. But not even so did he save his companions, although being eager (to do so); for they perished because of their very own recklessness, the foolish (creatures), who devoured (were devouring) the oxen of the One on High, the Sun; but he took from them the day of their return. From some point of the things/



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events at least, O goddess, daughter of Zeus, tell even to us.

δ᾽ὅ γ᾽ (4): resuming the subject with special emphasis: “yes, and he . . .” Illustration (p. 250)

From a stamnos by the Siren Painter, ca. 475 bc (London, British Museum). The crew have bound

Odysseus to the mast, on his orders, so that he can hear the singing of the Sirens but not try to reach them. Odysseus’ crew can hear nothing, since their ears have been plugged with wax.

h Ο ΑΠΟΛΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ ΣΩΙΖΕΙ (β)

Vocabula ry

when he was forced, he said that Solon, (being) an Athenian, had come to him and after seeing all his wealth had considered it worthless (of no importance), and that everything had turned out for him as he (Solon) had said.

Notes:

Teaching the New Gr amma r in the Story There are three perfect tense forms in the story: 1. ἑστηκὼς (1): perfect active participle of ἵστημι (see Grammar 4, p. 242) 2. ἀποβεβήκοι (8): perfect optative in indirect statement after εἰ�πε ὅτι (6) 3. ἁμμένης (9): the perfect passive indicative of ἅπτω is ἡ�μμαι, but Herodotus does not augment the participle, hence, ἁμμένης (Thucydides uses ἡμμένος). The basic meaning of the verb in the active voice is to fasten or bind something to something. If the thing one fastens to something is fire, then one kindles or lights that thing, thus, ἁμμένης, kindled, lit.

ἀποβεβήκοι (8): the optative is here used in indirect speech to represent a perfect indicative of the direct words in secondary sequence. In this �λθε (6, passage we follow Herodotus in using ἠ indicative) and ἀποβεβήκοι (8, optative) in the same sentence of indirect speech; it is often hard to see any reason for the writer’s preference in this matter; in this instance it is hardly convincing to say that the writer uses the indicative because he wishes his words to be “more vivid.” Lines 9–15 Croesus related these things, and since the pyre had already been lit, the furthest parts were burning. And Cyrus, having heard from his interpreters (the things) that Croesus had said, changing his mind and pondering that he who was (being) himself a man was giving another man, who had been no less than himself in his good fortune, alive to the fire, and knowing that in human affairs (of the things among men) nothing was safe, told (his men) to put out the burning fire as quickly as possible and to bring down Croesus and those with Croesus. But those who were trying were no longer able to get control of the fire.

Tr anslation

Lines 1–8 Cyrus was doing these things, but Croesus, standing on the pyre, although he was in such great trouble, remembered the saying (word) of Solon, that none of the living is happy. When he remembered this, groaning aloud, after a long silence, three times he called the name “Solon.” And Cyrus hearing (this) told his interpreters to ask Croesus who this was he was calling on. And at first Croesus kept silence when being asked, but finally,

ἀκούσᾱς τω�ν ἑρμηνέων ἃ (10): note both the genitive and the accusative with ἀκούσᾱς; trans-

late the genitive from. . . .

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οὐκ . . . ἔτι (15): note the splitting of the

word students are familiar with as the single word οὐκέτι.

Lines 16–29 Then it is said by the Lydians that Croesus, learning of Cyrus’ change of mind, shouted for Apollo, calling him to stand by him and save him from his present trouble; that he (Croesus) was calling on the god in tears, and that from a clear sky and windless calm, clouds suddenly gathered (ran together), and that a storm broke out (happened) and much rain, and that the pyre was put out. (And) that thus indeed Cyrus, having learned that Croesus was both dear to the gods and a good man, asked him these things, “Croesus, what man (which of men) persuaded you, marching against my land, to become my enemy instead of my friend?” And he said, “O king, I did this with good luck for you (your good luck) and bad luck for me (my bad luck); and the god of the Greeks was (became) responsible for these things, who urged me to wage war. For no one is so foolish as to choose (who chooses) war in preference to peace; for in peace sons bury their fathers, but in war fathers bury their sons. But for these things to happen this way was, I suppose, dear to a god.” He was saying these things, and Cyrus, having freed him, made him sit down near him and honored him greatly.

The first half of this paragraph is in continuous indirect speech, reporting what the Lydians say; hence the accusatives and infinitives. We have preserved the indirect statement in the translation above. συνδραμει�ν (19): compound verb to be deduced; make sure that students know that συνin compounds means together. οὐδεὶς . . . οὕτω ἀνόητός ἐστι ὅστις . . . αἱρέεται (25–6): this would more commonly be expressed: οὐδεὶς οὕτω ἀνόητός ἐστι ὥστε . . . αἱρει�σθαι. We keep Herodotus’ text. ταυ�τα . . . οὕτω γενέσθαι (27–8): this accusative and infinitive phrase is subject of the verb ἠ�ν, and δαίμονι . . . φίλον is the complement.

Pr incipal Pa rts Knowledge of the fact that the stem is extended with an ε will help students understand the apparent irregularities of these verbs.

Wor d Bu ilding 1. δω-/δο-: giving; gift; traitor; treachery 2. θη-/θε-: placing, laying down, thesis (philosophical term); law-giver (compare νόμον τίθεμαι, I make a law); proposal, assumption, hypothesis 3. στη-/στα-: standing, position, political party, faction (the latter is by far the most common meaning of στάσις); one who stands before, a leader; leadership 4. γεν-/γον-: family, race; origin, creation; ancestor 5. γνω-/γνο-: opinion, judgment; knowledge; known, knowable 6. μνη-/: memory; memorial; memorial (the suffix - ει�ον denotes either the means of action or the place of action, and τὸ μνημει�ον means either a record or a monument); ever remembered

English Der ivativ es from Wor ds in the Vocabula ry List

ἀναμιμνͺήσκω (ἡ μνήμη, memory): amnesia, amnesty, mnemonic, Mnemosyne ἔσχατος: eschatological, eschatologist, eschatology ἀντί: anthem, antiabortion, antiaging, antiaircraft, antialiasing, antiallergic, anti-American, antiandrogen, antiangiogenic, antiantibody, antianxiety, antiarrhythmic, antiart, antiatom, antibacterial, antiballistic missile, antibaryon, antibiosis, antibiotic, anti-Black, antibody, antibusiness, anticancer, anticatalyst, anticathode, antichlor, antichoice, anticholinergic, anticholinesterase, Antichrist, anticity, anticlerical, anticlimax, anticlinal, anticline, anticlockwise, anticoagulant, anticondon, anticollision, anticompetitive, anticonvulsant, anticrime, anticyclone, antidepressant, antiderivative, antideuteron, antidiarrheal, antidiuretic, antidote, antidumping, antielectron, antienzyme, antiestablishment, antifebrile, antifederalist, antifeminist, antifertility, antifluoridationist, antifouling, antifreeze, antifungal, antigalaxy, antigen, antigravity, antihelium, antihemophilic factor, antihero, antiheroine, antihistamine, antihydrogen, antihypersensitive, anti-infective, anti-inflammatory, anti-intellectual, anti-knock, Anti-Lebanon Range, antilepton, antilock, antilog, antilogarithm, antimacassar, antimagnetic, antimalarial, antimatter, antimere, antimetabolite, antimicrobial, antimissile, antimitotic, antineoplastic,

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antineutrino, antineutron, antinode, antinoise, antinome, antinomian, antinomianism, antinomy, antinovel, antinuclear, antinucleon, antinuke, antioxidant, antiparasitic, antiparticle, antipathetic, antipathy, antiperiodic, antipersonnel, antiperspirant, antiphlogistic, antiphon, antiphonal, antiphonary, antiphony, antiphrasis, antiplatelet, antipodal, antipode, antipodes, Antipodes, antipollution, antipope, antipoverty, antiproton, antipruritic, antipsychotic, antipyretic, antipyrine, antiquark, antirachitic, antirejection, antisatellite, antiscorbutic, antisecretory, anti-Semite, anti-Semitism, antisense, antisepsis, antiseptic, antiserum, antiskate, antislavery, antismog, antismoking, antisocial, antispasmodic, antistatic, antistrophe, antisubmarine, antisway bar, antitakeover, antitank, antiterrorist, antitheft, antithesis, antithetical, antitoxic, antitoxin, antitrade, antitrust, antitumor, antitussive, antitype, antiutopia, antivenin, antiviral, antivirus, antivitamin, antiwar, antiwhite, antonomasia, antonym

Gr eek Wisdom Heraclitus 102 Diels

Tr anslation In God’s eyes (To God) all things are beautiful, good, and just, but men suppose (have supposed) that some things are unjust, others just.

Note Heraclitus’ use of ἃ μὲν . . . ἃ δὲ instead of τὰ μὲν . . . τὰ δὲ.

Gr amma r 8 Notes:

✒ ✒ Ex ercise 28η 1. This woman, as it seems, is most prudent by nature (has a very prudent character). 2. I don’t know a more prudent woman; and so I want to marry her. 3. But I’m afraid her father may not be willing to give her to me (in marriage). 4. The young men, being (by nature) very brave, were not afraid. 5. The boys are accustomed to go to school every day.

Book II

6. But they do not always remember all that the teacher says. 7. Croesus remembered all the things that Solon had said. 8. The majority of the Athenians were accustomed to living in the country. In no. 3, the compound verb ἐκδου� ναι is to be deduced.

Gr amma r 9 The plural -α 2nd perfect optative has alternative forms: εἰδείημεν, εἰδείητε, and εἰδείησαν. After students have studied the perfect active in Chapter 28, have them go back to the New Testament passage on pp. 205–7 and locate the ­following perfect forms (the first of these forms is at the end of the second paragraph, and the others are in the third paragraph): πεπίστευκα, του� τετελευτηκότος, ͺἢδειν, τὸν περιεστω�τα, and ὁ τεθνηκὼς. With regard to the form περιεστω�τα, it should be noted that the verb ἵστημι has -κα 1st perfect forms only in the singular indicative, ἕστηκα, ἕστηκας, ἕστηκε(ν), the plural being ἕσταμεν, ἕστατε, ἕστα� σι(ν). The perfect partici�σα, ἑστός, gen., ἑστω�τος, etc., ple is ἑστώς, ἑστω �τα, acc. sing., masc. thus giving περιεστω

✒ ✒ Ex ercise 28θ 1. Do you know where the foreigners have come from? 2. No one was aware (knowing) where the merchants had sailed to. 3. I have never seen such an uproar. Do you know what has happened? 4. The farmer, not knowing what the foreigner wanted, was at a loss as to what he must do. 5. These men neither know when the Assembly will take place, nor do they want to know. 6. Most wicked man, know well that you will suffer terribly (for) having done such terrible things. 7. The citizens were not aware (not knowing) that the speaker/politician had lied. 8. The messengers went away before they knew whether we would receive their proposals or not. 9. Wait until you know what we want. 10. The women, knowing that their husbands had gotten into danger, were very afraid.



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✒ ✒ Ex ercise 28ι εὐ� ἴσθι τὸν βασιλέᾱ ὀργιζόμενον. ἆρ’ οἰ�σθα ποι� ἐληλύθᾱσιν οἱ παι�δες; βούλομαι εἰδέναι τί του�το ἐποίησας. ἡ γυνὴ εὐ� εἰδυι�α τί ἐγένετο τῳ� ἀνδρὶ τὸ ἀληθὲς εἰ�πεν. 5. οὐκ εἰδότες πότε ἀφίξεται ἡ ναυ�ς, πα� σαν τὴν ἡμέρᾱν ἐν τῳ� λιμένι ἔμενον. 1. 2. 3. 4.

Ο ΚΡΟΙΣΟΣ ΓΙΓΝΩΣΚΕΙ ΤΗΝ ΕΑΥΤΟΥ ΑΜΑΡΤΙΑΝ Title: “Croesus Learns (of) His Mistake” Students will deduce the meaning of the noun ἁμαρτίᾱν from their knowledge of the verb ἁμαρτάνω.

Tr anslation

Lines 1–8 And Cyrus, admiring Croesus for his wisdom, told him to ask for whatever gift he wanted. And Croesus said, “Master, you will show me the greatest favor (you will especially gratify me), if you allow me to ask the god of the Greeks, whom I honored very much, whether it is his custom (the custom for him) to deceive those who do (him) well.” And Cyrus asked why he asked for this. And Croesus was telling him the whole story (was relating all things), going through in detail the answers of the oracles and the offerings that he had sent to Delphi and how, having been induced by the oracle, he had waged war against the Persians. And bursting into laughter Cyrus said, “You will get this from me and anything else you want.”

χαριει� (2): help as necessary with this 2nd person singular future indicative of χαρίζομαι . δέͺη (8): help as necessary with this 2nd person singular present subjunctive of δέομαι + gen., I want.

Lines 9–11 When Croesus heard this, sending messengers to Delphi, he told them while putting his shackles in the temple to ask the god whether he was not at all (τι) ashamed (at) having induced Croesus by his oracles to wage war against the Persians.

Lines 12–19 And to the Lydians when they had arrived and were saying the things they had been commanded (to say), the Pythia spoke as follows: “It is impossible even for a god to escape his fated lot. With regard to the oracle that he was given (the having happened oracle), Croesus does not rightly blame (me); for Apollo foretold that if he waged war against the Persians, he would destroy a great empire. And he, if he was going to plan well, should have asked in addition whether he (Apollo) meant his own or Cyrus’ empire.” These things the Pythia answered the Lydians, and they returned to Sardis and announced these things to Croesus. And when he heard it, he acknowledged that the mistake was his, not the god’s.

συνέγνω (18): συγγιγνώσκω means I know/ think something with someone, hence, e.g., share a � συγγιγνώσκω = I am conscious of secret; ἐμαυτῳ something, admit, confess an error. Herodotus here �. omits ἑαυτῳ

✒ ✒ Ex ercise 28κ 1. ὁ Κροι�σος ἀγγέλους πρὸς τοὺς Δελφοὺς

πέπομφεν ὡς τὸν θεὸν ἐρωτήσοντας τί ὁ θεὸς ἑαυτὸν προδέδωκεν. 2. οἱ ἄγγελοι εἰς τοὺς Δελφοὺς ἀφῑγμένοι εἰσὶ καὶ ἐν τῳ� ἱερῳ� ἑστω�τες τῳ� μαντείῳ κέχρηνται. 3. ἡ Πῡθίᾱ ἐξήγηται τὸν του� Ἀπόλλωνος χρησμόν· ὁ θεὸς τὸν Κροι�σον μέμφεται ὡς οὐ σώφρονα γενόμενον/πεφῡκότα. 4. ὁ Κροι�σος τὸν χρησμὸν ἀκηκοὼς γιγνώσκει αὐτὸς ἁμαρτών. �ν. 5. “φευ� , φευ� ,” φησίν· “ὡς ἀνόητος ἠ αὐτός, ὡς ἔοικε, τὴν ἐμαυτου� ἀρχὴν καταλέλυκα.” Illustration (p. 258)

Detail of an Attic red-figure vase painting. Apollo with the omphalos in front of him sits enthroned in his temple. (Drawing: Peter Connolly.)

Illustration (p. 258)

Attic red-figure hydria attributed to the Priam Painter, ca. 510 bc (New York, Metropolitan Museum of Art). Nine goddesses (perhaps the Muses) between Dionysus and Hermes. We place this illustration possibly representing the Muses

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here to introduce Bacchylides’ poetic account of the rescue of Croesus from the pyre.

ΑΛΛΟΣ ΛΟΓΟΣ ΠΕΡΙ ΤΟΥ ΚΡΟΙΣΟΥ Title: “A nother Story A bout Croesus”

Illustration (p. 259)

Belly amphora by the Myson Painter, ca. 500 bc (Paris, Louvre).

Caption Under Illustration

Croesus having mounted the funeral pyre is making a libation. The perfect participle is used because Croesus’ past act of mounting results in his present condition of being located on the pyre. It is that present condition that the perfect participle denotes.

Text The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Greek Lyric IV: Bacchylides, Corinna, and Others, Loeb Classical Library Vol. 461, translated by David A. Campbell, Cambridge, MA: Harvard University Press, 1992. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 128–131 for lines 25–62 of poem 3, quoted here. Lines 19–21 of our extract are particularly fragmentary in the papyrus, with only μῡρίων (19), ν (end of 20), and ἄστυ (21) preserved; the supplements given by Campbell are those of Jebb.

Teaching the Text We recommend that an overhead projection of the passage be used so that constructions and key words can be underlined. This can help clarify the subordinate constructions, for example, in the first seven lines, which are printed below with the main clause in bold face, the temporal clause introduced by εὐ�τε underlined, and the temporal genitive absolute in italics:

ἐπεί ποτε καὶ δαμασίππου   Λῡδίᾱς ἀρχᾱγέτᾱν, εὐ�τε ταˉ`ν πεπρωμένᾱν   Ζηνὸς τελέσσαντος κρίσιν

Book II

Σάρδιες Περσα� ν ἁλίσκοντο στρατῳ�,  Κροι�σον ὁ χρῡσαˉ΄ορος φύλαξ’ Ἀπόλλων· Color words, compound adjectives, and structural patterns in the passage can also be highlighted with colored markers on an overhead projection. There is a nice ring composition effect created by mention of the wife and daughters just before (11–13) and just after (27–29) Croesus’ speech, with the pathetic portrayal of the daughters and wife framing Croesus’ righteous outburst of indignation over the ingratitude of the gods. In the end, however, Zeus and Apollo come to the rescue and reward Croesus for his piety (εὐσέβειαν, 39) and lavish gifts. The passage is very rich in poetic artistry. ­Students will find it difficult at first, but if you come back to it several times and reread it with your students, they will come to appreciate its fascinating artistry. Students will also be intrigued with the significant differences between the two narratives (Bacchylides, of course, wrote before Herodotus).

Tr anslation For once, after Zeus had fulfilled his fated judgment, when Sardis was being taken by the army of the Persians, Apollo of the golden sword guarded even the ruler of horse-taming Lydia, Croesus. He, having come to the day he had never expected to see (the unexpected day), was not going to/was not intending to wait for tearful slavery; but he heaped up a pyre before his bronze-walled courtyard, where he mounted with his dear wife and with his fair-haired daughters weeping inconsolably; and, having raised his hands to the high air, he calls aloud: “Mighty spirit, where is the gratitude of the gods? And where is the lord, son of Leto? The house of Alyattes has vanished, and what return from Pytho now appears for my countless gifts? The Medes are sacking the city taken by the spear; the Pactolus eddying with gold runs red with blood, the women are led shamefully from their well-built houses; what was hateful before (is now) dear; it is sweetest to die.” So much he said, and he told the delicately stepping (servant) to light the wooden pyre. And the maidens were shrieking and were throwing up their (own) hands to their mother; for death foreseen is the most hateful of deaths for



2 8   Ο Α Π Ο Λ Λ Ω Ν Τ Ο Ν Κ Ρ Ο Ι Σ Ο Ν Σ Ω Ι Ζ Ε Ι ( β ) II - 1 1 3

mortals; but when the bright strength of the terrible fire was rushing through (the pyre), Zeus, having set a black-covering cloud above it, quenched (was quenching) the yellow flame. Nothing is incredible, whatever the care of the gods brings to pass; then Apollo born in Delos carrying the old man (i.e., Croesus) to the Hyperboreans settled him there with the maidens of the slender ankles (i.e., his daughters), because of his piety, because he had sent to holy Pytho the greatest (gifts) of (all) mortals.

φίλᾱς (28): not dear, but their own, a common

Homeric meaning.

Map (p. 263) From Richard J. A. Talbert, Atlas of Classical History, London and New York: Routledge, 1985, p. 30. Students should consult this map frequently while reading Thucydides’ account of the naval battles in Chapter 29.

h 29 ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ (α) Title: “Sea Power Is a Great Thing”

Tr anslation

This is quoted from the speech Pericles made to the Assembly just before the outbreak of the war (see Chapter 21β: 20).

Lines 1–4 And the following winter the Athenians sent twenty ships around the Peloponnesus with (and) Phormio as general, who, based on Naupactus, was keeping guard so that no one should sail out of Corinth and the Crisaean Gulf (the Gulf of Corinth) or sail in.

Pur poses of This Ch apter 1. Reading: (α , β, γ, δ, and ε) to present a slightly adapted version of two narratives of naval battles from Thucydides 2. Grammar: to present the rules for complex sentences in indirect statement in primary sequence 3. Context: to provide background information on Thucydides, on the downfall of Athens in the Sicilian expedition, and on the end of the Peloponnesian War

Map (p. 264) From The Athenian Trireme by J. S. Morrison, J. F. Coates, and N. B. Rankov © 2nd ed., 2000 by Cambridge University Press, p. 70. Vocabula ry The word for dawn is declined ἕως, ἕω, ἕῳ, ἕω (never ἕων) (no plural); cf. the declension of ὁ λαγώς, hare, given in Forms, p. 321(360). This is the so-called Attic declension.

If the Athenians had been able to blockade the Gulf of Corinth effectively, they might have been able to starve Corinth into submission, since she had to import nearly all her grain. It was very difficult, however, to make a complete blockade with triremes, which did not normally sail at night, and a squadron of twenty ships would have been too small to keep up a continuous blockade. They could, however, intercept f leets trying to get out of the gulf. Naupactus was at a strategic point, near the narrowest part of the gulf; it had been seized by Athens at the beginning of the First Peloponnesian War, and Messenians who left the Peloponnesus after the capture of Ithome by the Spartans were settled there by the Athenians in 459 bc. These Messenians play a role in passage 29δ.

Lines 5–8

Teaching the Story The most important piece of advice is to have students follow the maps carefully at each stage of the battles. II - 1 1 4

And the Corinthians and their allies were compelled to fight a sea battle about this time (around the same days) against Phormio and the twenty Athenian ships (ships of the Athenians) that were on guard at Naupactus. For Phormio



2 9   Μ Ε Γ Α Τ Ο Τ Η Σ Θ Α Λ Α Σ Σ Η Σ Κ Ρ Α Τ Ο Σ ( α ) II - 1 1 5

was watching them as they were sailing along outside the gulf, wanting to attack them in open waters.

The map on p. 264 shows Phormio’s tactics. He thought, quite rightly, that the superior Athenian seamanship would be more effective in open waters, and so he let the Corinthian fleet sail unmolested until it was through the narrows.

Lines 9–15 And the Corinthians and their allies were sailing, prepared not for battle but more for carrying troops to Acarnania, and not thinking that the Athenians would dare start (make) a naval battle. Sailing along past their own land, however, they were seeing the Athenians sailing along opposite, and when they were crossing from Patrae in Achaea toward the mainland opposite, they saw the Athenians sailing toward them from Chalcis; so indeed they are compelled to fight a naval battle in the middle of the straits.

Acarnania (10) and northwest Greece were one of the main theaters of war; both sides were trying to control the northwest coast of Greece, which was the route followed by grain ships sailing to and from Sicily, the main source of grain for the cities of the Peloponnesus.

Lines 16–23 And the Peloponnesians formed (marshaled) a circle of their ships, as large as they were able, the prows (facing) outward and the sterns inward, and they put the light boats, which were sailing with them, inside. And the Athenians, drawn up in single file, were sailing around them in a circle and were compressing them into a small (space), always sailing by within a hair’s breadth; an order had been given to them by Phormio beforehand not to attack until he gave (might give) the signal. For he was expecting that their formation would not hold but that their ships would crash into each other and that the boats would cause confusion; and if the breeze blew out of the gulf, which usually happened toward dawn, (he was expecting that) they would not keep quiet for any time (they would keep quiet, i.e., keep their formation, for no time).

The Peloponnesian tactics were foolish and resulted from their fear of the superior Athenian

seamanship. Phormio’s tactics were extraordinarily bold and could not have been carried out except by extremely skillful crews. Compound verbs to be deduced: ξυνέπλει (17), περιέπλεον (18). προείρητο . . . σημήνͺη (19–20) and ἤλπιζε . . . αὐτούς (20–4): for the treatment of complex sentences in indirect statement in secondary sequence, see Chapter 30, Grammar 1, ­pp.  313–316.

Pr incipal Pa rts Notes:

Wor d Stu dy The definitions given below are those of the Greek words and not of the English words as currently used. 1. theology: ἡ θεολογίᾱ (ὁ θεός + -λογίᾱ), the study of God. 2. Bible: ἡ βύβλος/βίβλος, τὸ βιβλίον, book. 3. dogma: τὸ δόγμα, belief. 4. orthodoxy: ἡ ὀρθοδοξίᾱ (ὀρθός, -ή, -όν + ἡ δόξα), right belief. 5. heresy: ἡ αἵρεσις (αἱρέομαι , I take for myself; I choose), choice; system of beliefs; religious or philosophical sect. 6. ecclesiastical: ἐκκλησιαστικός, -ή, -όν, concerned with the ἐκκλησίᾱ (the name given to the church by early Christians).

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

ἐκπνέω (πνευ-): apnea, pneumatic, ­pneumatics,

pneumatology, pneumatolysis, pneumatometer, pneumatophore, pneumobacillus, pneumococcus, pneumoconiosis, pneumocystis, pneumogastric, pneumograph, pneumonectomy, pneumonia, pneumonic, pneumonitis, pneumostome, pneumotachograph, pneumothorax στέλλω: apostle, apostolic, diastole, epistle, epistolary, peristalsis, systole κόλπος: gulf, engulf πνευ�μα: see ἐκπνέω above τάξις: see list for τάττω with Chapter 23α

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Thucydides For further reading, see Ancient Writers, Vol. I, pp. 267–289; Cambridge History of Classical ­Literature, Vol. I, pp. 441–456; The Oxford History of the Classical World, pp. 193–197, and Oxford ­Classical Dictionary, 4th ed., ed. S. Hornblower et al. (Oxford University Press, 2012).H s.v. Thucydides.

Book II

Gr eek Wisdom Illustration (p. 269)

Bust of Socrates. (Museo Archeologico Nazionale, Naples, Italy.)

Tr anslation Sophocles (is) wise, Euripides (is) wiser, (but) of all men, Socrates (is) the wisest.

h ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ (β)

Vocabula ry

καταδυ΄ˉω: the uncompounded forms of the athematic aorist are as follows: indicative, ἔδῡν, ἔδῡς, ἔδῡ, ἔδῡμεν, ἔδῡτε, ἔδῡσαν; subjunctive, δύω, δύͺης, δύͺη, δύωμεν, δύητε, δύωσι; imperative, δυ�θι, δυ�τε; infinitive, δυ�ναι; participle, δυˉ΄ς, δυ�σα, δύν, gen., δύντος Tr anslation

Lines 1–9 And when the breeze was coming down, and the ships, which were (being) already in a confined (little) space, were being thrown into confusion at the same time by the wind and by the boats, and ship was falling against ship, and the sailors shouting and abusing each other (using shouts and abuse) were hearing none (nothing) of the orders that were being passed along, then indeed Phormio gives the signal; and the Athenians falling on (them) first sink one of the flagships and then were destroying the others wherever they went, and put them into a panic, so that they flee to Patrae and Dyme in Achaea. And the Athenians, having chased them and having taken twelve ships and having picked up most of the men from them, were sailing away toward Molycrion, and having set up a trophy at Rhion they withdrew to Naupactus.

ͺἡ� χωρήσειαν διέφθειρον (5): ͺἡ� χωρήσειαν

is an indefinite clause with the optative in secondary sequence; see Chapter 25, Grammar 3b, p.  169.

τροπαι�ον (on p. 124): note Thucydides’ Old Attic accentuation of this word. For trophies, see the note on τροπαι�ον, line 23 of passage 29ε in this handbook, and the illustration on p. 287 of the students’ book. τῳ� Ῥίῳ (on p. 287 in the students’ book): this is the headland (ῥίον) on the north shore of the Gulf of Corinth, referred to in passage γ, line 4, as τὸ Ῥίον τὸ Μολυκρικόν and now known as Antirrhium Promontory. The headland opposite on the south shore was known as τὸ Ῥίον τὸ Ἀχαϊκόν (see passage γ, ll, 5–6) and is now known as Rhium Promontory. Lines 10–18 And the Peloponnesians also sailed along with the rest of their ships straight from Dyme and Patrae to Cyllene. And from Leucas Cnemus and their ships (i.e., the ships of the Leucadians) arrive at Cyllene. And the Spartans also send advisers for Cnemus to the fleet (the ships), telling (him) to prepare another and more successful (better) sea battle and not to be shut out from the sea by a few ships. For they were not thinking that their fleet was deficient but that some cowardice had occurred; and so they were sending off the advisers in anger. And those who had come with Cnemus sent for other ships, summoning their allies to come to (their) aid, and they were fitting out the ships already there (as) for battle.

εὐθὺς (10): previously this word has been used in the sense of immediately; here and elsewhere in the readings from Thucydides it means straight (from one place to another, here from Dyme and Patrae to Cyllene).

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Κνη�μός (11): Cnemus was the Spartan com-

mander in chief in this theater of operations, based on Leucas, an island allied to the Peloponnesians; he sails to Cyllene with the ships of the Leucadian navy; this is clear in the Greek, since ἐκείνων (12) follows ἀπὸ Λευκάδος (11).

Lines 19–24 And Phormio also sends messengers to Athens, to announce their (the enemy’s) preparations and to tell of the battle that they had won, and telling them to send off to him as many ships as possible quickly, as he expected every day to fight a naval battle (the expectation every day being that he would fight a naval battle). And the Athenians send him twenty ships, and they instructed the commander of the squadron (the man bringing them) in addition to go to (arrive at) Crete first to come to the aid of some allies there.

Pr incipal Pa rts Other Attic reduplicated perfects already given are ἀπ-όλ-ωλ-α (Vocabulary 26α, p. 187); ἐγρήγορα (note that the ε is also reduplicated), ἐγ-ήγερ-μαι (Principal Parts 26β, p. 190); ἐλ-ήλυθ-α (Principal Parts 27α , p. 213); and ἐν-ήνοχ-α , ἐν-ήνεγμαι (Principal Parts 28α, p. 239). The form ἐλαύνω comes from the stem ἐλα- + the nasal suffix -υν- (see the lists of principal parts after passages 23β, pp. 135–6, and 24α , p. 147, for other verbs with nasal suffixes.

Book II

Wor d Bu ilding 1. custom; justice; right; lawsuit; penalty 2. just 3. I judge 4. a judge (at Athens a member of the jury panel, a juror) 5. concerned with law or trials 6. unjust Here is a similar set based on σχολή:

ἡ σχολή , leisure; study σχολαι�ος , -ᾱ , -ον, leisurely σχολάζω, I am at leisure; I study ὁ σχολαστής , a man of leisure (this word only occurs in late Greek)

σχολαστικός , -ή , -όν, inclined to leisure; inclined to study; scholarly

ἄσχολος , -ον, without leisure; busy ἡ ἀσχολίᾱ , want (or lack) of leisure; business Note that σχολαι�ος, ἄσχολος, and ἀσχολίᾱ have the connotations of only the first meaning of σχολή.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

καταδυ΄ˉω (δυˉ΄ω, I enter; I sink, I set; I get into, put

on): ecdysiast, ecdysis, ecdysone τρόπαιον: trophy; see list for τρέπω with Chapter 10β

h ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ (γ)

the single word αὐτοί = they themselves also. The second καί gives emphasis to its whole clause, e.g., when they actually saw. . . .

Vocabula ry Notes:

Lines 8–16

English Der ivativ es from Wor ds in the Vocabula ry List

And for six or seven days they were lying at anchor opposite each other, practicing and preparing for (the) battle, the Peloponnesians determined (having the intention) not to sail outside the Rhions into the broad waters, afraid of their former misfortune, and the Athenians (determined) not to sail into the narrows, thinking that battle in a little space was in their (the enemy’s) favor. Then Cnemus and the other generals of the Peloponnesians, wanting to make the engagement quickly, especially (καὶ) before any aid came from Athens, called together the soldiers and, seeing that the majority (the many) of them were afraid because of their former defeat and that their morale was low (that they were not eager), exhorted them.

πάθος: see list for πάσχω with Chapter 5β Tr anslation

Lines 1–7 And the Peloponnesians in Cyllene, while the Athenians were being detained (held back) around Crete, sailed along ready (having been prepared) (as) for battle to Panormus in Achaea (of Achaea), where the land force of the Peloponnesians had come to their aid. And Phormio also sailed along to Molycrian Rhion and anchored beyond (outside) it with the twenty ships, with which he had (already) fought. The Peloponnesians themselves also came to anchor at Rhion in Achaea, not far from Panormus, with seventy-seven ships, when they actually (καί) saw the Athenians.

ὡρμίσαντο (5): the aorist followed by the “when” clause suggests that just as the Peloponnesians dropped anchor they saw the Athenian squadron; the distance between the two headlands is less than a mile and a quarter or two kilometers. ὡρμίσαντο καὶ αὐτοὶ . . . ἐπειδὴ καὶ τοὺς Ἀθηναίους εἰ�δον (7): two uses of adverbial καί are illustrated here. The first καί emphasizes

Words glossed earlier in the chapter: ἐν ὀλίγῳ (12), in a little (space). Compound verb to be deduced: ξυνεκάλεσαν (14). Thucydides proceeds to quote the speeches, first of the Peloponnesian commanders, then of Phormio to his troops.

Illustration (p. 274) This reconstructed trireme named the Olympias was launched on June 27, 1987. For a full account, see The Athenian Trireme by J. S. Morrison, J. F. Coates, and N. B. Rankov © 2nd ed., 2000 by Cambridge University Press.

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h ΜΕΓΑ ΤΟ ΤΗΣ ΘΑ Λ ΑΣΣΗΣ ΚΡΑΤΟΣ (δ)

Map (p. 375)

From The Athenian Trireme by J. S. Morrison, J. F. Coates, and N. B. Rankov © 2nd ed., 2000 by Cambridge University Press, p. 73.

The map and diagram of the battle on p. 275 make these maneuvers clear. δεξιῳ� κέρᾳ ἡγουμένῳ (3): dative of instrument or accompaniment.

Lines 8–14

Vocabula ry

And Phormio, as (which thing) they were expecting, frightened for (concerning) his base (the place) which was deserted, when he was seeing them putting out to sea, having reluctantly (unwillingly) and hastily embarked, was sailing along the land; and at the same time the infantry (foot army) of the Messenians was coming to (their) aid. And the Peloponnesians, seeing them sailing along in single file and already (being) inside the gulf and near the land, which thing they were most wanting, at one signal immediately having turned their ships, they were sailing with their fronts toward the enemy with all speed against the Athenians, and they were hoping to cut off all their ships.

The declension of κέρας, wing (of a fleet or army) is κέρας, κέρως, κέραι, κέρας; κέρᾱ, κερω�ν, κέρᾱσι(ν), κέρᾱ or κέρᾳ. When κέρας means horn, its forms are κέρας, κέρᾱτος, κέρᾱτι, κέρας; κέρᾱτα, κεραˉ΄των, κέρᾱσι(ν), κέρᾱτα. New usage of preposition: παρά + acc., along, �ν (10). past: παρὰ τὴν γη New usage of preposition: περί + dat., concern� χωρίῳ (8). ing: περὶ τῳ

Tr anslation

Lines 1–7 And the Peloponnesians, when the Athenians were not sailing into the gulf against them, wanting to lead them in (into the gulf) against their will, putting out to sea at dawn, were sailing in the direction of the gulf, having arranged their ships four deep/ four abreast, with the right wing leading, just as they had been at anchor (as they were also anchoring); and on this wing they posted their twenty fastest-sailing ships, so that, if Phormio, thinking that they were sailing against Naupactus, were to sail along toward that place, coming to its aid, the Athenians would not escape their attack, but these ships would shut (them) in.

προσεδέχοντο (8): students may need help with the meaning of the verb here; it was given in Chapter 22β, p. 117, with four meanings, I receive, admit; I await, expect.

Lines 15–21

II - 1 2 0

But eleven of the Athenian ships, which were leading, escape the wing of the Peloponnesians; but the Peloponnesians, having caught the others, pushed (them) out toward the land as they were trying to escape (conative present participle) and disabled (note this meaning of the verb, which recurs in these passages) (them); and they killed all the Athenian



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men who did not swim to shore. And taking in tow some of the ships, they were pulling (dragging) them empty (and one they had already taken with the men themselves), but the Messenians, having come to help and going into the sea in full armor (with their weapons) and having boarded (them), fighting from the decks, were saving some that were already being towed away.

ὅσοι μὴ ἐξένευσαν (18): the negative is μή

because the clause has a conditional force, if they did not swim to shore. αὐτοι�ς ἀνδράσιν (19): dative of accompaniment; with the men themselves = with its crew. εἱ�λον ἤδη (19): note that the aorist with ἤδη is translated had.]

Pr incipal Pa rts Earlier lists of principal parts following the reading passages have been restricted largely to verbs that students met in Book I, where they were given only the present, future, and aorist tenses. In this and the final two sets of principal parts we repeat verbs that have already been given with complete sets of principal parts in the vocabulary lists in Book II but that deserve special attention. The first principal part (ἀναμιμνͺήσκω) shows both present reduplication (see the principal parts after reading 26α , p. 189) and -(ί)σκω (see the principal parts after reading 24β, p. 156).

Wor d Stu dy 1. philosopher: ὁ φιλόσοφος. 2. analyze: ἀναλυˉ΄ω, I break up; I break into constituent parts; I analyze (cf. ἡ ἀνάλυσις). 3. political: πολῑτικός, -ή, -όν. 4. logically: λογικός, -ή, -όν. τὰ λογικά , logic. 5. hypothesis: ἡ ὑπόθεσις. ὑποτίθημι, I set before; I propose. ὑποτίθεμαι , I set before myself; I assume. 6. ideal: ἡ ἰδέᾱ , form, shape (Platonic “form,” “idea”); via Latin idealis. 7. problem: τὸ πρόβλημα (προβάλλω), anything thrown forward; something put forward for discussion. 8. politician: πολῑτικός, -ή, -όν. 9. agonizes: ἀγωνίζομαι, I contend, struggle. 10. sphere: ἡ σφαι�ρα, ball, sphere (English word sphere first used in sense of “sphere of action” in 1606).

11. practical: πρᾱκτικός, -ή, -όν, fit for action. 12. cycle: ὁ κύκλος, circle; wheel; cycle. 13. crisis: ἡ κρίσις, judgment; event; issue; (medical) the turning point in a disease, sudden change. 14. therapy: ἡ θεραπείᾱ , service; (medical) treatment. 15. empirical: ἐμπειρικός, -ή, -όν, concerned with experience (ἡ ἐμπειρίᾱ). 16. ideology: τὸ εἰ�δος/ἡ ἰδέᾱ + -λογίᾱ (coined 1796, via French idéologie = a system of ideas). 17. dogma: τὸ δόγμα , opinion, belief. 18. theoretical: θεωρητικός, -ή, -όν, contemplative, speculative (θεωρέω, I look at, inspect, contemplate with the mind). 19. analysis: ἡ ἀνάλυσις. 20. pragmatic: πρᾱγματικός, -ή, -όν, fit for action. It is hard to see how this passage could be rewritten to give the same meaning without using the words derived from Greek. The attempt to rewrite it will demonstrate to students that some things cannot be expressed adequately without using words derived from Greek.

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

σημει�ον: see list for σημαίνω with Chapter 19β παρά: see list with Chapter 11α περί: see list with Chapter 7α Illustration (p. 278) General arrangement of the reconstructed trireme Olympias. From The Athenian Trireme by J. S. Morrison, J. F. Coates, and N. B. Rankov © 2nd ed., 2000 by Cambridge University Press, p. 208. The Downfall of Athens Further reading: The World of Athens, 38–41; P. J. Rhodes, Alcibiades (Pen and Sword, Barnsley, 2011).

Gr eek Wisdom The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Diogenes Laertius, Lives of Eminent

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Philosophers: I, Loeb Classical Library Vol. 184, translated by R. D. Hicks, Cambridge, MA: Harvard University Press, 1966. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 160–161 (2.31) for this quotation.

Tr anslation And he used to say that there is only one good, knowledge, and only one evil, ignorance; (he used to say that) wealth and nobility of birth have nothing worthy of respect/honorable; but that quite the opposite (they have/they bring) evil.

Illustration (p. 281)

This relief and inscription are in the Acropolis Museum, Athens. The decree inscribed below the relief was passed in 405 bc, but it was engraved on this relief and set up on the Acropolis in 403/402 bc, when Cephisophon was secretary to the Council. It is worth quoting the opening lines:

Κηφισοφω�ν Παιανιεὺς ἐγραμμάτευε. Σαμίοις ὅσοι μετὰ του� δήμου του� Ἀθηναίων ἐγένοντο. ἔδοξεν τη�ι βουλη�ι καὶ τω�ι δήμωι· Κεκροπὶς ἐπρυτάνευε, Πόλυμνις Εὐωνυμεὺς ἐγραμμάτευε, Ἀλεξίας ἠ�ρχε, Νικοφω�ν Ἀθμονεὺς ἐπεστάτει. Γνώμη Κλεισόφου καὶ συνπρυτάνεων· ἐπαινέσαι τοι�ς πρέσβεσι τοι�ς Σαμίοις τοι�ς τε προτέροις ἥκουσι καὶ τοι�ς νυ�ν καὶ τη�ι βουλη�ι καὶ τοι�ς στρατηγοι�ς καὶ τοι�ς ἄλλοις Σαμίοις ὅτι εἰσὶν ἄνδρες ἀγαθοί καὶ πρόθῡμοι ποιει�ν ὅ τι δύνανται ἀγαθόν . . . · καὶ ἀντὶ ὡ�ν εὐ� πεποιήκασιν Ἀθηναίους, . . . δεδόχθαι τη�ι βουλη�ι καὶ τω�ι δήμωι· Σαμίους Ἀθηναίους εἰ�ναι, πολιτευομένους ὅπως ἂν αὐτοὶ βούλωνται. Cephisophon of Paeania was secretary (to the Council). To all the Samians who stood by the Athenian people. The Council and people resolved;

Book II

(the tribe of) Cecropis formed the prytany, Polymnis of (the deme) Euonymus was secretary, Alexias was archon, Nicophon of (the deme) Athmonia was chairman. The proposal of Cleisophus and his fellow prytaneis: to commend the Samian ambassadors of both the present and the previous embassies, and the (Samian) Council and generals and the rest of the Samians, because they are good men and eager to do what good they can . . . ; and in return for the benefits they have done the Athenians . . . it has been resolved by the Council and people that the Samians should be Athenians (i.e., Athenian citizens), while keeping whatever constitution they themselves want. . . .

The first two lines form an introduction; the original decree begins at line 3, with the usual formal introduction (see essay, Chapter 22, p. 114); your students could be reminded of how the constitution functioned. To grant Athenian citizenship to individuals for the benefits they had conferred on Athens was not uncommon, but to enfranchise a whole state is quite exceptional. Note that the iota subscripts are not used in inscriptions. The iota appears on the line.

Gr eek Wisdom The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Plato: I: Euthyphro, Apology, Crito, Phaedo, Phaedrus, Loeb Classical Library Vol. 36, translated by Harold North Fowler, Cambridge, MA: Harvard University Press, 1914. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 144–145 (41d) for this quotation.

Tr anslation For a good man there is nothing bad, either while he is living or after he has died.

h ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ (ε)

ἐμβάλλει . . . καταδυ΄ˉει (9): Thucydides,

Vocabula ry

like Herodotus and indeed all Greek authors, tends to use historic presents at dramatic moments.]

ἔφθην: conjugated like ἔστην. τρόπαιον: see note to line 23 of the translation. New usage of preposition: ὑπό + acc., of time, at: ὑπὸ νύκτα (25).

Lines 10–15 At this unexpected event (this unexpected thing having happened) the Peloponnesians panic (fear falls on the Peloponnesians), and pursuing in disorder, some of the ships dropping their oars stopped sailing, wanting to wait for the others, and others ran aground onto the shallows. And the Athenians, seeing these things happening, began to feel confidence, and with a shout (shouting) they rushed at them. And they, because of their present disorder, did not stand firm for long (stood firm for a little time), and then they turned toward Panormus, from where they had put out.

Tr anslation

Lines 1–9 And so here the Peloponnesians were prevailing and disabled the Athenian ships; but their twenty ships on (from) the right wing were pursuing the eleven ships of the Athenians that had escaped their turning movement. And except for one ship they flee for refuge to Naupactus before they could be caught, and facing with prows toward the enemy they were preparing to defend themselves, if the Peloponnesians sailed to land against them. And they (the Peloponnesians), arriving, were raising the victory song, as though they had already won (as being in a state of victory); and a Leucadian ship was pursuing the one remaining Athenian ship, alone (one; i.e., the Leucadian ship) far in front of the others. And there happened to be a merchant ship moored out at sea, around which the Athenian ship, having sailed, strikes the pursuing Leucadian ship amidships (in the middle) with its ram and sinks (it).

ἐαˉ`ν . . . πλέωσιν (5): this is virtual indirect state-

ment; the Athenians said, “We shall defend ourselves, if the Peloponnesians sail against us.” In indirect statement the original moods and tenses may be retained, as here.

Lines 16–20 And the Athenians, pursuing (them), took the six nearest ships (the six ships being near) and rescued (saved) their own ships, which the Peloponnesians, having disabled near the land, had taken in tow; and of the men, they killed some and took others captive. The Spartan Timocrates, sailing on the Leucadian ship, which sank around the merchant ship, when his ship was being destroyed, slew himself, and he was cast ashore into the harbor of Naupactus (of the Naupactians).

Lines 21–26

II - 1 2 3

And the Athenians, having withdrawn (to base), set up a trophy and took up the corpses and wrecks, as many as were on their land, and they gave back

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

to the enemy their dead (the things of them) under truce. And the Peloponnesians also set up a trophy as victors (as having conquered) for the rout of the (Athenian) ships that they had disabled near the land. And after this, fearing aid from the Athenians, they sailed at night into the Crisaean Gulf (the Gulf of Corinth) to (and) Corinth, all except the Leucadians.

τροπαι�ον (23): the word is derived from ἡ τροπή,

turning, rout of an enemy. Victors regularly set up a trophy on or near the site of their victory; for a land battle, this consisted of a stake on which a full set of captured armor was fixed (see illustration, p. 287); for a naval victory it was often a captured prow or stern. The Peloponnesians on this occasion dedicated a whole captured Athenian ship, setting it near their trophy. This Athenian victory was decisive; the Peloponnesians never again in the first ten years of the war risked a naval engagement, and the Athenians were left in total control of the seas both east and west.

Pr incipal Pa rts For the use of these verbs and of φαίνομαι with supplementary participles, see Chapter 20, Grammar 3, pp. 76–7. For φαίνομαι, see the principal parts after reading 22α , p. 107. Note that λανθάνω (stem λαθ-) and τυγχάνω (stem τυχ-) have two nasal elements, the ν and γ inserted before the θ and χ respectively and the suffix -αν-.

Wor d Bu ilding 1. ὁ/ἡ παι�ς: child, boy, girl (the nominative is formed by adding ς to the stem παιδ-, and the δ drops out) 2. diminutive suffix -ιον = little child 3. adjectival suffix -ικός = of a child, playful 4. verbal suffix -ίζω = I play 5. compound word: εὐ� + παι�ς = blessed with good children 6. compound word: ἀ-privative + παι�ς = without children, childless 7. verbal suffix -εύω = I educate 8. noun suffix -σις added to stem παιδευ- = education 9. compound word: παιδ- + ἀγωγ-(ἄγω) = a child leader, tutor 10. compound word: adjectival suffix -ικός added to stem παιδαγωγ- = of a tutor, teacher

Book II

1. λέγ-ω: primitive verb = I pick up; I count; I tell; I say 2. λεγ-σις: stem + noun suffix = speech 3. λεγ-τικός: stem + adjectival suffix -τικός = good at speaking 4. λόγ-ος: primitive noun (change from ε to ο is regular) = word; speech; reasoning, etc. 5. λογ-ικός: stem + adjectival suffix -ικός = of speaking, reasoning; logical 6. λογ-ίζομαι: stem + verbal suffix -ίζομαι = I count, reckon 7. λογιστής: verbal stem λογιζ- + noun suffix -τής = calculator; auditor 8. ἄλογος: compound word: ἀ-privative + λογ-ος = speechless; irrational 9. εὐλογίᾱ: compound word: εὐ- + -λογίᾱ = eulogy 10. λογογράφος: compound word: λόγος + γραφ-(ω) = speech writer Also: λογοδιάρροια: compound word: λόγος + δια-ρρέω (ῥοίᾱ) (I flow through) = verbal diarrhea

A dditional English Der ivativ es from Wor ds in the Vocabula ry List

ἀταξίᾱ: ataxia (and see list for τάττω) in Chapter 23α τροπή: see list for τρέπω with Chapter 10β ὑπό: see list with Chapter 5β Gr eek Wisdom Plato, Apology 38a The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Plato: I: Euthyphro, Apology, Crito, Phaedo, Phaedrus, Loeb Classical Library Vol. 36, translated by Harold North Fowler, Cambridge, MA: Harvard University Press, 1914. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. See pp. 132–133 (38a) for this quotation.

Tr anslation This happens to be the greatest good for man, every day to talk about virtue and the other things concerning which you hear me conversing and examining myself and others, and the unexamined life is not worth living for man.



2 9   Μ Ε Γ Α Τ Ο Τ Η Σ Θ Α Λ Α Σ Σ Η Σ Κ Ρ Α Τ Ο Σ ( ε ) II - 1 2 5

Gr amma r 1 Notes:

✒ ✒ Ex ercise 29α 1. The children would not have gotten into danger, if they had returned straight home. α. ὁ πατὴρ λέγει ὅτι οἱ παι�δες οὐκ ἂν κατέστησαν εἰς κίνδῡνον, εἰ εὐθὺς οἴκαδε ἐπανη�λθον. β. ὁ πατὴρ φησι τοὺς παι�δας οὐκ ἂν καταστη�ναι εἰς κίνδῡνον, εἰ εὐθὺς οἴκαδε ἐπανη�λθον. γ. ὁ πατὴρ οἰ�δε τοὺς παι�δας οὐκ ἂν καταστάντας εἰς κίνδῡνον, εἰ εὐθὺς οἴκαδε ἐπανη�λθον. 2. When the messenger arrived at the city, he hurried to the market place. α. οἱ ἄνδρες λέγουσιν ὅτι ὁ ἄγγελος, ἐπεὶ εἰς τὸ ἄστυ ἀφι΄ˉκετο, εἰς τὴν ἀγορὰν ἔσπευσεν. β. οἱ ἄνδρες φᾱσὶ τὸν ἄγγελον, ἐπεὶ εἰς τὸ ἄστυ ἀφιˉ΄κετο, εἰς τὴν ἀγορὰν σπευ�σαι. γ. οἱ ἄνδρες ἴσᾱσι τὸν ἄγγελον, ἐπεὶ εἰς τὸ ἄστυ ἀφι΄ˉκετο, εἰς τὴν ἀγορὰν σπεύσαντα. 3. The woman will stay at home, until her husband returns.

α. ὁ παι�ς λέγει ὅτι ἡ γυνὴ οἴκοι μενει�, ἕως ἂν ἐπανέλθͺη ὁ ἀνήρ. β. ὁ παι�ς φησι τὴν γυναι�κα οἴκοι μενει�ν, ἕως ἂν ἐπανέλθͺη ὁ ἀνήρ. γ. ὁ παι�ς οἰ�δε τὴν γυναι�κα οἴκοι μενου�σαν, ἕως ἂν ἐπανέλθͺη ὁ ἀνήρ.

4. If the allies were to come to our aid, we would not fear the enemy. α. πάντες λέγουσιν ὅτι εἰ οἱ σύμμαχοι ἡμι�ν βοηθοι�εν, οὐκ ἂν φοβοίμεθα τοὺς πολεμίους. β. πάντες φᾱσὶν ἡμα�ς, εἰ οἱ σύμμαχοι ἡμι�ν βοηθοι�εν, οὐκ ἂν φοβει�σθαι τοὺς πολεμίους. γ. πάντες ἴσᾱσιν ἡμα�ς, εἰ οἱ σύμμαχοι ἡμι�ν βοηθοι�εν, οὐκ ἂν φοβουμένους τοὺς πολεμίους. 5. If their father were alive, he would be helping his children. α. ἡ γυνὴ λέγει ὅτι εἰ ὁ πατὴρ ἔζη, συνελάμβανεν ἂν τοι�ς παισίν. β. ἡ γυνὴ φησι τὸν πατέρα, εἰ ἔζη, συλλαμβάνειν ἂν τοι�ς παισίν. γ. ἡ γυνὴ οἰ�δε τὸν πατέρα, εἰ ἔζη, συλλαμβάνοντα ἂν τοι�ς παισίν.

Illustration (p. 287) Detail of an Attic red-figure pelike by the Trophy Painter, ca. 450–40 bc (Museum of Fine Arts, Boston).

h 30 ΑΧΑΡΝΗΣ (α)

Title: “Acharnians” Pur poses of This Ch apter 1. Reading: to present selections from Aristophanes’ Acharnians to round out the readings in the course by returning to the Athenian farmer, Dicaeopolis, and his family with which the course began (for further information on the readings, see below) 2. Grammar: to present the rules for complex sentences in indirect statement in secondary sequence 3. Context: to present information on Aristophanes and Old Comedy

Aristophanes and Old Comedy For further reading, see Ancient Writers, Vol. I, pp. 291–312; Cambridge History of Classical Literature, Vol. I, pp. 370–398; and The Oxford History of the Classical World, pp. 174–180. For an up-todate, well-illustrated book on the Athenian theater, see Eric Dugdale, Greek Theatre in Context (­Cambridge, 2008).

The R ea ding Selections The selections contain 160 lines taken from the first 279 lines of the play. The selections comprise the following lines of the original: (α) 1–3, 17–33, and 37–42; (β) 43–7a, 51b–54, 56–64a, 65–67, 73–78, 80–94, 98–109, 123–125, and 128–133; (γ) 175–193a, 194–196, and 198–203; (δ) 204–209a,

234–255a, 257–262, and 263–279 (with some deletions, which do not allow retention of the meter). All omissions are marked with ellipsis points in the Greek text and in the translation. The first passage (α) has been kept short, since students are likely to find the poetry of Aristophanes more difficult than (or at least different from) the prose and poetry that they have been reading. We have omitted a number of lines (and parts of lines) that might prove unusually difficult to students at this stage or that contain allusions that would require tedious explanation. Even so, some of the passages may be difficult for some students, in particular lines 11, 13–14, 25, 55–64, 66–67, 69, and 136–141. We have provided extra help in the notes, and we urge that teachers be generous in helping students with these passages and throughout these selections from the Acharnians to make sure that students’ exposure to this substantial reading of Greek poetry is a positive one. We think that the selections as we have chosen and presented them will be both manageable and enjoyable. The selections offered here in Greek cover only part of the plot of the entire play, but they offer a clear beginning, middle, and end. They begin (α) with Dicaeopolis sitting on the Pnyx, waiting for the Assembly to begin; he longs for peace and is prepared to disrupt the proceedings if anyone talks about anything other than peace. This scene continues (β) with the beginning of the Assembly and the arrival of the immortal Amphitheus, who claims that the gods have allowed him to make peace with Sparta. Amphitheus is shunted aside, however, and ambassadors are introduced who have returned from the king of

II - 1 2 6



3 0   Α Χ Α Ρ Ν Η Σ ( α ) II - 1 2 7

Persia, to whom they were sent by the Athenians to seek aid in the war against Sparta. They bring envoys dressed in Oriental splendor as peacocks. The whole scene is a travesty of responsible politics, and Aristophanes mocks both the ambassadors and the envoys with scatological language that is typical of the poet. Dicaeopolis is so disgusted that he confers with Amphitheus and sends him off to Sparta to conclude a private peace with the Lacedaemonians for himself, his children, and his wife. The midpoint (γ) of the plot that is contained in our Greek selections has Amphitheus returning from Sparta bearing three possible truces, from which Dicaeopolis is allowed to choose. On the last part of Amphitheus’ return journey he was met by hardened old Acharnians who want no truce as long as their farms are being devastated by the enemy and who pursue him and threaten to stone him. Amphitheus has outrun the Acharnians, however, and Dicaeopolis scorns their threats. He chooses one of the truces with Sparta and exits, delighted to be rid of the war and determined to celebrate his private peace by enacting his own Rural Dionysia. In the final scene presented here (δ) the Acharnians enter in hot pursuit of Amphitheus, but they withdraw when Dicaeopolis calls for holy silence and emerges from his house with his wife, his daughter (who carries a sacred basket), and his slave Xanthias and a second unnamed slave (who carry a phallus pole). A sacrifice is made, and Dicaeopolis arranges a Dionysiac procession to celebrate a mock Rural Dionysia and sets the procession in motion. He then sings a joyous song to Phales, the Dionysiac god of the phallus, in honor of the peace he has accepted with Sparta. This is by no means the end of Aristophanes’ play, which continues with the Acharnians attacking and disrupting Dicaeopolis’ procession, but it is an appropriate conclusion to the story of ­Dicaeopolis as told in Athenaze. The processional scene reassembles the characters of Dicaeopolis, his wife, daughter, and slave from the earlier chapters (only Philip and his grandfather are absent); it shows the rituals and organization of a Dionysiac procession such as students read about in Chapter 9β; and it shows the joy that farmers such as Dicaeopolis would have felt if the war had ended and they had been allowed to return to their beloved farms and resume their accustomed country life. Teachers may wish to have their students read the entire play in translation to see how the complication of the plot produced by the Acharnians’

disruption of Dicaeopolis’ procession is finally resolved, but the selections given here will provide in themselves a satisfying story with its own beginning, middle, and end. The Greek text is reprinted by permission of the publishers and the Trustees of the Loeb Classical Library from Aristophanes: Acharnians, Knights, Loeb Classical Library Vol. 178, translated by Jeffrey Henderson, Cambridge, MA: Harvard University Press, 1998. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. For more on the Acharnians, see the editions of C. E. Graves, Cambridge University Press, 1967; Alan H. Sommerstein, Aris & Phillips, 1980; and S. Douglas Olson, Oxford University Press, 2002.

St y le The passages illustrate a number of features typical of Aristophanes’ style. The teacher might mention these to students before beginning the readings and then have students locate examples as they proceed through the text: Compound words and comic coinages: e.g., 3, 62, 77, 96, 123, and 143 Clusters or series of verbs or adjectives: e.g., 17–18, 19–20, 22, 95–96 Puns: 30–31, 63–64, 77–79, and 105 Scatological language: 55–58 Direct attack on individuals by name: 62 Breaking of dramatic illusion, i.e., metatheater: e.g., 120–121 and 146 Alliteration: e.g., 123, 142

Vocabula ry Note that space does not permit us to give stems of verbs in the vocabulary lists in this chapter; they are, however, included in the corresponding entries in the Greek to English Vocabulary at the end of the book.

English Der ivativ es from Wor ds in the Vocabu la ry List

ἐράω (ὁ ἔρως, love): erotic, erotica, eroticism,

eroticize, erotism, erotize, erotomania, erotomaniac, homoerotic

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

καρδίᾱ: cardia, cardiac, cardiac arrest, cardiac glycoside, cardiac massage, cardiac muscle, cardiac sphincter, cardiae, cardialgia, cardioaccelerator, cardiogenic, cardiogram, cardiograph, cardioid, cardiology, cardiomegaly, cardiomyopathy, cardiopathy, cardiopulmonary, cardiorespiratory, cardiothoracic, cardiovascular, carditis, electrocardiogram, pericardium, tachycardia

Tr anslation

Lines 1–26 Dic.: How much I’ve been stung in my heart, and I’ve had few pleasures, very few, four (to be exact), and what (pains) I’ve suffered—sand-hundredheap . . . ! But never yet . . . was I so stung . . . as now, when, although there’s a regular meeting of the Assembly at dawn, the Pnyx here is deserted, and they (the people) chatter in the agora and running up and down they flee the red rope. Not even the prytaneis have come, but, having come too late, they will then jostle each other when they get here

Book II

(having come) like mad (how do you think?) for the front seat, all streaming in together; but that there will be peace, they don’t care a bit; o city, city! And I, coming first of all to the Assembly, am always sitting (here); and then, when I’m alone, I groan, I yawn, I stretch, I fart, I’m at a loss, I doodle, I pluck out my hairs, I count, looking away toward the country, loving peace, hating the city, and longing for my deme. . . . So now I’ve come absolutely prepared to shout, to interrupt, to abuse the speakers, if anyone speaks about anything except peace. But (look), for the prytaneis (are) here at midday. Didn’t I tell you? That’s just what I said; every man is jostling for the front seat.

τὴν . . . καρδίᾱν (1): accusative of respect. ἀλλήλοισι (12): note the Ionic dative plural

ending; see the notes on the Ionic dialect at the beginning of Chapter 27. ὅπως (13): see Chapter 22, Grammar 3, pp. 119–20. Compound verb to be deduced: ἀποβλέπων (19).

h ΑΧΑΡΝΗΣ (β)

Vocabula ry

ἀλαζών: see lines 43 and 61. The declension of μήν is: μήν, μηνός, μηνί, μη�να; μη�νες, μηνω�ν, μησί(ν), μη�νας. The declension of ὄρνῑς is: ὄρνῑς, ὄρνῑθος, ὄρνῑθι, ὄρνῑν; ὄρνῑθες, ὀρνιˉ΄θων, ὄρνῑσι(ν), ὄρνῑθας. The declension of the contract adjective

χρῡσου�ς is as follows: χρῡσου�ς, χρῡση�, χρῡσου�ν; χρῡσου�, χρῡση�ς, χρῡσου�; χρῡσῳ�, χρῡσͺη�, χρῡσῳ�; χρῡσου�ν, χρῡση�ν, χρῡσου�ν; χρῡσοι�, χρῡσαι�, χρῡσα�; χρῡσω�ν, χρῡσω�ν, χρῡσω�ν; χρῡσοι�ς, χρῡσαι�ς, χρῡσοι�ς; χρῡσου�ς, χρῡσα�ς, χρῡσα�. For the preposition παρά + gen., from, see line

41. Students met this use in Chapter 26, tail reading, line 12; it is introduced in a vocabulary list for the first time here in Chapter 30.

English Der ivativ es from Wor ds in the Vocabulary List

αἰσθάνομαι: aesthesia, aesthete, aesthetic, aestheti-

cian, aestheticism, aestheticize, aesthetics, anesthesia, anesthesiologist, anesthesiology, anesthetic, anesthetist, anesthetize ὄρνῑς: ornithic, ornithine, ornithischian, ornithologist, ornithology, ornithopod, ornithopter, ornithosis χρῡσίον (ὁ χρῡσός , gold): chrysalid, chrysalis, chrysanthemum, chryselephantine, chrysoberyl, chrysolite, chrysomelid, chrysoprase, Saint John Chrysostom, chrysotherapy, chrysotile, helichryse ὅλος: catholic, catholicism, holoblastic, holocaust, Holocene, holocrine, holoenzyme, hologamous,

hologram, holograph, holographic, holography, hologynic, holohedral, holometabolism, holophrastic, holophyte, holoplankton, holotype, holozoic παρά: see list with Chapter 11α

Illustration (p. 293) (Photo: Alison Frantz, American School of Classical Studies at Athens) Illustration (p. 295) Attic red-figure plate signed by Epictetus, ca. 500 bc (London, British Museum). Tr anslation

Lines 27–89 Her.:

Come forward! Come on, so that you may be inside the purified area. Amph.: Did anyone speak yet? Her.: Who wishes to speak? Amph.: I do. Her.: Who are you? (being who?) Amph.: Amphitheus. Her.: Not a man (= human being)? Amph.: No, but an immortal . . . and the gods have commissioned (entrusted to) me to make a truce with the Spartans on my own (alone). But although I’m an immortal, gentlemen, I haven’t got any travel allowance (journey money). For the prytaneis won’t (don’t) give me any. Her.: Archers! . . . Dic.: Prytaneis, you are wronging the Assembly in ejecting (leading away) the man who

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II - 1 3 0

AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

wanted to make a truce for us and to hang up our shields. Her.: Sit down, be quiet. Dic.: No, by Apollo, I won’t, unless you (if you don’t) introduce a motion about peace for me. Her.: The ambassadors from the King. Dic.: What king? I’m fed up with (vexed at) ambassadors and peacocks and imposters (impostures). Her.: Be quiet. . . . Amb.: You sent us to the great King on a salary (receiving as pay) of two drachmas a day when Euthymenes was archon. Dic.: Oh my, (those) drachmas! . . . Amb.: While being entertained, we were forced to drink from crystal goblets and golden vessels sweet wine undiluted. Dic.: O Cranian city, do you see how the ambassadors mock you? Amb.: For the barbarians consider only those who can eat and drink the most (to be really) men. . . . And in the fourth year we arrived at the palace. But he (the King), having taken his army, had gone off to the latrine, and he was shitting on the Golden Mountains for eight months. Dic.: And when (within what time) did he close his ass? At the full moon? Amb.: And then he went off home. Then he entertained (us), he served us whole oxen, oven-baked (from the oven). Dic.: And who ever saw baked oxen? What humbug! Amb.: And yes, by Zeus, he set before us a bird three times as big as Cleonymus; it was called a cheatiebird. Dic.: This (as it seems) is how you were cheating us, taking the two drachmas. Amb.: And now we have come, bringing Pseudartabas, the King’s Eye. Dic.: May a raven strike it (the King’s Eye) and knock it out—and yours too, the ambassador’s! Her.: The King’s Eye! Dic.: O lord Heracles! . . . Amb.: Come on then, (you) tell what the King sent you to say to the Athenians, Pseudartabas. Pseud.: Iarta name xarxana pisona satra. Amb.: Did you understand what he is saying? Dic.: No, I didn’t by Apollo. Amb.: He says the King will send you gold. (You) tell (us) (about) the gold louder and clearly. Pseud.: No getty goldy, wide-assed Ioni.

Book II

Dic.: Oh misery, how clear that is! Amb.: What’s he saying? Dic.: What (does he say)? He calls the Ionians wide-assed, if they expect gold from the barbarians. Amb.: No (he doesn’t); but this man says bushels of gold. Dic.: What kind of bushels? You’re a great imposter. . . . Her.: Be quiet! Sit down! The Council invites the King’s Eye to the Town Hall (Prytaneum). Dic.: Well, isn’t this enough to make you hang yourself? . . . But I shall do some terrible and great deed. But where’s my Amphitheus? Amph.: Here I am. Dic.: (You), taking these eight drachmas, make a truce with the Spartans for me alone, and for my young children and wife. And (you) go on with your embassies and gape like fools! . . . Compound verb to be deduced: ἀπάγοντες (37). κάθησο (39): like the imperative of δύναμαι. τη�ς ἡμέρᾱς (46): genitive of time with a distributive sense, each day, a day. Line 51: note the accent of ὁ κατάγελως, του� καταγέλωτος, mockery. Compound verb to be deduced: παρετίθει (59). Ἀθηναίοισιν (70): Ionic dative plural ending. Line 75 = οὐ λήψͺη χρῡσόν, χαυνόπρωκτοι Ἴωνες, you won’t get gold, you wide-assed Ionians. The only words that are correct Greek are οὐ and the obscene χαυνόπρωκτ᾿. The ambassadors, both Greek and Persian, are repeatedly referred to as ἀλάζονες, imposters, and in a passage we have omitted, where Dicaeopolis himself questions the Persian ambassadors, he reveals them as Athenians dressed up to look like Persian grandees (a revelation quite neglected by the herald, who immediately after this invites them to the Town Hall). τοι�σι παιδίοισι (88): Ionic dative plural endings.

Illustration (p. 299) The theater of Dionysus in the second half of the fifth century. The σκηνή at this time must have been made of wood. The arrangement shown here has three doorways and the actors can appear on the roof. The Odeon of Pericles is in the background. From Peter Connolly and Hazel Dodge, The Ancient City: Life in Classical Athens & Rome, Oxford University Press, 1998, p. 94. (Drawing: Peter Connolly.)

h ΑΧΑΡΝΗΣ (γ)

Vocabula ry

Dic.: Dic.:

Notes:

English Der ivativ es from Wor ds in the Vocabulary List

στόμα: stoma, stomach, stomachache, stomacher,

stomachic, stomach pump, stomach tooth, stomach worm, stomate, stomatic, stomatitis, stomatology, stomatopod, stomatous, stomodeum

Tr anslation

Lines 90–117 Dic.:

But, (look, for) here’s Amphitheus (back) from Sparta. Hello, Amphitheus. Amph.: Don’t (greet me) yet until I stop running. For, fleeing, I must escape the Acharnians. Dic.: But what’s the matter? Amph.: I was hurrying here bringing you the truces; but some old men smelled them; Acharnians, tough old men, oaken, unsoftened Marathon fighters, tough as maple. Then they all began to shout, “Most villainous, are you bringing truces, when our grapevines have been cut down?” And they began gathering stones into their cloaks; but I began to flee; and they began to pursue and shout. Dic.: And so let them shout. But are you bringing the truces? Amph.: I certainly am (I say I am), these three vintages. This one is five years old/for five years. Take it and taste.

Ugh! Amph.: What’s the matter? I don’t like this one (it does not please me) because it smells of pitch and the preparation of ships. Amph.: Well, take this one, ten years old/for ten years, and taste it. Dic.: This smells, too, very sharply, of ambassadors (going) to the cities. . . . Amph.: But this truce is for thirty years by both land and sea. Dic.: O Festival of Dionysus! this one smells of ambrosia and nectar . . . and it says in my mouth: “Go where you wish!” This I accept and I pour it out (as a libation) and I will drain it off, bidding a long farewell to the Acharnians. Amph.: But I’ll flee the Acharnians. Dic.: And rid of war and troubles, going in, I will celebrate the Rural Dionysia.

Ἀχαρνέᾱς (92): the noun Ἀχαρνεύς, an Acharnian, is declined exactly like the noun βασιλεύς. πρεσβυ�ται (94): this noun is from ὁ πρεσβυˉ΄της, an alternate form of ὁ πρέσβυς used in the sense old man. Illustration (p. 302)

Plan of the theater of Dionysus in the mid-fourth century. From Peter Connolly and Hazel Dodge, The Ancient City: Life in Classical Athens & Rome, Oxford University Press, 1998, p. 99. (Drawing: Peter Connolly.)

Illustration (p. 305)

Terracotta statuette of a comic Heracles, ca. 375– 350 bc (Museum of Fine Arts, Boston).

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h ΑΧΑΡΝΗΣ (δ)

Vocabula ry Notes:

English Der ivativ es from Wor ds in the Vocabula ry List

ᾄδω (ἀείδω, I sing; ὁ ἀοιδός , singer; ἡ ἀοιδή , Attic, ἡ ᾠδή , song): comedian, comedy, melodious, melody, nickelodeon, ode, odeon, parody, prosody, psalmody, rhapsody, tragedian, tragedy Tr anslation

Lines 118–160 Chor.: This way, follow everyone; chase (him) and ask (inquire) about the man from all the passersby; for it is worthwhile for the city to apprehend this man. But inform me, if anyone knows where in the world the man bringing the truces has gone (turned). He has fled; he has gone, vanished. . . . But it’s necessary to seek the man and to look Peltingward and to pursue (him) from one land to another, until at last (sometime) he’s found; as I could never have my fill of pelting him with stones. Dic.: Keep holy silence, keep holy silence! Chor.: Quiet everyone! Did you hear his call for holy silence, men? This is the very man we’re looking for. But everyone (come) here, out of the way; for the man is coming out to sacrifice, as it seems.

Dic.: Keep holy silence! Keep holy silence! Come forward a little, (the) basket bearer! Let Xanthias stand the phallus pole up straight! Put down the basket, daughter, so that we may begin. Daugh.: Mother, hand me up the soup ladle here, so that I can pour the soup over this broad, flat cake. Dic.: And indeed it’s a fine thing! Lord Dionysus, (grant) that I, conducting this procession in a manner pleasing to you and sacrificing with my household members, may lead the Rural Dionysia with good fortune, rid of (service in) the army; (grant) that my thirty-years’ truce may turn out well. Come on, daughter, (see to it) that you, pretty girl, carry the basket prettily, looking as if you had eaten savory. How happy whoever will marry you. . . . Advance, and take care that no one in the crowd slyly nibbles away at your golden jewelry. Xanthias, the phallus pole must be held straight up by the two of you behind the basket bearer; and I, following, will sing the phallic song; and you, wife, watch me from the roof. Forward! Phales, companion of Bacchus. . . . in the sixth year (after five years) I addressed you, going happily to my deme, after making a truce for myself, rid of troubles and battles. . . . O Phales, Phales, If you drink with me (today), after a drinking bout from earliest dawn (i.e., tomorrow) you will drain dry a cup of

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3 0   Α Χ Α Ρ Ν Η Σ ( δ ) II - 1 3 3

peace; and my shield will be hung beside the fireplace (in the chimney).

στησάτω (132): help students as necessary with this 3rd person imperative. Compare the 2nd person imperative κατάθου in line 133. ἀνάδος (134): compound verb to be deduced; help students as necessary with this aorist imperative of ἀναδίδωμι. σφῳ�ν (147): dual dative of the second person pronoun, thus, by the two of you; this is the only indication that a second slave accompanies Xanthias. τὸ φαλλικόν (149): students are to deduce the meaning of this (phallic song) from that of the noun τὸν φαλλόν (132). Lines 151–160

Some words and lines have been cut here, but we have not marked them with ellipsis points in the printed text. ἕκτῳ . . . ἔτει (152): Dicaeopolis speaks as if only now after five years of war, cooped up in the city, has he returned to his beloved deme; in fact, the farmers returned to the country each year when the invasion ended.

Illustration (p. 307) Attic red-figure cup by the Telephos Painter, ca. 470 bc (Museum of Fine Arts, Boston). Illustration (p. 310) Detail of the cup by Douris, ca. 480 bc (­London, British Museum), shown at the beginning of ­Chapter 25. Illustration (p. 311) Attic red-figure pelike by the Kleophon Painter, ca. 430 bc (Boston, Museum of Fine Arts). The scene shows a warrior donning his armor in preparation for departure for battle, but it shows a shield such as Dicaeopolis boasts will be hung up in the chimney now that he has arranged peace with Sparta. Pr incipal Pa rts Notes:

Illustration (p. 313) We include this illustration at this point as a reminder of the enemy of Athens in the Peloponnesian War, an end to which Dicaeopolis celebrates in his joyful procession. (Photo: Peter Eastland.)

Gr amma r 1 Notes:

✒ ✒ Ex ercise 30α 1. If Croesus campaigns against the Persians, he will destroy a great empire. – The Pythia said that if Croesus campaigned against the Persians, he would destroy a great empire. ˉ΄ν + the subjunc – (In secondary sequence, ἐα tive has been changed to εἰ + the optative. After ἔφη, the main clause in the direct statement becomes an accusative and infinitive in the indirect statement.) 2. The children did all that their father (had) ordered. – The children said that they had done all that their father (had) ordered. – (In secondary sequence, the aorist indicative of the main clause, ἐποίησαν, has been changed to the corresponding optative, but the aorist indicative in the relative clause has remained unchanged.) 3. The shepherd will guard the sheep until night falls. – We knew that the shepherd would guard the sheep until night fell/might fall. – (In secondary sequence, ἄν + the subjunctive has been changed to the optative without ἄν. After the verb of knowing, the main clause becomes an accusative and participle.) 4. Whoever stays outside the walls will be killed by the enemy. – Dicaeopolis said that whoever stayed outside the walls would be killed by the enemy. – (In secondary sequence, ἄν + the subjunctive has been changed to the optative without ἄν. The future indicative of the main clause in the direct statement is retained in the indirect statement introduced by εἰ�πεν ὅτι.) 5. The children, if they had done this, would not have gotten into danger. The father said that the children, if they had done this, would not have gotten into danger. – (In secondary sequence, no change is permitted in the mood of the conditional clause with its verb in a secondary tense of the indicative. After ἔφη, the indicative with ἄν of the main clause becomes a corresponding tense of the infinitive, with the ἄν retained.)

h End Matter

Teachers should periodically guide students through the material in the end matter in the student’s book to acquaint them with what is there and how it is arranged and to point out the different kinds of information contained in the final sections of the book. Here are some notes on these sections of the student’s book.

Forms Here is a listing of the major headings in this section: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

The Definite Article Nouns of the 1st Declension Nouns of the 2nd Declension Nouns of the 3rd Declension Adjectives and Participles of the 1st and 2nd Declensions Adjectives of Irregular Declension Adjectives of the 3rd Declension Adjectives and Participles of the 1st and 3rd Declensions Comparison of Adjectives Demonstrative Adjectives The Adjective αὐτός, -ή, -ό, -self, -selves; same The Interrogative Adjective The Indefinite Adjective Numerical Adjectives Personal Pronouns Reflexive Pronouns The Reciprocal Pronoun Possessives The Interrogative Pronoun

2 0. 21. 22. 23. 2 4.

The Indefinite Pronoun The Relative Pronoun Formation of Adverbs Comparison of Adverbs Verbs with Thematic Presents, Sigmatic Futures, Sigmatic 1st Aorists, -κα 1st Perfects, -κη 1st Pluperfects, -θη- 1st Aorist Passives, and -θη- 1st Future Passives 25. Verbs with -η- 2nd Future Passives and -η2nd Aorist Passives 26. Verbs with Athematic Presents and Imperfects 27. Contract Verbs 28. Asigmatic Contract Future of Verbs in -ίζω 29. Asigmatic Contract Future of Verbs with Liquid and Nasal Stems 30. Asigmatic 1st Aorist of Verbs with Liquid and Nasal Stems 31. Thematic 2nd Aorists 32. Athematic 2nd Aorists 33. The Irregular Verb εἰμί, I am 34. The Irregular Verb εἰ�μι, I will go 35. -μι Verbs in Book II 36. The Verb φημί, φήσω, ἔφησα , I say 37. New Verb Forms in Book II

Index of Language and Grammar Here is a listing of the major headings in this section: Adjectives Cases Contractions

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E n d M a t t e r II - 1 3 5

Crasis Dialects Dissimilation Moods Prodelision Subordinate Constructions Verbs

Greek to English Vocabulary This vocabulary list contains all of the words that are in the vocabulary lists in the chapters and the words presented in grammar sections that need to be learned (e.g., the irregular comparatives and superlatives and the numbers). It also contains all of the compound verbs that occur in the readings and of which students are expected to deduce the meaning. Students should always be encouraged to deduce the meaning of these verbs when they meet them in the readings and not have recourse to the Greek to English Vocabulary, but we have included the words in the vocabulary for purposes of reference. The Greek to English Vocabulary also contains all words that are glossed once in a chapter and used again later in that chapter (in the exercises or readings) but not glossed again. For the most part students will remember these words from their initial encounter with them

in the reading where they are glossed, but we include them in the Greek to English Vocabulary for reference. We do not include in the Greek to English Vocabulary words that are glossed once in a ­chapter and do not occur again in that chapter or in a vocabulary list in a subsequent chapter. The numbers following definitions of words refer to the chapters in which the words are included in vocabulary lists or grammar sections.

English to Greek Vocabulary The English to Greek Vocabulary is not limited to words needed in the English to Greek translation exercises; it instead contains a complete reverse listing of all the words in the Greek to English Vocabulary. This complete list will make it easier for teachers to make up additional exercises, and it will enable students to write Greek using almost any of the words that they have met in the readings. The English to Greek Vocabulary is intended only as a reminder of the Greek word. For full information about any given Greek word, students will have to look the word up in the Greek to English Vocabulary. Students should also be urged always to look back at the readings and the grammar sections to refresh their minds on how a given word is used.

h Translations of Classical and New Testament Greek Readings

Chapter 17β

Chapter 18β

Miracle Cures

Miracle Cures

Heraeeus of Mytilene. This (man) had (was having) no hair on his head, but lots on his chin. And ashamed, because he thought he was being laughed at by other (men), he slept (was sleeping) in (the abaton). And the god, having anointed him with an ointment, made his head have hair. Hegestratos, headache. This (man) suffering from insomnia because of the pain (toil, work; suffering) of his head, when he was in the abaton, fell asleep and saw a dream; the god, having cured his headache (and) having made him stand up straight (and) naked, seemed to have taught him the defense in the pancratium; and when day came, he went out cured (healthy) and after a short (not a long) time he won the pancratium in the Nemean Games (he won the Nemean Games, the pancratium).

Euphanes, a boy from Epidaurus. This (boy) suffering from the stone slept (was sleeping) in (the abaton); the god seemed to him standing near (him) to say, “What will you give me, if I make you healthy?” And he said, “Ten knucklebones.” The god, breaking into laughter, said that he would stop him (from suffering). And when day came he went out cured (healthy). Pandarus, a Thessalian, who had marks on his forehead. This (man) sleeping in (the abaton), saw a vision; the god was seeming to bind the marks with a bandage/fillet and to be telling him, when he was outside the abaton, having taken off the ­bandage/fillet, to dedicate it in (into) the temple. And when day came, he arose and departed and took off the bandage/fillet, and he saw his face free from the marks, and he dedicated in (into) the temple the bandage/fillet that had (on it) the letters from his forehead.

John 1.1–2 In the beginning was the Word, and the Word was with (the) God, and the Word was God. This/He was in the beginning with God.

John 1.32, 33, and 49

John 1.14 And the Word became flesh and tented among us.

John 1.29 On the next day he sees Jesus coming toward him and says, “Behold, the lamb of god, the one taking away the sin of the world.” II - 1 3 6

“I have seen the spirit coming down / descending as a dove from heaven and it came to rest upon him.” “Upon whoever you see the spirit coming down / descending and remaining upon him, this is the one baptizing in/with the holy spirit.” “Master, you are the son of God, you are king of Israel.”



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Chapter 19α Theognis Men are foolish and childish, who weep for the dead and not for the flower of youth that perishes.   Enjoy yourself, please, dear heart; soon again there will be other men, and I, having died, will be black earth.

Chapter 19β John 2.1–8 And on the third day a wedding took place in Cana of Galilee, and the mother of Jesus was there; both Jesus and his disciples were invited to the wedding. And when the wine gave out, the mother of Jesus says to him, “They do not have wine.” Jesus says to her, “What (is that) to me and you, woman? My hour has not yet come.” And his mother says to the servants, “Whatever he says to you, do it.” There were six water jars made of stone lying there in accord with the purification of the Jews, holding two or three measures apiece. Jesus says to them, “Fill the jars with water.” And they filled them up. And he says to them, “Draw now and carry to the master of ceremonies”; and they carried.

Chapter 20δ John 2.9–11 And when the master of ceremonies tasted the water that had become wine and was not aware from where it was, but the servants, the ones who had drawn the water, were aware, the master of ceremonies calls the bridegroom and says to him, “Every man first serves the fine (beautiful) wine and when they are drunk, the inferior (wine); you have saved the fine wine until now.” Jesus made this beginning of his signs/miracles in Cana of Galilee and showed his glory, and his disciples came to believe in him.

Tyrtaeus And he himself, falling in the front line, loses his own life, bringing glory to his city and people(s) and father. . . . And him young men and old alike lament, and the whole city mourns with grievous

longing . . . nor does his good fame ever perish nor his name, but he becomes immortal (lit., deathless) although he is beneath the earth.

John 3.1–3 There was a man from the Pharisees, Nicodemus was his name, a leader of the Jews; this (man) came to him at night and said to him, “Teacher, we know that you have come from God (as a) teacher; for no one is able to make these signs / do these miracles that you make/do, unless God is with him.” Jesus replied and said to him, “Verily verily I say to you, unless someone is born from above / anew, he is not able to see the kingdom of God.”

Chapter 21β Solon From a cloud comes the might of snow and hail, and thunder comes from the bright lightning; and a city perishes from great men, and the people fall under the slavery of a monarch through its folly. If you raise (a man) too high, it is not easy to restrain (him) later, but one should think about all (these) things now.

John 3.4–7 Nicodemus says to him, “How is a man able to be born, being old? He is not able to go into the womb of his mother a second time and be born, is he?” Jesus answered, “Verily verily I say to you, if someone is not / unless someone is born from water and spirit, he is not able to enter into the kingdom of God. That which has been born from flesh is flesh, and that which has been born from spirit is spirit. Don’t be amazed that I said to you ‘It is necessary that you be born from above / anew’.”

Chapter 22α John 5.1–9 After this there was a festival of the Jews and Jesus went up into Jerusalem. And there is in Jerusalem at the sheep gate a pool, the one called in Hebrew Bethzatha having five porticoes. In these were lying a multitude of weak/sick, blind, lame, withered/paralyzed (people). There was a certain man there being (having) thirty-eight years in his weakness/sickness.

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

Jesus, seeing this (man) lying down and learning that he has been in his sickness for a long time now, says to him, “Do you wish to become well?” The sick man answered (to) him, “Sir, I do not have a man so that whenever the water is stirred up he may put me into the pool; and while I am going, another goes down before me.” Jesus says to him, “Get up; lift your cot and walk!” And immediately the man became well and lifted his cot and began to walk.

Chapter 22β Solon For to the people I gave as much privilege as to be enough, neither taking from their honor nor giving too much; and (for those) who had power and were admired for their wealth, for them too I contrived that they should have (to have) nothing improper; I stood (firm), having put a mighty shield around both, and I allowed neither side to win unjustly.

Chapter 23β Solon One man hurries from one place, another from another (i.e., everyone has a different pursuit); one wanders over the sea in ships, longing to bring home wealth; . . . another, cutting the treeclad earth, slaves year in, year out, for whom bent plows are a concern; another, knowing the works of Athena and Hephaestus of many crafts, collects his livelihood with his (two) hands; . . . another the Lord Apollo, the far-shooter, makes a prophet, and he (the prophet) knows trouble coming to a man from afar.

John 6.47–51 “Verily verily I say to you, the one believing has eternal life. I am the bread of life. Your fathers ate the manna in the desert and died; this is the bread coming down out of heaven, so that anyone may eat from it and may not die. I am the living bread, the (bread) having come down out of heaven; if anyone eats from this bread he will live to eternity; moreover also the bread that I will give is my flesh on behalf of the life of the world.”

Book II

Chapter 24β Hesiod The immortals who have their homes on Olympus first made the golden race of men of mortal speech. They were living like gods, having hearts free from care away from and without toil and woe; nor was sad old age present at all, but always unfailing (the same, i.e., unchanged) in feet and hands, they were enjoying festivities far from all evils; and they died as though (they had been) overcome by sleep; they had all good things, and the bountiful earth of its own accord was bearing (carrying) much and plentiful fruit. . . .

John 8.12 And so Jesus again spoke to them saying, “I am the light of the world; the one following me will never walk in the darkness, but will have the light of life.”

John 8.31–32 Then Jesus was saying to the Jews who had come to believe in him, “If you remain in my word, you are truly my disciples and you will know the truth, and the truth will set you free.”

John 9.1–7 And passing along he saw a man blind from birth. And his disciples asked him, saying, “Teacher, who sinned, he or his parents, that he was born blind?” Jesus answered, “Neither he nor his parents sinned, but (he was born blind) so that the works of God might be shown in him. We must work the works of the one who sent me while it is day; night is coming when no one is able to work. As long as (when) I am in the world, I am the light of the world.” Having said these things, he spat on the ground and made mud from the spit and smeared the mud on his (i.e., the blind man’s) eyes and said to him, “Go wash in the pool of Siloam (which is translated Having Been Sent).” And so he (i.e., the blind man) went away and washed himself and went (away) seeing.

Chapter 25β John 10.2–4, 9, and 11–16 “The one coming in through the gate is the shepherd of the sheep. The gate-keeper opens (the gate)



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for this one, and the sheep hear his voice and he calls his own sheep by name and leads them out. Whenever he leads out all his own (sheep), he walks in front of them, and the sheep follow him, because they know his voice. . . . I am the gate; if anyone comes in through me, he will be saved and he will come in and he will go out and he will find pasture. . . . I am the good shepherd. The good shepherd lays down his life on behalf of his sheep; the hired laborer and (the one) not being the shepherd, of whom the sheep are not his own, sees the wolf coming and lets the sheep go / abandons the sheep and flees—and the wolf seizes (attacks) them and scatters (them)—because he is a hired laborer and he has no care concerning (for) the sheep. I am the good shepherd and I know my (sheep) and my (sheep) know me, just as the Father knows me and I know the Father, and I lay down my life on behalf of my sheep. And I have other sheep that are not of this sheepfold; and I must lead them, too, and they will hear my voice, and they will become one flock, one shepherd.”

Chapter 26β Hesiod I wish then that I were not any longer among the fifth (race of) men, but had either died before (them) or been born thereafter. For now the race is of iron; and (men) will not cease from weariness and grief in the day, nor (will they stop) being distressed at night; but the gods will give them hard anxieties; but all the same good will be (lit., will have been) mixed with bad even for them. But Zeus will destroy this race of men of mortal speech, too, when they are gray-haired at birth.

the tomb). . . . And many of the Jews had come to Martha and Mary to console them concerning their brother. Then Martha, when she heard that Jesus was coming, met him; but Mary was sitting in the house. Then Martha said to Jesus, “Lord, if you had been here my brother would not have died; and now I know that as many things as you may ask of God, God will give to you.” Jesus says to her, “Your brother will stand up.” Martha says to him, “I know that he will stand up / be resurrected in the resurrection on the last day.” Jesus said to her, “I am the resurrection and the life; the one believing in me, even if he dies, he will live, and everyone living and believing in me will never die for eternity. Do you believe this?” She says to him, “Yes, lord, I have come to believe that you are the Christ (the Anointed One), the son of God, the one coming into the world.” So Jesus, being again deeply moved within goes to the tomb; it was a cave and a stone was lying on it. Jesus says, “Lift the stone.” Martha, the sister of the one who had died says to him, “Lord, he already stinks, for he is (dead) for four days.” Jesus says to her, “Did I not say to you that if you believe you will see the glory of God?” Then they lifted the stone. And Jesus lifted his eyes up and said, “Father, I give you thanks because you heard me. And I knew that you always hear me, but I spoke because of the crowd standing around, so that they might believe that you sent me.” And saying these things he shouted in a loud voice, “Lazarus, (come) out here.” The one who had died came out bound with respect to his feet and hands with strips of cloth and his face had been bound around with a cloth. Jesus says to them, “Untie (Loosen) him and allow him to depart.”

Chapter 27α John 11.1, 3–5, 17, 19–27, and 38–44 And a certain person was sick, Lazarus from Bethany, from the village of Maria and Martha her ­sister . . . So the sisters sent to him saying, “Lord, see (the one) whom you love is sick.” And Jesus, hearing, said, “This illness is not to death (will not lead to death) but (is) for the glory of God, in order that the son of God may be glorified through it. And Jesus loved Martha and her sister and Lazarus . . . Then Jesus, coming, found him being in the tomb already for four days (already having four days in

John 20.11–18 And Mary was standing at the tomb outside, weeping. Then as she was weeping, she stooped to look into the tomb and she sees two angels sitting in white (garments), one at the head and one at the feet, where the body of Jesus was lying (i.e., had been lying). And they say to her, “Woman, why do you weep?” She says to them that “They lifted (took away) my lord, and I do not know where they put him.” Having said these things, she turned

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AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l 

around and she sees Jesus standing (there) and she was not aware (was not knowing) that it was Jesus. Jesus says to her, “Woman, why are you weeping? Whom are you looking for?” She, thinking that he is the gardener, says to him, “Lord, if you took him away, tell me where you put him, and I will lift him (take him away).” Jesus says to her, “Mary.” Having turned around she says to him in Hebrew “Rabbouni” (which means Teacher). Jesus says to her, “Do not touch me, for I have not yet gone up to my father; but go to my brothers and tell them, ‘I am going up to my father and your father and my god and your god.’” Mary (the) Magdalen goes, announcing to the disciples that “I have seen the lord,” and (that) he said these things to her.

Chapter 27β Xenophanes of Kolophon (There is) one god, the greatest among gods and men, like mortals neither with respect to body nor thought/mind.   But if oxen and horses or lions had hands or (if they were able) to draw with their hands and accomplish the works that men do, horses would draw the shapes of gods like horses and oxen like oxen and would make their (i.e., the gods’) bodies such as the body even they themselves each had.

Book II

Homer, Iliad 1.1–7 Sing of the accursed wrath, O goddess, of Achilles, son of Peleus, which put countless woes upon the Achaeans and sent forth many mighty souls of heroes to Hades, and was causing (the men) themselves to be prey for dogs and all birds, and the plan of Zeus was being accomplished, (starting) from the (very time) when indeed the son of Atreus, king of men, and noble Achilles first stood apart, quarreling.

Chapter 28α Homer, Odyssey 1.1–10 Tell me, O Muse, the tale of the man much­traveled / of many devices, who wandered far and wide, when he (had) sacked the holy city of Troy; and he saw the cities of many men and came to know their mind, yes, and he suffered in his spirit many woes on the sea, trying to win his life and the homecoming of his companions. But not even so did he save his companions, although being eager (to do so); for they perished because of their very own recklessness, the foolish (creatures), who devoured (were devouring) the oxen of the One on High, the Sun; but he took from them the day of their return. From some point of the things/events at least, O goddess, daughter of Zeus, tell even to us.

h Word Study Index The page references are to the Word Study sections in the student’s book. A analysis, 3 anesthetist, 239 anthropology, 84 anthropomorphous, 84 anthropophagous, 84 archaeology, 166 aristocracy, 43 arithmetic, 107 autistic, 22 autobiography, 22 autocracy, 43 autograph, 22 automatic, 22 autonomous, 22 autonomy, 127

E ecclesiastical, 267 epic, 189 epistemology, 213 ethics, 213

B Bible, 267 biography, 189 biology, 107 bureaucracy, 43

L logic, 213 lyric, 189

C chord, 156 chorus, 156 chronicle, 166 chronology, 166 comedy, 189 cryptography, 66 D demagogue, 127 democracy, 127 diapason, 156 dogma, 267 drama, 189

G genealogy, 166 geometry, 107 gerontologist, 239 gynecologist, 239 H harmony, 156 heresy, 267 history, 166

M mathematics, 107 melody, 156 metaphysics, 213 misanthrope, 84 monarchy, 127 music, 156 O ochlocracy, 127 orchestra, 156 orthodoxy, 267 P paleography, 66, 166 pediatrician, 239

II - 1 4 1

pharmacologist, 239 philanthropy, 84 philosophy, 213 photograph, 66 physics, 107 physiotherapist, 239 pithecanthropus, 84 plutocracy, 43 political theory, 213 politics, 127 psychiatrist, 3 psychic phenomena, 3 psychoanalyst, 3 psychologist, 3 R rhetoric, 127 rhythm, 156 S seismograph, 66 symphony, 156 T technocracy, 43 telegraph, 66 theocracy, 43 theology, 267 tragedy, 189 tyranny, 127 Z zoology, 107

h Word Building Index The page references are to the Word Building sections in the student’s book.

Α ἄγνωστος, 14 ἄγραπτος, 14 ἀδικέω, 98 ἀδίκημα, 98 ἄδικος, 98, 272 ἀδύνατος, 14 ἀείμνηστος, 227, 253 ἀλήθεια, 178 ἀληθής, 178 ἄλογος, 284 ἀμαθής, 227 ἀνά, 55 ἀναγκάζω, 73, 156 ἀνάγκη, 73, 156 ἀναμιμνͺήσκω, 253 ἀνατίθημι, 33 ἄνω, 55 ἄπαις, 284 ἀπιστέω, 14 ἄπιστος, 14 ἀποδίδωμι, 33 ἄτακτος, 119 ἀτάρακτος, 119 ἀταραξίᾱ, 119 ἀτυχής, 14, 227 Β βασιλεύς, 156 βασιλεύω, 156 βούλευμα, 98 βουλευτής, 98 βουλεύω, 98 βουλή, 98 Γ γένεσις, 253 γένος, 253 γίγνομαι, 136, 253

γιγνώσκω, 14, 136, 253 γνώμη, 14, 136, 253 γνω�σις, 253 γνωστός, 14, 253 γονεύς, 136 γράμμα, 136 γραπτός, 14, 199 γραφεύς, 136 γραφή, 14, 136 γράφω, 14, 136, 199 Δ δημοκρατίᾱ, 227 δίδωμι, 33, 136, 253 δικάζω, 272 δίκαιος, 98, 178, 199, 272 δικαιοσύνη, 98, 178 δικαστής, 272 δικαστικός, 272 δίκη, 98, 199, 272 δόσις, 33, 253 δοτήρ, 136 δου�λος, 73, 156 δουλόω, 73, 156 δούλωσις, 73 δύναμαι, 14 δύναμις, 14 δυνατός, 14 δυσγενής, 227 δυστυχής, 14 δω�ρον, 253 Ε εἰς, 55 εἴσω, 55 ἐκ, 55 ἐν, 55 ἐνδίδωμι, 33 ἔνδον, 55 II - 1 4 2

ἐξ , 55 ἔξω, 55 ἐπιτίθημι, 33 εὐγενής, 227 εὐλογίᾱ, 284 εὔπαις, 284 εὐτυχής, 14, 227 Η ἥδομαι, 199 ἡδύς, 199 Θ θαλαττοκρατέω, 227 θέσις, 253 Ι �ˉιαˉ΄ομαι, 136 ˉ�ιᾱτρός, 136 ἱερεύς, 178 ἱερός, 178 ἱππεύς, 178 ἵππος, 178 ἴσος, 178 ἰσότης, 178 ἵστημι, 253 Κ κατά, 55 κάτω, 55 κήρῡγμα, 73 κη�ρυξ , 73 κηρυˉ΄ττω, 73 κρι΄ˉνω, 136 κρίσις, 136 κριτής, 136 Λ λαμπρός, 199 λάμπω, 199



λέγω, 136, 284 λείπω, 199 λεκτικός, 284 λέξις, 284 λίθινος, 199 λίθος, 199 λογίζομαι, 284 λογικός, 284 λογιστής, 284 λογογράφος, 284 λόγος, 136, 284 λοιπός, 199 λύσις, 136 λυ΄ˉω, 136 Μ μάχη, 136, 199 μάχιμος, 199 μάχομαι, 136 μνη�μα, 253 μνημει�ον, 253 μνήμη, 253 Ν ναυβάτης, 227 ναυμαχίᾱ, 227 ναυ�ς, 178 ναύτης, 178 νεᾱνίσκος, 178 νέος, 178 νεότης, 178 νομοθέτης, 253 Ο οἰκει�ος, 199 οἰκέω, 73, 156 οἴκημα, 73 οἴκησις, 73 οἰκητής, 73 οἰκίδιον, 178 οἰ�κος, 73, 156, 199 ὀλιγοχρόνιος, 227 ὀργή, 73, 156 ὀργίζομαι, 73, 156

W o r d B u i l d i n g I n d e x  II - 1 4 3

Π παιδαγωγικός, 284 παιδαγωγός, 227, 284 παίδευσις, 284 παιδεύω, 284 παιδικός, 284 παιδίον, 178, 284 παιδίσκος, 178 παίζω, 284 παι�ς, 178, 284 παραδίδωμι, 33 πιστεύω, 14 πίστις, 14 πιστός, 14 ποιέω, 136, 199 ποίημα, 136 ποίησις, 136 ποιητής, 136 ποιητός, 199 πολεμικός, 199 πολέμιος, 199 πόλεμος, 199 πόλις, 178 πολιˉ΄της, 178 πρα�γμα, 119, 136 πρᾱκτικός, 119, 199 πρα�ξις, 119 πραˉ΄ττω, 119, 136, 199 προβούλευμα, 98 προβουλεύω, 98 πρόγονος, 253 προδίδωμι, 33 προδοσίᾱ, 33, 253 προδότης, 33, 253 πρός, 55 προστασίᾱ, 253 προστάτης, 253 πρόσω, 55 Σ στάσις, 253 συντίθημι, 33 σῴζω, 136 σωτήρ, 136

σωφρο(ν)σύνη, 178 σώφρων, 178 Τ τάγμα, 119 τακτός, 119 τάξις, 119 ταράττω, 119 ταραχή, 119 τάττω, 119 τίθημι, 33, 253 τῑμάω, 73, 156 τῑμή, 73, 156 τρέπω, 136 τρόπος, 136 τυγχάνω, 14 τύχη, 14 Υ ὑπόθεσις, 253 Φ φήμη, 136 φημί, 136 φιλάνθρωπος, 227 φιλίᾱ, 178 φίλος, 178 φιλόσοφος, 227 φιλότῑμος, 227 φοβέομαι, 199 φοβερός, 199 φυλακή, 119 φύλαξ , 119 φυλάττω, 119 Χ χράομαι, 199 χρήσιμος, 199 χρηστός, 199 Ψ ψευδής, 199 ψεύδομαι, 199 ψευδόμαντις, 227

h Index of Instructor’s Manual: Topics, Language, and Grammar

A accusative, absolute, 84, 90; of respect, 7, 84, 85, 89, 90, 104; verbs with two accusative objects, 70 adverbial accusative, 43, 52, 90 aorist, gnomic, 83; ingressive, 19, 25, 40, 49, 52, 56, 57, 58 Archidamus, Spartan king, 36 Archimedes, 106 articular infinitive, 50, 61, 70, 71 Athens, downfall of, 121 Attic, declension, 26; future, 12; reduplication, 58, 96, 104 B Bias of Priene, 106 C circumstantial participles, translations of, 49 Cnemus, 118 comparative expressed with μα�λλον, 15 complex sentences in indirect statement in primary sequence, 114; in secondary sequence, 115 conative imperfect, 91; present participle, 120 Croesus, 73–4 Cypselus, 93, 101

D dative, 93, 95 of agent, of degree of difference, 18, 39 of the person concerned, 99 Doric dialect, 14, 76 dual, 65, 133 E education, Greek, 66, 67, 68, 69, 71, 90–1 Eureka, 106 F First Peloponnesian War, 16, 40, 114 future participle, with ὡς to express purpose, 6; without ὡς to express purpose, 14 G genitive, absolute, 52, 112 gnomic aorist, 83 guilt, 10, 84, 87 gymnastics, 71, 90–1 H Heraclitus, 13, 18, 23, 27, 32, 41, 60, 63, 82, 83, 92, 95, 105, 106, 110 heralds, 53 Herodotus, Ionic dialect of, 93, 128 heroes, 53

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Hiero of Syracuse, 106 historic present, 123 Homeric Greek 102, 106 hospitality, 26, 77, 91 I imperative, 3rd person, 133 imperfect, conative, 91; inchoative/inceptive, 71 impersonal verbs, 6 inceptive imperfect, 71 inchoative imperfect, 71 indirect questions, 42, 48 indirect statement, 48, 52, 53, 56, 57, 59, 61, 62, 76, 80, 84, 88, 99, 109, 114, 115, 126, 133; virtual, 123 ingressive aorist, 19, 25, 40, 49, 52 internal accusative, 7 Ionic dialect, 93, 128 K knucklebones, 12, 16, 19, 136 M music, 66, 67, 69, 71, 72, 90 Mycenae, lion gate at, 23; tholos tombs at, 24 O Oenoe, 52 Old Comedy, 126



I n d e x o f I n s t r u c t o r ’ s M a n u a l : T o p i c s ,   L a n g u a g e , a n d G r a m m a r  II - 1 4 5

P participles, supplementary, 33, 64, 94, 124; translations of circumstantial, 49 partitive genitive, 7, 66, 67 Pausanias, regent for the Spartan king, 18 Peloponnesian War, reason for, 16 Pericles, 16, 38, 56, 57, 58, 64, 114, 130 Phormio, 114 Plato, Phaedo, 15; Republic, 59, 71 predicate position of adjective, 9 present, historic, 123; reduplication, 72, 85 Protagoras, 66, 67, 68, 71

purification, 7 Pythia, 94, 95 R reduplication, Attic, 58, 96, 104 present, 72, 85 S shame, 87 Sicilian expedition, 64, 114 Socrates, 68; last words of, 15 Solon, 38, 65, 76 St. Paul, 8 superlative, adjectives, expressed with μάλιστα , 15 supplementary participles, verbs that take, 33, 64, 94, 124

T terms 1st and 2nd, 3 thematic vowels, 62 third person imperative, 133 Thirty Years’ Peace, 16, 40, 43 Thriasian Plain, 56, 58 Thucydides, 64, 73, 116 V verbal adjectives in -τέος, 84, 90 votive inscriptions, 5, 10, 19 votive offering, 5 vowel gradation, 89 W wedding procession, 84

h Index of Instructor’s Manual: Greek Words

Α ἄβατον, 8 ἄγεσθαι γυναι�κα, 84 ἀγορεύω, 39 Ἄδρηστος, 85 -αζ-, suffix, 34 αἴρω, intransitive use of, 62;

stem of, 1; stem of with long α in unaugmented forms of aorist, 58 ἁλίσκομαι, 103 ἁμαρτίᾱ, meaning of in New Testament Greek, 10 ἀνδρείᾱ, one of Plato’s four cardinal virtues, 70 ἀπέχω, future of, 2 ἀποθνͺήσκω, 1st and 2nd perfect forms of in infinitive and participle, 81; used instead of passive of ἀποκτείνω, 19 ἀ-privative, 90 ἅπτω, perfect passive of, 108 ἀρετή, human excellence, the sum of Plato’s four cardinal virtues, 70–1 ἀστράγαλοι, 12 ἀφίσταμαι, 20, 28 Ἀχαρνεύς, 131

Β βλάπτω, 21

Γ γ, pronunciation of before γ, κ, ξ , and χ , 63 γελάω, with α where expect η, 16 γίγνομαι, 22, 85 γιγνώσκω, 4, 72, 85 Γορδίης, 85 Δ δακρυˉ΄ω, length of stem vowel of, 3

δει�, 6 δείκνῡμι, 30, 32 δη�λος/δη�λον, personal and impersonal uses of, 16

διά + acc., because of, 15 διαλέγομαι, principal parts of, 99

διδάσκω, 67, 85 δίδωμι, 11, 13, 14, 15 δικαιοσύνη, one of Plato’s four cardinal virtues, 70 δώματα, Homeric, 30

Ε ἐαˉ΄ν πως, in the hope that, 17 εἴθ’ ὤφελον, used to express a

wish, 92 εἰμί, alternative optative plural forms of, 81 εἰ�μι and compounds: infinitive and participle may refer

II - 1 4 6

to future time in indirect statements, 59 εἴρω, 99 εἰς + acc. to express purpose, 71 ἐλαˉ΄ᾱ, 20 ἐλαύνω, 118 ἐντείνω, 71 ἐπειδαˉ΄ν, length of the α of, 48 ἐπιμελέομαι + gen. and/or ὅτι clause, 70 ἕπομαι, aorist forms of, 81 ἐρχόμενος, as participle of ἔρχομαι in New Testament Greek, 10 ἐρωτάω, aorist of based on ἔρομαι, 104 ἔχω, aorist forms of, 81; future forms and meanings of, 2 ἕως, 50

Ζ *ζάω and βιόω, 66–7, 104; *ζάω, present and imperfect forms of, 66–7

Θ θεάομαι and θεωρέω, 31 θυ΄ˉω, 39 Ι -ιζ-, suffix, 34 -(ί)σκω, ingressive, inceptive, or inchoative suffix, 71–2

ἱστορίᾱ, inquiry, 73



I n d e x o f I n s t r u c t o r ’ s M a n u a l : G r e e k W o r d s  II - 1 4 7

Κ καί, adverbial, 119 καταδυ΄ˉω, uncompounded forms of athematic aorist of, 117 κέρας, horn, declension of, 120 κέρας, wing, declension of, 120 κόσμος, meaning of in New Testament Greek, 10

Λ λέγω + two accusatives, 83 λούω, conjugation of, 48 λυˉ΄ω, length of stem vowel of, 3 Μ Μηδικά, 71 Μη�δοι, 71 μήν, declension of, 129 Ν νέμεσις, 82–3 Ξ ξένος, meaning of, 77 Ο ὁπόθεν, indefinite

interrogative, 84

ὁράω, imperfect forms of, 21 ὄρνῑς, declension of, 129 οὐ μή + aorist subjunctive to

express a strong negative statement about the future in New Testament Greek, 74, 92

Π παιδαγωγός, 66 παιδοτρίβης, 71 πάλαι . . . εἰσί(ν), idiomatic use of, 16

Πέρσαι, 71 πι΄ˉπτω, 85 πιστεύω + neuter pronoun in acc. + ὅτι, 7 πορεύομαι, aorist of in passive voice, 8

πότερον, often not translated, 2 πρέσβυς, 39 πρεσβυˉ΄της, 39, 131 πρίν, 48–9, 50, 64, 83, 94 Ρ ῥίον, 117 Σ σκηνή, 130 σκοπέω, some tenses of supplied by σκέπτομαι, 13, 104

σοφίᾱ, one of Plato’s four cardinal virtues, 70

σοφιστής, meaning of for Herodotus, 76

συγγιγνώσκω, 111 συλλέγω, 20 συν-, in compounds = together, 109

σχολή, 118 σωφροσύνη, one of Plato’s four cardinal virtues, 76

Τ -τέος, -τέᾱ, -τέον, verbal

adjectival suffix, 84, 90 -τός, -τή, -τόν, verbal adjectival suffix, 8, 96 τροπαι�ον, accent of, 117; meaning of, 124 τύπτω, 26

Υ ὕβρις, 82–3 Ὑγίεια, 5 Φ φαίνομαι, principal parts and meanings of, 35

φαίνω, principal parts and meanings of, 50

Χ χάρις, declension of, 11 χράομαι, I consult (an oracle), 93; present and imperfect forms of, 16–17; with η where expect α , 16 χρή, 6 χρῡσου�ς, declension of, 129

Ω ὠ� ἄνθρωπε, 39 ὤφελον, used to express a wish, 92