A FIRST GREEK COURSE BY W. H. D. ROUSE, Litt.D. HEAD-MASTER OF THE PERSE GRAMMAR SCHOOL, CAMBRIDGE V LONDON BLACKIE & SON, LIMITED, 50 OLD BAILEY, E.C, GLASGOW AND BOMBAYBy W. H. D. ROUSE, Lirr.D. A First Greek Course. Introducing beginners to Greek Authors in their first year. 25. 6d, net. A Greek Reader. For use along with Rouse’s First Greek Course, or any Beginner’s Book of Greek. 25, 6d, net. A Greek Boy at Home. An original Greek story specially written for use with Rouse’s First Greek Course, With Vocabulary in pocket of cover. 3s, 6d. net, By W.H. D. ROUSE, Litt.D., & J. H. WILLIAMS, M.A, Damon, A MANuaL oF GREEX IaMBIC CoMPOSITION, 2s, 6d. net. BLACKIE & SON, Lrv,, LONDON, GLASGOW, BOMBAYPREFACE Tuts book has been compiled as part of a reformed school curriculum. The principles of this reform cannot be discussed here; it must be enough to say, that Greek finds a place, not at the beginning, but towards the end of the school course, being begun in the Fourth Form (average age 144 to 15). At this stage the boy’s mind is more mature, and having been carefully trained by means of French and Latin, he is able to make rapid progress. Two terms (or less) are enough to work through.this book ; and in the third term an easy author may be begun, the grammar being revised along with the author. For the convenience of teachers, a Companion Reader has been compiled, which includes a number of stories, each com- plete in itself. It is quite possible that the book may be found suitable for those who begin Greek earlier, but their progress will of course be slower the earlier they begin. As regards the method of use, I assume that the master will do as much as possible wva voce. Specimens of this method are given here and there, but it is not intended that they be kept to slavishly: they are specimens only. The essence of any such method is, that it be fresh and spontaneous; and the master must be ready to use his material in conversation on the spur of the moment. But conversation is not meant to take the place of construing and writing. All three must go on iiiiv A FIRST GREEK COURSE side by side: construing, not to teach English (which is taught separately), but to make sure that the meaning of the Greek is understood ; writing, to give accuracy, and to fix new facts in the mind ; conversation, as a means of practice. The place of conversation is to make the boys quick; to give them continued drill in using their material with slight but definite changes (J for you, am for are, etc.); and, not least, to bring the Greek into close connection with their lives. We use a great deal of conversation which is not hinted. at here, carrying on -much of the business of the class-room in Greek. There are a few novelties in the arrangement which will, I hope, prove to be useful. With the very alphabet we are able to begin with a piece of genuine Greek literature, quotation from Kallias’s Grammatike Theoria (Athenaeus, p. 454): for this idea I have to thank Prof. J. E. B. Mayor, who has taken the liveliest interest in our experiment. I have used one or two liberties with the text, which I hope the author's ghost will forgive, in consideration of the wide advertisement I have given to his work. The declensions are begun with the Adjective, which, being like the Latin onus, is easily remembered, and thus the chief forms of two declensions are mastered at once. Similarly, the participle dv gives the type for a large number of adjectival and nominal forms. For the rest, I have been guided by expediency, placing first the forms which are most wanted. A scientific order is not necessary in learning ; once learnt, the matter can easily be revised in a scientific order by aid of the Compendium (p. 89). Those who have not tried may think that too much is given in each exercise, but this will not be found to be true. At 14 or 15 a boy who has learnt Latin grammar thoroughly can get over Greek at a great pace. It is not intended that a whole exercise shou!d be always done at each lesson; each master must decide forPREFACE v himself how much he can get through. It is easy to divide them, The book was first used in manuscript for a year; then printed and used for a year in proof; finally, with many altera- tions which use suggested, it was reprinted and used for a third year. I think, therefore, that I may safely call it a practical book. My thanks are due to my friend and fellow- worker, Mr. W. H., S. Jones, for his criticisms and suggestions, most of which are embodied in it. I thank also the publisher most sincerely for allowing me to keep the book in type so long. The reading extracts are all taken from Greek authors; it may be left as a pleasant exercise for those who, use the book, to find out where they come from, A certain amount of compression or alteration has sometimes been necessary, and a few un-Attic constructions and words have been changed, for which changes I make no apology. The conversations are invented. Tam confident that a fair trial of the method assumed in this book, combined, of course, with a reorganised curriculum, will show that those who attack the study of Greek are under a misapprehension, I am quite ready to admit that classical education, as it is understood in this country, is a failure. There are, indeed, some boys whom nothing can spoil; there are many clever boys who learn a great deal, and who at 19 are chock-full of information, These do not suffer so much as might be expected, But as an education it is a failure; because it does not teach even these clever boys to use their intelligence as they could be taught to do, and because it makes the average boy dull, unintelligent, and a hater of all intellectual exercise. It does not follow, however, that the failure is due to'the subject. That the adversary may not twistvi A FIRST GREEK COURSE my words to suit his own purpose, I add, that the modern sub- stitutes for classics do not seem to me to be any better: all our schools are spoilt by the same faults of cram, early specialising, and mercenary aims, Greek, however, can be learnt with profit and enjoyment by the average boy, so that in less than a year he can read the Agology of Socrates ; and all that is paid for that result is one lesson of three-quarters of an hour a day. That is not a heavy price to pay for the key to the finest instrument of human speech, and it does not involve neglect- ing anything. On the contrary: along with it the boy may thoroughly study his own tongue, may learn to use it and to understand and enjoy English literature, may win a serviceable knowledge of French and Latin, may have the usual drill in mathematics, and may do a very fair amount of natural science. W. H. D, ROUSE. NOTE TO THIRD EDITION In the third edition a.few minor corrections have been made, and the list of Parts of Common Irregular Verbs has been considerably extended. W. H. D. ROUSE. February, 1916.cuap. I, IL IIL, Iv. 1” VIL VIL. VIL IX. CONTENTS PREFACE . . . . . The Alphabet . . . . . . Exercise I, Adjectives of Three Endings; Article and Relative; Present Ind. Act. of Verbs . . Exercise Il. : . . Pronouns ; Present of ‘to be’; Comparison Exercise III, . . . . . . Personal, Interrogative, and Reflexive Pronouns ; Some Numerals; Accent . . 7 Exercise IV. . . . . . Augmented Tenses. Exercise V.. . Future and Weak Aorist Exercise VI. . Masculines of First Declension ; xpucois, iAews : Imperfect Active of Contracted Verbs . Exercise VII, . . . . Third Declension ; oy and Participles with similar Nouns; Imperative, Subjunctive, and Optative Active . . . . . * Exercise VII. . . . Verbs in -ys Present Indicative Active; Com- pounds of these Verbs. , . Exercise IX. . . : : . PAGE iii 13 17 18 2r 23 29 33 34 37viii A FIRST GREEK COURSE CHAP. PAGE X. Voices: Middle and Passive, Present and Imperfect 38 Exercise X.. : . . ~~ 4a XI. Present and Weak Aorist of other Moods, Miaate and Passive; oda, yévos, dyes, Zwxpdrns 42 Exercise XI. . . . . . . © 45 XII. Future Middle and Passive; Vowel Stemsintandy 46 Exercise XII. . . . . . 48 XIII. eizé; Aorist Passive and other Aorists in -yv + 50 Exercise XIII. . . . . . 52 XIV. Perfect Active and Reduplication : 53 Third Declension, other Stems and Irregulars 55 Exercise XIV. . . . . . 55, 59 XV. Perfect Middle and Passive; warjp, efuc . 61 Exercise XV. ' . . . . » 64 XVI, Consonantal Verb Stems; Verbs in -us, Imperfect Indicative and other Moods ; BaccAcds, péyas. 66 Exercise XVI. . . . . . 72 XVII. ofa; Verbs in-vys. . . + oe 7B Exercise XVII. 76 XVIII. Liquid and Nasal Verb Stems ; ; iis ; Second "Type of Comparison . . . 78 Exercise XVIII. . . . XIX. Dental Verb Stems ; Subjunctive and Optative of Contracted, Verb Stems; rdAas . Exercise XIX. . XX. . . . . . . . Exercise XX. . . . . COMPENDIUM OF GRAMMAR. . .e SumMMARY OF SYNTAX RULES . . : ACCENT soe ee GREEK-ENGLISH VOCABULARY . «7 ENGLISH-GREEK VOCABULARY. (B 604) : . 80, 82 84 86 87 88 89 154 156 157 1681—THE ALPHABET Tue names Epsilon (), Omicron (0), Hypsilon (v), and Omega () are late, and were not used by the Greeks of the classical age, Epo PS “@® ZN DearoMasA MUHROMAEPA @ & (as in German|é@ada | alpha hat), % (as ah) . B Bara | beta ¥ ig (as in good)! yappa | gamma 8 d dra | delta e€ e (as in wet) él ei (pron. as. two . - short’ sounds .| combined, éy) ¢ dz Ghra | z8ta (pron, dzéta) ” € (as in French “ee, | jira gta German See) 6 th? Ojra | théta t i (as in French Ze, |i@ra | idta tit) « k canna | kappa By 1 AduPSa lambda B& m po mo v n vy. ni & x . fi xi ° o (as in pot) ob ou T P ai pi p ror th pa rho ° saat} s (as in sing, ass) {enue ‘ } sigma.(san) T t . rad tau v a (as Frenchz) |6 ii $ [ph ft gi | phi x ch!(asin Scotch /och)| xi chi + ps bi psi o "5 (as awe) & 6 1 See next page for Notes on Pronunciation, (604) 12 A FIRST GREEK COURSE Notzs ON PRONUNCIATION.—y before ¥, x, & is sounded ng, The aspirates 0, ¢, x were pronounced as two distinct sounds com- bined: as in axthill, uphold, lackhose. @ is still so pronounced in the island of Astypalaea. They may, however, be pronounced like the English th, f, ch, if the true sounds are found to be too difficult. In groups of consonants where the aspiration could not well be pronounced, it was probably sounded before the following vowel (as in modern Bengalee) : thus dy@pwwos = dyrpivros. v(=Fr, u) should not be sounded 00, or it is confused with ov, Quantity must be strictly observed. The voice should be prolonged on a long vowel twice as long as on a short vowel (like crotchet and quaver), This should be caxefully practised while time is beaten as in music, This has nothing to do with accent, or with stress, DOUBLE CONSONANTS are pronounced by dwelling upon the sound: as in English 1b-boat, black-cat, midday, full-liberly, home-made, ten-nights, stop-press, fur-rug, this-sort, that-time, DiPHTHONGS: a: pronounced as in aisle a ot UL av ev nu ov as two short sounds together, & as of in foil as French oui as-ow in cow as two short sounds together, 27 as i as go in fool The so-called improper diphthongs, in which a long @ 7 w is followed by 4, were written a+ 7¢ w:, and pronounced as written, In modern books they are generally written ¢ 9 ¢, with ‘iota subscript,’ and pronounced 4 » w simply. ' Breatwies.—A vowel at the beginning of a word has the ‘rough’ breathing’ if aspirated, the ‘smooth breathing’ if not. The rough breathing was originally represented by H (afterwards used as a vowel), but in quick writing-hand this came to be written like a comma reversed (‘) over the vowel; the smooth breathing was then written (’). Thus 4¢a ‘alpha,’ és ‘hés,’ The rough breathing is always written over initial p: as £0. The stops are (,) comma, (°) colon, (.) full stop, (;) question mark,A FIRST GREEK COURSE 3 The consonants are thus classified (the table should be learnt by heart) — Breathed (or Voiced | Aspirate Unvoited) Mures K y_|_ x | Guttural (throat sounds) 7 | 8 — @ | Dental (tooth sounds) a | B | $ _ | Labial (lip sounds) N.B.—There are two membranes in the throat called vocal cords, If these are tightened when the air comes up from the lungs, the sound is called Voiced, if they are slack it is called Breathed. When tightened the cords can be felt to vibrate by placing a finger upon the throat. p Liquips # vy NASALS o SIBILANT ¢é U double letters (= ds, ks or gs, ps) Accent.—Every Greek word, except a few, has an accent, which originally marked the raising of the tone of voice, not stress as in English. It is possible with careful practice from the first, to raise the tone on these syllables (as little stress as possible being used) and to observe quantity at the same time. Genera RuLe.—The acute accent (’) must fall on one of the last three syllables, If the last have a long vowel, on one of the last two. On final syllables, except last in a sentence, the acute accent is written as grave (*). The circumflex (") denotes a raising and lowering of tone on one vowel, as in certain English when the expression of surprise is intended (2d /). It must fall on one of the last two syllables, and it cannot stand before a long vowel or diphthong. It can only stand on a long vowel or diphthong, as it implies contraction. A few words are only used in combination with others which go before them. These have no accent, and are called enclitics, They generally throw their accent back upon the last syllable of the word before. A few other words, standing first in a phrase, have no accent; these are called proclitics (as ei ‘if, eis ‘into,’ év ‘in’).4 A FIRST GREEK COURSE N.B.—Interrogatives always have the accent. Indefinites are enclitic, and generally have none. EXERCISE On the Alphabet (To be learnt by heart) gor’ dda, Pijra, ydppa, Sédra, Kad rd el,! tir’, Fra, 07’, ira, Kdrwa, AduPda, pd, vd, Ei, 7d 0d, wi, pd, To ciypa, Tad, 7d 9, gi xe re? Kar pi wat rd b, Bara Gdpa = Ba Bijra od ~—-Bo Birra et Be Bara 3 Buy Bira tyra Bn Bita &® ~§=Bo Bijra idra Bu So Bara ahha ita Bar Birra = lta = Bet, ete. Make a similar exercise with the other consonants. These should be read aloud, and then written with accents, I od ‘not’ (before vowels unaspirated ods and aspirated ody), the negative of plain denial (categorical negative). #4 ‘not,’ used in prohibitions, conditions, and abstract ideas. Thus used alone, 03 would mean ‘no,’ and ju} ‘don’t.’ N.B.—The following table is not to be learnt, but for reference as required. 1 kal ‘and,’ 76 ‘the,’ neuter article. See p. 5 below. 3 re ‘both’ (like gue).A FIRST GREEK COURSE on Contin | Cina | Relative Indefinite who tis boris bs Tus, some one where Tod Ocrov od qrov, some where whence mobév | 6rdbev | 80ev | wdGev, some-whence whither Tot drat of rot, some-whither when aéte | Ordre | bre moré, some time how TOS bres as ws, somehow how great| mdcos | dmdcos | bcos | arocds, some size évOdde, here éxet, there kai, and evbévde, hence éxeifev, thence adr, but Sedpo, hither éxeice, thither ®, O ed, well vov, NOW ei, if kaxés, badly ore, then érret, since dpa, -ne (the question mark, placed first in a clause). dp’ ob, nonne There are three numbers: Singular, Dual,! and Plural. xandos, ‘beautiful’ M. F. N. Sing. N. «adds Kan} Kano Vi Kang Kan} Kadov A. Kkadov Kani Kandov G. Karod Kans Karod D. Karp Kany Kare Dual N.V.A. «ard Kana Kare G.D. Karoly Karaiv —kadoiv Plu. N.V. xandot Karat Kana A. Karots adds Kand G. xad@v Kadn@v KONOV D. karois kadais —kadols Compare the Latin adjective donus, dona, bonum. 1 The dual is used when we speak of a pair of things, or of two things closely connected.6 A FIRST GREEK COURSE Nouns are declined in the same way. Those in -7 belong to the first declension, in -os and -ov to the second, as in Latin. ARTICLE 8s, ‘who’ (rel.) Sing N. 6 4 76 és i 6 A. roy tip 0 6i tw 6 G. rod Ths Tod ov is ob Do Th oe 6 gg ¢ , ’ Dual US ey all genders oy all genders Plu. N. of a td ot a& A. robs tds td ols as a G. trav trav Tov dv dv ay D. tots tats ols ols als ols The article was originally a demonstrative, and it keeps this sense in certain phrases: as 6 pév ‘this,’ 6 8€ ‘that’ (which are used as conjunctional pronouns to introduce a clause), or when prefixed to an adverb or adverbial phrase, as of rére ‘those who lived then,’ THE VERB: PRESENT INDIC, ACT. (2) | @ © (2) S. 1. \8-w, I loose} aa-&, I do} dp-&, I see] 8r-d, I make 2. Md-eus trot-eis | op-ds Snr-ots. clear 3. Adee Tote ép-a Syr-08 “Du. 2. d#-erov tot-eiroy |dp-Grov | 8yA-obrov 3. M-erov mov-eitoy |dp-&rov | 8nd-odTov Pl. 1. Ad-opev mot-oduev |dp-Opnev | SnA-odpev 2. Were mot-eire | dp-are Snd-obTe 3.Av-ovau(v) | ou-oba0(v)| 6p-Bau(v) |SyAr-odau(v) The 3rd plur. -v is used before vowels. The first (Avw) is the ordinary form ; the other three are con- tracted. The erjlings are the same in all. In (4) the stemA FIRST GREEK COURSE 3 ends in -e, which contracts with the endings zo-w, rou: mouerov, movetrov, powers all endings except -o. vowels found in the contractions. SnAdopev, Snrodpev, etc, Exercise.—Conjugate the above and other verbs, along with pronouns, as: éy® Avw, od Aves, etc. ; or yd Adw oe, etc.4 Verbs dxobw, hear (cp. acoustics) . daro-Ovyjoxw, die Brera, see ypddw, write (cp. graphic, telegraph) 8nAG (-o-), declare, make plain &w, have; with adverbs, used of a state, as & exw, T am well Aéyw, speak Avw, loose, undo, annul pavOdve, learn (cp.” mathematics) 5p@ (-a-), see tov (-€-), do, make PAG (-e-), love govd (-e), speak, (cp. telephone) éori(v), is (cp. est) 1 After ¢, t, or p, & takes the place of 7. VOCABULARY Nouns dxoh, 7}, hearing GvOpwiros, 6, human being BiBXrov, 76, book (cp. Bible) SiSdeKadros, 4, teacher Oeds, 6, 1), god xddapos, 6, pen petaBody, }, change dpOarpds, 6, eye watSlov, 76, child tox, %, fortune pwrn, , voice tb ADJECTIVES dyads, good GAdXos, GAAY, AAO, other Svotnvos, miserable xaxés, bad kaos, fine, beauti- ful, noble In (¢) the stem ends in -a, which over- Thus @ and o are the only In (@) the stem ends in -o: véos, véd, véov, young? és, who, which, (7e- lative) roAvs, much? 7600s, how large? (p/. how many ?) motos, told, trotov, of what kind ? ti (newt, of ris), what? tupdds, blind ADVERBS, CONJUNCTIONS, AND PARTICLES et, if eb, well kal, and, also, both (like ez) kax@s, badly’ rds, how? te, both (put after tts word) ;° cp. Lat. que rou, enclitic, indeed This is called & pure, 3 odds, ‘much,’ declines like dya0és, except in the nom. and acc, masc, and neut. N, odds woh Trond A, wohty mohNiy OAS G. mohhod “rods 8 Adjectives in -os make adverbs itmas, moAnod, etc. 4 For declension of pronouns see p. 13.